2020 University of Pittsburgh Assessment and Teaching Conference
All University of Pittsburgh faculty are invited to attend the 2020 Assessment and Teaching Conference on Friday, Jan. 24, at the University Club. This conference brings together faculty and staff from across the University for a day to discuss the relationship between assessment, student learning, and teaching.
Lunch will be provided. Additional information on the keynote speaker and schedule of events can be found below.
An argument is presented that the collaborative partnership between administrators, faculty and students to improve student success on a college campus should have as its starting point the expectation that every student will graduate. Efforts to create this environment at The University of Texas at Austin have employed predictive analytics, freshman-year success programs and student-centered approaches to classroom instruction. An initiative to employ pedagogical advances through technology and community building has resulted in a reduction in non-passing rates in chemistry, biology and statistics courses to below 10% at UT Austin. In turn, persistence and four year-graduation rates are at historic highs for the university and are especially pronounced for Pell-grant-eligible students. Dr. Laude has modified his own large section chemistry course to create a collaborative, competency-based approach to learning that has dramatically improved student performance.
Professor Laude has been a member of the faculty in the College of Natural Sciences at The University of Texas at Austin since 1987. During the first ten years of his tenure at UT Austin, he ran a large research program in mass spectrometry. From 1996 to 2012, he held various administrative positions in the Dean’s Office of the College of Natural Sciences and also served as interim dean. Professor Laude has an established reputation for teaching excellence and curriculum innovation at The University of Texas at Austin and has received many awards for his teaching. He continues to teach large section general chemistry courses.
Professor Laude has been a leader in program reform at the undergraduate level at UT Austin for the past 25 years. In 1996, he chaired the original committee that proposed the teacher preparation program known today as UTeach. In 1999, he created the Texas Interdisciplinary Plan as a way to provide a small college-learning environment for students with adversity indicators. Professor Laude was also instrumental in the creation of the Freshman Research Initiative that today enrolls 900 UT Austin freshman students in the research programs of science faculty.
From 2012 to 2017 Professor Laude joined the Provost’s Office to champion improvements in four-year graduation rates at the University of Texas at Austin. He employed predictive analytics based on the historical likelihood of college completion to direct new students into appropriate freshman year success and incentive-based scholarship programs that coupled a sense of belonging with targeted academic support. Among these programs was the University Leadership Network that was featured in a New York Times magazine article on the challenges facing economically disadvantaged students.
The 4-year graduation rate initiative significantly improved four-year graduation rates at UT Austin. Overall rates increased from 52% to 66% during his time in the Provost’s Office and are now at 70%. The greatest improvements were for Pell-grant eligible and first generation students who saw their four-year graduation rates improve from about 40% to 60%.
Andrea Hergenroeder, Physical Therapy The Use of a Hybrid Simulation Workshop in the DPT Program Pittsburgh Campus
Victoria Hornyak, Physical Therapy Debriefing a Standardized Patient Encounter in Physical Therapy: A Method of Formative Feedback Pittsburgh Campus
Karthik Hariharan, Physical Therapy A Hybrid Approach to Human Anatomy Instruction using 3D Applications, Videos, Cadavers and Social Media Engagement Pittsburgh Campus
Ryan Teeter, Accounting Accounting in the Age of Data Pittsburgh Campus
Elizabeth Felter, Behavioral and Community Health Sciences Developing and Implementing a Course to Teach Video as a Health Promotion Tool Pittsburgh Campus
Zuzana Swigonova, Biological Sciences Learning in the context of current research practices and building STEM communities through a flipped classroom Pittsburgh Campus
Shivkumar Bale, Chemical Engineering Enhancing Students’ Research Interest through Research-Based Project and Grading in a Course Johnstown Campus
Ramesh Singh, Chemical Engineering Integrating Virtual Plant Operation Software in Chemical Engineering Curriculum to Enhance Learning and Provide Hands-on Skills Johnstown Campus
Laura Giovannelli, Chemistry Practical and Pedagogical Considerations in Transitioning to an Electronic Lab Notebook in the General Chemistry Lab Greensburg Campus
Matthew Tracey, Chemistry PRECHI: A New Way to Teach Electron Stabilizing Forces and Acid-Base Reactions Johnstown Campus
Diane Nicodemus & Paul Lucas, Communication Teach for Diversity in Public Speaking Johnstown Campus
Bethany McConnell, Education Division; Christine Dahlin, Biology & Dawn Drahnak, Nursing Classroom in the community, learning together; A city-university collaborative Johnstown Campus
Tuangtip Klinbubpa-Neff, English Writing Love, not Hate! Teaching Diversity and Inclusion in Composition Classrooms Johnstown Campus
Brenda Cassidy, Health Promotion and Development Learning Module to Promote Culturally-competent Communication in Nursing Students when caring for LGBTQIA+ Individuals Pittsburgh Campus
Sheila Conway, Instruction and Learning Teacher Learning through Simulated Practice Opportunities Pittsburgh Campus
Barry Mitnick, Katz Graduate School of Business Using Historical Narratives in Teaching Social Science Pittsburgh Campus
Betty Braxter, Nursing Promoting Clinical Judgement via a Student Engagement Platform, TopHat Pittsburgh Campus
Dawn Drahnak, Elizabeth Katrancha & Mallory Ferguson, Nursing MIND – Meditative Individualized Nursing-student De-stress Johnstown Campus
David Beck, Jamie Hammond, Rosa Fannie, & Christine Rodgers, Physician Assistant Studies Interprofessional, Case-Based Instruction of Doctor of Physical Therapy Students Pittsburgh Campus
Rajendra Khanal, Physics Students Retrospective of Physics Hybrid-Model Classes at the University of Pittsburgh at Johnstown (UPJ) Johnstown Campus
James Alexander, Political Science A Research Team Model for Undergraduate Thesis Projects Johnstown Campus
Jennifer Cousins, Psychology Academic Outcomes of an Individualized Concept Map Intervention in Large Introductory Courses Pittsburgh Campus
Robin Leaf, Public Health/MPH Utilizing NACE Framework of Best Practices: Practica and Internships IRL Pittsburgh Campus
Christopher Cook, Social Science/Political Science Film and African Politics Johnstown Campus
Missy Casses, Special Education Beyond Role Play: Creating Collaboration, Compassion, and Connections in the Classroom and Beyond Johnstown Campus
The annual Assessment and Teaching Conference will be held on Friday, Jan. 24, 2020. We invite faculty to submit proposals for poster sessions that focus on any aspect of teaching, learning, and/or assessment in their teaching practice. We are interested in topics that provide examples of innovative teaching. Examples could include, but are not limited to: classroom strategies, technologies to enhance pedagogy, diversity in the curriculum, or innovative approaches to teaching.
Proposal submissions are due by Dec. 20, 2019. Acceptance letters will be sent around Jan. 6. To submit a proposal, please complete the form below.
Faculty poster sessions will be held on Friday, Jan. 24 between 2:15 and 3:45 pm. You will be expected to answer questions about your work, and to engage with other faculty to discuss what you have learned. Faculty are responsible for printing, transporting, placing, and removing their posters. Posters should be 36″ x 48″. An easel will be provided for your poster. You are responsible for providing any additional handouts for your poster.
All instructors (full-time and part -time) are encouraged to submit a proposal.
NOTE: The deadline for proposals has passed. We’ll see you at the conference!