April 6, 2020
Keynote: Equity in Online Learning
Panelists Elba Moise, Sooz Stahl, Debi Talukdar, and Milan Vidaković bring interdisciplinary expertise as teaching scholars and Theater for Change UW (TfC) educators to reflect on the opportunities and challenges of building equitable classrooms in remote — and traditional — classrooms.
Acknowledgment: Gratitude is due Tikka Sears, director of Theater for Change UW and Memory War Theater, for serving as keynote consultant.
Elba Moise, doctoral candidate, College of Education, UW Seattle
A doctoral candidate in Learning Sciences & Human Development, Elba Moise is also a CTL instructional consultant and TfC co-joker. She researches equitable learning environments and teaching as racialized emotional practice.
Sooz Stahl, teaching associate, Secondary Education Teacher Program, UW Seattle
TfC ensemble member/co-joker Sooz Stahl earned a Ph.D. from UW’s College of Education. She uses Theatre of the Oppressed techniques to help aspiring teachers explore issues of injustice in schools.
Debi Talukdar, executive director, PLATO; doctoral candidate, College of Education, UW Seattle
Debi Talukdar is Executive Director at PLATO (Philosophy Learning and Teaching Organization) as well as a doctoral candidate in Curriculum and Instruction in the College of Education. She’s also TfC program coordinator and co-joker.
Milan Vidaković, lecturer, Interdisciplinary Writing Program, UW Seattle
A Comparative Literature Ph.D., Milan Vidakovićis a CTL instructional consultant who teaches in the Interdisciplinary Writing Program. His work includes equity in teaching and hybrid pedagogies. He’s also a TfC ensemble member and co-joker.
Posters and abstracts
Click on the poster titles below to visit pages that include a project abstract and a list of authors. Many pages also feature video presentations, PDF versions of the poster, and presenter and participant comments.
- 1 - Doing Learning Differently: International Student Experiences with Active Learning
- 2 - Developing Higher-Level Learning Using A Collaborative Interdisciplinary STEM Research Model
- 3 - Application of Multi-Disciplinary Perspectives in Early Non-Major Undergraduate Education
- 4 - Empowering creators: Student agency and digital safety in alternative assignments
- 5 - Promoting Accessible Informal STEM Learning
- 6 - Podcasting and Public Scholarship Pedagogy
- 7 - Women of Color in Global Health: Community, Leadership, and Resiliency
- 8 - Leveraging Open Source Platforms to Foster Computational Thinking
- 9 - A Hands-On, Student-Centered Approach to the Exploration of Coriolis
- 10 - Teaching Climate Through Fiction, Data and Lived Experiences
- 11 - Hypothetical Cases for Teaching Skills for Critical Analysis of Wrongful Convictions
- 12 - Development and Piloting of a Curriculum Mapping Survey
- 13 - Hot-Button Topics In Student-Led Discussion: Strategies for Civil Engagement
- 14 - Git Version Control Tools Enhance Instructor Feedback and Team Interactions
- 15 - Teaching EQ: Strategies for Success in Graduate School and Beyond
- 16 - Science Teaching Experience Program for Upcoming PhDs (STEP-UP)
- 17 - A CAUSE for Change: Exploring Faculty Adoption of Evidence-Based Teaching
- 18 - Speaking Up Isn’t Enough: Supporting d/Deaf Students
- 19 - Illustration and Evidence-Based Teaching to Promote Knowledge Acquisition and Engagement
- 20 - Encouraging Interactive Teaching Using Structured Feedback
- 21 - Well-Being for Life & Learning
- 22 - Developing a Collaborative, Student-Centered Space for In-Progress Public Health Research
- 23 - Information Access and Sharing Among Prosthetic and Orthotic Faculty
- 24 - Serious Noticing in the Intro Lit Course
- 25 - Constructively Aligning Instruction of Scientific Content with Written-Communication Skills
- 26 - Patient Simulation Versus Integrated Clinical Experiences for DPT Student Education
- 27 - Recruiting Students to a Social-Justice-Oriented Academic Graduate Program: Opportunities & Challenges
- 28 - Hot Topic Assignment: Nurses Partnering with Parents
- 29 - An Answer to Recent Critiques in Computer Ethics
- 30 - Subjective Feedback, Competition, Effort and Performance - an Online Experiment
- 31 - Versatile Undergraduate Research Experiences Using Open Access 3D Image Volumes
- 32 - Turn It Up: Writing from the Playlist
- 33 - Developing Discipline-Specific Writing Support Services in Nursing
- 34 - Teaching Integrity in Empirical Archaeology With Replication Assignments
- 35 - Hybrid Co-Teaching: A Strategy to Develop Pedagogical Skills
- 36 - An International Collaborative Journal Club for Prosthetics and Orthotics Students
- 37 - Awareness of Copyright & Fair Use for Academic Sharing at UW
- 38 - The Teaching of Dialectal Variations in a Language Classroom
- 39 - The Post-Course Reflection: An Alternative Assessment Methodology
- 40 - Does Watching Lecture Videos Improve Grades? Lessons from ENVIR 100
- 41 - The Rhetorical Role of Syllabi in Student Conversations About Disability
- 42 - Identifying Repetition and Collaboration as Crucial Design Features of CUREs
- 43 - Strengthening Public Health Leaders through Experiential Learning and Peer-to-Peer Support: International Program in Public Health Leadership (IPPHL)
- 44 - Collaborative Team Agreements: Affective Norm-Building in Ongoing Group Projects
- 45 - How I Stopped Grading and What I Learned
- 46 - Which Components of Evidence-Based Teaching Impact Student Learning?
- 48 - Enhancing Data Literacy by Bringing Data into Introductory Oceanography Courses
- 50 - Activating Autonomy: Using Student Choice to Fuel Effective Instructional Design
- 52 - Re-Designing the Labs for the Introductory Physics Sequence (Version 2)
- 54 - Developing an Academic Ultrasound Curriculum: Hybrid Learning for Busy Clinicians