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2026 Conference Program & Descriptions

2026 Conference Program & Descriptions

8:00-8:50am Registration & Networking in the Education and Arts Atrium

9:00-10:30am Keynote in the University Grill

Dr. Anne-Marie Womack
Beyond Best Practice: Reimagining Disability & Access in Higher Education

Typing. Texting. Email. These everyday practices, all rooted in disability innovation, show how designing with disabled people in mind leads to better design for many. Yet the promise of inclusive design often contrasts with the lived reality of disabled students and faculty, who remain excluded from classrooms—by policy, by pedagogy, and by so-called best practices.

This keynote invites educators to recognize disability as always present in our classrooms and always essential to our pedagogy. Through stories and scholarship, we’ll explore access not as a checklist but as a relational practice, one shaped by intersectionality, sustained by flexibility, and built through community.

A disability-centered approach to teaching deepens our engagement with the human element of education.

10:30-10:45 Break

Morning Sessions
10:45-11:15	Concurrent Session #1
EA 1006	Am (A)I ready? Student Perceptions of Foundational GenAI Training Krishnamurthy Vinay (Indiana University South Bend) This study will examine business undergraduates’ perceptions of IU’s GenAI 101 foundational training—implemented within an introductory MIS course—and its applicability to creative, quantitative, and ethical tasks. A mixed-methods design will combine a brief survey with focus groups/interviews to probe the opportunities and limits. Findings will inform curriculum design by surfacing strengths and gaps in AI literacy.
EA 1010	AI-Enhanced Experiential Learning: Maintaining Psychological Safety and Academic Integrity Jamie Kozel (Purdue University Northwest) Artificial intelligence is increasingly present in undergraduate curriculum, yet concerns remain regarding academic integrity and psychological safety. This session explores intentional, ethically grounded uses of AI to support experiential learning such as therapeutic communication, civility contracts, and de-escalation practice all while maintaining psychological safety through structured, in-person debriefing and active faculty facilitation.
EA 1013	Students' Sense of Community in a Course-Based Undergraduate Research Experience Jacob Adler (Purdue University) Students participated in a course-based undergraduate research experience (CURE) in an introductory biology course. Students’ sense of the Lafayette, IN community was investigated as a part of a community-focused CURE using quantitative instruments and some qualitative coding. The results indicate significant quantitative subscale differences and some rich qualitative perspectives. This has implications for those wishing to teach community-engaging CUREs.
EA 1015	Doing SoTL Together: Cultivating a Community of Practice Margarita Rayzberg (Valparaiso University) In this panel session, the coordinator and participants in a year-long SoTL Community of Practice will share their experiences learning about SoTL and designing and implementing independent SoTL projects. The coordinator will discuss the community-of-practice model and guiding “syllabus,” while participants will reflect on what they gained from the experience, what worked well, and areas for improvement.
EA 1017	Gamified UDL Strategies to Humanize Learning and Foster Belonging Austin M. Rausch (Purdue University Fort Wayne) & Andrea Bearman (Private Academic Library Network of Indiana) Gamified, UDL-aligned learning structures deepen student belonging, motivation, creativity, and reflective thinking. This session demonstrates how collaborative, game-based activities transform traditional analytical discussions into dynamic, relationship-rich learning experiences. Attendees will explore flexible, discipline-agnostic strategies that enhance engagement, autonomy, and critical thinking while strengthening the human connections essential to meaningful learning.
EA 1021	Enhancing Students' Knowledge and Skills through Integrated Experiential Learning Erin Laverick & Emily Paul (Concordia University Ann Arbor) This presentation will introduce a study focused on an occupational therapy (OT) and literacy summer camp designed to bridge the gap between didactic learning and real-life application for OT students. Audience members will gain insight into the study’s design and practical strategies for integrating experiential learning within inter-disciplinary models.
EA 1023	Cohesion Quest: Building Psychological Safety in Student Work Teams Katherine Ryan & Brenda McNellen (Indiana University Kelley School of Business) This session presents a structured instructional activity that teaches psychological safety as an explicit learning outcome, grounded in emotional intelligence. Participants will experience the activity from the students’ perspective in the forming stage of team development as they create a team culture of care, accountability, and inclusion. This learning activity can be used in any class requiring team-based deliverables.
EA 1025	Strategic Silliness: Cultivating Joy and Empathy through Engagement Artifacts Sally Busby & Alison Jones (University of Evansville) In this session, we will explore how five minutes of delight could create 50 minutes of deeper engagement. We will share our use of engagement artifacts as a pedagogy throughout multiple courses and connect our burgeoning data to the themes in Muhammad's Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning: criticality, skills, joy, identity, and intellect.

11:00-11:45 Book Signing & Author Talk with Anne-Marie Womack
EA 1019

11:15-11:25 Break

Morning Sessions
11:25-11:55	Concurrent Session #2
EA 1006	Cross-National Perspectives on Trust and AI Use in Higher Education Mohammad Merhi (Indiana University South Bend) This study investigates factors influencing students’ use of generative AI in higher education by extending the Information Systems Success Model to include trust as a moderating factor. Survey data from students in the United States and Qatar show that system quality, information quality, self-efficacy, trust, and national culture jointly shape Gen AI use and satisfaction, with some cross-national differences.
EA 1010	Leveraging AI for Instruction: Case Study Samples Vaidyanathan Viswananthan Saunak & Rama Cousik (Purdue University Fort Wayne) In this paper, we compare the efficacy of human, textbook and AI-generated [with human prompts] case studies to supplement instruction. Following an IRB-approved protocol, human and AI-assisted case studies were used in two courses at the University. We found no difference between completely human-written and AI-assisted case studies on free recall, cued recognition, or liking at the end of the study.
EA 1013	The Problem with Reading: Breaking the Literacy Stigma on Campus Stephanie Alexander (Indiana State University) Despite mounting evidence that college students struggle with assigned reading, many institutions offer little to no reading support. Writing Centers and STEM tutoring are normalized and expected, but literacy difficulty remains stigmatized and often unaddressed. This interactive session presents practices faculty can adopt in their classrooms to begin the important work of de-stigmatizing reading struggles and improving literacy outcomes.
EA 1015	First-Year Department Specific Seminar: Successes Earned and Lessons Learned Kristi Bugajski & Jane Kenney-Hunt (Valparaiso University) In response to post-pandemic academic struggles, the Biology Department at Valparaiso University designed a seminar series for biology majors that builds on lessons learned from a successful NSF grant which resulted in large increases in student retention. We will present on the successes of the program and provide recommendations for attendees interested in establishing a similar course.
EA 1017	Thinking Critically: Teaching Students to Generate Their Own Questions Tiffany Venturi (Park Tudor School) This session equips educators with practical strategies for using the Question Formulation Technique (QFT) to increase engagement and deepen critical thinking. Participants learn how to shift ownership by teaching students to generate, refine, and prioritize questions across content areas. Classroom-ready examples show how QFT boosts curiosity, inquiry, and student voice, providing tools educators can implement immediately.
EA 1021	Global to Local: Student Lens on a Semester-Long Project-Based Learning Heather St. Peters (Indiana Tech) In an interactive session, experiment with elements of a semester-long project-based learning design, engage with students who applied a global business concern into a local mental-health initiative, and discuss process-oriented assessment strategies. Leave inspired by the potential for student growth and learning.
EA 1023	Building Rapport: Practical Strategies for Humanizing the Online Classroom Brianna Stines (University of Notre Dame) Rapport-building is a pedagogical necessity for online course success. Drawing on Rebecca Glazier’s research and a successful Summer Online program, this session offers strategies to humanize syllabi, streamline personalized feedback, and practice proactive outreach. We move beyond theory to help participants discuss and adapt these high-touch strategies for their own unique institutional contexts and diverse student needs.
EA 1025	Cognitive Resilience: Metacognitive Skills to Mitigate Student Burnout Zsa-Zsa Booker (Wayne State University School of Medicine) Highly demanding academic programs can lead to significant student burnout. This session presents an evidence-based framework for teaching metacognitive skills as essential components of cognitive resilience. Attendees will learn how to integrate actionable strategies from the science of learning—like effective self-monitoring and strategic practice—into any discipline to help learners manage cognitive load and foster enduring well-being.

12:00 noon - 1:00pm Networking Lunch in the University Grill

Afternoon Sessions
1:10-1:40	Concurrent Session #3
EA 1006	Rethinking Résumé Writing in an AI-Mediated World Megha Yadev (Indiana University South Bend) Generative AI is transforming how students produce résumés, challenging traditional notions of authenticity and professional preparation. This presentation proposes a conceptual pedagogical framework for teaching career-readiness writing with AI. Moving beyond detection or prohibition, the proposal emphasizes critical judgment, rhetorical analysis, and ethical decision-making, transforming résumé writing from a compliance task into a high-impact learning activity.
EA 1010	Beyond the Bot: Human-Centered Competencies in the Age of Accelerated Kevin Jones (Indiana University Columbus) In the Age of Accelerated Transformation, AI reshapes higher education. This workshop explores pedagogical shifts toward kindness and belonging through the "Purple People" framework. Faculty learn to transition from information gatekeepers to mentors of discernment. By adopting Augmented Pedagogy and validation workflows, educators leverage AI to reduce friction and amplify human connection.
EA 1013	The First Five Minutes: A Catalyst to Content and Community Melissa Scheve & Ashley Henry (University of Notre Dame) The first five minutes of a class or session is an opportunity to pique curiosity, introduce content, and build community. In this concurrent session, participants will experience three opening activities from an Introduction to Teaching Excellence Series that had instructors engaged and learning. Participants in this session will leave with community openers they can try immediately with students or faculty.
EA 1015	Recasting the History Research Paper: An Alternative Mode Jennifer L. Foray (Indiana University Bloomington) & Deborah Fleetham (Purdue University) Two college-level history educators, both based at large R1 public institutions in Indiana, will present an alternate to the traditional end-of-semester research paper, which they have been piloting. Their model emphasizes historiographical analysis alongside deep primary source examination, albeit in a “deconstructed” format that both increases students’ agency and better reflects the practices of historians today.
EA 1017	Scream for Inclusion: Valuing Diverse Student Strengths via Horror Cinema Elena Mangione & Steven Varela (University of Notre Dame) This presentation examines how a multilingual, project-based horror cinema course models inclusive design by building accessibility into its foundational pedagogy and applied social commentary. Through film analysis, critical theory, immersive activities, and collaborative audiovisual production, the course demonstrates how diverse modalities of engagement, distributed roles, and centering marginalized perspectives create authentic inclusion while enhancing learning for all students.
EA 1021	Identifying Fieldwork by Implementing the SFSOS Process Chloe Kiser (Valparaiso University) The presentation will cover the steps for implementing the Sequential Fieldwork Student-Owned Selection Process (SFSOSP) to identify fieldwork class projects, highlighting its impact on student engagement, motivation, and leadership development. Furthermore, the presenter will share students’ feedback on the effectiveness of the collaborative project selection in helping them to understand the purpose and impact of fieldwork.
EA 1023	Designing for Kindness, Not Negotiation: Structure Protects Rigor and Equity Kathleen Sullivan (Indiana University South Bend) If kindness in teaching feels like constant negotiation, something is broken. This workshop argues that exception-based compassion undermines equity, rigor, and faculty well-being. Learn how intentional course design—not emotional bargaining—creates humane, fair classrooms. Participants leave with concrete strategies that reduce excuses, protect standards, and prepare students for adult responsibility across disciplines.
EA 1025	Learner-Responsive Course Design Cycles for Joyful and Liberatory Learning April Andry-Rah'Man (University of Illinois Chicago) Academic homeplaces (hooks, 1990) are spaces of healing and self-love; consciousness-raising; and resistance and liberation that educators and students co-construct. They are beautiful spaces where we can realize new educational possibilities, but sometimes those possibilities are overwhelming. In this session, I will share a practice that has helped me translate my commitment to homeplace into pedagogy: learner-responsive course design cycles.

Posters and Snacks - EA 2nd Floor Atrium
1:45-2:15
The Living Approach to Anatomy: Pilot Study Megan Albright & Kristin Hull (Indiana University Indianapolis) The Occupational Therapy Doctorate program at Indiana University Indianapolis piloted a new Functional Client Factors course, replacing cadaver-based instruction with occupation-centered, active learning grounded in Universal Design for Learning principles. Self-assessments and focus groups showed increased student confidence in key professional skills. Emerging themes of expectations, cadaver use, instructional strategies, empathy, and technology supported active learning in professional identity development.
Humanizing Stories of IAs' Experiences from Epistemic Network Analysis Gina Borgioli Yoder (Indiana University Indianapolis) I share visual stories of Instructional Assistants’ (IAs) experiences and learning from a one-year professional development (PD) program designed to increase their self-efficacy with PreK-3rd grade mathematics content and teaching mathematics. The visual stories emanate from the use of Epistemic Network Analysis (ENA) to analyze, visualize, and quantify qualitative interview data from the IAs’ pre/post PD “Math Journey” drawing activities.
From Classroom to Clinic: Bootcamp Simulations for Fieldwork Readiness Wendi Buckley, Allison Miller & Sharon Pape (Indiana University South Bend) This poster presents a bootcamp-style simulation designed to assess and strengthen occupational therapy students’ readiness for clinical experiences. Emphasizing mentorship, reflection, and professional judgment, the simulation integrates complex case analysis, performance-based assessment, and structured remediation. Outcomes highlight how human-centered educational practices support student confidence, readiness, and successful transitions from classroom learning to clinical practice.
Next Clinicals: Question-Based Pedagogy in Nursing Practicum Justin Camacho (University of Illinois Chicago) A Teaching-as-Research project examined question-centric pedagogy with senior BSN students in a clinical practicum. Three interventions—Critical Thinking Day, student-generated questions, and instructor-led question-based feedback—supported measurable gains in critical thinking (14.3% increase in score), with the largest improvements in the Analysis and Creation domains. Students shifted from passive observation to active decision-making, suggesting practical utility for clinical nursing education.
Cognitive Demand in Instructional Videos on Student Learning Performance Chien Chung Chen & Phyu Phyu Aung Myint (Indiana University East) Guided by Cognitive Load Theory, this exploratory study examined how cognitive load (low versus high) in instructional videos impacts students’ perceived workload, perceived complexity, and learning performance at a small regional campus in the Midwest. The findings suggest that increased cognitive demand does not necessarily yield improved students’ performance. The results also reveal that cognitive load interacts with learner characteristics.
How to Promote Student-Instructor Interactions to Build Rapport and Understanding Jeong IL Cho (Purdue University Fort Wayne) To support relationship-building between students and instructors, I award students extra points for having an individual, one-on-one meeting with the instructor (me). In my course syllabus, the description for this extra point opportunity is provided. To increase the accessibility and visibility of this extra bonus point activity for students, I contact students frequently and promote positive learning environment.
Fostering Reflection and Co-Learning through a Community of Practice Juliane Chreston (Concordia University Ann Arbor) This interactive session engages participants in examining a student–practitioner community-of-practice model designed to center the human element of learning. Drawing on three years of implementation data, participants will explore key design lessons and collaboratively discuss how similar human-centered, synchronous learning communities could be adapted within their own disciplines and institutional contexts.
Learning from Experiments: Research as a tool for Active Learning Mumtaz Anwar (University of Illinois Chicago) Teaching a higher education STEM course is challenging. However, the inherent need of STEM to understand research for understanding theory can enhance use of innovative teaching practices. We adopted a method of combining classroom learning with lab activities for a summer course in endocrinology and report improvements in student learning. We also report improvement in learning with exposure to health-related
How Do Students Learn to Interpret Medical Imaging Procedures? David Ford (Duquesne University) The purpose of this study was to understand how students interpret diagnostic laryngeal imaging procedures, using eye-tracking technology. This allowed for novel insights into cognitive processing during student visual-perceptual judgements. Eye-tracking data was compared against behavioral data, resulting in a robust set of findings that can generalize to insights on student learning/assessment, in general.
Human-Centered Revision and Reassessment in a DPT Program Zachary Huff & Andrew Somers (Oklahoma City University) Graduate healthcare students frequently struggle to respond productively to summative assessment feedback. Many remediation practices focus on performance recovery while overlooking cognitive, emotional, and self-regulatory processes. This poster presents a human-centered framework that reframes summative assessments as diagnostic tools to support targeted revision, remediation, and reassessment.
Successfully Performing Teaching Assistant (TA) Duties Maira Javaid, Abdulhamid Zaidi & William Clyburn (Indiana State University) This presentation will explain the practices which help teaching assistants (TAs) in successfully performing their duties involving assisting instructors in conducting laboratory sessions, grading laboratory and theory assignments, helping students during office hours, and proctoring exams.
Integrating VR/AR and AI to Bridge Visualization, Sustainability in Engineering Kimia Mortezaei (Purdue University Northwest) This poster presents an ongoing Scholarship of Teaching and Learning (SoTL) study that investigates how immersive technologies and adaptive feedback can support the professional formation of engineers in early, gateway courses. The study is motivated by a persistent challenge in engineering education: while introductory mechanics and design courses emphasize analytical correctness, many students struggle to connect mathematical results to physical
Relationship-Rich Engagement Projects and Student Outcomes in Hospitality Education Haeik Park (Purdue University Fort Wayne) This mixed-methods study investigates how relationship-rich engagement project courses influence motivation, satisfaction, and perceived effectiveness among hospitality students. Qualitative interviews explore students’ consultation experiences with local restaurants to identify key constructs. A subsequent quantitative survey tests hypothesized relationships among confirmed variables. Findings aim to deepen engagement theory in hospitality education and inform experiential course design.
Student Trauma Exposure and Classroom Impacts: What Can Instructors Do? Maureen L. Petrunich-Rutherford (Indiana University Northwest) Many college students manage the aftermath of trauma exposure alongside their studies, which can manifest in the classroom as impaired cognition and decreased academic engagement. Trauma-informed teaching acknowledges these impacts and promotes safety, structure, and equity to encourage student success. This presentation will explore a recent survey on the frequency of student trauma and how trauma-informed teaching practices are perceived.
Systems Design Thinking for Time-Based Learning Experiences Jon Robertson (University of Evansville) This session proposes a human-centered approach to curriculum and lecture design that treats teaching as a time-based system shaped by students’ perception, attention, and flow. Drawing on systems design thinking and compositional models, it examines how intentional sequencing can support logical, scaffolded, and humane learning experiences aligned with how students process information over time.
From Concepts to Connection: Human-Centered Writing and Inquiry Kathaleen Smith (Purdue University Northwest) This session introduces a human-centered writing project that engages students in concept exploration, public discourse analysis, interviewing, and profile writing. Rooted in transformative learning and critical thinking frameworks, the project positions students as researchers of lived experience. Participants will learn adaptable strategies for integrating inquiry, dialogue, and reflection to strengthen student engagement and foster deeper rhetorical awareness in first-year writing.
Humanizing Health Professions Education Susannah Steele (Concordia University Ann Arbor) In many ways, modern healthcare structures have dehumanized patient care practices. Human connectedness inherent to the provider-patient relationship is diminished today. Guided by contemporary frameworks, this learning activity helps physical therapy students rediscover elements of human connectedness, presence and therapeutic touch in patient care. These frameworks can guide educators to use the arts and humanities to enhance healthcare education.
Humanizing Education: Flipped Classroom Strategies for Enhancing Student Engagement Md Ala Uddin (Indiana University Indianapolis) This poster presents an empirical study of the Flipped Classroom (FC) method used to transform passive learning in Bangladesh. By examining how digital tools and Professional Learning Communities address engagement gaps, we illustrate how shifting to a facilitator role fosters student confidence and soft skills. We highlight resilience in resource-constrained environments to enhance the human element.
Humanity in the AI Era: Communcation Practices for Engaged Classrooms Kayla Vasilko (Ivy Tech Community College) Higher education has an important opportunity to educate about the impact of AI. For this study, a literature review was conducted, then an IRB approved survey was distributed to students, faculty, and staff to explore their perception of AI's impact. The results were paired with scholarship on teaching and learning, and best practices for human classroom engagement were created.
From Stress to Stillness: How Humanities Can Ease Test Anxiety Katherine Young (Concordia University Ann Arbor) Graduate medical education is rigorous, and high-stakes testing can often negatively impact the emotional well-being of students who are a part of this anxious generation. The purpose of this research is to study whether student participation in a guided relaxation activity in our University’s Healthcare and Humanities lab leads to a significant reduction in post-test anxiety in students.

Afternoon Sessions
2:20-2:50	Concurrent Session #4
EA 1006	Evaluating Wearable AI at Notre Dame: Smart Glasses, Complex Questions Steven Varela, Kael Kanczuzewski, Elena Mangione-Lora, Adam Heet, Crystal DeJaegher & John Corba (University of Notre Dame) This presentation examines Meta Ray-Ban smart glasses' impact on teaching and learning at Notre Dame through evaluation across accessibility, integrity, and privacy domains. While offering benefits like hands-free note-taking and real-time translation for students with disabilities, wearable AI presents tensions between technological capability and human-centered values including trust, authentic interaction, and equitable access, requiring guidelines prioritizing human dignity over innovation.
EA 1010	Using AI to Stress-Test Rubrics Before Day One Catherine Hebert-Annis (Indiana University South Bend) Participants will explore a workflow using AI to draft rubrics, generate synthetic student submissions, and perform human-AI grading calibration. By stress-testing assignments before implementation, instructors identify ambiguities and refine the "human" clarity of assessments. This scholarly teaching approach ensures smoother student experiences and better-aligned expectations, highlighting the instructor’s role as an intentional, reflective designer.
EA 1013	Human Connection Boosters Brianna Stines (University of Notre Dame) Explore the Social and Teaching Presence elements of the Community of Inquiry (CoI) Framework. This gamified workshop challenges participants to solve a course design scenario in small teams. Roll high and propose the best practical solutions to win!
EA 1015	Designing for Belonging: A Scalable Online Bridge Program to College Kuangchen Hsu & Brian Mulholland (University of Notre Dame) Can online bridge programs foster genuine human connection? This session shares ASCEND, a scalable online bridge program implemented over multiple years to support both incoming student belonging and math readiness. Attendees will see concrete design strategies for building connection in digital spaces and leave with a Launch Readiness Checklist to adapt and implement similar programs.
EA 1017	VR, Neurodiversity & UDL: Creating Inclusive and Accessible Classrooms Horane Diatta-Holgate, Brent Fragnoli, Matthew Simmons & Ana María González Paniagua (University of Notre Dame) This session describes the development and implementation of a VR project designed to immerse instructors and students in the lived experiences of neurodivergent learners in the classroom. We discuss how small but intentional shifts in perspective and teaching practices, grounded in Universal Design for Learning (UDL) principles, can transform the classroom into an accessible and inclusive environment for everyone.
EA 1021	Developing Place-Based Learning: The Freedom Summer Civil Rights History Course Darryl Heller & Monica Tetzlaff (Indiana University South Bend) This panel session will bring faculty and students into a discussion of a place-based learning pedagogy. It will examine the Freedom Summer Course, which combines a traditional classroom teaching model of civil rights history with an experiential learning trip to historic civil rights sites in the deep South to contextualize the lessons and enhance learning outcomes.
EA 1023	Teacher-Student Relationships and Working Alliances in Online Education Kurt Hanus (Indiana University South Bend) & James Gillespie (St. Mary's College at Notre Dame) Online learning can unintentionally limit interpersonal bonds, which, in the teacher-student context, can substantially impair the human element of education. This session reframes teacher-student connections through a working alliance (goals, tasks, bond), translating counseling research into course design and day-to-day relationship-enhancing strategies in online education. Participants will review brief vignettes of alliance ruptures in online classes, practice an “alliance audit.”
EA 1025	Meaningful Growth from Intentional Emotional Intelligence Instruction Jia Cai (Indiana Institute of Technology) This study examines the impact of intentional emotional intelligence (EI) instruction embedded in an Introduction to Psychology course. Using a quasi-experimental design and the BlueEQ PS16i assessment, students receiving EI instruction demonstrated greater pre–post gains across multiple EI domains—particularly self-awareness and self-control—than a comparison group, highlighting the pedagogical value of explicitly teaching emotional intelligence in undergraduate classrooms.

Quick Hits
3:00-4:00 in EA 1011
Using Journals to Understand Students' Experiences Megan Gibson (Ferris State University)
Designing Impactful Educational Videos for Asynchronous Sport Management Courses Wooyoung (William) Jang (Indiana University Bloomington)
Learner-Driven Effort-Based Grading: A Three-Dimensional, Human-Centered Model Michael Johnson (Purdue University)
The Human Element in AI-Powered Design: Insights from Rapid Prototyping Yi Lu (University of Notre Dame)
Flip This Syllabus! Lightning Tips for Human-Centered Course Design Kristina Rouech & JoDell Heroux (Central Michigan University)
(WITHDRAWN) Helping All Students Refocus on Learning, Not Grades or Product LeighAnn Tomaswick (Kent State University)
Preserving Accessibility and Student Agency in Assessment Jordyn Wilcox (University of Notre Dame)
Redemption Summaries: Creating Flexible Attendance Policies Without Sacrificing Accountability Johnica Winter (Franklin College)
Alternative Grading: Focusing Students on Learning and Preparing Tiffany Wyse-Fisher & Jeanette Harder (Goshen College)
The Persistence Problem: How OER Shifts Early-Term Student Trajectories Jay VanderVeen (Indiana University South Bend)

Thank You to the Consortium Members

Indiana University South Bend
Aurora University
Andrews University
Ferris State University
Indiana State University
Indiana University Northwest
Ivy Tech Community College

Purdue University Fort Wayne
Purdue University Northwest
Southwestern Michigan College
St. Mary's College
University of Notre Dame
Valparaiso University

Thank You to the SoTL Committee Members

Julie Alee (Ivy Tech South Bend)
Jeong-il Cho (Purdue University Fort Wayne)
Cati Hebert-Annis (IU South Bend)
Emily Hixon (Purdue University Northwest)
Gisele Kuhn (Andrews University)
Joel Langston (IU South Bend)
Caleb Lewis (Aurora University)
Anna Michelle Martinez-Montavon (IU South Bend)
Amanda McKendree (University of Notre Dame)

Cody Miller (Southwestern Michigan College)
Alanna Murray (IU South Bend)
Amy Pawlosky (IU South Bend)
Cynthia Rutz (Valparaiso University)
Anne Spain (Ferris State University)
Jay VanderVeen (IU South Bend)
Chris Young (Indiana University Northwest)
Chenfeng Zhang (Indiana University Northwest)