“Hope gives us wings and the strength to travel through all space.” Father Chaminade thus described hope to Marianist novices in a conference on the love of God. Given that the conference took place in May of 1843 when he was 83 years old, this description should give us pause if we consider all that he endured in his life upended by bloody revolution, the threat of execution, the alienation of exile, and then conflicts within the community he founded. This session will explore the traditions that formed William Joseph Chaminade and others in an enduring practice of hope grounded in the love of God.

How can a humanities-based mini-course that employs experiential learning help first-year students better understand their vocation by serving others? For the past year, teams of faculty and staff at UD have worked out answers to this complicated question, developing four versions of new mini-course students will take this spring: Educating the Whole Person. Each section of this mini-course will be taught collaboratively by a faculty or staff member with the aid of a community partner. By studying a core set of texts in the humanities, serving others through experiential learning, and reflecting deeply on their own vocations, students will learn about themselves, the direction of their education at UD, and the importance of diversity, equity, and inclusion. Students will develop a sense of agency and enhance their leadership skills as they use their knowledge, gifts, skills, and passion to make a difference in other people’s lives.

Speakers at this presentation will tell the story of Educating the Whole Person, focusing on the program’s genesis, goals, funding, design, and delivery. Speakers will include two of the three PIs on the NEH grant funding the mini-course’s creation, as well as faculty and staff who will be teaching sections of the class this spring. We will review the student learning goals shaping the mini-course and explore how attaining them will help students connect vital aspects of their education: study in the humanities, service to others, and vocational discernment. Course instructors will describe how they collaborated with a community partner to design their section of the course. Following these brief presentations, we will open the session for questions and invite those attending to share how they, too, have attempted to “educate the whole person” in their courses and programs.

Community engagement is at the heart of UD’s mission and vision, and the Marianist Charism is foundational to creating change in our society. The Fitz Center for Leadership in Community has decades of experience working alongside our community on a variety of community-identified challenges and provides the resources and relationship building necessary for anchor institutions to be deeply and civically engaged in their communities. Through ongoing, mutually beneficial and reciprocal partnerships, the Fitz Center connects faculty and students to organizations and people working on the same issues they're learning about in the classroom, bringing the content to life in the real world. Join the Fitz Center for Leadership in Community team for an interactive workshop that will guide faculty and staff through foundational principles, assessment models, and concrete takeaways for how to bridge classroom and community as we prepare our students to be leaders for the common good. This workshop is for anyone who wants to develop a better understanding of best practices to engage in the community around scholarship and teaching.

This session showcases two inclusive pedagogy projects developed and implemented by faculty participants in the School of Engineering Teach All Learners Inclusive Pedagogy Program. The instructor-student and student-student interactions are important in higher education for face-to-face and remote learning courses. During the COVID-19 pandemic, student-student interaction and student-faculty interaction was extremely affected, thereby highlighting an important subject for engineering education research and practice. Understanding the interaction between students and faculty can help produce better learning outcomes and teaching experiences. During the fall 2022 semester, inclusive teaching practices were implemented for Civil Engineering and Engineering Management, Systems and Technology department courses such as an engineering mechanics (statics, strength of materials) course and a computational lab to investigate how weekly meeting minutes can improve student-student interaction for tracking their term project progress and engagement. The student learning is directly evaluated using an in-class presentation as an assessment instrument, and student feedback from surveys assessed the impact of this pedagogical practice on student-student interactions. Moreover, enhancing student-instructor interactions, including faculty feedback on student assignments, can have a strong impact on student performance. In these courses, instructors examined the importance of student-instructor interactions by enhancing instructor feedback on students’ written project proposals and providing multiple methods and approaches for students to demonstrate their learning.

As we embark on instilling hope and contextualizing education, it is important to remember that the students who sit in our classrooms or offices every day are whole people whose lives expand beyond the classroom. This session aims to highlight the role the Equity Compliance Office plays in ensuring students' access to their educations and the important partnership that is required with faculty.

This presentation will focus on how faculty, staff, and administrators can support the academic success of veterans, Service Members, and other military-affiliated students. Topics will include transition from military service to college, balancing college with military duties, prior learning/military-based services transcripts, and GI Bill and DoD Education benefits requirements.

Education in the Marianist family spirit means learning and growing together, building intentional and inclusive community, and valuing the dignity of all people. Although there are notable barriers to the full inclusion of LGBTQ+ people in our community, a growing number of staff and faculty are fully out in their student-facing roles on campus. By integrating their identities into their work, LGBTQ+ educators are expanding the ways in which they are able to support student well-being and success. In this session, a panel of staff and faculty will reflect on their experiences with bringing their full identities (inclusive of but not limited to identifying as LGBTQ+) into their work with students.

In online education, class culture plays a significant role; a positive culture promotes both student and collective efficacy, enhances learning, and fosters a sense of belonging, thus reducing doctoral student experiences of imposter syndrome. When professionals return to school to pursue advanced degrees, they experience a pronounced shift in culture as their responsibilities, daily lives, and goals change. This can lead to a sense of belonging or othering within their online courses. Othering, for example, can be the result of a learner being from a non-dominant cultural group. Feeling marginalized can lead to anxiety, higher stress levels, isolation, and imposter syndrome, which in turn negatively affect learning outcomes.

Increased access to online education has led to more diversity within doctoral courses in terms of geography, disability, race, ethnicity, age, professional background, and socioeconomic status among other cultural identities. Programs and class cultures that use effective collaboration and communication to foster inclusion enable learners to negotiate the presence of their multiple identities through.

The Community Arts Engagement Certificate program was approved when the Arts Administration minor was discontinued. The certificate’s target audience includes students in Music; Art and Design; Theatre, Dance, and Performance Technology (TDP); and Communication.

The first seminar is being taught this semester to students majoring in Graphic Design, Art Education, and Theatre. All seem to be searching for arts career guidance, including how they will be able to pursue full-time careers in the arts they love and have sufficient income. These students are racially and geographically diverse. They come from Fresno, California; West Dayton; Oakwood; and Cleveland. The seminar format includes many guests from the local community; extended class discussions; a field trip to observe examples of the arts at work in Dayton; attendance at selected arts events; and related readings. Final evaluations include written reflections on the seminar experience and recorded interviews with people successfully engaged in their arts areas.

This program’s goal is to bring students closer to the arts community and to increase awareness of how the arts function both in arts and non-arts organizations. Engaging directly with arts leaders can help them network and increase their confidence about the future.

The genesis of the UD Center for Online Learning Tokens app came from listening to instructors who cited difficulties with increased instances of leniency requests from students following the pandemic. This created stress and often inequity with how requests were granted.

The Tokens app allows instructors to create an economy for students to request leniency on course expectations. Students can spend tokens on things such as missing class, getting due date extensions, retaking quizzes, and more, but there's a limited supply. The approach is similar to the tokens concept as presented in Specifications Grading by Linda B. Nilson.

If best practices are used, the Tokens app can decrease faculty and student stress and increase student agency. This session will introduce, demonstrate, and advise best practices for how Tokens may be incorporated into your teaching.

Unplanned pregnancies and caregiving demands can disrupt students’ educational journey in profound ways. Complex decision-making, planning and seeking accommodations can seem overwhelming for students and their partners. While our current social and political realities create an urgency around supporting pregnant students and partners, our Catholic and Marianist identity compels each member of the University community to reimagine the necessary infrastructure needed to support and position these students for success as future leaders.

This session will feature a panel discussion of representatives from various offices that support student caregivers, including Campus Ministry, the Counseling Center, the Women’s Center, and the Equity Compliance Office. With attention toward vulnerable communities, panelists will discuss student needs, barriers to services (including shame and social stigma), and recommendations to empower students. Attendees will receive a campus and community resource guide of support services.

This session describes the goals and professional development methods/topics of the School of Engineering Teach All Learners Inclusive Pedagogy Program and showcases one of the inclusive pedagogy projects developed during the program and implemented in an engineering course. In Spring 2022, the engineering professor teaching the course observed that students tend to be hesitant to demonstrate independent learning and participate during in-class activities, perhaps due to apprehension for programming and gaining new technical knowledge. The inclusive pedagogical intervention was focused on teaching all learners by adapting in-class assignments for inclusion to encourage student participation and increase student self-efficacy with course content and skills, thereby enhancing student learning. In Fall 2022, the professor incorporated quizzes and programming exercises and provided students with feedback and observed promising results with regard to student participation, learning, and self-efficacy. The majority of the students in the course provided positive feedback on this approach, and student feedback encouraged the professor to add more in-class participation activities to enhance student learning.

SCALE-UP (Student‐Centered Active Learning Environment for Undergraduate Programs) is an evidence-based pedagogical approach designed to facilitate active collaborative learning in a classroom in which instructors facilitate class sessions organized about interactions between teams of students who work on tasks revolving around specific content. Traditional lectures and even hybrid format lectures that incorporate active learning strategies are replaced in the SCALE-UP approach with problem-solving and inquiry-based activities carried out in strategically assigned student groups. While SCALE-UP found initial adoption in STEM courses, it has since been applied across a wide variety of academic disciplines. Workshop participants will attend a SCALE-UP class session that models a physics course teaching basic energy concepts. Presenters will periodically pause the “class” to facilitate discussion about the pedagogy, approach, and rationale associated with SCALE-UP teaching. Participants will experience an innovative teaching approach that has been proven to significantly advance student learning outcomes.

“Community” is a pervasive concept at the University of Dayton. As such, it was unknown how students who enrolled in UD community-engaged learning (CEL) courses differed from their peers in demographic characteristics, previous experiential learning, and views of community engagement. Findings can inform CEL recruitment as well as evaluation of CEL outcomes, especially at institutions with a similar values orientation. This mixed-methods study indicates that among four semesters of students in three selected CEL courses, few differences were found with students in non-CEL control groups. One significant difference found was in racial identity: fewer students with nonwhite racial identities enrolled in CEL courses than control groups. These findings illustrate the need for diversity and inclusion strategies to be applied to student recruitment for CEL courses. Further, among students who already share the value of community engagement, how can we have an integrated curriculum that prepares them for a future in civic leadership and community building?

Hope is an integral part of learning processes. All learners — students, peer leaders, faculty, and staff — must believe improvement is possible and that challenges can be overcome. Hope is important when the learner is struggling to understand a concept or complete an assignment. Typically, hope comes from explicit expressions of confidence. Learners must hear that an authority believes they can persist. While faculty often fulfill this role, they aren't the only sources of hope for students.

Often, it is peer learning facilitators — like tutors, SI leaders, and Write Place consultants — who foster hope for their peers. Bringing hope to a hopeless learner requires practice in listening, empathy, and scaffolded learning that helps students achieve small goals. Supervisors and mentors are essential to provide peer leaders with explicit training and to model the practices that learning facilitators will then enact.

This panel discusses the role and value of hope for learners, peer learning facilitators, and supervisors of learning facilitators. Specifically, we focus on how peer learning facilitators build capacity to foster hope in the students they work with through direct training and experiential, on-the-job learning.

Guiding students toward “reimagining ways of preparing … for the complex world” requires us to reimagine our (often) traditional assignments and their goals and to consider the impacts of those assignments both within and outside of our classrooms. If we are to help students become leaders, we need to reflect on the ways our assignments encourage and facilitate students’ development of skills — in inquiry, research practices, and critical writing and editing — and how students put these skills to good use in public spheres and with public audiences. As faculty reimagine the assignments typically associated with university learning, they will begin to reimagine new consequences of and impacts for students’ learning, both in and outside of university classrooms.

In Spring 2023, Humanities Commons will host two Wikipedia edit-a-thons to immerse first-year students in Humanities education, its values, and practices of study. Through these edit-a-thons, students will learn to become good stewards of knowledge by writing to public audiences, contributing to public knowledge, and enhancing the quality, scope, and equity of public knowledge. And they will do so using the resources unique to university researchers. As a collective, these edit-a-thons invite faculty teaching in the Humanities Commons to teach students how to write for the common good. We invite faculty to attend our workshop, practice editing Wikipedia, and collaborate with us to discover the most appropriate content ideas for the Spring Edit-a-thons.

To prepare our students to become servant leaders to meet the complex demands of the world, we need to help them develop their language skills. However, most of us were educated with a binary language where key contributors to our fields are credited as "fathers" or offsprings are either "daughters" or "sons." "Men" and "women" are often the only two options used in our teaching materials. In this session, Dr. Lis Regula and Dr. Yvonne Sun will lead a hands-on workshop where participants will bring their own passages or be provided with passages that contain these binary traditions and then discuss how inclusive language may be used. In this process, participants will apply and further develop their inclusive language skills and help create teaching materials that benefit the learning partnership. Presenters will also provide forms for audit by the group to use as a springboard for discussion. The focus will not be a rules-based approach, but instead a conversation around how critical thinking can lead to more inclusive and clear communication that improves education for our whole community. We will go back to basics about THINKing (“Is it True, Helpful, Important, Necessary, and Kind?”) and build a more equitable educational community for today and tomorrow.

The Office of Learning Resources works with students to review their need for accommodations. Ideally, these accommodations could be customized for each class. However, with more than 800 active students and nearly 4,000 individual classes, this is not reasonable. Given this, OLR begins with an interactive process at the student level where accommodations are identified. Then, if there are questions about the impact of these accommodations, further discussion can be addressed with the instructor and/or department.

What are your options, as the instructor, if you have concerns with the impact an accommodation has on the fundamental aspects of your course? Discussion is needed on how to ensure access AND ensure that the fundamentals of the class are honored. In some cases, this may be a department-level aspect when there are many sections of the same course. In other cases, it may be based on the individual course objectives. In short, it is not just a statement of, “No, this will alter my objectives.” There needs to be a discussion to ensure all parties agree on the fundamental impact.

This presentation will review the general accommodations process starting with the interactive process with the individual student. We will address some key feedback from the Office of Civil Rights regarding accommodation processes. Finally, we will look at the aspects associated with the evaluation of fundamentally altering an essential course or program objective.

Since the fall of 2020, the University of Dayton has been leading a nationally recognized pilot program around micro-credentials and the upskilling of 21st-century skills for all students. In that time, over 1,000 micro-credentials have been awarded to over 800 students. Southwest Ohio employers have engaged in workforce convenings led by IACT since 2020 with critical thinking and collaboration the most necessary 21st-century skills. Additionally, the American Association of Colleges of Nursing (2022), the Physical Therapy & Rehabilitation Journal (2017), and the most recent amended Competencies for the Physician Assistant Profession (2021) have all ramped up efforts to prepare their future employees with stronger resilience. This panel will introduce the current resilience curriculum underway across various disciplines and developmental levels at the University of Dayton. This panel will present a vision for scaling a multidisciplinary resilience curriculum that can be mapped across academic and nonacademic units for all students at all learning levels. We will share what a 21st-century skill is; what we consider resilience skills and their sub-competencies; and current examples of resilience curriculum in existing courses.

"Many of our students are facing anxiety, uncertainty and perhaps even defeatism about the 'real world.'" This is particularly true when we teach students about climate change and structures that perpetuate global extreme poverty. Students come to such topics asking, “What can I do?” They (like the rest of us) are quickly attracted to superficial solutions and struggle to find meaning in continuing to work on an issue that resists such resolution. How will we prepare students to encounter and address problems that are vast in scale, devastating in import, and characterized by profound complexity and uncertainty? How will we train students neither to avoid such problems nor to produce reductionistic “solutions” to them? How will we prepare students to accompany communities all over the world who live in the midst of struggles that are not open to simple resolution? Two faculty members who frequently teach such courses will share approaches and materials to keeping students engaged when easy answers are no answer at all.

This presentation focuses on tangible ways to connect our Marianist charism, students' values and identities, and civic engagement. Through the example of the modular retreat "Vox: Using Your Voice and Your Vote Faithfully," we will explore how students make the connection from discernment to action for participation in civic society. We, along with Samantha Kennedy, created Vox during the 2020 election as a virtual engagement opportunity and adapted it for the 2022 midterm elections as a PATH-eligible online retreat. Session participants will have an opportunity to think creatively about how to communicate broad and abstract ideas to students in tangible ways that reduce anxiety and instill hope for action in the future.

Our population, particularly women and young people, is facing eco-anxiety to the point where it can impact how they function in daily life. While anxiety is a reasonable response to the threat of climate change, it becomes counterproductive when people feel paralyzed and unable to take action. We offer hope as a partial solution to addressing this anxiety. This workshop will demonstrate three techniques that we have found helpful to moving students toward hope and agency. We will look at one technique that allows students to name their emotions and then describe how that emotion can both hinder and promote action. The next technique asks students to identify what they are good at, what the world needs, and what brings them joy. The last question of joy allows the students to see that there is still space in the world for joy even while facing significant challenges. It asks students to create positive scenarios of what they want the world to look like in the future and using backward design to see how we can realistically address the impacts of climate change. This allows the students to construct more positive yet feasible futures than what they may otherwise imagine.

Work in progress: "Promoting Appreciation of Team Member Contributions Through Integration of In-Class Teamwork Activities"

Teams with diverse members have been shown to provide better solutions to tasks, especially when the voices and suggestions of all members are solicited and considered. A study of two engineering thermodynamics classes is underway to evaluate student self-evaluation appreciating the contributions of all group members. In one class (Class A), activities were integrated into the class design requiring students to work in randomly assigned groups; the other class served as a control. Following the activities in Class A, the students completed a short reflection essay with thought prompts on group dynamics and member contributions. Pre-/post-surveys were used to gather the information regarding this study.

The preliminary results of this study will be presented, analyzing whether the activities and reflections promoted development of group awareness and whether these activities adversely affected students’ technical performance.

Inclusive Teaching Practices for Co-Implementation with Group-Based Entrepreneurial-Minded Learning: Consideration of inclusivity is especially important when implementing group activities in and out of the classroom. Opportunely, inclusive teaching practices can be synergistically combined with entrepreneurial-minded learning (EML) and metacognitive activities to beneficially change mindset. Example opportunities and approaches for integrating inclusive teaching practices in EML activities will be discussed. Scaffolded learning approaches that can increase equity among students with diverse academic and professional backgrounds will be presented. Finally, minor practices to increase inclusivity and belonging are proposed for implementation in any course.

What does it take to prepare future leaders through CAP foundational courses? Three years into their roles, the four CAP Component Coordinators-- Elizabeth Mackay (Humanities Commons), Cassandra Secrease (Principles of Oral Communication, CMM 100), Christopher Brough (Social Science Interdisciplinary, SSC 200), Youssef Farhat (Diversity and Social Justice) -- come together to discuss how their components help instill a sense of community and agency in our students, share updates and reflect on lessons learned from the University Senate’s planned 5-Year Review of CAP. More specifically, we will think together about how our components, individually and collectively, help us rediscover our roles in supporting faculty in shaping future leadership inspired by our institutional learning goals and values.

The COVID-19 pandemic has turned an overextended health care system into a more complex ecosystem for students and new health care professionals to navigate. Societal health needs continue to grow, from responding to acute emergencies to managing chronic health conditions. The University of Dayton has a commitment to teach within our Marianist charism to address our community health care needs. Graduate students in our health care programs will need to be able to meet these needs while demonstrating professional behaviors.

Current graduate students begin graduate health care programs without an understanding of professional health care behaviors and how they can be successfully demonstrated. Professional behaviors include: commitment to learning, interpersonal skills, communication skills, effective use of time and resources, use of constructive feedback, problem solving, responsibility, critical thinking, and stress management. These competencies are inherent in successful health care practice, yet students are challenged by current stressors and lack of preparation to meet societal needs. This session will include a discussion of the professional behaviors expected of health care providers and how graduate programs can prepare students to meet these competencies to serve our community’s health care needs.