Loyola University Chicago

Focus on Teaching and Learning

January 2020 FOTL Session Descriptions


Breakfast & Registration

Presentation of Teaching Awards

Faculty Panel: Creating Learner-Centered Engaged Experiences


Session 1            11:00-12:00

Room 525

A Learner-Centered Approach to the Online Teaching of Practice Courses and the Development of Practice Skills
Dr. Mauricio Cifuentes, School of Social Work

Despite some consistent research findings to the contrary, great skepticism still exists regarding the effectiveness of teaching practice courses and clinical skills in the online format. Many believe that this cannot be properly accomplished if not in the face-to-face format. This presentation will argue against this view and will offer some specific strategies and tools to successfully facilitate the development of practice skills among students. These strategies and tools have been designed for and implemented in an online Master’s in social work program focused on preparing students to provide mental health services to Latinx immigrants and refugees. However, they can be tailored to other programs. The specific format of distance education chosen by the program will be discussed as well as additional elements related to technology, instructor availability, experiential learning, and assignments and grades.

Room 405

Responding to the Emotionally Distressed Student
Andrea Boyd & Dr. David deBoer, Wellness Center

College students’ mental health is a growing concern for university administrators, faculty and staff. National data shows rising levels of anxiety, depression, and suicidality among the college population. Similarly, faculty and staff report spending more time addressing student mental health concerns compared to three years ago. This session will provide an overview of mental health concerns for college aged students including stress, anxiety, depression and suicidal behaviors. Participants will learn how to recognize students in distress, respond in the moment and refer to campus resources.

Room 725

Switching it Up: The Exploratory Learning Paradigm in the Classroom
Dr. Ryan Leach, College of Arts & Sciences, Department of Psychology

The Exploratory Learning technique involves groups of students working to solve problems which require using lessons that students have not yet received. When using the Exploratory approach, students are given a prompt that is open-ended and related to a real-world problem. The instructor serves as the facilitator of the activity, however, does not directly deliver lesson content. As students work collaboratively to develop solutions to the problem, they employ critical thinking skills and apply their shared knowledge. The instructor introduces the topic at the conclusion of the activity when students have already gained a deeper appreciation for the material. This session will contain a brief literature review, tips for implementation in your own classroom, a run-down of the types of classroom materials that will fit the best for this technique, pitfalls to avoid, and a short demonstration.




Session 2            1:00-2:00

Room 525

Building a Bridge- Creative Assessment of Student Learning Through Learning Portfolios

Brody Tate & Dr. Cynthia Stewart, Center for Experiential Learning
Sandra Kaufmann, Director of Dance, Fine and Performing Arts

This session will open the conversation about how to creatively assess student learning and learning outcomes by utilizing learning portfolio pedagogy. As educators, we don’t just create assignments; learning should have intention and meaning. Learning portfolios allow student autonomy in the creation and curation of their learning, scaffolding of their educational journey, and provide faculty with articulated evidence that students have tied their experiences to the learning objectives in a course, program, and experiences beyond the classroom. Join us for a brief overview of three staff and faculty perspectives on program portfolios, dance majors and Academic Internships, and engaging in learning portfolios, and then a discussion around how to take these practices back to your areas. There will be resources and opportunities to witness what others have done as well as see student examples of portfolios.

Room 405

Teaching Quantitative Reasoning with Data Using Project EDDIE (Environmental Data Driven Inquiry and Exploration)
Dr. Megan Kelly, Arrupe College

Project EDDIE (Environmental Data Driven Inquiry and Exploration) is an NSF-supported project to create a community of instructors teaching quantitative reasoning using large, publicly accessible datasets. Teaching quantitative reasoning is a noble goal on its own, but it also helps students overcome misconceptions by confronting large datasets. In this session I will share my experience of using several EDDIE modules in my classes, including a short, modified data activity. I will introduce you to the other current EDDIE modules, and share my experience of developing an EDDIE module. Finally, I will invite a discussion of what other topics you could teach in your class using data, and encourage you to consider joining Project EDDIE for the next round of module development.

Room 406

Why are the Hard Subjects so Hard for Students to Hear?: Resistance to Diversity, Equity, and Inclusion Practices in the Classroom
Kevin Kaufmann, Center for Experiential Learning

Dr. Robyn Mallett, Department of Psychology

This presentation is an example of the Diversity, Equity, and Inclusion (DEI)  Faculty Discussion Circles that happen on campus. It will be a chance for faculty to share successes or challenges they experience with teaching diversity, equity, and inclusion issues. It will introduce the concept of bandwidth recovery and compassion fatigue as well as focus on where instructors have experienced the most pushback to DEI issues in the classroom.


Session 3            2:15-3:15

Room 525

Helping the Leopard Change its Spots
Sarah Kentner, Instructional Technology Services
Aeva Munro,  Instructional Technology Services & School of Continuing and Professional Studies

Incorporating new technology into a course can be a bit frightening. With so many options, the process of deciding which tools to use can seem overwhelming. Let us help you understand the purpose of the different technology tools that are available here at Loyola. Discover various resources that assist with implementing these new tools. Hear firsthand from an instructor who decided to incorporate a few of these technologies in her course site this past fall, sharing her struggles, successes, and lessons learned.

Room 405

Working Towards Increased Reciprocity in Community Engagement: A New Framework for Partnerships at Loyola
Andrew Miller & Dr. Cynthia Stewart, Center for Experiential Learning

In Spring 2019, the Center for Experiential Learning undertook a pilot assessment of some of the hundreds of partnerships between Loyola and community organizations. Drawing from the wealth of existing literature in the community engagement field and our experience teaching courses and working with hundreds of community organizations, we have developed a new framework for partnerships. This session will introduce the new conceptual framework to attendees, examine the framework using the lens of specific community organizations, and organize an interactive small-group activity where individuals will have the opportunity to consider either an existing or planned community partnership.

Room 406

Developing a Community-Based Experiential Course Curriculum: A Novel Interdisciplinary Recipe
Lucia H. Garcia, MEd. Stritch School of Medicine, Center for Community and Global Healt
Mary Mora, RDN, CDE, Parkinson School of Health Sciences and Public Health, Proviso Partners for Health

Interprofessional education (IPE) continues to gain momentum, and the need to develop meaningful IPE courses to promote interprofessional collaboration among healthcare providers is imperative for educators to embrace. The Culinary Medicine elective was developed due to a curricular gap, identified by medical students, in practical approaches to discussing nutrition with patients. This session will focus on the process of developing a comprehensive, community based IPE elective course. This session will discuss the importance of community based IPE, useful tools and practical approaches for educators to aid in the development, implementation, and evaluation of courses. The Institute of Medicine’s Interprofessional Learning Continuum Model serves as a general framework in guiding IPE advancements. Session participants will engage in thinking and learning about opportunities to implement IPE into existing programs, curriculum, and experiential learning, as well as how to incorporate longitudinal student leadership and co-design.


Closing Session