Program Schedule

Printable Final Program Schedule with room locations.

Printable Summary of Abstracts.

Wednesday, August 9, 2017

10:00 a.m.3:00 p.m.
Registration, 3rd floor, Helping U desk, Robert H. Bruininks Hall

11:15−11:45 a.m.
Tour of Robert H. Bruininks Hall
Office of Classroom Management

Preconference Workshop Schedule

Noon−1:15 p.m.
Options for Interactivity in ALCs: Strengths, Limitations, Opportunities
Kelsey Metzger, University of Minnesota Rochester; David Langley, University of Minnesota Twin Cities
Many forms of social learning occur in ALCs, e.g., collaborative, cooperative, team-based, or peer-assisted (tutoring), Along with our participants, we’ll develop working definitions and examples of a host of formats and a framework for using these forms productively. We’ll discuss benefits and limitations of each type from instructor and student perspectives. We’ll also show how to structure short-term and long-term peer interaction assignments and considerations for incorporating peer-evaluation components.

Maximizing the Features of an ALC to Help Your Students Reach Higher Cognitive Levels
Sue Wick, University of Minnesota Twin Cities
Many instructors are familiar with Bloom's Taxonomy, a framework for determining if course assessments ask students to repeat or rephrase information (lower Bloom’s cognitive levels) or whether they challenge students to apply, analyze, or evaluate information, or synthesize something new (higher Bloom’s cognitive levels). ALCs are perfect venues for guiding students to reach higher cognitive skills, both in formative assessments and in exams. Please bring examples of quizzes, exams, and class activities and we will delve into discussion of how to use the ALC tables, whiteboards (including small portable ones) and computers to diversify the Bloom’s level represented in these assessments.

1:30−2:45 p.m.
Preparing Instructors for Teaching in Active Learning Classrooms: Recommendations for Establishing a Faculty Learning Community
Christina Petersen, University of Minnesota Twin Cities
How can we best prepare faculty to teach in an Active Learning Classroom? A faculty learning community can help instructors avoid common pitfalls and mistakes, develop confidence, and adopt teaching approaches that maximize student learning. In this workshop we will suggest important elements to include in an ALC faculty learning community. These elements include pairing participants with an experienced mentor, having participants observe an experienced instructor teaching in an ALC, and discussing evidence-based pedagogical and technology-related topics with participants. Concrete and practical strategies will be presented that draw on the feedback and output of an ALC faculty learning community recently conducted at the University of Minnesota.

Your Learning Space Planning Effort Just Got a Little Easier – Introducing FLEXspace 2.0
Lisa Stephens, University at Buffalo: The State University of New York; Rebecca Frazee, San Diego State University
In this session, we’ll share the newly redesigned FLEXspace tool and demonstrate how it can help support the planning, design, and documentation of campus learning spaces to improve stakeholder engagement. Participants will first view a demonstration, then participate in a hands-on opportunity to search for learning space examples and upload a campus space. You will learn how to tag and export favorites to create a slide presentation ready to take to your next learning space planning meeting! We’ll discuss ideas for how you might use FLEXspace to drive integrated planning at your campus. Participants are encouraged to bring a laptop or mobile device and photos of their campus learning space.

3:00−4:15 p.m.
Writing to Learn in the Active Learning Classroom
Dana Gierdowski, North Carolina State University; Laura Giovanelli, Wake Forest University
Writing is a high impact practice that improves critical thinking, increases student engagement, and helps students transfer knowledge across academic settings. Two teaching professors of writing will explore how hands-on writing activities can be successfully incorporated into an active learning classroom to improve critical thinking and engagement across the disciplines. Participants will learn and practice student-centered strategies that incorporate writing while leveraging the resources in innovative classrooms. We'll also discuss how active learning approaches for writing can be used productively in traditional classroom spaces.

Gathering Feedback and Data About Teaching in an ALC
Kris Gorman, J. D. Walker, and Paul Baepler, University of Minnesota Twin Cities
When teaching in an ALC, or using active learning techniques in any classroom, typical evaluation instruments – such as end-of-semester student evaluations of teaching – are often ill-suited for capturing what instructors want to know about their teaching or their students’ learning. In this workshop, we’ll explore strategies for gathering formative and summative data relevant to assessing the pedagogically important features of what happens in these rooms.

“Accessifying” Your Active Learning Course
Ilene Alexander, Lindsay Matts-Benson, Ann Fandrey, Scott Marshall, and Sara Schoen, University of Minnesota Twin Cities
In this session, instructors will share practices and build skills for creating inclusive environments in ALCs that welcome all students. We will introduce six core “accessifying” skills that are easy to learn and can be readily incorporated into course preparation workflows. In particular, we’ll focus on skills that underlie document and website creation (e.g., headings, hyperlinks, video captions, bullets, image alt-text, and color/contrast). We’ll apply these skills to create accessible, usable digital course materials, from the syllabus to assignment materials to course websites. Finally, we’ll brainstorm ways to further develop and support accessible in-class activities that involve spoken and digital communication and/or document creation.

5:00−6:00 p.m.
Reception − The Commons Hotel, Mezzanine Level, Meridian Foyer

6:00 p.m.
Dinner − The Commons Hotel, Mezzanine Level, Meridian Ballroom
Opening Night Speaker
Robert McMaster, Vice Provost and Dean for Undergraduate Education, University of Minnesota Twin Cities

Thursday, August 10, 2017

7:30−9:30 a.m.
Registration - The Commons Hotel, Mezzanine Level, Meridian Foyer

10:00 a.m.−2:00 p.m.
Registration - 3rd floor, Helping U desk, Robert H. Bruininks Hall

7:30−8:30 a.m.
Breakfast - The Commons Hotel, Mezzanine Level, Meridian Ballroom

8:30−9:30 a.m.
Keynote Address - The Commons Hotel, Mezzanine Level, Meridian Ballroom
Adam Finkelstein, McGill University, Quebec, Canada

10:00−10:45 a.m.
Paper Session
Managing Teams in ALCs to Promote Student Development
Sue Wick, University of Minnesota Twin Cities
Paper Session
Learner Behaviors and Motivation Are the Keys to Successful Active Learning
Gary Smith, University of New Mexico
Paper Session
The Expectations of Adult-Ing: Developing Soft Skills Through ALCs
Marybeth Stalp, University of Northern Iowa; Susan Hill, University of Northern Iowa
Paper Session
Transforming Power Points to Practical Pedagogy
Veronica Alfredsson, Gothenburg University, Sweden
Roundtable Discussion
Reimagining the Classroom Project: Let’s Ask the Students!
Ava Wolf, University of Illinois-Urbana Champaign

11:00−11:45 a.m.
Paper Session
Researching the Environment in Active Learning Spaces (REALS): Are There Impacts on Instruction, Student Engagement and Learning?
Susan Hillman, University of New England; Michelle Carpenter, Herman Miller, Inc.
Paper Session
Supporting Different Instructor Pedagogies and Student Activities in a Flexible Classroom
Cindy Finelli and Aaron Johnson, University of Michigan
Paper Session
Hope Is Not a Strategy: Classroom Practices in an Immersive Active Learning Degree Program
Kelsey Metzger, University of Minnesota Rochester; David Langley, University of Minnesota Twin Cities
Paper Session
An Investigation of Students’ Satisfaction Towards the Active Learning Environment
Mingze Sun, Northwestern University; Hui Chen, Beijing Normal University; Fengkuang Chiang, Beijing Normal University; D. Christopher Brooks, EDUCAUSE
Roundtable Discussion
ALCs and Information Literacy Across the Curriculum: Using One to Promote the Other
Kimberly Feilmeyer, Hamline University

Noon−12:45 p.m.
Lunch - Coffman Memorial Union, The Great Hall

12:45−1:30 p.m.
Poster Session - Coffman Memorial Union, The Great Hall
A Template for Creating Active Learning Classroom Assignments to Support Flipped, Active, and Team-Based Approaches to Learning
Christina Petersen, University of Minnesota Twin Cities
Addressing Achievement Gaps in STEM Through Active Learning Classrooms: Preliminary Findings from a Majority-Minority University
Carolyn Hushman, Aurora Pun, and Sushilla Knottenbelt, University of New Mexico
Move Over, PowerPoint: Creating Final Video Projects in Silviculture
Marcella Windmuller-Campione, University of Minnesota Twin Cities
Active Learning and Gamification: A Significant Learning Exercise on Sustainability and the Water Footprint of Food
Phillip Chaney and Lindsay Doukopoulos, Auburn University
The Role of Technology in Enhancing Active Learning Classrooms in the Attainment of 21st Century Skills in Higher Education in Nigeria
Awoyele Ifeoluwa Oladipupo, Adeyemi College of Education, Nigeria
Supporting Active Learning in a Terrible Classroom
Janni Aragon, University of Victoria
Active Learning Classrooms
Jodi Scott and Steven Lee, University of British Columbia

1:45−2:30 p.m.
Plenary Address
The Year of the ALC
D. Christopher Brooks, EDUCAUSE

2:45−3:30 p.m.
Paper Session
Beyond the Content: Community & Belongingness in the Active Learning Classroom
Lisa Cravens-Brown and Melissa Beers, The Ohio State University
Paper Session
Design of Active Learning Spaces for Blended Learning Groups - The Teacher Perspective
Marcus Sundgren, Marcia Hakansson-Lindqvist, Jimmy Jaldemark, Peter Mozelius, and Lena-Maria Oberg, Mid Sweden University, Sweden
Paper Session
An Observation Protocol for Learning Glass Use in Active Learning Environments
James Frazee and Bernie Dodge, San Diego State University
Roundtable Discussion
Exam Integrity at Round Tables: Challenges & Solutions
Scott Roberts, University of Maryland
Demonstration
“Meet the Stakeholders”: A Scenario-Based Game to Enrich Consensus Building Skills Among Learning Space Stakeholders
Jeffrey Ashley and Susan Frostén, Philadelphia University

3:30−3:45 p.m.
Break

3:45−4:30 p.m.
Paper Session
Leveraging Strategic Planning to Support Active Learning Space Design
Melody Bowdon, Don Merritt, University of Central Florida
Paper Session
Catching Sight of Students’ Understanding: A Matter of Space?
Ase Tieva, Roger Ahlgren, and Bengt Malmros, Umeä University, Sweden
Paper Session
Active Learning: How Do We Know It Works?
Mike Reese, Johns Hopkins University
Paper Session
If We Build It They Will Learn, Right? Collaborative Evaluation of Active Learning Classrooms
Caroline Hilk, Nicole Nelson, Kimberly Feilmeyer, and Tracy Williams, Hamline University
Roundtable Discussion
Maintaining and Innovating in an Established ALC Program
Anna Bostwick Flaming and Tino Kaltsas, University of Iowa

4:30 p.m.
Dinner on your own

Friday, August 11, 2017

7:30−8:30 a.m.
Breakfast - The Commons Hotel, Mezzanine Level, Meridian Ballroom

8:30−9:15 a.m.
Paper Session

Learning Space Design as a Participatory Process
Marie Leijon, Michael Svedemar, Agnes Jensen Carlén, and Pontus Kallstrom, Malmo University, Sweden
Paper Session
AMPing Courses: A Campus-Wide Peer Mentor Program to Support Active Learning
Scott Roberts, University of Maryland
Paper Session
Active Learning: No ALC Required
Bruce Reeves, Kara Hanson, and Amanda Evans, University of Minnesota Duluth
Roundtable Discussion
Active Learning Buildings: The Opportunities and Challenges of Building Beyond Active Learning Classrooms
Jason FitzSimmons, Karen Neubauer, Purdue University
Demonstrations
Virtual Games in Active Learning Classrooms: Utilizing Social Presence Theory to Enhance Experiential Simulations
Michael Kraten, Providence College
Framing the First Year One-Shot Session in an Active Learning Classroom
Kimberly Feilmeyer and Kristofer Scheid, Hamline University

9:30−10:15 a.m.
Paper Session
Learning Innovation Through Learning Space Design
Jon Dorbolo, Oregon State University; Tom Bauer, Bora Architects
Paper Session
“The ALC is Relaxing AND Makes Me More Focused!”
Veronica Alfredsson, Gothenburg University, Sweden
Paper Session
A Victim of Our Own Success: Orchard Commons
Jodi Scott and Steven Lee, University of British Columbia
Roundtable Discussion
Supporting Faculty Who Teach in ALCs: Sharing Experiences, Perspectives, and Data on What Works
Stephanie Rohdieck and Sam Craighead, The Ohio State University
Demonstrations
Digital Skills for Your Career: Active Learning Classroom Use
Janni Aragon, University of Victoria
Meta-Active Learning: Actively Learning About Active Learning
Beverly Bondad-Brown, Jeff Suarez-Grant, and Kyle Hickman, Cal State University Los Angeles

10:30−11:15 a.m.
Paper Session
Zoned for Interaction: An Empirical Study of the University of North Carolina’s First Active Learning Hall
Dana Gierdowski, North Carolina State University; Bob Henshaw and Andrea Reubens, University of North Carolina at Chapel Hill
Paper Session
Enhancing Student Learning in the Active Learning Classroom
Deb Wingert and Christina Clarkson, University of Minnesota Twin Cities
Paper Session
The Room Isn’t Enough: Garnering Support for Active Learning
Kris Gorman, University of Minnesota Twin Cities; Amanda Evans, Kara Hanson, and Bruce Reeves, University of Minnesota Duluth
Roundtable Discussion
Developing Students to Succeed in Active Learning Classrooms
Lindsay Doukopoulos, Monique Laney, and Konrad Patkowski, Auburn University
Paper Session
RUM FÖR LÄRANDE: A Scandinavian Network for Active Learning
Nora MacLaren, UiT/The Arctic University of Norway; Maria Sunnerstam, University of Gothenburg, Sweden; Hans Antonsson, Akademiska Hus, Sweden

11:30 a.m.−12:15 p.m.
Closing Address
Past, Present, and Future: Active Learning Classrooms as Catalysts for Evidence-Based Teaching
Robin Wright, National Science Foundation and the University of Minnesota Twin Cities

The preconference workshops, paper sessions, roundtable discussions, demonstrations, plenary address, and closing address will be held in Bruininks Hall.