Description: Are you hesitant to call on your college students in class? Are you looking for a way to include more students in your synchronous online discussions without embarrassing anyone or causing anxiety? This presentation will help you develop a method for increasing student engagement and participation in your class in a non-intrusive manner. Most college instructors are looking for ways to bring learner-centered pedagogy and high-impact practices into the classroom, especially strategies that prioritize diversity and inclusion. This session will help you to build relationships and trust with your students in a short amount of time, and more students will be actively engaging in classroom discussions. The percentage of students participating in your class will dramatically increase! If you’re looking for a way to move from a traditional lecture format to more of a discussion format, this session is for you!

Facilitators: Tracy Jackson (Tulsa Community College)

Description: Create an area in your online classroom for brain breaks so that students have the option to take a break without leaving the online classroom. Look at a module with links and suggestions so that you can get ideas to create an optional resource module to guide students through a quick breathing exercise, screen break, a stretch, or music for focusing.

Facilitators: Ally Sharp (Langston University)

Description: Group work in many college courses is necessary but often difficult due to scheduling, time constraints, and other demands on student schedules. In this session I will demonstrate the procedures and technologies I have implemented in my upper-level Project Management course throughout the 2020-2021 school year that have yielded outstanding results for students. By setting simple guidelines and utilizing some basic frameworks for structure and expectations, group work can be transformed from stressful to successful.

My student feedback about groups includes comments such as “We were all very satisfied with our group and decided to continue with this group going forward.” and “This is probably the best experience I’ve had with a group during my time at OSU.”

Facilitators: Simon Ringsmuth (Oklahoma State University)

Description: This session will provide an overview of Rogers State University’s offering of concurrent college courses at a distance broadcast through RSU TV.

Facilitators: Royal Aills (Rogers State University)

Description: This presentation will look at the foundation of the online course design and look at some of the ideas and steps you can take before actual course design. They are steps in backward design, the basic foundation of online courses such as interactivity, discussion, effective feedback, modules, and navigation. It also presents some ideas for designing online courses based on other’s experiences and findings.

Facilitators: Dr. Abe Soltani (Langston University)

Description: In March 2020, the First Year Math Team at OU, like many others in higher education, transitioned from in-person to online instruction. Much of the online instruction and tutoring carried over into the fall 2020 semester. In this presentation, I will focus on the team’s efforts to allow meaningful student engagement and rigorous assessments in online environments while trying to take into account the additional stress both instructors and students were encountering. The presentation will cover lessons learned and what we hope to take away from this experience.

Facilitators: Dr. Deborah Moore-Russo (University of Oklahoma)

Description: Has anyone ever said to you that online education does not have as much quality or rigor as face-to-face instruction? Have you struggled to provide and intelligent reply? Are you concerned about the quality of your online course during the recent, and rapid, conversion to remote instruction? If so, this topic is for you! This session will provide a blueprint for establishing quality measures, gathering data, seeking student and faculty input, and building a process for continuous improvement to help ensure quality in your online environment. Examples will be given as well as lessons learned, from a recent start-up of an online program track.

Facilitators: Nancy Gwin (University of Central Oklahoma)

Description: Many faculty approaching a new term of fully remote instruction may now be wondering how to ensure academic integrity and identity of learners outside of the traditional classroom. This session will first provide you with an overview of various techniques to assess learners in the online environment, some of which do not require any form of proctoring. For those cases where proctoring is necessary, a sampling of current online proctoring strategies and technologies will help inform faculty and administrators.

Facilitators: Bucky Dodd (University of Central Oklahoma); Brad Griffith (Oklahoma State Regents for Higher Education)

Description: Have you been grappling with whether labs can be delivered effectively in the online environment? This session will review what the Eberly College of Science at Penn State University is doing for online labs, proving that it’s not about the labs, it’s about the outcomes. This highly interactive and collaborative session will utilize problem-based learning to help participants uncover strategies to use in their own courses.

Facilitators: Melissa Hicks (Penn State University)

Description: Best practices to keep students involved and moving through an online course.

Presenter: Akram Taghavi-Burris (University of Tulsa)

Monday, April 6, 10:00 a.m. – 11:00 a.m. Central

Description: Beginning with the end in mind, this workshop will take a look at measurable course objectives and how they provide the foundation for much of the design, including types of learning activities and assessments that are necessary to help learners achieve the desired outcomes. We’ll consider course mapping and module mapping and how participants might share those in their online course designs. The emphasis throughout this session is on alignment.

Facilitators: Dana Lindon-Burgett (Rose State College)

Description: Class time is valuable, particularly in labs. This presentation will focus on the use of video to free up time to focus on content by moving the pre-lab material online and will discuss how SCORM content is used for a “flipped class” model.

Facilitators: Amy Hurst (Rose State College)