Presented by Rachael Hutchings, Utah Valley University

Imagine teaching through an immersive game that draws students in and makes learning feel natural. In this workshop, educators will learn how to design and build AI-powered games that simplify complex topics and encourage critical thinking. Participants will create their own game prototypes while addressing real challenges, such as navigating ethical dilemmas, reducing bias, and protecting privacy. With practical tools and hands-on activities, you’ll leave with a game plan ready to use in your classroom, offering a fresh way to engage students and bring essential concepts to life. Teaching doesn’t have to be routine—it can be transformative.

Presented by Rachel Arocho (Utah Valley University) and Julie Nelson (Utah Valley University)

Experiential learning in higher education offers students meaningful connections between theory, research, and professional practice in the community. Our study focused on assessing the strength of application between classroom and fieldwork using targeted journals, regular self-assessment opportunities, a survey, and a cumulative reflection. We collected qualitative and quantitative data across two semesters (fall 2023 and spring 2024) from undergraduate interns in family science. The results showed positive outcomes when measuring the impact of their classwork on field experiences and students’ demonstration of acquired content skills for career and professional development.

Presented by Travis Searle, Brigham Young University

Helping students develop skills for independent learning and lifelong learning is essential for educators. This presentation explores practical strategies for designing courses that empower students to take charge of their learning journeys. It demonstrates a model where each component aligns with course assignments, guiding students in learning how to learn. Insights from student feedback will highlight their perceptions of this transformative experience, providing a fresh perspective on its impact. By the end of the session, participants will identify significant learning experiences, create models for student learning, and design engaging assessments to foster lifelong learning.

Presented by Douglas Cook, Brigham Young University

Many grading practices were designed to encourage positive learning behaviors. However, grading practices also create their own challenges and can result in unproductive levels of student frustration and anxiety. When students focus primarily on grades (rather than learning) they tend to exhibit increased anxiety, shallow engagement, limited self-reflection, and a diminished passion for exploration. "Ungrading" seeks to shift students’ attention from grades to the acts and products of learning. Educators that practice ungrading aim to create environments that support deep engagement and lasting learning while reducing student anxiety and fostering a more joyful and rewarding learning experience.

Presented by Robin Haislett (Weber State University) and Colleen Packer (Weber State University) 

Consistent with the conference theme, this study explores students' perceptions of the integration of AI tools in coursework. The research examined student experiences with generative AI in learning. Researchers redesigned course assignments to integrate AI tools and provided comprehensive ethical use instruction before students began working. Students engaged with AI tools through writing and speaking tasks reflecting professional practices. Qualitative data were collected through reflective prompts after each assignment and at the semester's end, capturing evolving perspectives. Findings revealed nuanced insights into AI's potential to simultaneously enhance and challenge academic learning, offering informed perspectives on technological integration in higher education.

Presented by Uzeyir Ogurlu (Utah Valley University) and Miles Spencer (Utah Valley University)

Building and maintaining positive student-faculty relationships is essential for fostering supportive learning environments and improving outcomes like engagement, content mastery, retention, and graduation rates. This study explores instructors’ strategies and challenges in cultivating such relationships at UVU through qualitative research. Using a survey with open-ended questions, we gather insights from faculty on effective practices for building connections and overcoming barriers. Responses will be analyzed using thematic coding to identify practical, evidence-based strategies. By highlighting successful strategies and common challenges, this research aims to provide actionable insights for fostering positive, impactful student-faculty relationships in higher education.

Presented by Stephanie Speicher, Weber State University

Discover the transformative potential of AI in creating dynamic, interactive, and collaborative learning experiences. Explore cutting-edge AI tools and techniques to heighten student engagement and create community within the classroom. By focusing on the concepts of authenticity and integrating AI, the workshop provides a versatile framework adaptable to any subject matter. Engage in hands-on activities to develop practical skills for implementing these AI-enhanced strategies with your students. Gain a toolkit of strategies to enhance student engagement authentically with AI, recognizing that even small, intentional efforts can yield substantial rewards in creating a vibrant and connected learning community.

Presented by Vanessa Cicero, Instiution Strategy Consultant; Chelsea Hicks, Customer Success Manager; Greg Conover, Regional Manager; Britney Davis, Head of Operations; and Jeff Bischoff, General Manager (Lucidchart)

Join us as we explore how Utah Valley University’s Center for Social Impact leverages Lucid to drive systems mapping and thinking. Learn how Lucid's free, Canvas-integrated visual collaboration tools help students and faculty analyze complex problems, identify key relationships, and develop strategic solutions. We’ll showcase UVU’s examples of how Lucid enhances engagement, fosters interdisciplinary collaboration, and supports impactful decision-making. Whether you're new to systems thinking or looking to refine your approach, this session will provide practical insights and applications you can bring to your own classroom. 

Presented by Amanda Deliman (Utah State University - Salt Lake), Chelsea DuVall (Utah State University - Eastern), Nichelle Frank (Utah State University), Marlene Graf (Utah State University), Marie Lund (Utah State University), Emily Ruesch (Utah State University), and Becky Varndell (Utah State University - Eastern)

We will provide an overview of "Improving Learning and Mental Health in the College Classroom" by Robert Eaton, Steven V. Hunsaker, and Bonnie Moon. We will discuss specific strategies that we’ve implemented to foster emotional resilience, build community, and access students’ natural desire to learn. Participants will explore the impact of mental health challenges on student learning and discover new ways to foster empowerment, build community, encourage a growth mindset, and integrate wellness-focused approaches in the classroom. They will also review ways to prioritize instructor well-being while adapting to shifting challenges and priorities in higher education.

Presented by Roxanne Brinkerhoff (Utah Valley University), Ofa Ioane (Utah Valley University), Eunmi Joung (Utah Valley University), and Ka Lun Wong (Utah Valley University)

This presentation will share the rise in the use of AI for learning mathematics since the release of Chat-GPT in November 2022, and the advantages and disadvantages of AI for teaching and learning in the classroom. Many students primarily use AI for solving homework problems, often unaware of its other capabilities. To address this, the Department of Mathematical and Quantitative Reasoning (MQR) at Utah Valley University (UVU) integrated an AI chatbot into their online Intermediate Algebra textbook in the fall semester of 2024. This initiative aimed to encourage a balanced and effective use of AI among students. The AI-enhanced textbook was used by over 3,000 UVU students and high school students in the Alpine School District. The textbook and chatbot were free for students, with the department purchasing a plan to integrate the chatbot. The customized ChatGPT 4.0 chatbot provided answers based on the textbook content and the broader GPT database for other questions. The department also created a list of effective AI practices for students, which was discussed in meetings with faculty and instructors.

Presented by Rachel Terry, Brigham Young University

This study investigates how first-year writing students understand and perform information synthesis tasks, with implications for writing instruction. Building on previous research, the study implements three targeted interventions with 40 university students: a synthesis clustering lesson, instruction in knowledge-telling versus knowledge-transforming, and document mapping strategies. Data collection includes analysis of student-generated concept clusters, synthesis paragraphs, research papers, and discourse-based interviews. Initial findings suggest that while students benefit from explicit synthesis instruction, they need additional scaffolding to transfer these skills to longer writing tasks. The research provides practical recommendations for teaching synthesis across disciplines.

Presented by Lynn Thackeray (Utah Valley University) and Susan Thackeray (Utah Vally University)

Traditional classroom instruction in management and software engineering typically relies on lectures, discussions, and group activities. This study explored an interdepartmental collaboration aimed at aligning course content between two complementary disciplines. The goal was to prepare, motivate, and engage students by focusing on collaborative project outcomes, including project frameworks, documentation, and intentional deliverables. By emphasizing interdisciplinary teaching, this study highlights how practical, collaborative experiences can improve engineering students' project outcomes while fostering key professional skills, including Self-Directed Learning, Growth Mindsets, and Resilience.

Presented by Theresa Haug-Belvin, Utah Valley University

Group work is a widely used pedagogical approach in online higher education classrooms, fostering collaboration and critical thinking. However, designing online group activities that both satisfy students and result in successful outcomes remains a challenge for educators. This in-progress study explores key factors that students perceive as contributing to the success of a highly scaffolded group project in Utah Valley University’s online SLSS 3200: Leader – Teacher and Mentor course. Using the Design Thinking Process as a framework, this research aims to understand how scaffolding impacts engagement, satisfaction, and learning outcomes. Findings will inform strategies to enhance online group work experiences.

Presented by Tom Cunningham (Highroad Professional Development, LLC) and Larry Smith (Snow College)

Teachers learn best from one another because the most influential person to any teacher is another teacher. Workshop presenters will explain and demonstrate a simple yet powerful, transformative professional development model for generating fresh, innovative ideas and problem-solving to improve teaching for learning. This time-tested approach applies principles of the National Great Teachers Movement (founded in 1969 by David B. Gottshall). It consistently creates a safe but thought-provoking, re-energizing environment where participants reflect on their teaching, engage in highly interactive discussions, share successful teaching strategies, seek solutions to their own teaching problems, and much more.

Presented by Yoshihiko Ariizumi (Brigham Young University) and Greg Cronin (Utah Valley University)

This presentation explores how service-learning transforms education by engaging students in meaningful community service tied to academic objectives. This approach fosters critical thinking, problem-solving, and empathy while enhancing students' intelligence and well-being. Faculty benefit from deeper connections with students and the community, enriching their teaching and research through real-world application. The "Serve To Be Free" application simplifies the process of including service learning into the college experience. It empowers professors and students to engage in, track, and discuss service, igniting a shared desire for lifelong learning and creating a stronger, more connected campus culture. Attend our break-out session to discover how to inspire your students and amplify your impact by promoting life-long service behaviors.

Presented by Malisa M. Brooks (Utah Valley University), Kent Hinkson Jr. (Utah Valley University), Ayleen Lara (Utah Valley University), and Sebastian Trias (Utah Valley University)

Adapting the professional "Paper in a Day" (PIAD) concept, this workshop introduces an innovative, experiential learning model designed to teach undergraduate students research writing and collaboration skills. During this single-day event, students work in small teams using pre-existing datasets to write a research manuscript, completing sections such as the introduction, literature review, methods, and results. Guided by faculty, participants engage in rapid, hands-on tasks that demystify the research process, foster teamwork, and build confidence. This presentation explores the design, implementation, and outcomes of the adapted PIAD model, providing practical strategies for replication and enhancing undergraduate research literacy.

Presented by Armen Ilikchyan, Utah Valley University

This presentation introduces an innovative research project aimed at transforming the development and refinement of online course materials through AI-powered student simulations. Leveraging Microsoft's TinyTroupe, an LLM-powered multiagent simulation framework, we are developing a systematic approach to test and improve course materials before deployment. Currently in its initial phase, the project focuses on adapting TinyTroupe's established framework to evaluate a range of asynchronous course materials, including syllabi, assignments, and discussion questions. By enabling instructors to gather simulated student feedback during course development, this approach could significantly reduce the traditional feedback cycle while improving the initial quality of course materials. The long-term goal is to develop a ready-to-use software package that allows educators to systematically test and refine their course materials through simulated student interactions before deployment to actual students.

Presented by Jared Chapman, Utah Valley University

Delphinium has demonstrated significant impact on student success in Canvas courses. Based on 12 years of development and testing, this platform combines visual progress tracking, gamification elements, and enhanced communication tools to create an engaging learning environment. Research showed a decrease in course failure, disengagement, and withdrawal rates, and an increase in engagement. This presentation shares the research methodology, key findings, and practical implementation strategies that have made Delphinium effective in improving student engagement, reducing teacher workload, and enhancing educational outcomes in digital learning environments.

Presented by Jim Hutchins, Weber State University

Multiple studies have shown that charging students for textbooks adversely affects student learning, disproportionately impacting single mothers, students of color, and first-generation students. I propose that we build a statewide Open Educational Resource Hub, a source for faculty to create, curate, and adopt learning materials including textbooks, PowerPoints, and exam questions. Let’s talk about what we want to see in such a Hub. What would be the most useful to the greatest number of students? How can we do this work, advance in our careers, and make less work overall for faculty while bringing joyful pedagogy back into our classrooms.

Presented by Matthew Comi (Utah Valley University) and Yi Yin (Utah Valley University)

Including applied research with community outcomes in the classroom has been shown to have positive outcomes for student learning. At the same time, student-directed projects require inventive, critical thinking and also have demonstrable benefits for student learning in many classroom contexts. However, combining these two approaches creates many obstacles as instructors balance the needs of students against the needs of community partners and struggle in the balance of guiding beneficial research with the potential for students to engage meaningfully in self-directed, inventive work. This workshop outlines the promise and pitfalls of student-directed, community-engaged research in the classroom and creates space for attendees to critically brainstorm novel ways to encourage.

Presented by Natalie Hales, Weber State University

AI tools offer students quick answers and polished outputs, so how can we foster authentic engagement and deeper understanding of course content? The answer lies in shifting our focus to the process rather than the product. Process-Oriented Guided Inquiry Learning (POGIL) is a student-centered, research-based instructional strategy that promotes collaborative, inquiry-driven learning while building classroom community. This interactive workshop introduces POGIL techniques with practical applications for any discipline. Participants will engage in a hands-on POGIL experience, explore the benefits of this approach, and leave with strategies to enhance student learning and engagement through active, process-oriented methods that counteract student overuse of AI.

Presented by Whitney Kilgore, iDesign

Imagine making accreditation reporting easier..explore the impact of mapping and aligning degree programs to meet institutional objectives, specialized accreditation standards and durable skills. We will integrate practical activities, showcase successful mapping initiatives, and discuss best practices for aligning programs for student success. We will also evaluate the implications of artificial intelligence to support the mapping process.

Presented by DeeDee Mower (Weber State University), Clay Rasmussen (Weber State University), and Sheryl Rushton (Weber State University)

This session explores two prominent teaching methods in higher education: Metacognitive/Transparent Teaching and Traditional/Content-Focused Instruction. Through the lenses of contemporary educational theories—Cognitivism, Constructivism, and Behaviorism—participants will examine how these approaches influence student engagement, learning outcomes, and retention. The session will provide a research-driven analysis of both methods, highlighting how they can be integrated or adapted to meet diverse student needs. Practical strategies for blending these approaches effectively in the classroom will be offered, equipping instructors with tools to refine their teaching practices and foster deeper learning and improved student success.

Presented by Sara Kien (Northern Arizona University) and Amy Rushall (Northern Arizona University)

The Scholarship of Teaching and Learning (SoTL) offers a meaningful way for faculty to explore, examine, and enhance their teaching practices. However, fostering a SoTL community can be challenging in a diverse academic setting where faculty have varying levels of SoTL experience, different disciplinary backgrounds, and limited time. In this roundtable session, we will discuss the steps we have taken to establish, sustain, and grow an interdisciplinary SoTL community at Northern Arizona University. We welcome attendees who have experience developing similar groups, as well as those interested in starting one, to join this collaborative discussion.

Presented by Rachel Carlsruh (Utah Valley University) and Laurel Dias (Utah Valley University)

Explore innovative approaches to fostering community and belonging among students through revamped faculty office hours, technology, and student partnerships. Gain practical strategies to enhance student engagement and success. This session will discuss initiatives implemented in the Secondary Education department at Utah Valley University, including accessible faculty office hours, leveraging Microsoft Teams for communication, and collaborating with UVUSA student representatives to organize community-building events. Participants will leave with actionable plans to implement similar initiatives in their own departments or institutions.

Presented by Alan Barth, Mountainland Technical College

AI in programming education can empower both educators and learners. This session explores how AI tools can simplify teaching complex coding concepts, provide personalized feedback, and foster creativity in programming. Participants will learn practical strategies to incorporate AI in lesson plans, from debugging to collaborative project development. Whether you’re introducing programming to beginners or challenging advanced students, this session offers actionable insights to enhance outcomes for all learners. Join us to discover how AI can be a powerful partner in problem-solving skills and inspiring innovation in the classroom.

Presented by J.C. Sheen (Utah State University) and Cree Taylor (Utah State University)

As many state legislatures in the Mountain West sign anti-DEI legislation into law, essential, identity-based support is being taken away from students at the university level. Students are struggling with a lack of financial support, space, and institutional support because of these laws. Without these university-level supports, instructors find themselves concerned about student well-being – especially the traditionally marginalized. What can we do to foster communities of belonging for students on the margins? How do we adjust our role as mentors to support students in sustainable ways? What does fostering community and belonging look like now that resources have disappeared?

Presented by Yoshihiko Ariizumi (Brigham Young University) and Greg Cronin (Utah Valley University)

This presentation explores how service-learning transforms education by engaging students in meaningful community service tied to academic objectives. This approach fosters critical thinking, problem-solving, and empathy while enhancing students' intelligence and well-being. Faculty benefit from deeper connections with students and the community, enriching their teaching and research through real-world application. The "Serve To Be Free" application simplifies the process of including service learning into the college experience. It empowers professors and students to engage in, track, and discuss service, igniting a shared desire for lifelong learning and creating a stronger, more connected campus culture. Attend our break-out session to discover how to inspire your students and amplify your impact by promoting life-long service behaviors.

Presented by Kim Nielsen, Utah Valley University

Physics education at both high school and university levels plays a critical role in cultivating analytical and problem-solving skills in students. This presentation discusses two elements to improve physics instruction: a tiered, competency-based approach to course design and the integration of computational tools for problem-solving. By incorporating a progressive competency framework, students advance through different cognitive levels, from foundational knowledge to the highest levels of analysis and creation. Additionally, the integration of computational tools enhances problem-solving skills by encouraging deeper critical thinking and preparing students for the increasing reliance on computational techniques in both academic research and industry.

Presented by Caleb Hiller, Southern Utah University

This study investigates the effectiveness of integrating workbook-style learning (WSL) into university-level chemistry courses. Despite its common usage in K-12 education, WSL remains underutilized in higher education. Through the development and implementation of chemistry workbooks, this study aims to assess the impact of WSL on student learning outcomes. Data collection involved administering each workbook as a pre-, in-, or post-lecture assignment, along with corresponding quizzes and surveys. Surveys underscored the perceived benefits of WSL, indicating that students would prefer more courses to incorporate WSL in the classroom. The findings suggest that while WSL is a valuable instructional tool, its optimal implementation requires careful consideration and is topic-dependent.

Presented by Andrea Garavito Martinez, Weber State University

This presentation shares findings from the Northwest Commission on Colleges and Universities (NWCCU) Data Equity Fellowship project, which focused on improving support services for Hispanic and Latino undergraduate students. The project aligns with Weber State University's (WSU) goal to become an Emerging Hispanic-serving institution. Currently, Utah’s K–12 public education system is about 20% Hispanic or Latino, and over 50% of Ogden School District’s students represent this demographic. WSU has more than 4,043 full-time Hispanic and Latino students, representing about 13.2% of its full-time undergraduate population. The study aimed to learn from Hispanic/Latino students about their experiences with academic support programs and services to inform and improve existing and future initiatives. Participants will share findings from five focus groups conducted with undergraduate Hispanic/Latino students in Fall 2023. The study used Garcia’s (2019) framework of servingness to explore students’ experiences and assess how awareness of and quality of services offered at WSU can enhance academic performance and achievement. Key findings include quality of service, cultural competency, sense of belonging, and outreach strategies. These findings provide insights into today’s evolving educational landscape, including efforts by universities to become eHSIs. Presenters will share actionable recommendations from the report and discuss how these insights have driven improvements to support student success.

Presented by Ryan Holcomb, Salt Lake Community College

Students often struggle in their courses not because they lack ability, but because they don’t know how to learn effectively. This interactive workshop will introduce practical, evidence-based strategies that help students become more successful learners. These strategies, developed as part of an introductory chemistry course, are designed to be easily adapted to any discipline at any level. The session will engage participants in hands-on activities drawn from a Unit 0 Canvas module created to support students in developing effective learning habits. Attendees will explore how fostering a growth mindset and teaching metacognitive skills can transform student learning. Activities include diagnosing common ineffective study habits, replacing them with proven strategies, and practicing techniques like pre-reading, spaced repetition, retrieval practice, and interleaving. Participants will also summarize the session using the Feynman technique, seeing how this approach improves understanding, retention, and note-taking. By the end of the session, participants will leave with practical resources, including templates and strategies they can customize for their own courses. This workshop will give instructors tools to help students become more effective learners across all their academic and professional endeavors.

Presented by Owen Brittan, Ph.D., Director of Partnership Development, Peerceptive

To prepare students for the challenges of the modern workforce, education must evolve. Educators almost universally agree that project-based learn-by-doing pedagogies better prepare students for the complex critical thinking required in the workplace. While AI and automation are transforming industries and jobs, certain skills remain uniquely human. This presentation will explain how valid and reliable peer assessment could be the missing link. Peer assessment naturally facilitates students practicing in-demand soft skills to prepare for a workplace integrated with AI. It also allows instructors to design assessments with authentic tasks that minimize the potential for students to use AI to cheat.

Presented by Paula Corona, Southern Utah University

Resilience is the capacity to overcome obstacles, crucial for students facing difficulties in school and daily life. Often perceived as a trait of great leaders, research shows resilience is a skill that can be developed. However, many activities to build resilience are not suitable for classroom settings. This presentation adapts these activities for educators to teach resilience in the classroom. Participants will learn four steps to become resilient and their respective activities, enhancing their ability to foster resilience in students.

Presented by John Fisher (Utah Valley University) and Chris Lindquist (Utah Valley University)

Transitioning from academic studies to careers in emergency management can challenge students due to limited practical experience. This initiative integrates FEMA's ICS courses with a full-scale, statewide exercise to bridge the gap between theory and practice. Grounded in the Theory of Applied Learning, the program involves foundational coursework, preparatory assignments, and hands-on roles during a statewide exercise. Students collaborate with professionals, developing critical skills like leadership and communication while reflecting on their experiences. The student experience culminates in publishing a journal article on this applied learning framework, enhancing career readiness and providing a model for academic programs in emergency management.

Presented by Lindsay Garr (Weber State University) and Miland Palmer (Weber State University)

The Health Administrative Services Department organizes an annual case competition for graduate and undergraduate students, providing a high-impact educational experience. Students apply classroom knowledge to real-world problems, presenting solutions to a panel of industry executives. The competition aims to enhance students' soft skills, including leadership, professionalism, and self-directed learning, addressing concerns raised by industry advisory board members. Three key objectives guide the event: applying knowledge in a safe environment, practicing leadership through teamwork, and networking with industry professionals. The competition's effectiveness is evaluated through student surveys, with results used to improve future competitions. This initiative bridges the gap between theory and practice, preparing students for successful careers.

Presented by Erica Dietlein, Nevada State University

Large language model (LLM) Artificial Intelligence (AI) software is the latest addition to a long history of technological changes that have disrupted contemporary ideas about what it means to be educated. In this presentation, I synthesize and examine the practical implications of our ongoing history of revolutionary technology, the ideal of Bildung, and Dewey’s vision for education. Participant learning outcomes include a pragmatic conceptual framework for approaching current and future revolutionary education technologies, as well as a humanist-oriented set of guidelines for reshaping curriculum, assignments, and syllabi around a world where revolutionary technology is the norm.

Presented by Maria Givler (Utah State University), Nikki Kendrick (Utah State University), and Lacie Peterson (Utah State University)

The Utah State University Master of Dietetics Administration (USU MDA) program has adopted innovative teaching strategies to cultivate professionalism in graduate dietetics students. This interactive session explores how recent changes in dietetics education and the evolving profiles of students over the past 5–10 years have shaped approaches to teaching and mentoring. Attendees will discover how the USU MDA fosters self-awareness and professional maturity—key traits for success in dietetics—through specific, practical scenarios and examples. Featured strategies include administering a leadership attributes questionnaire at the start and conclusion of the program to assess change, incorporating weekly reflective prompts on leadership topics, setting expectations for behavior and communication, as well as providing tailored one-on-one mentoring to meet each student’s unique needs.

Presented by Josh Premo (Utah Valley University) and Britt Wyatt (Utah Valley University)

Understanding student alternative conceptions is crucial for effective education and science instruction. This study collected data on student understandings about genetic-related concepts to identify common alternative conceptions. Additionally, it explored the potential of using generative AI (genAI) to identify these conceptions by comparing thematic coding to ChatGPT's analysis of student responses. The study also discusses factors predicting changes in student acceptance in areas of race, biological sex, and GMOs. These approaches offer benefits for teaching introductory biology students, including increasing instructor knowledge of alternative conceptions, leveraging genAI, and understanding factors underpinning science-aligned ideas.

Presented by Dani Walsh, ACUE

Join our panel with Nicola Corbin, Director of the Center for Excellence in Teaching and Learning, and Stephanie Speicher, Digital Fluency Faculty in Residence, as they share how Weber State University tackled teaching and learning challenges. Learn about their decision to partner with ACUE, the impact of certifying faculty in ACUE’s research-backed framework, and the outcomes achieved. Unlock strategies and real-world insights to transform teaching at your institution!  

Presented by Adriane Cavallini (Brigham Young University), Joshua Coultrup (Brigham Young University), Chelsea Romney (Brigham Young University), and Garrett Temple (Brigham Young University)

In this roundtable discussion, we will briefly present the research on self-directed learning in the classroom and research laboratory and explain the different ways we have implemented it in our student mentoring, using concepts from the Entering Mentoring recommendations. Our research labs host undergraduate students and focus on student-led research projects. The discussion will highlight how specific tactics may aid the success of self-directed learning and further explore how it continues to redefine teaching in different contexts. Two undergraduate students will provide their perspective on participating as self-learners, focusing on both challenges and opportunities of self-directed learning.

Presented by Sharon Lyman, Souther Utah University

Our attitudes influence our skills when it comes to technology (Wang, 2024), and the same holds true for AI. For some of us, using AI has streamlined our more menial tasks and given us more time. For others, AI has wreaked havoc as our students use GenAI to do the work we assign them. Come discover how talking to students about AI empowers us and them. Explore how AI unfairly situates English learners, how it creates ethical considerations in terms of ownership, environmental impact, privacy, and more.

Presented by Maureen Andrade (Utah Valley University), Silvia Clark (Utah Valley University), Jill Jasperson (Utah Valley University), and Jonathan Westover (Utah Valley University)

This roundtable session explores strategies to empower lifelong learners by fostering self-directed learning, growth mindsets, and resilience in diverse learning environments. Participants will share and discuss practical approaches adaptable to face-to-face and online modalities. Key topics include promoting student autonomy through goal-setting and reflective activities, delivering growth-oriented feedback to encourage perseverance, and building resilient, connected learning communities. Designed for educators, instructional designers, and academic support staff, this session offers actionable insights and tools to strengthen lifelong learning skills across modalities, ensuring adaptability and success for learners in hybrid and traditional settings. Attendees will leave with strategies to enhance their impact.

Presented by Justin Burr (Weber State University), Jim Hutchins (Weber State University), and Maddison Johnston (Weber State University)

Podcasting fosters community in health sciences courses by creating engaging, accessible content that supports learning beyond the classroom. Podcasts provide a collaborative platform for exploring complex topics like medical terminology, anatomy, physiology, pharmacology, and pathophysiology by integrating instructor-led discussions, guest expert insights, and student contributions. Podcasts promote student engagement. As a flexible, on-demand resource, podcasting bridges gaps in understanding and builds a supportive academic environment, encouraging meaningful connections among learners while reinforcing key concepts in health sciences education.

Presented by Jun He, Southern Utah University

I aim to share my experience in enhancing teaching effectiveness for an asynchronous, math-oriented online course. My approach focuses on problem-solving-based learning, integrating embedded videos linked to slides and course review summaries to clarify concepts. A dual-assignment system ("Version A" with detailed answer keys and "Version B") provides ample practice, boosting student confidence. Additionally, study notes embedded with video links offer a clear roadmap and abundant learning resources. Together, these innovations create a structured and supportive environment, ensuring student success in quantitative courses delivered in an asynchronous format.

Presented by Rob Eaton, Brigham Young University

After briefly documenting the extent of mental health challenges and how they affect our students’ ability to learn and thrive, we’ll discuss how fostering personal connections with students—even briefly—can have a surprisingly large impact on everything from students’ ability to learn to the likelihood that they will attempt to take their lives. After reviewing some highlights from the research about the benefits of connecting with students individually, we’ll dive into some practical ways that busy professors can do more to establish connections with a broad variety of students, including those who can benefit the most from it.

Presented byJoel Galbraith (Ensign College), Andrew Gibbons (Ensign College), and Alan Young (Ensign College)

Ensign College will demonstrate a team-based model for designing, developing, and teaching active learning courses for career preparation. The flexible process is adaptable to small- or large-scale development. This instructional design and development process applies to all courses at Ensign College, face-to-face, online, and hybrid. The presentation will include the process for selecting job-aligned curriculum, the design of active learning strategies for course and job competencies, the cross-curriculum integration of professional (soft) skills, and course delivery with practitioner faculty and instructional teams. The presentation will also highlight job-friendly program designs that are certificate-first, with 90-credit bachelor’s degree options.

Presented by Chelsea Adams, Weber State University

How do we approach the elephant in the room? Text-based discussion boards in the online classroom are stilted and rarely build community. Teachers assign a minimum word count to answer a question, and students provide the bare minimum to get the grade. Asynchronous video discussions may be an answer. We'll discuss preliminary results from our Fall 2024 study, share student experiences, and address possible pitfalls to consider when using video responses in the online classroom.

Presented by Matthew Christiansen (Weber State University) and Kathryn Van Wagoner (Weber State University)

With greater accessibility to college in the United States, thousands of prospective graduates arrive with low math skills and a lack of confidence in their ability to succeed. Even students prepared for college-level math often lack a strong foundation in prerequisite skills. Developmental mathematics programs have long focused on remediation, but a truly developmental approach requires inclusive and equitable teaching practices. This workshop will demonstrate research-based pedagogy and curriculum that address both skill-building and students’ sense of belonging. Attendees will explore effective, inclusive strategies that enhance learning in mathematics and other subjects, benefiting both students and faculty.

Presented by John Fisher (Utah Valley University) and Margaret Mittelman (Utah Valley University)

AI is transforming healthcare by improving diagnostic accuracy, patient management, and efficiency, yet its rapid adoption raises challenges for healthcare students preparing for AI-driven roles. This study explores students' perceptions of AI, their awareness of its applications, ethical implications, and readiness to use AI tools in practice. A qualitative survey will assess students' knowledge, concerns, and expectations about AI in healthcare. Key questions include their understanding of AI, its career implications, and ethical considerations. Findings will guide the development of a targeted course to enhance awareness and prepare students for the ethical and effective integration of AI in healthcare.

Presented by Megan Langford, Brigham Young University

This presentation discusses a Fall 2024 research project in a Special Education Assessment course, exploring the use of generative AI tools to teach students how to write Comprehensive Assessment Reports (CARs) for Special Education Eligibility. Students analyzed AI-generated and human-written reports, then used AI to create and refine their own CARs based on sample data. The session will examine the challenges of integrating AI in this context, focusing on ethics, bias, privacy concerns, and fostering AI literacy. Attendees will explore findings and discuss strategies for using AI effectively while maintaining fairness, accuracy, and privacy in education.

Presented by Jay Snell, Brigham Young University

Let's explore how AI tools can transform the learning experience by using my advanced networks class as a case study. We will investigate how to design self-directed learning experiences that spark curiosity and foster independent exploration through hands-on, real-world examples. This practical use of AI will empower your students to take charge of their learning journey regardless of the course content. We will also discuss some of the challenges with this approach and brainstorm ways to address those challenges.

Presented by Alisse Ali-Joseph, Northern Arizona University

Our university incorporated a new Indigenous Peoples Inclusive Perspectives (IPIP) requirement in the revised General Studies Program (GSP). In alignment with centering Indigenous voices within learning spaces, this curricular innovation aims to foster belonging for Indigenous students. In response to the interdisciplinary nature of the GSP, the Teaching and Learning Center (TLC) developed the Indigenous Peoples Coursework Initiative (IPCI) to assist faculty across disciplines in bringing Indigenous voices into their learning spaces. This roundtable explores how the TLC and ICPI leaders are working to Indigenize curriculum and learning spaces to create a sense of belonging for the entire campus community.

Presented by Tiffany Chalfant, Bridgerland Technical College

Educators often decontextualize learning by teaching knowledge and skills in isolation, making it challenging for students to apply what they’ve learned to real-world situations. Additionally, educators face the challenge of fostering self-directed learning and encouraging growth mindsets in students. To address both of these challenges, Bridgerland Technical College (BTECH) refocused its Automation Technology certificate on self-directed troubleshooting skill development by creating troubleshooting scaffolding. In this presentation, attendees will learn how BTECH contextualized their curriculum by developing troubleshooting scaffolding to promote self-directed learning and growth mindsets in students.

Presented by Stephanie Allen Egbert, Brigham Young University

Generative AI (GenAI) can perform many tasks better than humans, such as summarizing, tutoring, writing first drafts, translating, understanding law, and creating graphics. However, it cannot engage in critical thinking, solve problems, or generate novel solutions, which are inherently human skills essential for well-educated individuals. This roundtable session will discuss how to effectively utilize GenAI in certain aspects of assignments and assessments while encouraging students to go beyond GenAI's capabilities by engaging in tasks that require inherently human skills.

Presented by Jonathan Allred, Utah Valley University

The evolution of technology has transformed education, with AI being the latest change. This presentation will focus on how educators can strengthen their roles as learning facilitators in an age of accessible AI tools. Participants will learn strategies to strengthen the facilitator's role in the course, develop skills to promote digital literacy and the use of technological resources in their courses, explore ways to create coursework that limits the impact of AI and demonstrates student understanding, and understand the importance of balancing AI tools with human interaction in education.

Presented by T. Adam Baldry, Pima Community College

Embark on an epic journey to forge a competency curriculum worthy of any center for teaching and learning (CTL). In this roundtable, we’ll gather a fellowship of educators to tackle the challenge of exploring essential faculty competencies, devising adaptable strategies to withstand any crisis, and summoning the magic that fosters belonging and success. Whether you are a seasoned guide or an emerging adventurer, join us in a spirited quest to shape the future of teaching and learning! Together we can ensure the success of all our students as we guide and support our faculty’s teaching and learning journeys.

Presented by Megan Story Chavez, Utah Valley University

This session explores current literature on AI applications in graduate education. The presenter will share strategies for fostering self-directed, critical engagement with AI, enhancing students' work efficiency and learning outcomes. Through interactive discussions, group activities, and applied learning exercises, participants will develop strategies to empower students as lifelong learners, integrating AI tools purposefully in the classroom.

Presented by Molly Baxter (Brigham Young University), Abby Marks (Brigham Young University), Alison McMurry (Brigham Young University), and Katie Watkins (Brigham Young University)

This conference track explores the question: How do we build and maintain meaningful relationships with students that foster community and belonging? Many teachers and designers may ask: Why invest in such a monumental task? In our workshop, we summarize research on the benefits of community and belonging, combining learner interactions (Moore, 1989) and learner engagement (Borup et al., 2020) for a broader perspective on how to build meaningful relationships. Most teaching and design efforts focus on 1/9th of the picture. Join us to discuss the overlooked 8/9ths, brainstorm ideas, and find solutions for your teaching or design challenges.

Presented by Aarti Nakra, Salt Lake Community College

Mindfulness is defined as being in the moment, focusing on the present, and without any judgments. This study is part of a SoTL grant through Salt Lake Community College to study the effectiveness of mindful meditation in two sections of a history course. By using qualitative and quantitative data on student learning, this study explores the effectiveness of mindful meditation on students’ understanding of course content, whether it’s in preparation for quizzes/tests, deeper engagement with reading, or participation in in-class activitie.

Presented by Greg Fox (Ensign College), Jennifer Harrison (Ensign College), and Alan Young (Ensign College)

The interest in competency-based education (CBE) in higher education continues to expand. While there are many benefits that CBE proponents tout for students, the reality of such benefits depends largely on the design and approach to CBE. In this presentation, we will share findings from pilots in three courses using three different approaches to CBE. Findings will summarize student course performance and perceptions. The presentation will describe key insights that designers and program leaders can adopt in developing their own approach to CBE.

Presented by Devin Gilbert, Utah Valley University

Expertise studies have shown that simply doing an activity repeatedly does not lead to becoming an expert; rather, one must follow principles of "deliberate practice" to develop true expertise. This workshop will facilitate an environment to reflect on the basics of these principles (appropriate difficulty, constructive feedback, and repetition) and brainstorm ways to incorporate them into the curriculum. Participants will design plans to empower students to become lifelong learners by explicitly teaching these principles and guiding them to analyze how they apply to a given field of study.

Presented by Clint Guymon, Brigham Young University

Creating technical reports is a critical thinking skill that benefits students but can increase teaching load. This presentation explores using artificial intelligence (AI) to incorporate technical writing in chemical engineering programming and laboratory classes to practice critical thinking skills, improve student writing, and efficiently provide feedback. Students used AI to help draft technical reports, while the instructor used AI to help provide standardized feedback summaries in HTML. Survey results reveal positive student perceptions of AI use for their own writing but mixed perceptions of AI-assisted feedback by the reviewer.

Presented by Alexis Taylor, Southern Utah University

A disconnect often exists between instructor intentions and student expectations for feedback, leading to dissatisfaction and missed learning opportunities. This session presents research on integrating feedback literacy practices into FYW courses, viewing feedback as an agency lever to deepen student engagement. Attendees will gain insight into evidence-based practices and practical implementation strategies for their courses.

Presented by Casey Hoekstra (University of Utah), Anne McMurtrey (University of Utah), Benjamin Metz (University of Utah), and Andrew Shackelford (University of Utah)

AI tools like ChatGPT and Ubot are transforming tutoring practices. This panel examines the integration of these technologies in writing and learning centers, focusing on their benefits, challenges, and limitations. Panelists will share practical strategies for using AI to enhance tutoring while offering caution about over-reliance on technology. The session will also explore how virtual tutors foster critical thinking and complement traditional methods. Attendees will gain valuable insights into the evolving role of AI in higher education and its influence on student learning and academic support.

Presented by Ann Dee Ellis (Brigham Young University) and Jamie Hansen (Brigham Young University)

Join us to hear about and reflect on three creative reading assignments—used in three different Psychology and English courses—which have been designed to promote students’ autonomy and set them on a course for lifelong joy in and commitment to learning through literature. The assignments, in brief, include participating in an in-class book club, creating a TBR tied thematically to the course subject, and pursuing connections which springboard from one source to another (a self-directed, academic ‘rabbit hole’ exercise).

Presented by Emily FitzGerald, Utah Tech University

How do we encourage students to care about our classes if they are convinced that our course content will not have any bearing on their lives outside of college? I suggest we update our assignments by 1. Considering their translatability to real-world, embodied contexts; 2. Provide options for students to accommodate a variety of learning styles and preferences; and 3. Remind them that experimenting and exploring should be rewarded. Students learn better when we provide the tools to help them care about course material in their own contexts.

Presented by Karin deJonge-Kannan, Utah State University

Those who studied abroad often say it was among the best things they ever did. Let’s examine this view and ask some critical questions: How does spending time abroad foster personal, academic, or professional growth? Are there things that can be learned only abroad? What kinds of experiences closer to home might yield similar results? Can the carbon footprint of international travel be justified? What about the expense, the potential risks to personal safety, and the possible interruption of career? Let’s share perspectives and learn.

Presented by Christopher Cardenas (Utah Valley University) and Julissa Lancour (Utah Valley University)

As artificial intelligence (AI) evolves, its academic applications must expand beyond traditional boundaries. This roundtable discussion will explore innovative uses of AI in hands-on fields. Educators will share insights, strategies, and experiences, examining case studies of successful AI integration in curricula. Topics include personalized learning, automating administrative tasks, and enhancing student engagement through interactive platforms. By sharing best practices and lessons learned, participants will gain actionable strategies for implementing AI in their teaching contexts, fostering a collaborative environment for ongoing innovation in education.

Presented by Yanina Becco, Southern Utah University

This presentation discusses the challenges and opportunities that future language teachers in Utah will face. It covers how to introduce them to meaningful and current language acquisition research, helping them evaluate and adapt existing textbooks and materials. The conversation will guide on getting the best practical experience and choosing the right material for a language class.

Drugs, Film, and AI: Exploring Cinematic Critiques as Elevated Formatives
by Jeffery Speth Jr., Weber State University

A recent effort to develop a unique set of formative activities intended to nurture critical thinking in an increasingly AI-savvy generation of health science learners was conducted. Students were assigned to critique the clinical accuracy of a series of dramatic portrayals of medication usage in television and film. AI tools were not prohibited since the activity required significant conceptual application for competent critiques. Assignment completion rates and response quality were high. Short cinematic review activities appear to be a useful and well-received method to nurture critical thinking in undergraduate pharmacology students with access to AI tools.

Examining the practice of co-therapy in MFT graduate programs
by Rachel Augustus (Utah Valley University), Elizabeth Fawcett (Utah Valley University), Megan Story Chavez (Utah Valley University), and Colleen Peterson (Utah Valley University)

Co-therapy involves conducting therapy sessions with more than one therapist as a team. In our graduate Marriage & Family Therapy program, we use co-therapy to allow more students to participate in relational therapy cases, which are required for graduation but harder to recruit for. Co-therapy offers benefits for both clients and therapists but can be challenging to navigate. This poster will present our study on co-therapy in training programs, aiming to use research to inform our instructional practices.

Faculty Perceptions on Grading and Assessment
by Bridget Arend (Metropolitan State University of Denver) and Dennis Rudnick (Metropolitan State University of Denver)

Traditional assessment practices in higher education can be biased, inequitable, and interfere with learning. Instructors often resist alternative assessment methods due to factors like professional identity. This poster shares findings from a cross-disciplinary Scholarship of Teaching and Learning Faculty Learning Community research study investigating faculty perspectives on changing grading and assessment practices. The study explores institutional and cultural factors influencing faculty in modifying their assessment approaches and their considerations of equity in grading and assessment.

Fostering Community and Belonging: Interdisciplinary Projects through Utah State University's Faculty Fellowships in Community Engagement
by Sunshine Brosi (Utah State University) and Laura Gelfand (Utah State University)

Utah State University's Faculty Fellowship in Community Engagement promotes interdisciplinary approaches to foster community and belonging. Our art and natural resources courses collaborate with local agencies, allowing students to tackle complex community issues. These experiences enhance professional skills and encourage students to see themselves as change-makers. Introductory Art and Wildlife courses explore the intricate socio-ecological relationships between humans and canines, such as dogs, wolves, and foxes. Through these courses, students build a sense of community among themselves and strengthen their connections with the local community.

From Reliance to Reasoning: Guiding Students to Use AI as a Critical Thinking Tool
by Justin Burr, Weber State University

This project reimagines a General Education signature assignment to incorporate artificial intelligence (AI) as a learning tool rather than a shortcut. Students utilize AI to generate responses to assignment prompts and then critically analyze the AI output against peer-reviewed journal articles. The assignment culminates in a video presentation where students discuss differences in accuracy, depth, and credibility. This approach encourages critical thinking and academic integrity, shifting focus from AI as a replacement for learning to AI as a tool for enhanced understanding. Early results suggest improved engagement and deeper comprehension of disciplinary content and research evaluation.

I Learn Through Commonplace
by Emma Goldthorpe, University of Utah

Commonplace books compile ideas based on sources, allowing writers to reflect and artistically organize information. You can add pictures, drawings, quotes, and personal reflections. Professors often have their students summarize information through essays, discussion boards, and PowerPoint presentations. I'm presenting another option: students should discuss source information based on the formatting of commonplace books. Dating back to the Renaissance, today they can be expanded across all college majors to help students engage deeper in course material.

Nursing Students and Information Literacy: A Learner Analysis
by Elizabeth Hopkins, Brigham Young University

This poster will highlight the results of a learner analysis conducted on nursing students learning information literacy skills. Surveys, one-minute papers, and a think-aloud observation were completed to inform the analysis. Three learning gaps were identified: students 1) didn’t know how to read academic articles, 2) expressed low confidence in information literacy skills, and 3) felt that literature searching was irrelevant and too time-consuming. Curriculum adjustments are underway to address these learning gaps.

Strategies that Cultivate Students’ Lifelong Learning Skills
by Violeta Vasilevska, Utah Valley University

This presentation will highlight several strategies used by the presenter to promote student engagement both in and out of classrooms, making them responsible and active learners while building a stronger community. Examples include flipped classroom, daily group work, and Course-based Undergraduate Research Experience (CURE). These strategies help students develop important lifelong learning skills such as self-discipline, teamwork, communication, critical thinking, problem-solving, and punctuality. Additionally, the presentation will discuss strategies to reach students, provide encouragement and praise for their efforts/results, and share some students’ feedback. Discussions on strategies used by other faculty will also be welcomed.

Teaching Through Change: Navigating AI Integration in Higher Education
by Aaron Stewart, Utah Valley University

This presentation explores how Artificial Intelligence (AI) tools can transform teaching practices in higher education. By leveraging AI for lesson preparation, assignment assessment, and dynamic course design, educators can enhance content relevance and foster deeper engagement. Attendees will learn practical strategies for integrating AI into their workflows, addressing ethical considerations like bias, privacy, and fairness, and fostering AI literacy among faculty. The session will also showcase scalable models for faculty training, effective classroom discussions, and assessment techniques to measure AI’s impact. This presentation empowers educators to adopt AI responsibly while addressing its societal implications and ethical challenges.

The Impact of Using Collaborative Testing in Sensation & Perception
by Claudia Jorgensen (Utah Valley University) and Melissa Paquette-Smith (UCLA)

This Session explores the impact of using two-stage collaborative testing on STEM students' academic outcomes. Specifically, it assesses whether this method affects exam grades and knowledge retention, as well as attitudes toward group work. The hypotheses are that collaborative testing will increase exam scores, knowledge retention, and positive attitudes toward group work. The study involves students first completing the exam individually, then retaking it collaboratively, allowing for immediate peer feedback and fostering cooperative problem-solving. This approach aims to enhance critical thinking and teamwork skills, essential for thriving in an evolving world.

Humanities Instructors’ Perceptions and Attitudes on Integrating Virtual Reality (VR) in Higher Education
by Claudia Boulter (Utah Valley University) and Maydelis Gutierrez (University of Miami)

Ogbonna (2021) highlights the lack of empirical evidence and research to help educators choose effective methods for integrating virtual reality (VR) into classrooms, particularly in the humanities. Moreover, Beams and Crofton-Sleigh (2024) state in the summary of their book that extended reality (XR) , which encompasses VR, has been widely used and studied in STEM education; however, its application in the arts and humanities has received significantly less attention.

Representation of the human body in pre-health education
by Megan Spurlock, Utah Valley University

This study examines how pre-health education influences students' perceptions of a healthy, normal body, focusing on potential biases in science textbooks and curricula. Historical marginalization of non-ideal body types—based on sex, race, or ability—persists in healthcare education. Using a mixed-method approach, the study will analyze textbook representations and assess how students' attitudes evolve over a semester. Surveys will measure demographic variables, educational background, and implicit biases through an Image Association Test. Findings aim to identify biases in pre-health education and propose inclusive curricular improvements, equipping future healthcare providers to deliver respectful, equitable care to diverse populations.