Celebrating Excellence in Teaching Methods and Innovations at KU
May 8, 3-5 p.m. Kansas Union Ballroom
Celebration of Teaching Annual Poster Session and Reception. Join us for an afternoon of celebration, inspiration, and community at the Kansas Union Ballroom on May 8 from 3 - 5 p.m. Over 90 posters will be on display detailing the discovery and results of learning transformations from CTE programs.
Course Transformation Reflections
Take a look at a few reflections from more than 70 posters displayed at the Celebration of Teaching.
Integrating ethical AI workflows through categorized assignments and in-class workshops led to students critically evaluating AI tools and using them as baselines for expanded research.
Sean Seyer, associate professor of History, participating in the CTE Course Design Institute, presents a poster detailing how they transformed their Aviation in American Culture course.
The poster explores the teaching question: How can higher education promote the ethical and critical use of AI tools? To address this, the instructor integrated Microsoft Copilot and NotebookLM into the curriculum.
Assignments were strategically divided into three categories: Solely Human, AI Assisted, and AI Enhanced to help students distinguish between original work and AI-supported synthesis. Additionally, in-class workshops provided a space for students to explore the benefits and limitations of these tools through peer discussion and practical exercises
Streamlining course structure and applying CDI principles led to a more balanced, engaging, and student-friendly experience in PMGT 305
Gary Broils, director & professor of the practice, Project Management Programs shares his poster detailing how he applied Course Design Institute (CDI) strategies to redesign PMGT 305: Foundations of Project Management.
To address student feedback regarding technology integration and course structure, Broils focused on five key CDI goals: enhancing engagement through active learning, identifying at-risk students early, scaffolding complex concepts, strengthening real-world relevance, and implementing regular feedback loops.
By streamlining content and enhancing course functionality for this online undergraduate course, the redesign aimed to create a more effective and satisfying learning experience that supports diverse student needs.
Team-based practice describing, researching, and interpreting works of art led to a more engaging learning environment that builds community while fostering formal and contextual analysis skills.
Emily Monty, an professor of Art History, shares a poster highlighting course changes made through the CTE Course Transformation Grant program for HA 151 - Introduction to Art History.
The project aimed to replace traditional discussion sections with evidence-based Team-Based Learning activities to create a community of learners within a lecture hall setting.
By utilizing backward design and scaffolding, the course transitioned from a fragmented lecture/discussion format into two cohesive 75-minute meetings. This streamlined experience increased transparency and generated deeper student engagement while maintaining robust coverage of essential art historical content.
