Millersville University - Spring 2024 Celebration of Faculty: Scholarship, Promotion & Tenure

CELEBRATION OF FACULTY EXCELLENCE IN PEDAGOGY AND STUDENT ENGAGEMENT

Celebration of Faculty Excellence in Pedagogy and Student Engagement

This University-wide event, hosted by the Provost and Dean’s Council, is an opportunity for faculty to share and be recognized for excellence in pedagogy and student engagement. Faculty were invited to present their pedagogical best practices, highimpact experiences or scholarship of teaching through poster presentations, video, audio demonstrations, or published articles and books.

The celebration is organized around domains of evidencebased innovative practices and original scholarship of teaching implemented during the past three years, including assessments of the same, in the following categories:

• Active Learning Strategies

• Academic Advising or Mentoring

• AI in the Classroom

• Authentic Assessment Practices

• Culturally Relevant Teaching

• High-Impact Experiences, Including Undergraduate Research

• Integration of Instructional and Educational Technologies in the Classroom

• Scholarship of Teaching

• Universal Design for Learning

The event is intended to be an information exchange and learning opportunity. Presentations highlight theory, evidence, distinguishing methods, and key takeaways. Faculty are encouraged to share ideas with each other for next steps and future development of instructional and student engagement strategies.

College of Arts, Humanities and Social Sciences

Presenter:

Title of Work:

Dr. Barry Atticks & The Dangerous Influence of Deepfake and Artificial

Dr. Dain Estes Intelligence on Music Education, Music Technology, and the Music Recording Industry

Dr. Ronald Baker & The Economics of Lemonade Stand

Dr. Sandra McPherson

Dr. Emily Baldys Inclusive Practices – Chapter: Equality

Dr. Changfu Chang Silent War: Asian American Reckonings With Mental Health

Dr. Jessica Hughes Inclusive Practices – Chapters: Inclusive Language Activity, Diversity & Anti-Racism

Dr. Kirsten Madden The Capstone Seminar: Engaging Students in Knowledge

Dr. Justin Mando Artificial Intelligence and Intellectual Risk in the Writing Classroom

Dr. Kaitlin Mondello Fostering Creativity in Inclusive Teaching

Dr. A. Nicole Pfannenstiel Student-Support Policies in the Syllabus: Supporting Students Before the Class Begins

Dr. Philip Tacka In Collaboration

Lombardo College of Business

Presenter:

Title of Work:

Dr. Ankur Nandedkar & Academic Advising Leadership and Change Management

Dr. Margaret Mbindyo

College of Education and Human Services

Presenter:

Dr. Janet Bertoni

Dr. Sandra Deemer

Title of Work:

Autism on the Seas Student Internship

How Can Principles of Educational Psychology Support Equitable Teaching?

Presenter:

Title of Work:

Dr. Bertha De Jesus Inclusive Teaching: Macro Practice Course Design for a Real-World Project

Dr. Heather Girvin & Lessons From the Herd: Interactive, Experiential, Dr. Abigail Wilson Equine-Assisted Learning

Dr. Persida Himmele & Increasing Student Engagement in K-12 and Dr. William Himmele University Classrooms

Dr. Sarah Jackson

Picture This: Tableaux in the College Classroom

Dr. Sarah Jackson & When Teachers Choose: The Impact of Educator Text Dr. Aileen Hower Selection on Student Engagement and Culturally Relevant Teaching

Dr. Ann Marie Licata Inclusion (Chapter in Inclusive Practices)

Dr. Ann Marie Licata & Using Podcasting as a Pedagogical Tool for Dr. Tiffany Wright Aspiring School Leaders

Dr. Jason Petula Vägen till Sverige: Pathway to Sweden

College of Science and Technology

Presenter:

Title of Work:

Dr. Daniel Albert Chemistry Techniques and Explorations

Dr. Kristen Baker A Flipped Classroom Approach to Organic Chemistry

Dr. Melissa Mullen Davis Fostering Student Sense of Belonging in Culinary Chemistry

Dr. Aaron Haines

Dr. Ajoy Kumar

Dr. Heather Lehman

Dr. Carolyn Weaver

Inclusive Practices for Undergraduate Education

Satellite-Derived Chlorophyll Estimates in Highly Stratified Regions of the Mid-Atlantic Bight

Inclusive Practices: Ideas for Classroom Integration From Millersville Classrooms to Yours

Improving Retention in the STEM Fields with High-Impact Undergraduate Research Experiences at Wallops Island, Virginia

University College

Presenter:

Melissa Gold

Dr. Kristen Lawson

Title of Work:

Increasing Critical Consciousness in the McNairy Library Research Fellows’ Program

Academic Advising in the 21st Century: Academic Advising and UDL (University Design for Learning)

Dr. Margaret Mbindyo OER Inclusive Practices: Ideas for Classroom Integration Millersville Classrooms to Your Book

Michele Santamaria

Exploring Technology Enhanced Pedagogy for LearnerCentered Undergraduate Research.

College of Arts, Humanities and Social Sciences

DR. BARRY ATTICKS

Associate Professor, Music Business Technology

Co-author/Co-creator: Dr. Dain Estes, Associate Professor/Coordinator, Entrepreneurship Minor & ELC

Scholarly/Creative Works: AI in the Classroom

Title: The Dangerous Influence of Deepfake and Artificial Intelligence on Music Education, Music Technology, and the Music Recording Industry.

Abstract: While legal experts and the media have been informing the public about the dangers of deepfake and artificial intelligence technologies, there has been little discussion of how these technologies will impact music, music technology, and the recording industry. These disruptive technologies can create a vocal performance or write a song without the creative input of a vocalist or songwriter. Though these powerful technologies may enable the masses to generate songs or performances with the swipe of a key, there are potential risks for substituting technology for human expertise, intelligence, and soul. With AI technology threatening the unique status of a singer’s voice or the songwriter’s thoughts, there are numerous legal and ethical issues that need to be considered before technology advances to the point where the next hit song is created by AI The technology will be presented as well as a discussion on what this means for the future of music.

Citation: Atticks, B. & Estes, D. (September 2022) The Dangerous Influence of Deepfake and Artificial Intelligence on Music Education, Music Technology, and the Music Recording Industry, Part 2 (Paper presentation). Presented at the Annual Conference of the Association for Technology in Music Instruction: Long Beach, CA

Atticks, B. & Estes, D. (October 2021) The Dangerous Influence of Deepfake and Artificial Intelligence on Music Education, Music Technology, and the Recording Industry (Paper presentation). Presented at the Annual Conference of the Association for Technology in Music Instruction: Rochester, NY.

DR. RONALD J. BAKER

Associate Professor, Economics

Co-author/Co-creator: Dr. Sandra McPherson

Associate Professor, Economics

Scholarly/Creative Works: Active Learning Strategies

Title: The Economics of Lemonade Stand

Abstract: This paper provides active learning exercises for Principles of Economics and Econometrics students using online Lemonade Stand games. Exercises include graphing demand, calculating the price elasticity of demand, profit maximization, and estimating demand with regression. This work was presented during the Summer 2023 Journal of Economics Teaching Symposium on Economics.

Citation: Ronald Baker and Sandy McPherson, “The Economics of Lemonade Stand.” working paper.

DR. EMILY BALDYS

Assistant Professor, English & World Languages

Scholarly/Creative Works: Scholarship of Teaching Equality

Ch. 2: Equality defines the concept of equality as it relates to inclusive practices in education. Equality is discussed as a prerequisite for inclusive practice but a concept that also should be nuanced by an understanding

Citation: Pfannenstiel, A. N., Baldys, E., Hughes, J. M. F., Licata, A. M., Anderson, S., Szczyrbak, G., Rice, K., & Hurst, B. (Eds.). (2024). Inclusive practices: Ideas for classroom integration from Millersville classrooms to yours. MERLOT. https://www.merlot.org/merlot/viewMaterial. htm?id=773419399

DR. CHANGFU CHANG

Professor, Communication & Theatre

Scholarly/Creative Works: High-Impact Experiences, Including Undergraduate Research

Title: Silent War: Asian American Reckonings With Mental Health

Abstract: Asian Americans endure some of the highest rates of mental distress, and yet, we’re also among the least likely to seek help for it. The stigma surrounding mental illness within our community, in conjunction with the discrimination and racial profiling we face outside of it, is a part of what makes mental health an intersectional—and pressing—issue for Asian Americans. Silent War: Asian American Reckonings with Mental Health is a full-length documentary featuring multiple members of our community stepping up to share their own battles with mental illness. Their accounts highlight the unique challenges we face as Asian Americans and the unspoken toll it has taken on us. We need change, and that begins by telling our people’s story.

Citation: https://vimeo.com/manage/videos/913145348

DR. JESSICA HUGHES

Associate Professor, Communication & Theatre

Scholarly/Creative Works: Culturally Relevant Teaching

Title: Inclusive Language Activity

Abstract: Inclusive Language Activity: This chapter provides an overview of a classroom activity focused on inclusive language and explains underlying theoretical concepts that can be applied in a wide variety of classroom and group communication contexts. The author developed this activity for a required, general education course primarily taken by first- and second-year students. The activity was designed to meet the following learning objectives: 1) Discuss goals and challenges of using inclusive language, that is, “language that avoids placing any one group of people above or below other groups” (University of Minnesota Libraries Publishing, 2011, p. 13.2). 2) Develop critical language awareness (Fairclough, 1992a) by attending to cultural meanings and social effects of language. 3) Practice communication ethics, that is, “the process of negotiating and reflecting on our actions and communication regarding what we believe to be right and wrong” (University of Minnesota Libraries Publishing, 2013, p. 1.3). 4) Research and report on perspectives on inclusive language around different identity categories. The activity models research practices students and educators can use to evaluate and construct inclusive language around identity.

Citation: : Hughes, J. M. F. (2024). Inclusive language activity. In A. N., Pfannenstiel, E. Baldys, J. M. F. Hughes, A.M. Licata, S. Anderson, G. Szczyrbak, K. Rice, & B. & Hurst. (Eds.), Inclusive practices: Ideas for classroom integration from Millersville classrooms to yours, pp. 193-207. OER Commons. https://oercommons.org/courses/inclusive-practices-ideas-for-classroom-integrationfrom-millersville-classrooms-to-yours

Title: Diversity

Abstract: This chapter describes diversity, a key concept in inclusive pedagogy. Anti-racism: This module offers a communication studies perspective on anti-racism. Students who complete this module will 1) Think about how we ought to talk about race. 2) Learn about the social construction of race. 3) Listen to conversations about race. 4) Take part in conversations about race.

Citation: Hughes, J. M. F. (2024). Diversity. In A. N., Pfannenstiel, E. Baldys, J. M. F. Hughes, A.M. Licata, S. Anderson, G. Szczyrbak, K. Rice, & B. & Hurst. (Eds.), Inclusive practices: Ideas for classroom integration from Millersville classrooms to yours, pp. 20-22. OER Commons. https:// oercommons.org/courses/inclusive-practices-ideas-for-classroom-integration-from-millersvilleclassrooms-to-yours

Title: Anti-Racism

Abstract: This module offers a communication studies perspective on anti-racism. Students who complete this module will 1) Think about how we ought to talk about race. 2) Learn about the social construction of race. 3) Listen to conversations about race. 4) Take part in conversations about race.

Citation: Hughes, J. M. F. (2022). Anti-racism [instructional module]. OER Commons. https:// oercommons.org/courseware/lesson/95654

DR. JUSTIN MANDO

Associate Professor/ Chair, English & World Languages

Scholarly/Creative Works: AI in the Classrooms

Title: Artificial Intelligence and Intellectual Risk in the Writing Classroom

Abstract: This presentation is an update to my previously presented work on intellectual risk in the writing classroom. This semester, I am teaching my section of English Composition by incorporating the study of artificial intelligence and use of AI writing tools in the classroom. I have framed this around my research topic of intellectual risk. This work responds to calls that prompt students to become greater risk-takers and faculty to help them learn to take such risks. We differentiate risk-taking from its entrepreneurial sense to intellectual risk-taking, which involves self-directed learning challenges and strategic deliberation over possibilities. Our most recent research puts forth a theory of intellectual risk-taking as a rhetorical, deliberative activity and offers six pedagogical topoi (commonplaces) where instructors and students are likely to encounter risks in their writing process. My students and I are now using these pedagogical topoi as ways to frame our writing with and about artificial intelligence. I am also now working with my colleague Alexis Teagarden on an Open Educational Resource in the form of a textbook on teaching students how to take intellectual risks in the writing classroom.

Citation: : Teagarden, A. and J. Mando. Special Issue on Intellectual Risk in the Writing Classroom. (Summer, 2025) Composition Forum.

Commer, C., A. Cooke, J. Mando, and A. Teagarden. (2024, forthcoming). (Re)Locating the Rhetorical Commonplaces of Failure and Risk-Taking. Rhetoric Review.

Teagarden, A., J. Mando, C. Commer, & A. Cooke. (forthcoming). Counterpoint: Why Not Intellectual Risk. In S. Corbett (ed.) If at First You Don’t Succeed? Writing, Rhetoric, and the Question of Failure. University of Colorado Press (WAC Clearinghouse).

Teagarden, A., C. Commer, A. Cooke and J. Mando. (2018). “Intellectual Risk in the Writing Classroom: Navigating Tensions in Educational Values and Classroom Practice.” Composition Studies, 46(2), 116-138.

DR. KAITLIN MONDELLO

Assistant Professor, English & World Languages

Scholarly/Creative Works: Scholarship of Teaching

Title: Fostering Creativity in Inclusive Teaching

Abstract: This recent book chapter, published in Inclusive Practices: Ideas for classroom integration from Millersville Classrooms to yours (2024), explores the use of creativity toward an inclusive classroom. It details how to build in creative choices in general education courses. It considers how creativity allows for self-direction and agency, which are important elements of inclusive teaching. The chapter ends with the value of pairing creative and critical thinking, and how to manage grading and other challenges. It includes a wide array of assignment ideas and examples of student work.

Citation: Mondello, K. (2024). “Fostering Creativity in Inclusive Teaching.” In Pfannenstiel, A. N., Baldys, E., Hughes, J. M. F., Licata, A.M., Anderson, S., Szczyrbak, G., Rice, K., & Hurst, B. (Eds.). (2024). Inclusive practices: Ideas for classroom integration from Millersville classrooms to yours (pp. 152- 59). OER Commons. https://oercommons.org/courses/inclusive-practices-ideasforclassroom-integration-from-millersville-classrooms-to-you

DR. A. NICOLE PFANNENSTIEL

Associate Professor, English & World Languages

Scholarly/Creative Works: Culturally Relevant Teaching

Title: Student Support Policies in the Syllabus:

Supporting students before the class begins

Abstract: This chapter includes a Graduate Growth

Statement and Undergraduate Course Policy centering student growth and learning within a learning space. The chapter focuses more heavily on the value of high structure to support graduate learners, and the need for design changes as the graduate level to invite more learners to this level of education. The chapter briefly discusses ways of adapting the attention to learner empowerment by course level to support all learners, to show students how they can be empowered learners.

Citation: Pfannenstiel, A. N., Baldys, E., Hughes, J. M. F., Licata, A.M., Anderson, S.R., Szczyrbak, G., Rice, K., & Hurst, B. (Eds.). (2024). Inclusive Practices: Ideas for classroom integration from Millersville classrooms to yours. OER Commons.

DR. PHILIP TACKA

Professor/Coordinator of Music Education,

Tell School of Music

Co-author/Co-creator: Dr. Micheál B. Houlahan

Professor/Chair, Tell School of Music

Scholarly/Creative Works: Scholarship of Teaching

Title: In Collaboration

Abstract: Collaboration is a key that unlocks the door to endless possibilities. When we work together, sharing our knowledge, our strengths, and our passions, we amplify our impact and create a ripple effect of positive change. It’s not about competition; it’s about connection. Together, we can achieve far more than we ever could alone. Our collaboration has yielded 16 books, the last eleven with Oxford University Press, several chapters in books, numerous articles and presentations. What’s included here represents our most recent publications. For more than three decades we have worked to unlock the potential of our students, guiding them towards a holistic understanding of music—where performing, critical thinking, listening, creativity, and cultural stewardship intertwine to create a symphony of learning. This has been our journey guided by the need to share our musicianship.

Citation: : Houlahan, M & Philip Tacka (2023) Choral Artistry: A Kodály Perspective for Middle School to College Level Choirs. Vol. 1. (New York: Oxford University Press).

Houlahan, M & Philip Tacka (2023) Choral Sight Reading: A Kodály Perspective for Middle School to College Level Choirs. Vol. 2. (New York: Oxford University Press) 2023.

Houlahan, M & Philip Tacka (2021) Kodály en el aula preescolar. Metodologia Kodály Actual. 2021 Publicaciones Universidad de Montemorelos.

Houlahan, M., & Philip Tacka. (2024) Compose Yourself: Constructing A Pedagogy for Music Improvisation and Composition in Oxford Handbook of Music Composition Pedagogy (New York: Oxford University Press). 384-404

Lombardo College of Business

Co-author/Co-creator:

Margaret Mbindyo

DR. ANKUR NANDEDKAR

Associate Professor, Management & Marketing

Scholarly/Creative Works: Academic Advising or Mentoring

Title: Academic Advising Leadership and Change Management

Associate Professor, Center for Advisement & Student Support

Rubab Jafry O’Connor

Associate Professor, Advising, Carnegie Mellon University

Casey O’Connor

Professor of Management, Carnegie Mellon University

Abstract: This chapter explores the role of the academic advising administrator and offer preparatory considerations for navigation and leadership during times of change. Empowered academic advising administrators can therefore shape the student advising experience by challenging advisors to reflect on current approaches and to innovate within their own practices. Establishing an environment in which advisors feel empowered to reflect upon and potentially alter their advising practice requires an administrator who is versed in leadership models that advance empowerment. Two such models include Servant Leadership and Transformational Leadership. The chapter examines popular change management models and their implications for academic advising administration. One of the distinguishing features of planned change is that it provides time for the organization to prepare for the change. The models proposed by Lewin, Kotter, McKinsey, and Mauer effectively explain planned change. Two other popular models of unplanned change management are the Convergence Upheaval Model and Punctuated Equilibrium Model

Citation: : Nandedkar, A., Mbindyo, M., O’Connor, R. J., & O’Connor, T. C. (2023). Academic Advising Leadership and Change Management. In Academic Advising Administration (pp. 68-84). Routledge.

College of Education and Human Services

DR. JANET BERTONI

Department Chair/ Associate Professor, Special Ed

Scholarly/Creative Works: Scholarship of Teaching Autism on the Seas, Student Internship at Sea

In August 2023, four Millersville University preservice teachers joined me on a five-night cruise supporting over 30 families traveling with exceptional children. These students learned what it is like to face everyday travel challenges. They interacted with families during meals, pool time, and on private excursions as part of their service-learning experience.

Citation: Bertoni, Janet. (2024). Autism on the Seas Student Internship at Sea

DR. SANDRA DEEMER

Professor, Educational Foundations

Scholarly/Creative Works: Culturally Relevant Teaching

How can Principles of Educational Psychology Support Equitable Teaching?

Abstract: Equitable teaching requires us to examine ourselves as individuals within society and as educators of future generations. To engage in these examinations, we need to understand psychological concepts associated with our actions and language. In the Summer of 2020, I offered a session in the inaugural Millersville University Social Justice Summit focused on stereotype threats. As defined by Claude Steele, stereotype threat is a phenomenon of being in a situation or doing something to which a negative stereotype about identity is relevant. Stereotype threat has been found to be associated with lower levels of achievement for minority groups (APA, 2015). Yet, restorative approaches to classroom management can lessen stereotype threat and provide supportive environments for all students. The presentation being proposed will engage participants in activities introducing them to the concept of restorative practices. Current research on restorative practices and identity development will be reviewed, focusing specifically on how that research can be used to foster equitable management practices in the classroom.

Citation: MDeemer, S. (2024). How can principles of educational psychology support equitable teaching. Presentation at Annual Faculty Celebration, Millersville University.

DR. BERTHA DE JESUS

Assistant Professor, Social Work

Scholarly/Creative Works: Active Learning Strategies

Title: Inclusive Teaching: Macro Practice Course Design for a Real-World Project

Abstract: This chapter provides guidance on how to create a macro practice course that utilizes inclusive teaching techniques including a welcoming syllabus, high structure, and group work that can be customized to fit any field of study. The macro practice course is designed to assist students in examining social problems, conducting research, proposing solutions, developing interventions, and honing practical skills when collaborating with organizations and communities through structured assignments. The course utilizes experiential learning methods to establish an inclusive learning environment. Each assignment is created to aid student groups in achieving program competencies and learning objectives. Completing these assignments can help students develop leadership, problem-solving, critical thinking, and decision-making skills, and learn to collaborate with individuals from diverse backgrounds.

Citation: DeJesus, B. S., (2024). Inclusive Teaching: Macro Practice Course Design for a Real-World Project Inclusive Practices: In Pfannenstiel, N., Baldys, E., Hughes, J. M.F., Licata, A.M., Anderson, S., Szczyrbak, G., Rice, R., and Hurst, B., Ideas for classroom integration from Millersville classrooms to yours. Chapter 9 Open Educational Resource (OER). pp.66-78.

DR. HEATHER GIRVIN

Associate Professor, Executive Director of Lone Oak Animal-Assisted Therapeutic & Educational Services, School of Social Work

Co-author/Co-creator: Dr. Abigail Wilson, MSW Adjunct Professor, School of Social Work. Scholarly/Creative Works: Active Learning Strategies

Title: Lessons from the Herd: Interactive, Experiential, Equine-Assisted Learning

Abstract: Lone Oak Animal-Assisted Therapeutic & Educational Services (Lone Oak or LO) is a nonprofit organization that offers accessible, innovative learning services to children and adults. All our educational and training initiatives are framed by the expressive arts, with particular emphasis on nature-based and equine-assisted learning programs. LO partners with elementary and secondary schools; conducts professional trainings; participates in the Summer Institute program at Millersville University; and is an educational and training site for MU interns from several different departments at both graduate and undergraduate levels. Our work at the conference will summarize several different educational and training initiatives that involve MU students and faculty, as well as community members.

Citation: 2024. Girvin, Heather, Wilson, Abigail, & Gabner, Abby. President’s Commission for the Status of Women Grant Recipient.

2023. Girvin, Heather, Wilson, Abigail & Linebarger, Katie. “Equine-Assisted Learning.” Millersville University.

2023. Wilson, Abigail, Linebarger, Katie, & Girvin, Heather. “Lone Oak Animal-Assisted Therapeutic & Educational Services.” Central Missouri Foster Care & Adoption Association Conference.

2023. Wilson, Abigail, Girvin, Heather & Linebarger, Katie. “It Takes a Herd: Using Equine-Based Group Work to Heal Trauma and Build Community.” IASWG Conference.

2023. Accepted to Present at International Expressive Arts Therapy Association.

2022. Wilson, Abigail & Girvin, Heather. “Animal-Assisted Therapy and Suicide Prevention.” PCCYFS Annual Conference.

2021. Wilson, Abigail & Girvin, Heather. “Animal Assisted Therapy.” PCCYFS Annual Conference.

DR. PERSIDA HIMMELE

Professor, Early, Middle, & Exceptional Education

Co-author/Co-creator: Dr. William Himmele

Professor, Early, Middle, & Exceptional Education

Scholarly/Creative Works: Active Learning Strategies

Title: Increasing student engagement in K-12 & University Classrooms

Abstract: Engaging students in active learning can seem daunting. Persida and William Himmele have developed a student engagement framework that is being used nationally and internationally. In this poster presentation, Pérsida & William will share their framework and photos of how the framework is being implemented in their MU classrooms, with educators at various conferences, as well as with university faculty in Kenya. They’ll share ideas that have become staples in their own classrooms, and that you can use in your own classroom, regardless of class size, for engaging ALL students at the same time.

Citation: Total Participation Techniques in the University Classroom, Presented by William & Persida Himmele. July 2023, Kabarak University, Kabarak, Kenya. Planning for Student Engagement in K-12 Classrooms, Presented by William & Persida Himmele, EMEE, ERCH 422 & ERCH 485 Course Presentations. Millersville University.

Himmele, P. & Himmele, W. (2017). Total Participation Techniques: Making every student an active learner. Alexandria, VA:ASCD

Himmele, P. & Himmele, W. (201). Total Participation Techniques to engage all students (A Quick Reference Guide). Alexandria, VA:ASCD

DR. SARAH JACKSON

Assistant Professor, Early, Middle, & Exceptional Education

Scholarly/Creative Works: Active Learning Strategies

Title: Picture This: Tableaux in the College Classroom

Abstract: Tableaux—still, silent images participants make with their bodies to convey a scene, text, theme, character, or idea—are a staple in theatre and improv classes. They have also been used in educational spaces to help learners explore important concepts (Dawson & Lee, 2018; Edmiston, 2014). In this chapter, I discuss how they are not only effective teaching strategies but are also helpful tools for inclusive educators. Using examples from my own courses, I emphasize the highly flexible nature of tableaux and argue that they are adaptable to almost any learners and to essentially any context.

Citation: Jackson, S. E. (2024). Picture this: Tableaux in the college classroom. In Pfannenstiel, A. N., Baldys, E., Hughes, J. M. F., Licata, A.M., Anderson, S., Szczyrbak, G., Rice, K., & Hurst, B. (Eds.). (2024). Inclusive practices: Ideas for classroom integration from Millersville classrooms to yours. OER Commons. https://oercommons.org/courses/inclusive-practices-ideas-for-classroomintegration-from-millersville-classrooms-to-yoursTechniques to engage all students (A Quick Reference Guide). Alexandria, VA:ASCD

DR. SARAH JACKSON

Assistant Professor, Early, Middle, & Exceptional Education

Co-author/Co-creator: Dr. Aileen Hower

Associate Professor, Early, Middle, & Exceptional Education

Scholarly/Creative Works: Culturally Relevant Teachings

Title: When Teachers Choose: The Impact of Educator Text Selection on Student Engagement and Culturally Relevant Teaching

Abstract: This presentation shares the results of work that encouraged teachers to grow their cultural responsiveness, specifically when choosing texts to use with students during a summer Reading Clinic held at Millersville University as part of their clinical practicum to become reading specialists. This individualized text selection caused teachers to understand their students more fully beyond the literacy data they collected

Citation: Hower, A., & Jackson, S. E., (2024, April 5-6). When teachers choose: The impact of educator text selection on student engagement and Culturally Relevant Teaching [Conference presentation]. PA National Association of Multicultural Education 2024 Conference, Millersville, PA, United States.

DR. ANN MARIE LICATA

Assistant Professor, Educational Foundations

Scholarly/Creative Works: Universal Design for Learning

Title: Inclusion (Chapter in Inclusive Practices)

Abstract: As part of a Millersville-wide faculty and staff created textbook to support faculty in integrating best inclusive practices within their coursework, I authored the chapter entitled “Inclusion” and I served as a co-editor of the newly released: Inclusive practice: Ideas for classroom integration from Millersville classrooms to yours. The full citation is listed below. The effort was led by Dr. A. Nicole Pfannenstiel, Associate Professor, Millersville University, and serves as the Director of the Center for Academic Excellence. This resource is incredibly useful to share with our Transition and Postsecondary programs for Students with Intellectual Disability (TPSID) federal grant model programs as well as on the state Pennsylvania Inclusive Higher Education Consortium (PIHEC) website and nationally as a resource for the Think College repository.

Citation: Licata, A.M. (2024). Inclusion. In Pfannenstiel, A. N., Baldys, E., Hughes, J. M. F., Licata, A.M., Anderson, S., Szczyrbak, G., Rice, K., & Hurst, B. (Eds.), Inclusive practices: Ideas for classroom integration from Millersville classrooms to yours. OER Commons. https://oercommons.org/ courses/inclusive-practices-ideas-for-classroom-integration-from-millersville-classrooms-to-yours

DR. ANN MARIE LICATA

Assistant Professor, Educational Foundations

Co-author/Co-creator: Dr. Tiffany Wright

Department Chair/ Professor, Educational Foundations

Scholarly/Creative Works: Authentic Assessment Practices

Title: Using Podcasting as a Pedagogical Tool for Aspiring School Leaders

Abstract: In preparing the next generation of K-12 school leaders, faculty members, Drs. Tiffany Wright and Ann Marie Licata, collaboratively created a completely student-driven group project for one the courses required for the Master of Education Leadership for Teaching and Learning program. The project was developed (preCovid) in response to a need to infuse greater emphasis on the ISTE standards within the current curricula and simultaneously heighten students awareness for being a visionary leader especially in the area of inclusive practices. The resulting student group created, developed, implemented, and self-assessed podcast project quickly became an integral part of both the course and the program. To date nearly 20 podcasts have been catalogued in an online faculty created repository. The activity integrates multiple aspects sought for our students, who in turn will lead their own K-12 schools in the future. Multiple implications for the project have been and continue to be considered as Drs. Wright and Licata also collect qualitative data on the podcast experiences.

Citation: Wright, T.E. & Licata, A.M. (2023, November). Podcasting in educational leadership preparation. Presentation given at the University Council for Educational Administration annual conference. Minneapolis, MN, November 16, 2023.

Wright, T.E., Licata, A.M., and Munster, K. (2022). Personal experiences fuel principal preparation course redesign. In Fowler, D. & Johnson, A. Equity and Access: An Analysis of Educational Leadership Preparation, Policy, & Practice in School Improvement, (pp. 85- 92). Charlotte, NC: Information Age Publishing.

Wright, T. & Licata, A.M. (2022, November). A Comparative case study of graduate students producing podcasts for learning in leadership preparation. Virtual presentation given at the University Council for Educational Administration annual conference. Seattle, Washington, November 17, 2022.

Wright, T. & Licata, A.M. (2022, April). Using technology to infuse a culture of inclusion: A Multiple Case Study. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA, April 22-26, 2022.

Wright, T.E. & Licata, A.M. (2021, November). Using technology to advance educational leadership within county school districts and beyond - Data a year out. Presentation given at the University Council for Educational Administration annual conference, Columbus, Ohio, on November 13, 2021.

Wright, T. & Licata, A.M. (2021, April). Using Technology to Infuse a Culture of Inclusion within our Lancaster County School Districts and Beyond. Paper presented at the annual meeting of the American Educational Research Association, online presentation, April 12, 2021.

DR. JASON PETULA

Associate Professor, STEM Education

Co-author/Co-creator: Mr. Donald Christian Principal, International Engelska Skolans Nacka (International English School)

Scholarly/Creative Works: High-Impact Experiences, Including Undergraduate Research

Vägen till Sverige: Pathway to Sweden

Internationella Engelska Skolan [International English School] (IES) is a large school system in Sweden comprising 46 schools and 32,00 students. Millersville University (MU) has a robust partnership with IES that adds value to all the stakeholders. The partnership developed the Pathway to Sweden program using feedback loops in a four-phase process. Phase I: Planting a Seed – Swedish administrators visit MU undergraduate teacher candidates to introduce living and teaching in Sweden. Phase II: Growing an idea – Various short-term faculty led study abroad programs to Sweden and IES schools. Phase III: Taking a Swim – Student teaching in an IES school. Phase IV: Making an OƯer – Probational two-year contract in an IES school. The presentation will document the 2023-2024 cycle by highlighting successes and revealing opportunities to strengthen the partnership.

Citation: Petula, J. & Christian, D. (2024, March 28). Vägen till Sverige: Pathway to Sweden [Poster presentation]. Spring 2024 Celebration of Faculty Excellence in Pedagogy and Student Engagement, Millersville, PA, United States

College of Science and Technology

DR. DANIEL ALBERT

Department Chair/Associate Professor, Chemistry

Techniques, & Explorations

Scholarly/Creative Works: Active Learning Strategies

Title: Chemistry Techniques and Explorations

Abstract: Chemistry Techniques and Explorations (2023) by Dr. Daniel R. Albert is an eTextbook laboratory manual for first semester introductory chemistry courses. The manual includes two different types of experiments (Technique and Exploration) designed to engage students in chemistry laboratory practices. Technique laboratories are designed for students to learn and practice chemistry laboratory skills that are utilized in a wide variety of disciplines. Exploration laboratories provide freedom and time for students to use previously acquired skills toward answering a new application focused question. Exploration laboratories help build the scientific thinking skills necessary to approach novel problems. The goal of this lab manual is to build both fundamental

Citation: Albert, D. (2023). Chemistry Techniques and Explorations an Introductory Chemistry Laboratory Manual. (First). The Pennsylvania Alliance for Design of Open Textbooks (PA-ADOPT). https://paadopt.org/bookshelf/chemistry-techniques-and-explorations-an-introductorychemistry-laboratory-manual/

DR. KRISTEN BAKER

Assistant Professor, Organic Chemistry

Scholarly/Creative Works: Active Learning Strategies

Title: A Flipped Classroom Approach to Organic Chemistry

Abstract: Ac.ve learning pedagogy is any instructional style that encourages student engagement with the course material directly and can be accomplished with a variety of strategies. Incorpora.ng a flipped lecture style is one technique to actively engage students in the learning process. Rather than the traditional in-person lecture followed by students comple.ng homework on their own, I have instead integrated a flipped classroom teaching style into my Organic Chemistry courses. My students are required to watch lecture videos prior to attending our scheduled lecture .me, which is instead spent actively working through problems in small groups and as a whole class. An overview of my teaching style and student response will be presented.

Citation: Albert, D. (2023). Chemistry Techniques and Explorations an Introductory Chemistry Laboratory Manual. (First). The Pennsylvania Alliance for Design of Open Textbooks (PA-ADOPT). https://paadopt.org/bookshelf/chemistry-techniques-and-explorations-an-introductorychemistry-laboratory-manual/

DR. MELISSA MULLEN DAVIS

Assistant Professor, Biochemistry

Scholarly/Creative Works: Scholarship of Teaching

Title: Fostering Student Sense of Belonging in Culinary Chemistry

Abstract: I would like to present about the design, implementation, and assessment of the general education course Culinary Chemistry from Fall 2022 and 2023. The presentation will highlight the inclusive course design and interdisciplinary topic integration. Assessment of student sense of belonging, student perceptions of chemistry, and chemistry learning objectives will be included. Aspects of this work was presented at conferences and recently published (2023,2024) in three book chapters.

Citation: Mullen Davis, MA (2023) Fostering Student Sense of Belonging with Inclusive Course Design. In Kloepper, K.D. & Crawford, G. (Eds.) Chemistry in General Education [Online]; ACS Symposium Series; ACS Books. Ch 13, p 193-210.

Mullen Davis, MA, Schmeisser, J., Crawford, G. (2023) Distance Learning with Food Chemistry. In Kloepper, K.D. & Crawford, G. (Eds.) Chemistry in General Education [Online]; ACS Symposium Series; ACS Books. Ch 4, p 49-70.

Mullen Davis MA. (2024) Interdisciplinary Perspectives Assignment: Increasing Student Interest, Engagement, and Sense of Belonging with Diverse Topic Exploration. In Pfannenstiel, A. N., Baldys, E., Hughes, J., Licata, A. N., Szczyrbak, G., Anderson, S., & Rice, K. (Eds.). Inclusive Practices: Ideas for classroom integration from Millersville classrooms to yours. OER Commons.

DR. AARON M. HAINES

Professor, Biology

Scholarly/Creative Works: Active Learning Strategies

Title: Inclusive Practices for Undergraduate Education

Abstract: Multiple strategies can be used to improve inclusivity for undergraduate students. This poster represents three separate perspectives on how to improve inclusivity at undergraduate institutions. Section one includes an article I wrote on improving inclusivity for underrepresented students by conducting field excursions beyond the classroom and lab. Section two will be an overview of undergraduate student research projects that help improve student retention and professionalism. The third section will be on inclusive teaching in the classroom and include two chapters I wrote from the book entitled ‘Inclusive Practices: Ideas for Classroom Integration from Millersville Classrooms to Yours’.

Citation: Haines, A.M. 2023. Excursions for Diversity: Reaching out to Underrepresented Students with Immersive Experiences. The Wildlife Professional. November/December: 50-52.

Haines, A.M. 2024. The Benefits of Daily Quizzes & Group Work Via Student Response Systems In: Pfannenstiel, A. N., Baldys, E., Hughes, J. M. F., Licata, A.M., Anderson, S., Szczyrbak, G., Rice, K., &

Hurst, B. (Eds.). Inclusive Practices: Ideas for classroom integration from Millersville classrooms to yours. OER Commons.

Haines, A.M. 2024. Use of Grading Rubrics To Improve Student Academic Performance & Inclusivity In: Pfannenstiel, A. N., Baldys, E., Hughes, J. M. F., Licata, A.M., Anderson, S., Szczyrbak, G., Rice, K., & Hurst, B. (Eds.). Inclusive Practices: Ideas for classroom integration from Millersville classrooms to yours. OER Commons. Series; ACS Books. Ch 4, p 49-70.

Mullen Davis MA. (2024) Interdisciplinary Perspectives Assignment: Increasing Student Interest, Engagement, and Sense of Belonging with Diverse Topic Exploration. In Pfannenstiel, A. N., Baldys, E., Hughes, J., Licata, A. N., Szczyrbak, G., Anderson, S., & Rice, K. (Eds.). Inclusive Practices: Ideas for classroom integration from Millersville classrooms to yours. OER Commons.

DR. AJOY KUMAR

Professor, Earth Sciences

Co-authors: Zachary Hersh & Kortlin Yetter Millersville University, Earth Sciences

Scholarly/Creative Works: High-Impact Experiences, Including Undergraduate Research

Title: Satellite Derived Chlorophyll Estimates in Highly Stratified Regions of the Mid-Atlantic Bight

Intense stratification, often resulting in anoxia and extensive fish/shellfish mortalities has been well documented in the continental shelf waters of the MidAtlantic Bight (MAB) (Campbell & O’Reilly,1988). Interestingly, these summer patterns in physical density stratification have been shown to parallel spatial patterns in the vertical stratification of the phytoplankton community (O’Reilly & Zetlin, 1998). These subsurface phytoplankton maxima track the thermocline/pycnocline. Dense phytoplankton biomass found in the thermocline/pycnocline represents a potentially highly significant source of carbon/energy for herbivores. The water-leaving radiance detected by passive ocean color satellites is from just the upper 1/5 of the productive euphotic layer. Consequently, these strong subsurface chlorophyll-a maxima are not detected from such locations. In-situ sampling by ships, undulating oceanographic samplers, gliders, moorings are thus required to characterize the productivity of this region.

Citation: A. Kumar, 2024. Satellite Derived Chlorophyll Estimates in Highly Stratified Regions of the Mid-Atlantic Bight. Presented at the International Ocean Science Conference, February 18th to 25th, 2024.

E. Stauder, S. Barrett, and A. Kumar, 2024. Marine Policies and Organism Decline in Chincoteague Bay and Surrounding Salt Marshes. Presented at the International Ocean Science Conference, February 18th to 25th, 2024.

S. Reynolds, M. Gold, I. Ligocki and A. Kumar, 2024. Physiological and Behavioral Effects of Salinity on Tow Species of Intertidal Snails. Presented at the International Ocean Science Conference, February 18th to 25th, 2024.

Z. Hersh, K. Yetter and A. Kumar, 2024. Spatial and Temporal Variation of Stratification Events in the Mid-Atlantic Bight. Presented at the International Ocean Science Conference, February 18th to 25th, 2024.

DR. HEATHER LEHMAN

Associate Professor, Biology

Scholarly/Creative Works: Active Learning Strategies

Title: Using Mixed Materials to Promote Equity and Inclusion

Abstract: It is important for educators to recognize that not all learners benefit from all activities, assignments, or methods of instruction provided in a course. Using a mixture of materials to vary students’ learning conditions is one strategy to meet the diverse needs of learners. A mixture of materials allows students to learn within a variety of contexts; perhaps learning the same content through listening to a lecture, reading text, watching videos, engaging in a discussion board online, working through case study scenarios, and/or working within small groups to problem solve. Using mixed materials provides varied learning means and helps actively include all students in the classroom. The example lesson discussed here incorporates mixed materials in the context of learning about Diabetes Mellitus. Lectures on background concepts would first be delivered in class. Reading materials and supplemental videos are provided as well. Students are then asked to watch a TED Talk online that relates to Diabetes and provides an interesting perspective on ways in which to treat the disease. Tied to the TED Talk is an online discussion board where students are asked to address questions and interact with one another online. The discussion board is completed prior to a class period where students work in small groups to discuss and solve a case study on Diabetes. Not only does this mixture of activities help reinforce content in a meaningful and intentional way, but the activities ask students to apply information in different ways. Our goal as educators is to help students learn, and the objective of mixed materials is to help each student learn in the best ways that work for them.

Citation: Pfannenstiel, A. N., Baldys, E., Hughes, J. M. F., Licata, A.M., Anderson, S., Szczyrbak, G., Rice, K., & Hurst, B. (Eds.). (2024). Inclusive practices: Ideas for classroom integration from Millersville classrooms to yours. MERLOT. https://www.merlot.org/merlot/viewMaterial. htm?id=773419399

DR. CAROLYN WEAVER

Assistant Professor, Biology

Co-authors: Dr. Judith A. Cebra-Thomas, Associate Professor, Biology; Dr. Janet A. White, Associate Professor, Mathematics

Scholarly/Creative Works: High-Impact Experiences, Including Undergraduate Research

Title: Improving Retention in the STEM Fields with HighImpact Undergraduate Research Experiences at Wallops Island, Virginia

Abstract: Multiple factors affect the enrollment, retention, and graduation of low-income undergraduate students, particularly in rigorous STEM degree programs. Low-income students are often first generation and/or members of underrepresented communities, further reducing diverse perspectives in the STEM workforce if retention of this student population continues to decline. Millersville University (MU) seeks to encourage the engagement of academically talented, low-income scholars through a high-impact, supportive scholarship program funded through the National Science Foundation’s Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) Program. The MU S-STEM project will meet the unmet financial need of at least 30 low-income, academically talented scholars over six years (120 annual scholarships). Our goal is to create a sustainable model of high-impact and supportive strategies that will improve retention while aiding in the successful placement in related graduate programs or STEM employment within six months of graduation. These objectives are based on the acknowledgement that a strong STEM workforce must first possess confidence and experience, which will be developed through the support systems integrated within our program. A key component to the MU S-STEM project is the Workforce Development Program (WDP), a three week, paid, research experience conducted at the Chincoteague Bay Field Station (Wallops Island, VA) in the summer after the scholars’ first year. The goals are to: (1) build student knowledge before entering laboratories for summer or semester independent studies or internships; (2) increase student persistence from the first to the second year by using a high impact practice; and (3) engage students in an immersive interdisciplinary cohort-building activity. The WDP is a full-time, paid residential program consisting of a series of workshops and field sampling trips, followed by data analyses, and culminating in a public research symposium. All scholars have room, board, and a stipend provided to ensure that financial considerations do not prevent scholars from participating. This design eliminates costs that scholars would have incurred enrolling in a similarly immersive experience that often places undue burden on low-income students with minimal free time. Additionally, exposure of students to research early in their college careers has been shown to improve student retention and an increased interest in STEM careers.

Citation: Weaver, C.A., A. Kumar, N.W. Hardy, N. Marcum-Dietrich, J.A. Cebra-Thomas, J.A. White (2024). Improving Retention in the STEM Fields with High-Impact Undergraduate Research Experiences at Wallops Island, Virginia. Millersville University Celebration of Faculty Excellence in Pedagogy and Student Engagement. Millersville, PA (USA).

University College

DR. MELISSA GOLD

Associate Professor, Science Librarian

Co-authors: Tatiana Pashkova-Balkenhol

Associate Professor, McNairy Library

Scholarly/Creative Works: Culturally Relevant Teaching

Title: Increasing Critical Consciousness in the McNairy Library Research Fellows’ Program

Abstract: In our presentation, we will share our learning journey of cultivating anti-racist and inclusive research practices in the library’s research fellows’ program from spring 2022 to spring 2024. Conceptualized as a community of practice, the program offers undergraduate students an uncommon opportunity to carry out an independent research project, present their findings at conferences, and serve as mentors for their peers. The program is designed to provide students with a holistic approach to developing their own research processes, while contributing to the larger community of practice. Motivated to engage in a critical discourse of uncovering white supremacy approaches in the research process and supported by the CAE, we revised the fellows’ learning content through an anti-racist and equity-minded lens. In our presentation, we will discuss how as a community of practice we are: centering the expertise of scholars of color, interrogating how library tools and resources uphold concepts of white supremacy, identifying voices missing from mainstream scholarly content, and reflecting on the importance of transparency and accountability in research. We will also highlight the most transferable of our strategies of incorporating Universal Design for Learning principles into the fellows’ online learning content.

Citation: Pashkova-Balkenhol, T., & Gold, M. (2023). Increasing Critical Consciousness in an Undergraduate Community of Research Practice. Forging the Future: The Proceedings of the ACRL 2023 Conference: 215-224.

Gold, M., & Pashkova-Balkenhol, T. (2024, February 23). DEI is Everyone’s Responsibility: Intentionally incorporating anti-racist learning into your course. Workshop at Lancaster Learns: Lancaster, PA.

DR. KRISTEN LAWSON

Department Chair/Associate Professor, Center for Advisement and Student Support

Co-authors: Dr. Margaret Mbindyo

Associate Professor, Center for Advisement & Student Support.

Scholarly/Creative Works: Universal Design for Learning

Title: Academic Advising in the 21st Century: Academic Advising and UDL (University Design for Learning)

Abstract: Many higher education institutions across the US have initiated DEI (Diversity, Equality, and Inclusion) programming. Further, post-secondary institutions are enrolling a more neuro divergent student body yearly. Therefore, academic advising must incorporate UDL (Universal Design for Learning) principles to address and meet the needs of all students while guaranteeing academic advising methodologies are meaningful and provide appropriate student outcomes. Universal Design for Learning (UDL) offers tools to provide highly effective and engaging academic advising to a diverse student population with varying backgrounds and learning styles. This presentation will provide specific suggestions based on UDL principles that can be applied to academic advising to ensure that all learners have access and meaningful leaning experiences with their academic advisor.

Citation: P2023. Lawson, K., & Mbindyo, M. Propelling Students to Success: The Magic of UDL (Universal Design for Learning) in Advising. NACADA National Conference, Orlando, FL * Selected by the Faculty Advising Community to be one of its sponsored sessions

DR. MARGARET MBINDYO

Associate Professor, Academic Advising & Student Development

Scholarly/Creative Works: Academic Advising or Mentoring

Title: Inclusive Advising

Abstract: This chapter lays the foundation for inclusive advising based on the Global Community for Academic Advising NACADA’s Core Values, Core Competencies, and the Concept of Academic Advising. Inclusive advising is defined as a compassionate, welcoming relationship between a faculty advisor and the student which helps the advisor know the students’ backgrounds, strengths, and needs, as well as leveraging that knowledge to support them in meeting high academic expectations. If clearly understood, faculty advisors can create advising environments in which all students feel like they belong and are appreciated for who they are and what they bring to the learning space. By

implementing inclusive advising practices based on these core values and core competencies, the advising interaction becomes more meaningful for both parties.

Citation: Mbindyo, M. (2024). Inclusive Practices. In Pfannenstiel. A. N. (Eds), OER Inclusive Practices: Ideas for classroom integration Millersville classrooms to your book (46-57). Merlot. https://www.merlot.org/merlot/viewMaterial.htm?id=773419399.

MICHELE SANTAMARIA

Assistant Professor, Learning Design Librarian

Co-authors: Greg Szczyrbak Associate Professor, Learning Design Librarian, McNairy Library

Scholarly/Creative Works: High-Impact Experiences, Including Undergraduate Research

Title: Exploring technology enhanced pedagogy for learner-centered undergraduate research.

Abstract: Research Fellows Startup, a new track in our McNairy Library Research Fellows, is a one semester experience that prepares students to take an active role in creating an undergraduate research experience for themselves that helps them connect to the Millersville community. As such, we actively invite our research fellows to explore what it means to be engaged in the practices of their chosen discipline and how those disciplinary research practices come into sharper relief when brought into dialogue with the frequently contrasting practices of the other fellows. To do so, we have blended low tech and high-tech approaches that emphasize a learner-centered approach. In this poster presentation we will focus on how use of classroom iPads has impacted one activity that has students thinking broadly about the area of study that they belong to, such as “humanities,” or “sciences.” Being learner-centered has also meant being responsive to learner preferences and encouraging students to not only understand their differences better but also empower them to think and act upon a growing awareness of themselves as learners.

Citation: Santamaria, M. and Szczyrbak, G, (2024). “Exploring technology enhanced pedagogy for learner-centered undergraduate research” at Spring 2024 Faculty Scholarship Celebration, Millersville, PA.