Scholarship of Teaching and Learning Commons^™

Gamification For Learning At Wvu Tech: Examples From Engineering And Biology, Tamara Floyd-Smith, Aida Elisabet Jiménez-Esquilín

2026 Scholarly Teaching Conference: Poster Session Papers

At WVU Tech, gamification is intentionally implemented by many faculty as a broad, multi-modal instructional approach rather than a single tool or activity. Faculty employ a range of gamification strategies, including the digital platform Kahoot but also analog, hands-on games (e.g., discipline-specific board games). These approaches are used for multiple instructional purposes, including supporting students in checking their understanding, practicing recall, working through challenging concepts, and developing problem-solving skills. Here we present applications of gamification for learning in engineering and biology courses at WVU Tech. Student feedback was collected regarding the use of Kahoot quizzes as a valuable and enjoyable …

Towards Increasing The Retention Of Freshman Engineering Students: Implementing A New Course, Ee 101 Introduction To Electrical And Computer Engineering, Omer Lateef, Mingyu Lu, Waseem Alaqqad, Charan Litchfield, Kenan Hatipoglu

2026 Scholarly Teaching Conference: Poster Session Papers

To assist with improving student retention in the undergraduate electrical and computer engineering program, a course was developed and implemented at the freshman level in the Spring of 2021.  This course was named EE 101: Introduction to Electrical and Computer Engineering and served to give freshman students an opportunity to meet the professors of the ECE department and experience live sessions dedicated to presenting “upcoming” topics and research endeavors of their expertise.  Students typically will not be attending the electrical or computer engineering subjects until their sophomore year and this course, set in second semester for a freshman, attempts to …

Rethinking Student Feedback: Separating Instructor And Course Evaluation To Improve Teaching Practice, Cameron Rusnak

2026 Scholarly Teaching Conference: Poster Session Papers

Student evaluations of teaching are commonly used to inform instructional improvement, personnel decisions, and course development. At many institutions, including those using the Student Perceptions of Teaching (SPOT) instrument, instructor effectiveness and course structure are evaluated within a single, unified survey. While efficient, this approach can unintentionally conflate student perceptions of course difficulty, content sequencing, or assessment design with perceptions of instructor performance. As a result, feedback intended to support reflective teaching practice may become ambiguous or difficult to interpret.

This poster proposes an effective teaching practice centered on distinguishing between instructor-focused and course-focused feedback within traditional SPOT reviews. Rather …

Ai-Resistant Activities For Online And Large Enrollment Courses, Jason Bock, Eric Lemley

2026 Scholarly Teaching Conference: Concurrent Session Papers

The rapid adoption of generative AI tools has fundamentally challenged traditional assessments in higher education, particularly in large-enrollment and fully asynchronous online courses where instructor presence and grading time are constrained. While many instructors have responded by restricting AI use or adopting detection tools, research increasingly shows that detection-based approaches are unreliable and labor-intensive. We propose a design-centered alternative: reshaping assessments so that AI use becomes insufficient, rather than prohibited.

Drawing on a systematic process of testing proposed and original assessment ideas directly against multiple generative AI models (using both simple and advanced prompting strategies), we present a curated playbook …

Integrating Antithetical Thinking And Writing Practices, Cody Grey

2026 Scholarly Teaching Conference: Concurrent Session Papers

Following similar pedagogical practices to Steven Krause's (2011) chapter on antithetical writing in Writing Spaces, an open-source composition studies textbook, I developed a short writing assignment requiring students to role-play a "hostile" or oppositional viewpoint from the one they were preparing to take in their larger persuasive writing project. Titled the "Antithetical Micro-Essay," the purpose of the short writing assignment is to prepare students for unintended audiences and counterarguments they could hypothetically encounter while composing their persuasive essays (called the Editorial). By adopting an oppositional viewpoint, students were challenged to earnestly understand the positions of their oppositions, including their …

Priming Students From Confucian-Heritage Culture For Success: Lessons From Music Pedagogy, Amanda Li

2026 Scholarly Teaching Conference: Concurrent Session Papers

Rising to more than 1.1 million in 2024, the number of international students in the United States continues to be a significant portion of the student population in higher education. Although no definitive number is readily available, anecdotal and my personal teaching experiences suggest that a sizable number of international students studying music in the United States are Chinese-native speakers from Confucian Heritage Cultures (CHC).

Much of the literature on Chinese international students is non-discipline specific, treating them as a homogenous whole. These students’ challenges and coping strategies are commonly categorized into language- and culture-related issues, which are inevitably intertwined. …

Preserve Democracy By Teaching Social Action, Cheyenne C. Luzynski

2026 Scholarly Teaching Conference: Concurrent Session Papers

This presentation introduces social action pedagogy aimed to empower students to lead campaigns on pressing social issues and strengthen their participation in democracy. Teaching social action has enhanced the knowledge, practice, and skills of leadership and civic engagement. America’s Promise Alliance conducted a research study on the state of young people in 2024 and found that young people have low trust in American institutions and adults and feel negatively affected by the current social and political climate (Flanagan et al., 2025). The report also found that young people want access to civic education and engagement opportunities to correct inequalities and …

From Prompt To Practice: Designing Custom Ai Bots For Interpersonal Skill Development, Alaina Michelle Schrader

2026 Scholarly Teaching Conference: Concurrent Session Papers

Developing strong interpersonal, leadership, and professional communication skills is foundational in counselor and education preparation programs (Fecke et al., 2023; Lateef, 2010; Stamer et al., 2023). Despite this reality, students often have limited opportunities for repeated, low-stakes practice before engaging with real clients, students, families, administrators, and other stakeholders (Lateef, 2010; Maurya, 2024; Stamer et al., 2023). This session describes a teaching practice that uses custom AI bots as simulated clients, parents, group members, and school administrators to create realistic, structured practice environments where students can rehearse counseling skills, consultation conversations, advocacy, boundary-setting, and professional decision-making without the pressure or …

Designing Ai-Aware Media 101 Curriculum Through Faculty–Librarian Collaboration, Miranda Gale Smith, Elizabeth Oppe

2026 Scholarly Teaching Conference: Concurrent Session Papers

This presentation explores faculty–librarian collaboration as a teaching practice. It will inform attendees about the work done by a faculty member (Elizabeth) and a Student Success & Instruction Librarian (Miranda) to design and implement an AI-aware curriculum into an existing Media 101 course at West Virginia University. This resulted in the careful integration of subject-specific and information literacy expertise into the course’s curriculum. More broadly, this is meant to illustrate that in terms of practice, treating AI-aware curriculum development as a shared, iterative process grounded in mutual respect for distinct but complementary forms of knowledge has the potential to yield …

Interacting With Ideas: How To Engage Stem Students In Active Learning Of Theory Using Technology, Jessica Elizabeth Whitney, Keith Brian Morris

2026 Scholarly Teaching Conference: Concurrent Session Papers

STEM education in the modern age has been subject to much reform – from the integration of technology to an emphasis on student-centered teaching strategies, such as active learning. However, in the wake of virtual and blended-learning environments, student engagement and teacher assessment of student success have been challenged. Tools such as KAHOOT! and iClicker have been promoted to foster an active learning environment while sometimes falling short in regards to student retention of course material. In light of this technological educational revolution, instructors need to be able to determine the most effective tools for their discipline to aid in …

Student Conceptions Of Summation And Limits In The Definite Integral Following Quantitatively Focused Instruction, Caleb Daniel Holloway

2026 Scholarly Teaching Conference: Concurrent Session Papers

Recent studies have examined how students form productive conceptions of the definite integral and discussed techniques for promoting such conceptions. In this paper I present findings from interviews held with six students enrolled in second-semester calculus, four of whom had received quantitatively focused instruction on the definite integral. All six were chosen for their observed use of summation conceptions on definite integral problems, and here their conceptions are explored further. Additionally, we gain insight on their thinking regarding limits as related to the definite integral. The findings presented here add to our understanding of student thinking regarding the integral and …

Seeing Feedback Differently: Enhancing Learning Through Individualized Video Feedback, Makenzie Khristine Keepers

2026 Scholarly Teaching Conference: Concurrent Session Papers

Students often seek feedback that goes beyond rubric scores, especially for complex assignments like project reports where expectations are nuanced. Transitioning from lengthy written comments to personalized video responses has proven to be an effective alternative. These videos provide students with clear explanations of strengths and areas for growth, while walking them through their work in detail. Feedback from learners suggest that video feedback feels more comprehensive and accessible, helping them better understand mistakes and apply corrections. Importantly, producing video feedback requires comparable effort to traditional written comments, yet offers greater impact for formative assessments that shape performance on summative …

Building Ai Literacy To Redesign Graduate Public Health Courses: A Case Study Of Pubh 520, Darren Liu

2026 Scholarly Teaching Conference: Concurrent Session Papers

As artificial intelligence (AI) becomes increasingly embedded in public health practice, graduate education must move beyond ad hoc responses to AI toward intentional, ethically grounded instructional design. This conference paper presents a case study of the redesign of PUBH 520, a graduate-level public health course, to explicitly integrate AI literacy within course outcomes, assessments, and learning activities. Guided by higher-education AI literacy frameworks, the redesign foregrounded faculty AI literacy as a prerequisite for responsible AI integration, emphasizing ethical reasoning, technical understanding, pedagogical alignment, and reflective assessment practices. Findings suggest that the redesigned course improved coherence among learning outcomes, assessment integrity, …

Inclusive Teaching Strategies That Increase Student Engagement, Manar Yamany, Jeffrey Carver

2026 Scholarly Teaching Conference: Concurrent Session Papers

This teaching practice introduces participation pathways intentional structures that design how students engage during class. A participation pathway is a planned sequence that moves students from individual thinking to small-group interaction, to shared application. Rather than relying on voluntary participation, this approach embeds engagement directly into the structure of the lesson.

This practice emerged through observing a range of college classrooms and participating in courses where structured engagement increased attention, listening, and meaningful participation. In these settings, instructors organized class sessions so that all students engaged through writing, discussion, and application activities. These pathways ensured that students who were present …

Preparing Elementary Teachers Through Targeted Science Content And Hands-On Learning, Manar Yamany, Jeffrey Carver, Susie Huggins, Arooj Justin, Yuanhua Wang

2026 Scholarly Teaching Conference: Concurrent Session Papers

This session presents an instructional approach implemented in the undergraduate course Science for Elementary Educators, designed to intentionally align science content instruction with the specific learning needs of future elementary teachers. The course focuses on developing conceptual understanding in core elementary science domains, physical science, life science, and earth and space science, while modeling developmentally appropriate instructional practices suitable for elementary classrooms.

The teaching practice emphasizes hands-on, inquiry-based science experiences that reflect the types of learning activities preservice teachers are expected to facilitate with their own students, while engaging with the content at a deeper conceptual level appropriate for …

Rubric Enhanced Assessment Of Coursework And Teaching (React): Using Portfolios And Rubrics In An Engineering Classroom To Refocus From Grades To Learning, Nathan Lee Galinsky

2026 Scholarly Teaching Conference: Poster Session Papers

The goal of using rubrics in an engineering classroom is to make grading clearer for students and to enhance the learning efforts. Point based grading of work leaves students looking for the correct numerical solution or choice without thinking about their assumptions, process, or approximations. A rubric dissects grading to include the entire solution procedure emphasizing key steps in a solution procedure. Students also don’t have to wonder where partial credit will be focused or what emphasis a solution will be graded on when using rubrics. By combining the rubric assessment techniques with portfolios, students will be empowered to feel …

Test Retakes In Introductory Math Courses, John Hird, Chris Mcclain

2026 Scholarly Teaching Conference: Poster Session Papers

In this poster, we describe the implementation of an exam retake model using specifications grading for math courses taken by non-STEM majors. This system was implemented by two faculty members over three years in two sequential courses. During that time, we tried several versions of allowed retakes, with varying restrictions on partial credit. Some of the challenges that we faced were scaling the system for use by different faculty members and with different courses, managing faculty workload on writing and grading multiple exams, and managing student expectations.

Research In Progress: Using Pdsa Cycles To Support Faculty Teaching Development, Aida Elisabet Jimenez Esquilin

2026 Scholarly Teaching Conference: Poster Session Papers

Primarily undergraduate institutions (PUIs) are rich environments for faculty-driven instructional innovation where instructors routinely engage in informal, embedded formative assessment as part of everyday teaching practice. In these settings, faculty may notice recurring themes in student explanations, misconceptions, and questions as instruction unfolds and make in-the-moment instructional adjustments. Faculty also frequently implement active learning strategies; however, the evidence generated through these practices is not always systematically captured, analyzed, or documented to inform subsequent instructional decisions. This project builds on these existing practices by applying an improvement science framework using Plan-Do-Study-Act (PDSA) cycles-to support faculty by providing a structured approach to …

Research In Progress. Why Physiology Feels Hard: Supporting The Transition To Self-Directed Learning In Post-Secondary Physiology, Jaelyn Zoe Rohrbaugh, Mark Paternostro

2026 Scholarly Teaching Conference: Poster Session Papers

Physiology is widely recognized as one of the most challenging courses for STEM students. Contributing factors include the discipline’s inherent complexity, instructional methods, and student preparedness, with both faculty and students identifying the nature of the discipline as the primary challenge. Many undergraduates enter college having experienced predominantly teacher-directed, pedagogical instruction, whereas success in college-level physiology requires self-directed, andragogical learning strategies. We hypothesize that students’ difficulties arise more from a lack of self-directed learning skills than from content complexity alone. To investigate this, we administered an anonymous survey to 340 students spanning freshman to professional levels, achieving a 93% completion …

Utilizing Visual Literacy In Thinking Critically About Children’S Cognitive Development, Andrea Gail Schafer

2026 Scholarly Teaching Conference: Poster Session Papers

Undergraduate coursework in child development requires college students to be proficient in their understanding and assessment of holistic development of young children as defined within the physical, cognitive, social, and emotional domains. Traditionally, undergraduate courses at the 100 and 200 level require college students to critically consider scenarios and evaluate level of child development based on traditional text-based scenarios describing child behaviors or engagement in tasks.

Specifically, considering Piaget's theory of cognitive development (Piaget, 1974), it's critically important in a course that covers early child development that college students (pre-service professionals) be able to identify and correctly assess level of …

Choose Your Own Adventure: A Different Course Structure, Jacquelyn Kate Seymour

2026 Scholarly Teaching Conference: Poster Session Papers

As commonly accepted in upper-level courses, course work should appeal to higher levels of Bloom’s taxonomy such as analyze, evaluate, and create (Halupa, 2021). However, course design choices can limit a student’s potential in reaching these higher levels of learning when a preselected number of topics and assignment types are provided by the instructor (Halupa, 2021). Additionally, not all students will thrive with instructor selected assignment design. Instead, instructors can offer a “choose your own adventure” approach to course designs (Sutherland, 2023; Yetter, 2022). Specifically, this has taken the form of allowing students to choose their own assignments within my …

Bringing Real Research Into Large-Enrollment Biology Labs, Katrina Klugh Stewart, Mathilda Corbett

2026 Scholarly Teaching Conference: Poster Session Papers

Hundreds of WVU students in a large-enrollment introductory biology laboratory course (BIOL 115L) participated in an authentic research experience through the Prevalence of Antibiotic Resistance in the Environment (PARE) Project. This national crowdsourced research initiative engages students in generating environmental DNA data to identify potential antibiotic resistance hotspots. For the Fall 2025 semester, we designed a multi-week lab module to implement a cost-effective, scalable version of the PARE model suitable for a course serving approximately 900 students annually.

The three-week sequence integrates core scientific practices, including hypothesis generation, field sampling, DNA extraction, PCR amplification of antibiotic resistance genes, gel electrophoresis, …

Practicing Professionalism Framework: A Coherent Course Structure Aligned With Effective Practices For Physics Programs (Ep3) Guidelines, Martha-Elizabeth Baylor, Suzanne White Brahmia

Physics and Astronomy Faculty Work

Many physics educators seek to improve their courses but feel constrained by traditional post-secondary structures and norms. Instructors often perceive a false tension between fostering inclusive learning environments and maintaining the rigor central to the discipline. The Effective Practices for Physics Programs (EP3) Guide synthesizes decades of research-based recommendations for improving physics education. However, it offers limited guidance on how to integrate these diverse recommendations into a coherent, course-level approach—a responsibility that falls to individual instructors, whose graduate training prepared them primarily as researchers rather than as educators. This paper begins by motivating and introducing the Practicing Professionalism Framework (PPF), …

Meaningful Work: A Phenomenological Study Of Embedded Writing Peer Mentors, Susan S. Detwiler

Electronic Theses & Dissertations (2024 - present)

This phenomenological case study examines the experiences of writing peer mentors who are embedded in a first-year inquiry-based writing seminar. It aims to understand how peer mentors who are engaged in the complex practice of supporting first-year writers in a writing classroom make sense of themselves and writing. At a large R-1 diverse university, I interviewed 6 writing peer mentors 3 times over 1 calendar year. I traced their development from mentees, (first-year writing students), through their three semesters of peer mentoring. They also shared written reflections from their training praxis course (a course for peer mentors focusing on their …

Generative Ai Peer Tutoring To Support Peer-Reviewed Source Identification And Evaluation, Rae Mair, Michelle Kelley, Taylar Wenzel, Andrea C. Borowczak, Yuqing Li, Mike Borowczak

Faculty Scholarship and Creative Works

This chapter explores the design and evaluation of a generative artificial intelligence peer tutor prompt to support college students in identifying and evaluating peer-reviewed sources for academic research. Grounded in literature on peer tutoring, Socratic dialogue, and AI-supported learning, the authors describe an iterative prompt engineering process designed to transform large language models (LLMs) into Socratic-style peer tutors capable of scaffolding student reasoning without completing tasks for them. Five guiding criteria for an effective peer tutor shaped development and evaluation: cognitive congruence, step-by-step guidance, avoiding giving answers, adaptability to student level, metacognitive transparency, and following assignment directions. Across multiple human-centered …

The Influence Of First-Year Seminar Course Modality On The Academic Outcomes Of First-Generation College Students, Keia Dodd

College of Graduate Studies: Theses & Dissertations

When universities effectively implement first-year seminars, a popular type of support designed to assist students during their initial year of college, they can meaningfully boost the academic performance of first-generation college students. This study examined whether first-year seminars influenced the academic outcomes of first-generation college students at a specific institution compared with those of their continuing-generation peers. Specifically, it investigated the extent to which course modality (face-to-face, online, or hybrid) influenced variation in first-semester grade point average (GPA) and first-to-second-year retention after controlling for race, sex, and first-generation status. The sample included 7,848 first-time undergraduate students. Multiple linear regression was …

Building Engagement And Bringing Joy: Ungrading An Online, Asynchronous Course, Stephanie M. Margolin, Margaret Bausman

Publications and Research

No abstract provided.

Programs Of Support For Wardship Experienced Students: Exploring Program Directors' Expectations And Experiences Through A Bioecological Framework, Adalheid Faith Crum

Graduate Theses, Dissertations, and Problem Reports (ETD)

The purpose of this research is to explore the expectations and experiences of program directors of campus support programs which center wardship experienced students. This research question guided the current study: What expectations and experiences influenced program directors’ development and reform of a wardship-centered campus support program? This inquiry applies Ürie Bronfenbrenner’s Person–Process–Context–Time (PPCT) bioecological model. Semi-structured interviewing was utilized for this case study. In this research, six directors of campus support programs centering wardship experienced students were interviewed. Additionally, this work employs content analysis of twenty-eight National Research Collaborative for Foster Alumni and Higher Education (NRC-FAHE) publications, introducing fourteen …

Tracing The Evolution Of Signature Technologies In Health Professions Education: Developments, Challenges, And Possibilities, Jacob Kelley, Kimberly B. Garza, Kelley Noll, Allison Chung

Health Professions Education

Purpose. This integrative literature review traces the evolution of signature technologies in health professions education and their impact on teaching and learning. By exploring these technologies, it highlights the ways these advancements shape learning experiences and the preparation of future healthcare professionals. While these technologies present opportunities for enhanced learning, they also introduce challenges related to accessibility, cost, and effectiveness.

Method. Using Torraco’s framework for integrative literature reviews, this article synthesizes existing scholarship to trace the historical development of signature technologies in health professions education. The authors conducted searches in PubMed, Scopus, and Google Scholar for literature published primarily between …

Storytelling And Equity: A Program Evaluation That Promotes And Supports Narrative-Based Learning And Open Dialogue Practices At Higher Ed Institutions, Regis A. Peeples

Antioch University Dissertations & Theses

On college campuses worldwide, storytelling functions as a primary method for transmitting and affirming knowledge. It serves to validate lived experiences, acts as a relational teaching tool, and supports theoretical inquiry. Given that teaching is inherently political, storytelling can also perpetuate hate, oppression, and other social harms within academic environments. Even when educators use storytelling constructively, limited training exists on the full range of its impacts on students, particularly in terms of what may be described as “dangerous” storytelling. Dangerous storytelling refers to narratives, intentional or authentic, that reinforce or cultivate phobias about physical appearance (e.g., race, culture, nationality), propagate …