Abstract:
For the past three years, instructors have been challenged to find creative and efficient alternatives for teaching in remote and hybrid formats, creating an opportunity to explore innovative teaching pedagogies, such as flipped classrooms, computer-based assessments, and online testing. In this presentation, I will elaborate on my experience of implementing diverse learning approaches within my course and how I measure their impact to drive continuous improvement. More specifically, I will a) examine the correlation between exam modality and students’ performance, b) showcase two examples of flexible deadlines and their effects on how students complete formative assessments, c) detail the integration of collaborative learning activities in the online and in-person sections of my course, highlighting how the course structure has impacted students’ performance, satisfaction, and sense of belonging.

Bio:
Mariana Silva is a Teaching Associate Professor at the University of Illinois Urbana-Champaign. Her interests include teaching innovations, as well as large-scale computer-based assessments and collaborative learning in STEM university courses; she has extensive experience in course development for engineering, computer science, and mathematics. She is currently the PI for the NSF IUSE grant “Enhancing equity and access via digitally-mediated collaborative learning experiences” which aims to explore connections between online learning, equity, and access. Silva is passionate about teaching and improving the classroom experience for both students and instructors.