“Don’t think of memory as a place to put information but rather as the capacity to support the pursuit of goals,” advised the conference’s keynote Michelle Miller. Miller, who is also an author and University of Arizona educator, presented on “Learning at the Intersection of Cognition, Motivation, and Technology.”

She shared how cognitive and motivational research can support effective teaching strategies and provided examples of successful technology-enhanced activities that educators could apply across online, in-person or blended classrooms for their students. The keynote also was attended by select Jefferson County Public School teachers, thanks in partnership with the J.B. Speed School of Engineering’s T2E program.

A highlight of the conference was the recognition of the many outstanding educators at UofL. The SGA recognized ��the “Top 5 Faculty Favorites”: Khaldoun Almousily (College of Arts & Sciences), Tony Arnold (Brandeis School of Law), Kristie Ennis (College of Arts & Sciences), Elizabeth Gentry (Speed School of Engineering) and Tony Okafor (College of Business). Faculty Favorites are student-led recognitions honoring educators who have made a lasting impact on their learning experience at UofL. Lucian Rothe, assistant professor of German and the Delphi Center’s 2024/2025 Faculty Affiliate, announced the 2024 TILL Teaching Innovation Award winners. The honors educators who have demonstrated a commitment to students with one or more innovative teaching practices. The 2024 winners were:

• Angela Thompson and Campbell Bego (Speed School of Engineering) for their work to address the ethical use of generative artificial intelligence with first year engineering students.
• Michael Metz (School of Dentistry), Cynthia Metz and Jeff Falcone (School of Medicine) for combining a system-based approach with active learning strategies to improve outcomes on national board exams and clinical practice.
• Ray Chastain (College of Business), David Johnson (School of Public Health and Information Sciences), Benne Holwerda and Breanna Ausbrooks (College of Arts & Sciences) for their work to study the relationship between flipped classroom design, gender and DFW, or “drop, fail, and withdrawal,” rates.

The conference featured a motivational lineup of speakers throughout the day including former President Kim Schatzel, former Provost Gerry Bradley, Vice Provost Kelvin Thompson and Student Government Association (SGA) President Allie Rose Phillips and Academic Vice President Macy Waddle. Attendees also engaged in peers’ sessions showcasing their inspiring teaching strategies and best practices within UofL throughout the day.

Bradley concluded the event by reflecting on the importance of the annual conference, “It was an enriching and inspiring day. Whether it’s undergraduate, graduate or professional education, [this conference is] really a unique opportunity for us all to learn. This is a journey – we are always continuing to be better.”

UofL remains dedicated to educational excellence, cultivating an environment where educators can collaborate, innovate and shape the future success of their students through teaching and learning.

See more about the��and view pictures from the event on . Educators may continue the conversation for student success strategies with upcoming events or consultations.

On April 26, 2022, the Find Your Fit Awards reception was held in recognition of the many faculty and staff who have contributed to its success and mission of supporting undergraduate students inside and outside of the classroom.����

“We were thrilled to have this special opportunity to thank and recognize the faculty and staff who collaborated across departments and programs to engage in this innovative work on behalf of our undergraduate students,” said Dr. Patty Payette, the executive director of Find Your Fit.��

At the heart of Find Your Fit is a three-credit hour elective that was offered through the department of Counseling and Human Development. The Personal and Academic Inquiry seminar (ECPY 302) was designed to help second-year students who are undecided, pre-unit or in transition between majors, identify their strengths as well as academic and career goals.����

A previous ECPY 302 student said, “I learned a lot about who I am as a person and a student and how I can thrive in the upcoming years of my life. This class has taught me both educationally and personally.”��

Led by a dedicated team of UofL faculty members, advisors and librarians, the course offered an intimate setting for students to explore personal and academic areas of interest. Those enrolled also worked closely with a designated advisor to help them navigate potential program majors and career paths. The result is an academic plan that can be modified beyond the course and aid students in the decision-making process as they continue to refine their values and skills.��

Robert Detmering, professor and head of research assistance and instruction at the University of Louisville Libraries, served as the embedded librarian for many of the instructional teams.��

“The intent is to help exploratory students who are maybe having trouble finding out where they’re situated in the university, in terms of a major, but also in terms of the community and relationships they have on campus,” Detmering said. “Find Your Fit is designed to help students think through where they’re at in life, what their goals are, and help them go through a research process that’s personally meaningful to them.”��

When COVID became a reality for our community, all the Find Your Fit partners stepped up to modify the course and project to keep teaching and reaching our students in hybrid and online formats. The instructional teams stretched themselves to teach and advise in new ways while modeling a pedagogy of care during a series of difficult semesters.��

Responsibilities of those who assisted the Find Your Fit program included serving on QEP planning and implementation committees, teaching on an instructional team during one or more semesters, and tapping colleagues and students to be part of the QEP. These commitments were completed in addition to their usual workload within the university.��

Interim Senior Vice Provost, Gail DePuy, presented awards to the faculty and staff for the successful completion of this ambitious initiative. Those award winners are listed below.

QEP Staff Team��

• QEP Executive Director and QEP Impact Report co-chair Patty Payette
• Manager of Assessment IL Barrow
• Faculty Development Specialist Caroline Boswell
• Administrative Services Manager Crystal Bradley
• Graduate Assistant Abbie Bordewyk

��Find Your Fit Faculty, Advisors and Librarians��

• Arts & Sciences faculty member Mary Ashlock
• Kent School of Social Work faculty member Jennifer Bobo
• Exploratory and Transition Advisor Daniel Darland
• University Libraries faculty member and library team leader Rob Detmering
• ����ֱ�� faculty member Eileen Estes
• Speed School of Engineering faculty member Mark French
• University Libraries faculty member Lidiya Grote
• ����ֱ�� faculty member Meg Hancock
• ����ֱ�� faculty member and QEP Impact Report co-chair Amy Hirschy
• Public Health faculty member David Johnson
• Business faculty member Abby Koenig
• Public Health faculty member Scott LaJoie
• ����ֱ�� faculty member Mark Leach
• Music faculty member Kimcherie Lloyd
• Arts & Sciences faculty member Brandon McCormack
• ����ֱ�� faculty member Amanda Mitchell
• Exploratory and Transition Advisor Jessica Newton
• University Libraries faculty member Latisha Reynolds
• Exploratory and Transition Advisor Jessy Rosenberg
• Kent School of Social Work faculty member Sharon Sanders
• University Career Center liaison Rosie Shannon
• Exploratory and Transition Advisor Emily Spoden
• Law School faculty member JoAnne Sweeny
• ����ֱ�� faculty member Shelley Thomas
• Exploratory and Transition Advisor Eric Turner
• University Libraries faculty member Amber Willenborg
• Exploratory and Transition Advisor and project co-leader Marissa Williams

Find Your Fit Administrative Leaders��

• Director of Student Success and Director of Exploratory and Transition Advising Katie Adamchik
• Interim Associate Provost for Teaching & Innovation Marie Kendall Brown
• Vice Provost for Assessment and University Decision Support/Analytics Bob Goldstein
• Vice Provost for Undergraduate ����ֱ�� Beth Willey

Now at the end of its five-year arc, Find Your Fit will culminate in a QEP Impact Report currently underway. The University will review the program’s outcomes and decide how the program will transition beyond the experimental phase. More information about the Find Your Fit QEP initiative is available .��More photos from the awards ceremony are .��

Story written by Ashley Striegel, marketing and communications coordinator at UofL’s Delphi Center.��

The 2022 award recipients are Danielle Franco, associate professor in chemistry; David Johnson, assistant professor in health management and systems sciences; Daniela Terson de Paleville, associate professor in health and sport sciences; and a group submission by Natalie Christian, Rachel Pigg, Mikus Abolins-Abols and Jeffery Masters in biology.��

Now in its second year, the TILL Teaching Innovation Award grants winners $1,000 and an invitation to share their work at the annual Celebration of Teaching and Learning conference.��

��“I continue to be impressed by the innovative methods our faculty are investigating to help students learn,” said Marie Brown, interim associate provost for teaching and innovation. “At the Delphi Center, we see first hand how much work instructors put into designing their courses. We want to recognize those who are exploring new ways to meet student needs.”��

“By its nature, teaching is an iterative process,” Christian added. “We always learn from our successes and our failures in the classroom, and can use that information to make our courses better.”

Christian was recognized with colleagues Abolins-Abols, Masters and Pigg for their work restructuring the intro biology curriculum to include course-based undergraduate research experiences.��

For Terson de Paleville, who won for designing active learning course activities centered around the flipped classroom and team-based assignments, teaching innovation is critical to creating an inclusive classroom.

“One size does not fit all in education,” she said. “The same material can be presented in many ways, or even better, can be discovered and understood by students of all ages, cultural, ethnic, and previous academic backgrounds, students with disabilities, neurotypical and neurodiverse students.”��

Franco found that going the extra mile to provide students with new ways to engage with course material, such as the virtual reality simulations she created for her chemistry course, made the concepts more accessible to students.

“The most rewarding part of implementing this innovation is the feedback from students,” she said. “They thought that the simulations were very engaging and helpful.”��

One of the criteria used by the award selection committee is the potential for other instructors to adopt the teaching strategy across diverse academic disciplines. Johnson won for such an innovation, the development of a versatile assignment and evaluation rubric using the principles of the Paul-Elder model of critical thinking.��

“Our hope is that by celebrating innovation in teaching faculty across campus will be empowered to explore new strategies in their own courses,” Brown said. “It’s an exciting time for instructional innovation, and I look forward to seeing what strategies, tools and practices our talented faculty implement in the year ahead.”��

��

Story written by Brooke Whitaker, marketing manager at UofL’s Delphi Center.��

UofL’s fully online programs were recognized as some of the top online education for students in the following categories:

• Online bachelor’s
• Online graduate education (specialty ranking of 22 for veterans)
• Online criminal justice (specialty ranking of 12 for veterans)
• Online bachelor’s psychology
• Online engineering
• Online computer information technology

Since 2000, UofL has been offering online degrees and has grown to over 50 online programs and certificates.

“Our students are attracted to our online programs because the online delivery mode allows students access to education in a way that on-campus programs cannot for adults who are often working and raising families,” said Kristen Brown, interim associate provost for Online Learning and Technology. “Our online programs allow part-time enrollment and most are fully asynchronous.”

With fully asynchronous programs available, online students are granted the flexibility to successfully achieve their degree on their own time. UofL’s online programs build a community of care when it comes to adult learners, working professionals, active military, and veterans seeking and succeeding in higher education.

This year, UofL adds two new rankings:

• Online MBA programs (specialty ranking of 29 for veterans)
• Online bachelor’s business (specialty ranking of 38 for veterans)

He is also an active duty U.S. Space Force Officer assigned to the 613^th Air Operations Center at Joint Base Pearl Harbor-Hickam, Hawaii. Specifically, he serves as a bounty hunter liaison officer.

Lacourrege, who hails from Ridgeland, Mississippi, originally entered the Air Force in 2016 as a space operations officer. In 2020, he was among the first servicemembers to transition into the new U.S. Space Force. In addition to Joint Base Pearl Harbor-Hickam, Hawaii, his other assignments include Vandenberg Space Force Base, Schriever Space Force Base, and Peterson Space Force Base.

During his time in the Air Force and the Space Force, he’s attended schools like the Satellite Vehicle Operator Initial Qualification Training, the Advanced Payload Engineering Course, and the Advanced Satellite Communications Planner Course. He’s earned the Air Force Commendation Medal, Remote Combat Effects Campaign Medal, Combat Readiness Medal and Nuclear Deterrence Operations Service Medal.

Lacourrege said community environment and welcoming accommodations were factors in him choosing UofL. He also cited ease of access to university amenities, certification programs, and academic tools which make it simple for him to prepare for success in his degree program.

“UofL feels like a family even though I may be a distance student,” he said.��

Lacourrege said CEHD’s Ron Sheffield, his academic adviser, and Nina Marijanovic, coordinator of admissions, as well as Delphi Center’s Veronica Johnson have been extremely helpful during his transition into the M.S. HROD program.­­

Not only does he plan to learn mastery of the subject through his M.S. HROD degree, but he plans to utilize the knowledge and skills he acquires to be able to implement effective leadership qualities in his Space Force career.��

UofL recognizes��Lacourrege in celebration of the second birthday of the U.S. Space Force on December 20, 2021.��

The University of Louisville continues to make progress on its 2020-2022 Strategic Plan. The Gheens Foundation is playing a key role in its success.

Established in 1957 by philanthropists and entrepreneurs C. Edwin and Mary Jo Gheens, the Gheens Foundation has provided more than $130 million in grants to improve the quality of life for the residents of Metropolitan Louisville, particularly in the areas of education and human services. With those priority areas in mind, Gheens contributed $2 million to support the university’s mission in February 2019. About $500,000 was committed to immediate campus safety and security enhancements. In addition to that initial investment in safety and security, UofL has used more than $530,000 of the Gheens funding to support seven strategic proposals submitted by the Strategic Plan subcommittees that will directly impact students, faculty and staff.

“Early in my tenure at UofL, the Gheens Foundation stepped up to ask: ‘How can we help the university better accomplish its strategic goals and improve the lives of students, faculty and staff?’” President Neeli Bendapudi said of the gift. “The Gheens gift continues to make a difference as we target the funds in areas that benefit the university in a variety of ways. By directing the money to these projects, we are ensuring that UofL is and will continue to be a great place to learn, to work and in which to invest.”

Over the next two weeks, UofL News will share information on each of these areas, beginning with:

Chatbot

Recruiting and supporting prospective and current students is a ‘round-the-clock service, as they seek information at times that best fit their schedules and from a number of digital channels. With the implementation of an artificial intelligence chatbot on its website, UofL will be better able to address students’ needs by providing information and support 24 hours per day, seven days per week.

A chatbot is a program that responds to a users’ questions in real time, providing service to students who may not be able to reach offices and individuals during regular hours. This is particularly important for the areas of student recruitment and retention, which deal primarily with students and their families.

The Great Place to Learn subcommittee partnered with the offices of undergraduate and graduate admissions, Information Technology Services, the Registrar’s Office and the Delphi Center to select a chatbot that would best serve the university’s needs. Administered by Mainstay (formerly AdmitHub) and coordinated by the Enrollment Management Systems team, the chatbot program will be implemented in spring 2022 and, eventually, will be available to add to any university website.

Gheens is providing the funds for the three-year initiative, including annual maintenance and licensing fees. The Strategic Enrollment Management and Student Success unit will supplement funding for the program.

“This will be a game changer for us,” said Jim Begany, vice provost for enrollment management and student success. “Students want and deserve the higher level of service we will be able to provide.”

Employee Onboarding

Employee satisfaction begins the day a new faculty or staff member walks onto campus for the first time. A Great Place to Work subcommittee and the Employee Success Center have designed a new, year-long onboarding process to better support new employees. The onboarding process will be enhanced with unit-specific activities such as assigning onboarding mentors and using a checklist to ensure the new employee’s needs are being addressed.

The process also will include a branded gift box that will be sent to new employees, which includes items that will be useful in the first few days on the job, keepsake items and a personal message from the university president. The committee also proposed recognizing employees after their first year of the start date with a message of thanks and a small token of appreciation.

The Employee Success Center hopes to launch the new program in January; training and development of the checklist will begin by the end of this year.

Cultural Wellbeing Index

Between the Covid-19 pandemic and social justice issues, particularly in Louisville, the UofL community experienced significant cultural shocks in 2020-21. The Cultural Wellbeing Index provided an opportunity to gauge the current health of the campus culture at UofL and to establish a baseline for future studies. The Gheens gift provided funding for implementation of the study, which surveyed more than 2,300 students, faculty, staff and alumni.

The study has led or will lead to a number of outcomes, including the previously mentioned restructuring of the university’s onboarding process. The survey results also suggested that the CWI will be effective in assessing the campus community’s response and the university’s actions following any future societal and cultural shocks.

“A healthy campus culture is vital for any organization and an important factor to consider in determining the direction of the university,” said Faye Jones, interim senior associate vice president for diversity and equity and co-chair of the subcommittee that recommended the survey. “The CWI will assist us in determining the potential impacts of policies and administrative actions on our community. It will help us make decisions that will improve the work environment for our faculty and staff.”��

Next week: UofL News will highlight three more projects funded by Gheens, including safety improvements, a research mentoring program and Cardinal Principles marketing.

Hopper’s nine-year Air Force career reads like an action-adventure movie.

He has deployed twice in support of Operation Inherent Resolve and once in support of Operation Freedom Sentinel and Operation Resolute Support. He also has multiple deployments in the Pacific region, supporting U.S Special Operations Command training exchanges and Chairman, Joint Chiefs of Staff exercises.

While stationed at Kadena Air Base, Japan, Hopper was part of the team who conducted the Thailand Cave Rescue operation, successfully extracting 13 members of the Thai soccer team who had been trapped in the cave complex for 17 days.

During the Trump presidency, he was deployed on a mission detailed to a Counter-Terrorism Crisis Response Force for an operation supporting the Trump/Kim Jong Un summit in Hanoi.

Hopper’s most recent deployment was to Afghanistan in support of Operation Allies Refuge, where he was helping to evacuate U.S. citizens and Afghan nationals. ��

During his Air Force career, Hopper has earned several awards. He was named Air Combat Command’s Pararescue Airman of the Year in 2017 and the Air Force Special Warfare Pararescue Non-Commissioned Officer of the Year in 2019. For his role in the Thai Cave Rescue, he was awarded the Defense Meritorious Service Medal.

Hopper, a Louisville native, graduated from Trinity High School in 2003. As a long-time Cards fan, he enrolled at UofL as a Business Management major. He even walked on to UofL’s Track and Field team as a pole-vaulter. Hopper attributes his success as a special operator to his then-assistant coach on the Track and Field team, Doug Sharp.��

Unfortunately having to depart before completing his degree, Hopper knew he always wanted to finish his degree with UofL. In 2020, when he heard about UofL’s B.S. OLL program, with its unique aspects for military members and that he could accomplish it fully online, he “knew he found the perfect program to accommodate his frequent moves with the Air Force.”

Hopper acknowledges CEHD staff members Amber Roberts, director of Undergraduate Student Success, and Chelsea Wicks, senior academic counselor, for providing him with support throughout the program.

“Their support will have been a big factor when I graduate with a degree,” he said.��

Hopper plans to use his UofL degree to further his career in the military, or eventually even in his own business.

Hopper who is married with two children, said he can’t wait to get home from Afghanistan to “practice gymnastics and baseball with his kids, and ��to watch Louisville Cardinal Football … Go Cards!”

UofL honors Hopper’s service in the Air Force and is proud to recognize the 74^th birthday of the U.S. Air Force on September 18, 2021.

Story written by Kyle Hurwitz, UofL’s director of Military and Online Initiatives.

UofL is one of just 23-member universities nationwide of the Federal Academic Alliance. At UofL there are currently over 50 online undergraduate, graduate, certificate and doctoral programs offered. UofL’s online programs achieved several distinctions in the U.S. News and World Report 2021 ratings, including; Best Online Programs “Bachelors” and Best Online Programs “Grad ����ֱ��.”

Through the Federal Academic Alliance, colleges and universities provide educational opportunities to the federal workforce. It was created to help the federal government address critical skills gaps and mission critical occupations such as economics, human resources, cyber security, auditors, acquisition and science, technology, engineering and mathematics.

As a Federal Academic Alliance member institution, UofL Online Learning will host a booth at the Virtual Federal Government ����ֱ�� and Professional Development Symposium on Sept. 14. Sharon Kerrick, Assistant Vice President of the Digital Transformation Center, will present “How Data Analytics and Digital Literacy Can Propel Your Career.” This symposium is an event to assist federal employees with workforce skills and development enhancement.

To learn more about UofL’s Federal Academic Alliance member benefits, view UofL’s FAA .

The vice provost with a can-do attitude has worked in many forms of UofL academic affairs and services throughout the 35-year tenure that ended with her June 30 retirement. In recent years, Rhodes had the additional title of executive director of the Delphi Center for Teaching and Learning.

“People knew if you gave me something, it got done – and I enjoy that reputation,” Rhodes said.

“She has grown a small Delphi Center program into a juggernaut that offers expertise including instructional design, pedagogy/college teaching, higher education administration, IT, disability services, program and administrative support, conference and events services and sales, enrollment counseling, marketing and finance,” Provost Lori Stewart Gonzalez said. “The most recent addition to the Delphi Center is Military and Online Initiatives, an area that was created to lead institutional efforts to support on-campus and online military-connected students.”

Rhodes is quick to credit her staff members, who number close to 60 and who share her viewpoint that “at the end of the day, we need to do excellent work,” she said. She is proud of what they’ve accomplished together.

“The beauty of my unit is we are a service unit, and my staff thoroughly understands that,” she said.

When Rhodes arrived at UofL, she established and coordinated the freshman orientation course and soon served as director of academic services, earning her UofL doctorate along the way in counseling and college student personnel in 1994. She also had responsibility for UofL’s Quality Enhancement Plan meant to enhance critical thinking skills to address real-world problems.

Over the years Rhodes assumed more and more responsibilities and assignments in the evolving areas of professional, distance and continuing education and, ultimately, the burgeoning field of online education.

And, although the processes were well in place beforehand, at no time was the importance of online education more important or visible than when UofL needed to shift to remote learning mid-spring semester 2020 because of the COVID-19 pandemic.

“I knew our staff and I knew we were structured in such a way we could turn on a dime,” Rhodes said. Her message to her team was simple: “We’ve got to bring our faculty online for our students.”

“This is our opportunity,” Rhodes recalled saying to a team leader. “This training has to be outstanding.”

Rhodes said the unit also assessed along the way to ensure it was meeting faculty needs and ultimately the learning outcomes for students.

“I think we rose to the occasion,” she said. “People saw the value of what we have to offer them.”

The Delphi Center also has concentrated on working with faculty within their colleges or academic departments for better coordination of ways to deliver their subjects as peers. “You make a difference with people one at a time,” she said.

Most gratifying for her has been the reaction of some professors who’ve relied on the Delphi Center expertise in refining their approach to reaching their students, not only during the pandemic shift.

“The number of people who’ve said they’ve changed the way they teach….,” Rhodes said. “Working with my staff has made them better teachers. That’s been wonderful.”

She praised the “faculty who are willing to grow and learn,” adding that most people are most comfortable with teaching the way they were taught.

“I am grateful to those who are open to learning new ways to deliver education,” she said.

Delivering online education now can even mean offering entire graduate programs that way. Rhodes credits deans and other administrators who show leadership and understanding of what it takes to market to adult students who might have some college credits but lack a full degree or who need more education through an advanced degree. Those adults often are juggling families, full-time jobs and locations outside Louisville with their need for coursework – and for them, online is the way to a brighter future and more opportunity.

Rhodes cited the online master of business administration degree and the university’s new, first fully online doctorate in social work as examples of ways UofL is trying to reach different populations and bring them to the university through online curriculum in a stiffly competitive market.

Rhodes leaves the university proud of what she has accomplished with her staff and hopeful about the future.

“I think the university is really poised to move forward, and for me that’s really exciting,” she said.

The 2021 award recipients are Angela Storey, assistant professor in anthropology; Kathy Gosser, assistant professor and director of franchise management in management and entrepreneurship; Rachel Hopp, assistant professor in biology; and Brian Robinson, James Lewis, Nicholas Hawkins, and Gary Eisenmenger in engineering fundamentals.

“We are celebrating faculty who are exploring ideas that help students learn. Throughout the COVID-19 pandemic, UofL faculty have found new ways to deliver quality instruction while connecting with students online,” said Delphi Center for Teaching and Learning Executive Director and Vice Provost Gale Rhodes. “We were blown away by the applications we received for the first year of this award.”

The TILL received 22 applications for the award, which grants winners $1,000 and an invitation to share their work at the annual Celebration of Teaching and Learning Conference.

Applicants said that innovation is critical to meet the changing needs of students.

“It is important to be a responsive teacher and to situate our work within the specificity of our students, this time, and the context of our world. Specifically, finding ways to put power into the hands of our students is important for me in making decisions about how to teach,” Storey said.

Gosser found that giving her students flexible ways to engage with course content, such as the podcast she launched in her course, increased student participation.

“They tell me that they can exercise while listening, make dinner with their roommates and all listen, and even drive,” she said. “One student told me it doesn’t even feel like school. Their reactions have been my motivation to keep improving my delivery and my guests.”

“We were acutely aware that students were already fatigued by the remote nature of their education, and it was heartwarming to hear that our course was helping students feel interested in their work again,” Robinson said.

During the pandemic, the team from the J.B. Speed School of Engineering used classroom response systems to build a collaborative online environment similar to the makerspace used for face-to-face courses.

Hopp also explored ways to bring active learning methods to her online course.

“I decided I was not going to slip back into the old passive ways of instruction just because those were the simplest ways to deliver the material online,” she said. “Instead, I created an online environment that closely mimicked our Belknap Academic Building-classrooms where students stay in small, table-like groups for discussion throughout class while still being connected to the larger class audience and the instructor.”

Rhodes hopes that faculty across campus continue to build on these new ideas in their own courses.

“A common thread for these winning innovations is that they can be used as models in nearly any content area,” she said. “I hope in the year ahead that we will see faculty across campus test, refine and scale these practices in addition to exploring their own ideas.”