ºÚÁÏÍø

Showcase Welcome

Facilitated by Tolu Noah, Educational Developer, ATS

Join us for the opening session of the showcase, where we will formally welcome you to the event and provide an overview of what to expect.

Please choose one of the following sessions to attend:

Adobe Frame.io Collaboration Platform

Facilitated by Susan Bloom, Associate Professor, Post-Production, Editing & VFX

(NOTE: If you plan to attend this session, please add your name and ºÚÁÏÍø email address to the  so that Susan can make an account for you in advance. Thank you!) 

Many classes require students to create media including short films, PSAs, podcasts, video essays and more. Adobe Frame.io is a collaboration platform that allows instructors and students to communicate clearly and precisely on these projects. Comments are frame/time specific and there are draw tools, arrows, and so on, for making feedback detailed. Students working in a group can share ideas, upload materials, contribute to and view edits eliminating the necessity for hard-to-schedule in-person meetings. If they are working on a project in Premiere Pro, all feedback appears directly on the timeline. Furthermore, students from different courses working on the same project can utilize the platform to keep a project on track in all stages. I will present a case study as well- Conservation Biology students, doing service-learning with a community partner such as the Aquarium of the Pacific and Palos Verdes Peninsula Land Conservancy, and Advanced Film Editing students have been creating highly collaborative short films to communicate science using Frame.io for three years. Additionally, I will briefly show how to use Adobe Express to create and customize interactive webpages where media can be embedded.

From Case Study to Lived Experience: Using Real-World Scenarios to Drive Active Learning

Facilitated by Edidiong Mendie, Lecturer, Criminal Justice

This interactive session explores how engaging, real-world case studies can transform student learning by bridging course content with lived experience. Drawing on practical teaching examples, the session will demonstrate how instructors can design case based activities that reflect authentic community, industry, or policy challenges helping students see the relevance of what they are learning beyond the classroom.

Sustainable Teaching: Centering Instructor Wellbeing in the Workplace

Facilitated by Jessica Polk, Lecturer, Social Work

Teaching can be deeply meaningful work, yet many instructors experience chronic stress, overload, and burnout that make it difficult to sustain a sense of peace and joy in the workplace. This session invites participants to pause, reflect, and reconnect with practices that support instructor wellbeing. Rather than offering one-size-fits-all solutions, the session will acknowledge the structural and emotional challenges of academic work while highlighting small, realistic strategies instructors can use to protect their energy and find moments of joy in their daily routines. Through guided reflection and discussion, participants will consider boundaries, mindset shifts, and restorative practices that can be integrated into their professional lives without adding to their workload. Attendees will leave with a renewed sense of permission to prioritize their wellbeing and with at least one intentional practice they can adopt to support sustainable, joyful teaching.

Please choose one of the following sessions to attend:

Case Studies of Community Engagement from a Service-Learning Course

Facilitated by Hyowon Ban, Professor, Geography

The session will introduce 13 case studies from a service-learning course, GEOG 482/582 Advanced Digital Cartography and GIS, conducted in collaboration between groups of students in the course and 9 community partners around campus since Spring 2024 semester. The case studies will highlight community engagement and digital tools for teaching and learning used in each project. The community partners in the case studies include non-profit organizations, faculty, and an institution on campus.  The service-learning course has been supported by the Center for Community Engagement (CCE) at ºÚÁÏÍø.

The course utilizes digital technologies, including geographic information science, spatial data science, digital cartography, interactive web mapping techniques, extended reality (XR), etc. The students in the service-learning course learn theories and techniques of digital cartography and applied their knowledge and skills to produce digital map products to address the needs of their community partners. Final products are presented through the coursework at the end of each course and shared with the community partners. Students continuously communicate with their community partners for their feedback and apply it to the projects toward the final versions. At the end of the semester, students deliver their completed works to their community partners.

Integrating Student Perspectives in Developing Perceptual Frameworks and Ethical Application of AI in a Clinically-Focused Program

Facilitated by Shriya Basu, Assistant Professor, Speech-Language Pathology

To explore experiences, expectations, and concerns within pedagogical practices in SLP programs, this exploratory talk will undertake an evaluation of AI utilization, perceptions, and ethical integration among students while highlighting development of AI literacy skills using active learning strategies. Generative AI, when applied within ethical boundaries, can enhance knowledge construction by fostering critical thinking, writing, and ownership of learning. For clinically-focused programs such as speech language pathology (SLP), its use underscores the importance of open dialogue with students about integrity and the academic and professional risks of plagiarism. Given that AI adoption in higher education is shaped not only by university and college policies but also student perspectives, it is crucial to explore disparities and barriers in students for the successful integration of AI . This talk will highlight key evidence from the results of survey research that I recently concluded, across SLP and Audiology programs in the US. Through my talk, I will provide insights on how this data is helping me develop and shape college-level policies as well as classroom strategies for promoting AI literacy, critical thinking, and fostering student engagement in both graduate and undergraduate classrooms in a clinically heavy program like SLP .

Mindfulness, Breathing, & Movement Exercise

Facilitated by Jessica Liu, Assistant Professor, Health Science

In this interactive session, I will lead participants in a short mindfulness, breathing, and movement exercise to show have even small moments can make a large impact on one's day. I am a certified 200 hour yoga instructor and fitness instructor, and will also incorporate elements of my yoga and fitness training into the session. As a group, we will also reflect on how we can find moments of mindfulness, breathing, and exercise into our busy daily lives.

Writing Beyond the Classroom: Literacy Gains Among Long-Term English Learners Through Pen Pal Exchange and Data-Informed Instruction

Facilitated by Wendolyn Nolasco, Lecturer, Single Subject Credential Program/Education

The 'Writing Beyond the Classroom' session is grounded in the power of connections through writing and the cognitive benefits of real-world engagement opportunities.  Attend this session to discover how courage and confidence blossomed when long-term English learners in the United States and English learners in Japan engaged in an international letter exchange opportunity. Participants will walk away with a framework they can use to craft their own data-informed learning opportunity for students from all walks of life. 

Please choose one of the following sessions to attend:

gAI-embedded Research Essays Using Cultural Strengths

Facilitated by Laura Gonzalez, Associate Professor, Finance

All research essay projects in my courses, all courses zero-cost, start with a full-class discussion on quality gAI prompt engineering. More specifically, we discuss the elements that are needed in all prompts and those that are optional and recommended depending on the task. The research essay prompts have a transparent structure with learning objectives, detailed tasks, and include rubrics. The first group task is to craft gAI prompts towards two research essay questions. The group gAI prompts are presented to the class towards feedback from other groups. After the group presentation and class discussion, the individual task requires follow-up independent library searches, revised gAI searches and independent critical thinking. The tasks lead to individual research essays that include reasoned conclusions. A final group research essay follows group discussions based on individual essays.

Beyond the Classroom: Designing Meaningful Community Engagement Programs

Facilitated by Mary Marshall, Associate Professor, Gerontology & Alex Wilkinson, Lecturer, Gerontology

Community engagement can transform learning from abstract theory into lived experience. This session explores how intentionally designed community-based experiences enhance student learning, deepen professional skill development, and strengthen course outcomes. Drawing on examples from gerontology courses, the presenters will share models such as structured dialogues with LGBTQ older adults focused on policy and advocacy, student-created publications for the community developed in partnership with a local program, students completing health assessments with residents at facilities, and other opportunities for learning outside the classroom.

Participants will learn how to align community engagement with course objectives and measurable outcomes. Also, how these experiences cultivate communication skills, empathy, ethical reasoning, and reflective practice. And finally, how to manage the practical logistics of building and sustaining reciprocal community partnerships. Attendees will leave with adaptable strategies for integrating meaningful, high-impact community engagement into their own courses while maintaining academic rigor and mutual benefit.

Offline to Online: Incorporating Gradescope into Everyday Grading

Facilitated by Deon Nguyen, Lecturer, Math and Statistics & Jacob Conlon, Lecturer, Math and Statistics

Gradescope is a powerful tool that allows you to convert in-person grading to online rubric-style grading. This presentation will explore the basic steps for integrating Gradescope into your Canvas class, as well as how to use its grading features to provide better feedback on student assignments.

Please choose one of the following sessions to attend:

Engaging & Meaningful Discussion and Group Work

Facilitated by Layla Bahar Al-Aloom, Lecturer, American Language Institute 

Engagement and learning are meaningfully enhanced when students engage in meaningful discussions and participate in organized group work. This interactive session provides participants with a variety of research-based instructional strategies for developing inclusive and organized learning environments. Participants will explore structured discussion techniques designed to promote equitable participation while also learning interactive group activities that strengthen collaboration and active engagement. Additionally, participants will be provided with examples of structured group activities that develop collaboration and student engagement. The session will address common challenges such as low participation and limited engagement, offering tools to improve group dynamics and accountability. Examples will include checks for understanding and roles for each group.

Developing a Generative AI Agent for Student Success in Your Course

Facilitated by Sabrina Landa, Lecturer, Accountancy

This workshop demonstrates how a Canvas-enabled generative AI copilot can be used to support student success in a real course setting. Participants will see how the copilot is designed to answer course-specific questions, guide students through complex concepts, and provide just-in-time support aligned with learning objectives and assignments. The session highlights how the tool extends instructional support without replacing faculty judgment, office hours, or tutoring. Attendees will also learn how the copilot is structured, scoped, and embedded directly within Canvas to ensure consistency, accuracy, and responsible use across the course.

Small Tool, Big Impact: Using Padlet for Engagement and Inclusive Participation

Facilitated by Jessica Polk, Lecturer, Social Work

This session introduces faculty to Padlet as a flexible tool for increasing student engagement and supporting inclusive participation in in-person, hybrid, and online courses. Rather than focusing on technical setup, the session highlights concrete examples of how Padlet has been used to meet different instructional purposes, including brainstorming, discussion, reflection, and formative assessment. Participants will see how Padlet can lower barriers to participation by giving all students a voice—whether they are contributing during a live class session or asynchronously online. Through brief demonstrations and guided discussion, attendees will consider how Padlet can be integrated into existing lessons with minimal preparation. By the end of the session, participants will leave with practical ideas for using Padlet intentionally and will identify one Padlet activity that promotes inclusive participation they can adapt for their own course.

Showcase Reflection

Facilitated by Tolu Noah, Educational Developer, ATS

Join us for a brief closing session where we will reflect on our learning from the day.