Circle #2 Jumpstarting discussion on the topics of group projects

Dina Moulioukova, Lecturer and Asst. Director of Global Security Initiative, Geography and Sustainable Development

"Global Issues & Filmmaking: A Transdisciplinary Approach," is a course where students are exposed to and challenged to better analyze critical global issues (e.g. climate change, human security, globalization, etc.). This course is co-taught with Ali Habashi and uses a variety of teaching methods such as the Harkness style, case studies, and problem-based learning. Students throughout the semester complete a variety of assignments including a co-constructed research paper, a 1-minute film trailer, and student-led discussions leading to the production of short documentary films. The objective of the session is to demonstrate how to jumpstart discussion on potential topics of group projects and encourage student agency.

Circle #3 DynaFlip - A Modern Teaching and Learning Approach that boosts Student Retention and Engagement

Hien Nguyen, Lecturer, Computer Science

Circle #4 "Climate Resilience- A Multifaceted Approach", An innovative interdisciplinary course on Climate Resilience

Ali Habashi, Asst. Prof. of Practice, Cinematic Arts

The University of Miami Climate Resilience Academy is offering its first cross-disciplinary course focused on climate resilience and taught by a variety of key faculty members from across the institution. The class is utilizing a flipped learning methodology, where the content is taught through a series of cinematically produced lectures filmed across South Florida’s landscape. Students work in groups in problem-driven and discussion-based in-person classes each week using a design thinking approach. This critical thinking process helps students collaborate to narrow the problem, and then navigate through a list of ideas into the most impactful interventions, considering various stakeholders and even project unintended consequences. 

Circle #5 Using ARG and Persistent Simulations in Pre-Service Teacher Training

Corin Overland, Assoc. Prof. in Practice, Vocal Performance

Alternate Reality Games (ARG) are a form of immersive entertainment that allows participants to interact with simulated characters and environments using real-world modes of communication. Typical applications require participants to solve problems and puzzles by engaging with improvisational actors posing as in-game characters using email, voice, video, and live interactions. This model has been adapted for use in pre-service teacher training. Pre-service teachers are presented with common managerial problems in a simulated "school," and must develop and enact solutions by communicating with live actors posing as parents, administrators, and individual students.

Circle #6 The Interesting, Innovative, and Active Classroom

Sarah Cash, Lecturer, Writing Studies

We have all experienced issues with student attention and interest levels in class. Technology, while helpful in different contexts, can distract and turn student attention to many things other than the classroom experience. I have experimented with different innovative methods and in this session, I will discuss several modes that have proven useful, including group workbooks, social annotation, and in-class polls. I have found that different iterations of these methods have been effective in increasing attention and full-class participation. All methods discussed have been implemented in fully virtual, hybrid, and face-to-face class settings.

Circle #7 Developing Augmented Reality for the classroom, making the invisible visible

Diana Arboleda, Sr. Lecturer, and Structural Engineering and Director Robotics in Education; James Giancaspro, Assoc. Professor and Graduate Program Director -(Civil, Architectural, and Environmental Engineering)

In this session, we will discuss an NSF-funded project to bring augmented reality components to an engineering class. How/why the idea was generated, the logistics of app development and deployment, the student experience, and a video demonstration.

Circle #8 How Simulated Participants Could Enrich Your Educational Goals

Samantha Syms, Director of Professional Programs; Michelle Fernandez, Program Coordinator; Amanda Fernandez-Acosta, Standardized Patient; Nicholas Gonzalez, Standardized Patient; Honor Jackson, Standardized Patient -(MSOM)

Simulated participants (SPs) may be used for various educational purposes to teach through experiential learning methods. SPs are trained to portray realistic scenarios in a safe, simulated environment. In medicine, learners interact with SPs through formative practice to learn and reflect on their experience during recorded sessions. SPs are also utilized to assess and evaluate learners’ empathy and communication skills. SPs can now be found in areas such as Music Education and can be expanded to other non-healthcare-related areas such as law, business, education, etc. Our program will offer suggestions on how best to implement the use of SP methodology.

Circle #9 Using AR for neurosurgical oncology intraoperative guidance and annotation

Michael Ivan, Assoc. Prof. of Clinical, MSOM 

University of Miami Department of Neurosurgery, in collaboration with the Department of Engineering and the University of Miami Information Technology, is developing the first Surgical Oncology Augmented Reality Platform for tumor margin detection called TUMOR-NET. This platform will allow a surgeon to visualize a holographic representation of the tumor boundaries during surgery via a head-mounted display to improve the extent of resection. TUMOR-NET uses both preoperative imaging as well as real-time instantaneous intraoperative pathology to verify that a maximal safe tumor resection has been achieved.

Circle #10 100,000+ Streaming Videos

Terri Robar, Librarian Assoc. Professor, UM Libraries

In recent years, faculty from across UM have fallen in love with using streaming video both in class and as homework assignments. Still, some do not realize that the UM Libraries offer access to over 100,000 videos. This session will showcase the primary streaming systems that we offer as well as discuss the options available for other films on request.

Circle #11 Sustainability in the Classroom

Justin Stoler, Assoc. Professor, Geography and Sustainable Development; Teddy Lhoutellier, Manager, Sustainability

Introduction to the SUST attribute and the different majors and minors focused on sustainability; an example of course syllabi focused on sustainability at UM and other institutions; pedagogical collaboration opportunities at the Department of Geography and Sustainable Development, the Abess Center, and Business School; introduction to STARS, its academic credits, and focus on the Sustainability Literacy Survey; the proposed Sustainability Scholars program; sustainability in the context of the Climate Resilience Academy; focus on the Sustainability Living Lab on campus.

Circle #12 What if we didn't grade? An Introduction to Ungrading

Scotney D. Evans, Assoc. Professor, Education & Psychological Studies

Grading is so ingrained in the educational systems that we hardly ever critically consider why we use grades to evaluate the student learning experience. Without much critical examination, we simply accept that we have to grade, students accept they have to be graded, and students are made to feel like they should care a great deal about grades. But what would happen if we didn't grade? What would be the benefits and risks? This session will challenge assumptions behind traditional grading practices and explore the concept and practice of Ungrading. Together we'll imagine possibilities for foregoing grades on individual assignments and learn different approaches to giving feedback and supporting learning.

Circle #13 Leveraging Technology for Spaced Repetition Learning

Lokesh Ramamoorthi, Lecturer and Asst. Director of Bachelors in Innovation, Technology and Design Program, Electrical and Computer Engineering

Spaced repetition is an evidence-based learning technique. The technique is used in apps like Duolingo, Babbel, Memrise, or Anki — you will have used it before. The basic premise is that items (flashcards, questions, lessons) are reviewed at increasing intervals — until the knowledge is fully embedded into a learner’s long-term memory. The session is about how can we leverage technology and tools to help our students learn concepts using these tools.