BEGIN:VCALENDAR VERSION:2.0 X-WR-CALNAME:uptlc2026 X-WR-CALDESC:Event Calendar METHOD:PUBLISH CALSCALE:GREGORIAN PRODID:-//Sched.com Upper Peninsula Teaching & Learning Conference - 2026//EN X-WR-TIMEZONE:UTC BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260528T170000Z DTEND:20260528T203000Z SUMMARY:Conference Check-In DESCRIPTION:\n CATEGORIES: LOCATION:Ballroom Foyer\, Northern Michigan University - Northern Center SEQUENCE:0 UID:6a4dbd2f8620437fefa20acbed533729 URL:http://uptlc2026.sched.com/event/6a4dbd2f8620437fefa20acbed533729 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260528T183000Z DTEND:20260528T203000Z SUMMARY:Pre-Conference Workshop: Exploring AI for Teaching and Learning: A Hands-On Workshop DESCRIPTION:Designed for those who are interested in employing artificial intelligence (AI) within the context of their curriculum and/or courses\, this hands-on workshop will begin by providing participants with a guided\, hands-on exploration of key generative AI tools being used today. After exploring this landscape\, the workshop will shift to specific applications of AI within teaching and learning settings. A key theme will be how faculty can ensure their students achieve the learning outcomes of their courses while also engendering AI competencies and literacies that are increasingly in demand in the world of work. Assignment design\, feedback\, and grading will be key topics. A hallmark of this session will be opportunities for attendees to explore AI within the specific context of their own courses. CATEGORIES:PLENARY SESSION LOCATION:Ballroom IV\, Northern Michigan University - Northern Center SEQUENCE:0 UID:e62fddfd76792a2182779d1e59129a25 URL:http://uptlc2026.sched.com/event/e62fddfd76792a2182779d1e59129a25 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T111500Z DTEND:20260529T193000Z SUMMARY:Conference Check-In DESCRIPTION:Check-in to get your badge and additional conference information. CATEGORIES: LOCATION:Ballroom Foyer\, Northern Michigan University - Northern Center SEQUENCE:0 UID:647045f932f32879ffcc636b9cd48a52 URL:http://uptlc2026.sched.com/event/647045f932f32879ffcc636b9cd48a52 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T121500Z DTEND:20260529T131500Z SUMMARY:Breakfast and Keynote: AI’s Impact on Teaching and the Future of Higher Education DESCRIPTION:Generative AI tools have had an astonishingly quick impact on the ways we learn\, work\, think\, and create.  \;While higher education’s initial response was to develop strategies to diminish AI’s influence in the classroom\, it is now clear that AI competencies and literacies must be embraced as essential learning for most colleges and universities.  \;These responses and realities create challenging tensions that higher education must work to resolve.  \;Drawing from his new book\, Teaching with AI: A Practical Guide to a New Era of Human Learning (Johns Hopkins University Press\, 2024)\, Dr. C. Edward Watson will detail the challenges and opportunities that have emerged for higher education\, especially in terms of pedagogical practice and student learning.  \;Additionally\, key opportunities provided by AI include ways for faculty to improve instruction and save time\, but these benefits also have the potential to have an impact on the profession of teaching itself.  \;The future of the professoriate will also be discussed and suggestions will be provided regarding how faculty can participate as their profession evolves. \; CATEGORIES:PLENARY SESSION LOCATION:Ballrooms I & II\, Northern Michigan University - Northern Center SEQUENCE:0 UID:8fc416cea7703524f6411a653242ae8b URL:http://uptlc2026.sched.com/event/8fc416cea7703524f6411a653242ae8b END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T133000Z DTEND:20260529T135000Z SUMMARY:Lessons from the Northern Woodshed Project: Teaching and Learning about Renewable Energy Production in the Northern Forest DESCRIPTION:The farm-to-table movement has demonstrated how \;eating locally can promote rural economic development\, decrease transportation costs\, and reduce greenhouse gas (GHG) emissions. The Northern Woodshed Project has explored the possibilities for \;heating \;locally in Michigan’s Upper Peninsula. Northern Michigan University’s Carbon Neutrality Plan aims to reduce greenhouse gases 50% by 2040 by reducing energy demand and investing in renewable energy technologies. Specifically\, the plan states that NMU will “develop a plan to potentially transition from natural gas to a renewable fuel\, such as biomass or renewable natural gas\, at the Ripley Plant.” The Northern Woodshed Project has engaged students\, researchers from different departments on campus\, and community partners to examine how NMU might reduce its dependency on fossil fuels by heating campus with woodchips from sustainably managed forests. This presentation will share some of the key lessons learned from the project\, and will explore possible future opportunities for teaching and learning within the Northern Forest. CATEGORIES:HIGH-IMPACT PRACTICES AND EXPERIENCES LOCATION:Peninsula IV\, Northern Michigan University - Northern Center SEQUENCE:0 UID:a78d14c353b2a0a92f16c7cdccb2b175 URL:http://uptlc2026.sched.com/event/a78d14c353b2a0a92f16c7cdccb2b175 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T133000Z DTEND:20260529T135000Z SUMMARY:Closing the Loop: Integrating Practice-Based Courses with Core Theory in Engineering Curricula DESCRIPTION:Engineering curricula are often structured around a sequence of core theory courses complemented by practice-based classes intended to develop professional skills\, design intuition\, and applied problem-solving. In practice\, however\, these two components are frequently experienced by students as disconnected or even competing elements of their education. This disconnect can limit students’ ability to transfer theoretical knowledge to real-world contexts and reduces the perceived value of both course types.\n\n\nIn response\, the author describes a personal\, instructor-driven approach to intentionally linking practice-based courses with core curriculum content\, specifically within dynamics and vibrations. Practice classes are structured to allow for investigation and tinkering in mechanical engineering. Laboratory exercises\, measurement activities\, and semester long projects are deliberately aligned with topics currently being covered in dynamics\, mechanics\, and fluids classes\, allowing students to discover physics phenomenon in some cases\, and apply analytical tools in physical contexts in others. At the same time\, examples in practice-based courses are carried back into core classes\, where they are used to motivate theoretical development and highlight modeling assumptions.\n\n\nEvidence from student feedback\, course artifacts\, and performance on integrative assessments suggests that this alignment improves conceptual understanding\, increases student confidence in applying theory\, and strengthens connections between analysis and engineering judgment. Students report a clearer sense of purpose in both course types and greater engagement when theoretical content is immediately contextualized through hands-on application. The results highlight the value of instructor-led curricular integration and offer practical\, scalable methods for faculty seeking to better connect theory and practice within engineering education.\n\n\n CATEGORIES:INNOVATIONS IN TEACHING AND LEARNING LOCATION:Founders Room\, Northern Michigan University - Northern Center SEQUENCE:0 UID:eb55d2947480a751b01f7b775e8595a3 URL:http://uptlc2026.sched.com/event/eb55d2947480a751b01f7b775e8595a3 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T133000Z DTEND:20260529T135000Z SUMMARY:The Write Pathway: Embedding Career Exploration in First-Year Writing Courses DESCRIPTION:As colleges and universities are held more accountable to gainful employment metrics\, many institutions are increasing their focus on career exploration and essential skills development. In \;More Essential Than Ever: Community College Pathways to Educational and Career Success\, \;Davis Jenkins\, et al. make a compelling case for intentional educational pathways that provide students with the tools\, skills\, knowledge\, and career planning for successful\, living-wage careers. As a seasoned writing instructor \;and college administrator\, I \;wanted to \;experiment \;with \;embedding \;these skills in \;a \;general education course \;to align with our college reform goals. \;I \;practiced "pedagogical adaptability" and revamped \;the \;final research and persuasion project in \;my \;English 101 \;class \;to focus on career exploration (Giordano et al.). \;Students learned about themselves and their chosen career while \;practicing key rhetorical and information literacy skills \;through \;assignments. This \;assignment \;proved to be \;meaningful for students and supported our college's key goals around post-graduation student success. In this presentation\, I will \;share \;relevant \;research\, front-line \;insights\, and a \;template for how I structured this project. \; \;\n \;\nGiordano\, Joanne Baird\, et al. \;Reaching All Writers: A Pedagogical Guide for Evolving College Writing Classrooms. University Press of Colorado\, 2024. \; \;\n \;\nJenkins\, Davis\, et al. \;More Essential Than Ever: Community College Pathways to Educational and Career Success. \;Harvard Education Press\, 2025. \;\n \;\n\n\n CATEGORIES:INNOVATIONS IN TEACHING AND LEARNING LOCATION:Ballroom IV\, Northern Michigan University - Northern Center SEQUENCE:0 UID:867c07083c234efdb8ae0963d1b64df1 URL:http://uptlc2026.sched.com/event/867c07083c234efdb8ae0963d1b64df1 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T133000Z DTEND:20260529T135000Z SUMMARY:Teaching for Access: Practical Strategies for Inclusive Course Design DESCRIPTION:As I have progressed over the past eight years as a writing instructor\, both as an adjunct and as a graduate student teaching first-year writing and technical communication\, I\, like most instructors\, am constantly reflecting on ways to improve my course materials. My goal is not only to strengthen assignments in ways that enhance student learning outcomes but also to ensure that all materials are accessible and free from barriers for every student. \;\n\n\nMy efforts to make my courses more inclusive align with scholarly conversations about the ethical responsibilities of educators and the importance of designing learning environments that welcome all students. According to Selfe and Howes\, who argue\, “For educators\, it is ethically questionable to practice pedagogies and construct spaces that categorically exclude entire classes of people. We need to pay attention to the teaching of composition through the lens of disability studies to remind ourselves of just how much our profession has to learn\, and just how much we have been content to ignore”(para. 2). The sentiment from Selfe and Howes can be applied to all classes. All instructors should strive to foster inclusivity through all materials and pedagogical strategies\, aligning with Titchkosky’s (2011) assertion that “a classroom\, a policy\, or a professor can be perceived through questions of access” (p. 7). It should be clear that there is no question of access\, and there will be no need to worry about whether accommodations will be followed in the classroom.\n\n\nThis presentation will explore strategies for designing courses through a disability studies/justice lens. Drawing on disability studies scholarship and my teaching experiences\, I will offer practical approaches to accommodations\, including creating accessible course materials —such as syllabi\, slide decks\, office hours\, and other instructional resources —and pedagogical practices that foster access\, empathy\, and inclusion for all students.\n\n\nReferences\nSelfe\, C.\, & Howes\, F. (2013). Over there: Disability Studies and Composition. \;Kairos A Journal of Rhetoric\, Technology\, and Pedagogy\, vol. 18\, no 1. https://kairos.technorhetoric.net/18.1/coverweb/yergeau-et-al/pages/index.html\nTitchkosky\, T. (2011). \;The Question of Access: Disability\, Space\, Meaning. University of Toronto Press. CATEGORIES:SUPPORTING ACCESSIBILITY AND BELONGING LOCATION:Peninsula V\, Northern Michigan University - Northern Center SEQUENCE:0 UID:87d69bd6b20eeaa9c6cb92dd93db485a URL:http://uptlc2026.sched.com/event/87d69bd6b20eeaa9c6cb92dd93db485a END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T133000Z DTEND:20260529T135000Z SUMMARY:Mulligan Exams: Redemption without abolishing deadlines DESCRIPTION:Any student can have a bad day.  \; But giving students multiple attempts on exams is fraught with issues of fairness\, exam integrity\, and student preparation.  \; In this session\, we'll discuss a "mulligan" system used in a very large class (300+)  \;that tries to balance these issues using online exams with large "pools" of questions.  \; We'll explore how to determine who shoud be eligible for a "second shot" as well as making sure students are prepared to make the most of it. CATEGORIES:TEACHING WITH TECHNOLOGY LOCATION:Peninsula I\, Northern Michigan University - Northern Center SEQUENCE:0 UID:b9a0a7d8ac4b708b810e9493298326d4 URL:http://uptlc2026.sched.com/event/b9a0a7d8ac4b708b810e9493298326d4 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T140000Z DTEND:20260529T142000Z SUMMARY:Forensic Chemistry High-Impact Experience Project: Lessons Learned DESCRIPTION:In this 20-minute session\, Instructor Crystal Keso will share her experience and lessons learned from implementing a high-impact experience in a Forensic Chemistry course. Forensic Chemistry is an upper-level course required for NMU Forensic Biochemistry majors. Instructor Keso teaches the DNA identity testing unit and has replaced a traditional lecture exam with a unit project assignment. The unit project requires students to select a topic of interest within the scope of DNA identity testing and diversity\, equity\, inclusion\, and belonging in the field. Students work in collaborative groups\, share information with peers\, and engage in reflective writing. In this session\, Instructor Keso will share how she aligned this experience with high-impact principles and the lessons she has learned over the past three years. CATEGORIES:HIGH-IMPACT PRACTICES AND EXPERIENCES LOCATION:Peninsula IV\, Northern Michigan University - Northern Center SEQUENCE:0 UID:e34a1fbcea97f4dc6a4f1ccca510af97 URL:http://uptlc2026.sched.com/event/e34a1fbcea97f4dc6a4f1ccca510af97 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T140000Z DTEND:20260529T142000Z SUMMARY:Teaching historical context in economics classes DESCRIPTION:In my Intermediate Macroeconomic Theory course at Michigan Technological University\, I have experimented with a series of applied\, historically grounded projects designed to help students contextualize the development of macroeconomic models. This initiative began after I discovered that a majority of students could not identify the decade of the Great Depression\, revealing a significant gap in historical-economic literacy that limited their ability to fully grasp the evolution of macroeconomic thought.\nIn response\, I first implemented a half-semester project in which students created a detailed persona of an individual living during the Great Depression. While this immersive assignment significantly deepened students’ understanding of that period and increased engagement beyond expectations\, it also narrowed their focus to a single event.\nThe following year\, I redesigned the assignment into a group-based virtual timeline project spanning major economic events from 1900 to the present. This broadened students’ historical awareness but reduced the depth of contextual understanding necessary to fully appreciate the intellectual environment in which foundational macroeconomic models were developed.\nThis presentation will explore the design process behind these projects\, assess the tradeoffs between breadth and depth in applied historical learning\, and introduce a new hybrid model currently under development. \; CATEGORIES:INNOVATIONS IN TEACHING AND LEARNING LOCATION:Founders Room\, Northern Michigan University - Northern Center SEQUENCE:0 UID:c14cf7321c22b9ed42d6bd61deebd295 URL:http://uptlc2026.sched.com/event/c14cf7321c22b9ed42d6bd61deebd295 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T140000Z DTEND:20260529T142000Z SUMMARY:Whose Draft Is It? Co-Creating Revision Practices with Underprepared Writers in First-Year Composition DESCRIPTION:This presentation reconceives revision as an act of authorship rather than correction. Using a constructivist\, co-created feedback model and a SWOT-based revision framework\, it shows how underprepared writers learn to evaluate\, defend\, and shape their own rhetorical choices. The session highlights classroom practices that cultivate agency\, intellectual risk-taking\, and durable writing development. CATEGORIES:SUPPORTING ACCESSIBILITY AND BELONGING LOCATION:Peninsula V\, Northern Michigan University - Northern Center SEQUENCE:0 UID:023cc468b81056e6da6188ff0dac8595 URL:http://uptlc2026.sched.com/event/023cc468b81056e6da6188ff0dac8595 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T140000Z DTEND:20260529T142000Z SUMMARY:Creating Perfect Groups Instantly in Class with the Click of a Button DESCRIPTION:\nUsing a custom\, web‑based tool—SwiftFlock (swiftflock.app)—you can create well‑matched groups that respect competencies\, gender identities\, existing friendships\, physical location\, or any other rule you define\; once the groups are formed you can instantly assign discussion prompts\, capture real‑time conversations\, and post a follow‑up survey to see if the activity improved targeted competencies\, and in this session we’ll walk through a quick live demo of the tool\, showing how to set up matching criteria\, launch an activity\, and collect analytics while also exploring what makes a truly well‑matched group. CATEGORIES:TEACHING WITH TECHNOLOGY LOCATION:Peninsula I\, Northern Michigan University - Northern Center SEQUENCE:0 UID:3488da7d128c777ec3cc3ff85440b368 URL:http://uptlc2026.sched.com/event/3488da7d128c777ec3cc3ff85440b368 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T143000Z DTEND:20260529T152000Z SUMMARY:Cut Through Information Chaos DESCRIPTION:How can you support your students as they navigate today’s evolving\, chaotic\, information ecosystem? Part of an instructor’s role is to introduce students to the disciplinary literature and conversations in their field. As the breadth of scholarly publications\, tools\, and resources grows\, this becomes increasingly challenging. Additionally\, students are entering the classroom familiar with generative AI research tools that interact with traditional resources in new and unexpected ways. In short—chaos barely begins to cover it! \;\n\n\nGiven all of this\, it’s important not to focus solely on teaching students specific tools that will rapidly change. Librarians at Michigan Tech have a stated goal to support students as they become well-rounded seekers\, users\, and creators of information who can go beyond tools to ask critical questions of information sources\, including generative AI. In this session\, learn how to incorporate those skills into your assignments and learning outcomes\, helping students succeed in the course and future challenges they will undoubtedly face. \;\nIn this session librarians will share best practices\, lead a discussion about collaboration\, and introduce brief activities that will help you rethink your own assignment outcomes. As academic librarians\, our work is heavily informed by the Association for College and Research Libraries’ \;Framework for Information Literacy for Higher Education\, so participants can also expect a brief primer on this excellent resource as part of the session! CATEGORIES:INNOVATIONS IN TEACHING AND LEARNING LOCATION:Ballroom IV\, Northern Michigan University - Northern Center SEQUENCE:0 UID:7c0ddc34104a3914ab46badfaf79a8b3 URL:http://uptlc2026.sched.com/event/7c0ddc34104a3914ab46badfaf79a8b3 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T143000Z DTEND:20260529T152000Z SUMMARY:Higher Education Assessment and Its Discontents DESCRIPTION:Assessment requirements in universities have become nearly universal across higher education institutions. Evaluation efforts typically focus on documenting student and program learning outcomes. Despite being framed as tools to enhance educational quality\, decades of assessment efforts strongly suggest that this goal is not being effectively achieved. Despite nearly 40 years of higher education assessment activity\, even assessment professionals have conceded that there is minimal evidence demonstrating that assessment has led to improved student learning outcomes. While substantial amounts of assessment data have been gathered and archived\, critics suggest that many of these findings are of questionable quality and limited usefulness. Some faculty critics have concluded that the time devoted to the end-of-semester exercise of organizing\, documenting\, and reporting student learning outcomes occurs at the expense of more meaningful student-centered advising activities\,  \; course development\, improved instructional strategies\, and scholarly work.Assessment issues reflect broader shifts in higher education\, notably corporatization and increased administrative oversight. Assessment professionals have often implemented behavioral and educational measurement methods without adhering to key principles\, leading to ongoing data quality issues. As a result\, current assessment measures may lack reliability and validity\, reducing their credibility and utility Meanwhile\, higher education assessment has become a distinct profession with its own institutions. The assessment community rarely acknowledges research from the Scholarship of Teaching and Learning. Alternative approaches to learning outcomes assessment\, such as student-centered qualitative methods and formative assessment\, will also be presented and discussed. CATEGORIES:INNOVATIONS IN TEACHING AND LEARNING LOCATION:Founders Room\, Northern Michigan University - Northern Center SEQUENCE:0 UID:aab2c177025f386896ab3d0610c1204b URL:http://uptlc2026.sched.com/event/aab2c177025f386896ab3d0610c1204b END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T143000Z DTEND:20260529T152000Z SUMMARY:A walk in our shoes: building classroom community through arts integration DESCRIPTION:Arts integration isn't new\, but often general education teachers don't know where to start. However\, we are potentially doing some of our students a disservice by not doing so. Within this session\, I will hopefully help you learn that arts integration is as scary or difficult as it may seem. I will also go over an example of integrating art with language arts. Through the use of shoes\, students design something that represents them while talking about qualities that make them uniquely themselves. I will also talk about the importance of arts integration and briefly touch on ways of grading it. \; CATEGORIES:SUPPORTING ACCESSIBILITY AND BELONGING LOCATION:Peninsula IV\, Northern Michigan University - Northern Center SEQUENCE:0 UID:dcd19a369e4012080ff0329470d1648a URL:http://uptlc2026.sched.com/event/dcd19a369e4012080ff0329470d1648a END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T143000Z DTEND:20260529T152000Z SUMMARY:Extending Access: Bringing Tutoring and Academic Support to Incarcerated Students DESCRIPTION:Prison education plays a vital role in expanding access to learning\, supporting rehabilitation\, and promoting academic success and community reintegration. This presentation highlights the progress of Lake Superior State University’s STEP UP program through two perspectives: the LSSU Academic Success Center Coordinator involved in program administration and implementation\, and a student tutor who provides direct academic support to incarcerated learners.\n\n\nCombining institutional leadership with firsthand tutoring experience\, the presentation illustrates a collaborative approach to addressing educational barriers and creating inclusive\, equitable learning environments within correctional settings.\n\n\nThe first segment focuses on the development\, implementation\, and sustainability of the program\, including its history\, impact\, and the logistical\, administrative\, and security challenges involved. Campus resources\, cross-institutional collaboration\, and the recruitment and support of student tutors are also discussed.\n\n\nThe second segment centers the student tutor’s perspective\, comparing on-campus and prison-based tutoring experiences. This portion highlights the role of individualized\, student-centered support in promoting access and equity\, addressing common misconceptions about incarcerated students\, and fostering tutors’ professional growth and cultural awareness.\n\n\nOverall\, this presentation demonstrates that prison education programs are both feasible and impactful. Attendees will gain practical insights into program design and strategies for leveraging student tutors to expand access to higher education in correctional environments. CATEGORIES:SUPPORTING ACCESSIBILITY AND BELONGING LOCATION:Peninsula V\, Northern Michigan University - Northern Center SEQUENCE:0 UID:8611fe35934bf10333ec128beb84e3aa URL:http://uptlc2026.sched.com/event/8611fe35934bf10333ec128beb84e3aa END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T143000Z DTEND:20260529T152000Z SUMMARY:Using the AI Sandwich Framework to Create OER with Generative AI DESCRIPTION:This session explores the potential of generative AI to dramatically accelerate the development of Open Educational Resources (OER). OER are teaching materials that can be retained\, reused\, revised\, remixed\, and redistributed due to their license. During the 2021-2022 academic year\, college students spent up to $1\,240 per year on books\; this cost led 63 percent of students to decide not to purchase a textbook. OER may help reduce this financial barrier by providing access to free or low-cost instructional materials. Additionally\, the use of OER allows instructors to customize course materials\, better aligning them with learning objectives.\n\n\nOER are in the public domain\; therefore\, instructors can use tools like generative AI to assist in many tasks relating to their creation. This presentation will introduce and demonstrate the "AI Sandwich" framework for OER creation using AI. The “AI Sandwich” framework has the instructor provide the initial outline\, the AI generates a draft\, followed by the instructor reviewing and editing the content.\n\n\nI will showcase the successful application of this technique at Northern Michigan University in the creation of multiple OER textbooks\, including Personal Wellbeing\, Health Information Literacy\, and ECG Interpretation. This practical demonstration will illustrate how the "AI Sandwich" framework can streamline the process\, enabling instructors to produce high-quality\, customized course materials that are better aligned with specific learning objectives\, ultimately improving equitable access and student outcomes. CATEGORIES:TEACHING WITH TECHNOLOGY LOCATION:Peninsula I\, Northern Michigan University - Northern Center SEQUENCE:0 UID:c2758f1dc70e4e09fef832bfb0436e84 URL:http://uptlc2026.sched.com/event/c2758f1dc70e4e09fef832bfb0436e84 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T153000Z DTEND:20260529T162000Z SUMMARY:Lunch DESCRIPTION:\n CATEGORIES:PLENARY SESSION LOCATION:Ballrooms I & II\, Northern Michigan University - Northern Center SEQUENCE:0 UID:62fcb7afcf9b4b61df9260b066bd619c URL:http://uptlc2026.sched.com/event/62fcb7afcf9b4b61df9260b066bd619c END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T163000Z DTEND:20260529T172000Z SUMMARY:Reinvigorating Academic Service Learning at NMU: A Roadmap for Faculty Re-Engagement\, Mini-Grants\, and Community Partnership DESCRIPTION:Academic Service Learning (ASL) at Northern Michigan University has a proud history\, with a particularly robust campus-wide program through 2015. While ASL has never fully disappeared—a dedicated core of faculty has continued to integrate service learning into their courses—the program has not reached its full potential in recent years. \;\nThis presentation shares NMU’s experience as a case study in reinvigorating ASL at a regional university\, with lessons and a replicable framework relevant to faculty across the Upper Peninsula.\nGrounded in the democratic civic engagement model of service learning—where students\, faculty\, and community members serve as co-educators and co-generators of knowledge—this session will walk attendees through three interconnected goals: \;\n\n\n1) looking at the history and documenting existing ASL activity as a foundation for growth\; \;\n2) describing a faculty mini-grant model (up to $750) designed to lower the barriers to ASL adoption\; and \;\n3) exploring strategies for building and sustaining reciprocal community partnerships. \;\n\n\nAmple time for Q&A\, an opportunity for two-way conversation and sharing successes from other institutions\, as well as a possible NMU faculty roundtable will be included. CATEGORIES:HIGH-IMPACT PRACTICES AND EXPERIENCES LOCATION:Peninsula IV\, Northern Michigan University - Northern Center SEQUENCE:0 UID:ba746fca21b3e6f25c2780c644cc453b URL:http://uptlc2026.sched.com/event/ba746fca21b3e6f25c2780c644cc453b END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T163000Z DTEND:20260529T172000Z SUMMARY:Active Learning Made Manageable: Getting Started with POGIL DESCRIPTION:Are your students engaged\, thinking critically\, and learning with each other? In this interactive workshop\, participants will experience \;Process Oriented Guided Inquiry Learning (POGIL) from the learner’s perspective and discover how this approach transforms the classroom into a space for active\, student-centered learning. POGIL is built around structured teamwork\, defined roles\, and guided inquiry questions that help students develop both conceptual understanding and essential process skills such as communication\, problem solving\, and self-assessment. During the session\, attendees will participate in a sample POGIL activity\, reflect on the underlying pedagogy\, and discuss practical strategies for integrating POGIL into their own teaching. CATEGORIES:INNOVATIONS IN TEACHING AND LEARNING LOCATION:Founders Room\, Northern Michigan University - Northern Center SEQUENCE:0 UID:b84d75ecd5bd772dfdcd6b9f7fd91281 URL:http://uptlc2026.sched.com/event/b84d75ecd5bd772dfdcd6b9f7fd91281 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T163000Z DTEND:20260529T172000Z SUMMARY:Open Education Initiatives in the Upper Peninsula: Innovation & Collaboration to Make Education More Accessible DESCRIPTION:Institutions of Higher Education in the Upper Peninsula have been working to promote and support Open Educational Resources (OER) on their campuses for many years. OER are course materials available at little or often no cost and can be used for teaching\, learning\, or research (EDUCAUSE\, 2010). OER\, along with other Open Educational Practices\, foster a collaborative\, learner-driven environment\, which support inclusion and belonging in multiple ways. \;\n\n\nSince 2015\, Bay College has built an equity-centered OER initiative featuring OER degree pathways\, over 40 OER-based courses\, and more than $3 million in textbook savings. Michigan Technological University’s Van Pelt and Opie Library’s OER initiative builds an inclusive campus culture by supporting instructors through consultations\, workshops\, and publishing tools. Since 2017\, Bay Mills Community College (BMCC) has been using OER textbooks in eight of their core and general education classes. In 2024\, BMCC was one of 15 institutions from across the country to take part in an OER study funded by Hewlett Foundation and conducted by AAC&U. At Northern Michigan University (NMU)\, the OER Working Group has concentrated on supporting interested faculty through faculty learning communities and professional development workshops. \;\n\n\nBased on our experiences on our individual campuses\,  \;the panelists will discuss the ways in which OER can be used to support inclusion and belonging.  \;We will introduce the audience to the basics of OER. We will also discuss the ways in which we engaged with faculty to consider using OER with their classes. Finally\, we will discuss how faculty and librarians can utilize technologies already available to them to facilitate the creation of accessible\, affordable course materials as a means of supporting student success and belonging\, including the use of generative AI and OER publishing tools. \; CATEGORIES:SUPPORTING ACCESSIBILITY AND BELONGING LOCATION:Peninsula II\, Northern Michigan University - Northern Center SEQUENCE:0 UID:104b925ce8ffebad1d4a2239092471f4 URL:http://uptlc2026.sched.com/event/104b925ce8ffebad1d4a2239092471f4 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T163000Z DTEND:20260529T172000Z SUMMARY:Welcoming Challenge: Talking About Failure DESCRIPTION:Learning requires us to risk (and often experience) failure. If we want our students to develop a willingness to welcome challenges and risk failure\, we as teachers must grapple with our own discomfort with failure. This interactive session explores how fear of failure prevents us from embracing growth opportunities and offers practical strategies for building resilience through reframing failure as a learning process. \;\nWe will begin with candid failure stories from the presenter. By examining specific stories through two different lenses—one focused on what went wrong\, another on what was learned—participants will explore how narrative framing shapes our relationship with failure and influences our ability to move forward. We will also talk about the need to make our classrooms and learning communities places of trust as a precursor to talking about failure productively.\nThe session will include activities and structured discussions that examine critical questions: What distinguishes "failing at something" from "being a failure"? How does fear of failure inhibit risk-taking and question-asking in academic settings? What are the real consequences of failure versus perceived ones? When does failure represent a learning opportunity rather than simply a mistake? \;\nParticipants will engage in small-group discussions tailored to their varied roles\, exploring topics such as creating early low-stakes opportunities for students to fail and recover\, normalizing help-seeking behaviors\, processing disappointing results in professional contexts\, and developing strategies to encourage student engagement despite fear of looking foolish.\nThe session concludes with an introduction to practical tools for productive failure discussions\, including premortems\, test wrapper reflections\, and project life graphs. Attendees will leave with  \;concrete "small bite" strategies they can implement immediately to help students—and themselves—develop healthier relationships with failure\, ultimately building the resilience necessary to truly welcome challenge.\n\n\n\n\n CATEGORIES:SUPPORTING ACCESSIBILITY AND BELONGING LOCATION:Peninsula V\, Northern Michigan University - Northern Center SEQUENCE:0 UID:2e871b8f064a306c8eea4e02e5a7ddd1 URL:http://uptlc2026.sched.com/event/2e871b8f064a306c8eea4e02e5a7ddd1 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T163000Z DTEND:20260529T172000Z SUMMARY:Beyond Quizzes: Practice-Based Learning Activities with Generative AI DESCRIPTION:Generative AI tools are increasingly used in teaching and learning\, yet many classroom implementations rely on familiar formats such as quizzes\, summaries\, and short responses. While useful\, these approaches can overlook opportunities for deeper engagement\, reflection\, and skill development.\n\n\nThis interactive session introduces ten practice-based learning activities that instructors can use with large language models (LLMs) to support higher-order thinking and meaningful student interaction. Drawing on recent work in instructional design and AI-supported learning\, participants will explore activities such as Rapid Fire questioning\, AI-facilitated post-mortems\, adaptive case studies\, devil’s advocate debate\, decision-based simulations\, and assumption-testing exercises. These approaches position AI as a facilitator\, challenger\, and reflective partner rather than a replacement for human judgment.\n\n\nParticipants will experience several of the activities in real time and discuss how they can be adapted across disciplines\, modalities\, and course levels. The session will also introduce practical strategies for helping students engage with AI responsibly by distinguishing between ethical guidelines for AI use and integrity-driven behaviors such as verification\, transparency\, and critical questioning.\n\n\nAttendees will leave with adaptable activity templates\, starter prompts\, and practical ideas for incorporating AI-supported practice into their own courses while maintaining human-centered learning design. CATEGORIES:TEACHING WITH TECHNOLOGY LOCATION:Peninsula I\, Northern Michigan University - Northern Center SEQUENCE:0 UID:c7d4a76930f57f5d7abd2341a34679e0 URL:http://uptlc2026.sched.com/event/c7d4a76930f57f5d7abd2341a34679e0 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T163000Z DTEND:20260529T172000Z SUMMARY:Beyond the Prompt: Building Custom Gemini "Gems" for Faculty Productivity and OER Design DESCRIPTION:As artificial intelligence becomes an integral part of the higher education landscape\, the focus often shifts to student usage. However\, for faculty\, the most significant potential of Generative AI lies in its ability to reduce administrative overhead and accelerate course design. This hands-on workshop introduces participants to \;Gemini Gems\, customizable AI Personas within the Google Workspace ecosystem that act as private\, subject-matter experts.\nUnlike standard chatbots\, "Gems" allow faculty to anchor AI responses in their own professional materials\, such as syllabi\, lecture notes\, or research papers. In this session\, we will demystify the process of "programming" an AI without code. Using the \;"OER Content Creator" \;as our primary case study\, we will demonstrate how faculty can transform dense academic texts into student-friendly study guides\, summaries\, and retrieval-practice questions in seconds.\nSpecial attention will be paid to \;data privacy and institutional security. We will explore "student-data-free" workflows\, ensuring that faculty can leverage AI power while maintaining strict boundaries around student IP and FERPA-sensitive information.\nWhat to Expect: \;Participants should bring a laptop and a digital sample of their own teaching materials (e.g.\, a PDF article or lecture notes). Through a live demonstration of Gemini’s "Magic Wand" feature\, attendees will see how a rough idea is transformed into a sophisticated system prompt. By the end of this 50-minute session\, every participant will have designed and saved the \;first draft of their own custom Gem\, ready for immediate use in their teaching or research workflow. CATEGORIES:TEACHING WITH TECHNOLOGY LOCATION:Ballroom IV\, Northern Michigan University - Northern Center SEQUENCE:0 UID:42e40b3566cf0111ee838fa47a91617c URL:http://uptlc2026.sched.com/event/42e40b3566cf0111ee838fa47a91617c END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T173000Z DTEND:20260529T182000Z SUMMARY:Artificial Intelligence for Teaching and Learning Complexity and Complex Systems DESCRIPTION:The use of artificial intelligence in academia has accelerated\, alongside growing concerns that it may contribute to students’ cognitive decline and the erosion of critical thinking and deep learning. Proponents of AI\, particularly university administrators\, argue that its efficient\, effective\, and ethical use can enhance teaching and learning while improving students’ employability. When responsibly applied\, AI can support the learning of complexity—a domain that is challenging to teach because it involves higher-order thinking\, dynamic interactions\, and several interconnected parts. Employing AI as a teaching tool and Socratic tutor\, rather than as “tell pedagogy\,” may foster deeper student understanding of complexity. Drawing on AI-enhanced modeling platforms (SD-A and CoModel.io)\, this presentation demonstrates how students and faculty can use AI responsibly to understand complex systems and identify best practices for AI-supported teaching on complexity. CATEGORIES:INNOVATIONS IN TEACHING AND LEARNING LOCATION:Founders Room\, Northern Michigan University - Northern Center SEQUENCE:0 UID:2c210b1f41c01dd5cab61047c0c1d9d0 URL:http://uptlc2026.sched.com/event/2c210b1f41c01dd5cab61047c0c1d9d0 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T173000Z DTEND:20260529T182000Z SUMMARY:Can Your Students Describe What They Learned? A Practical Introduction to Competency-Based Thinking DESCRIPTION:Good course design starts with one clear question: what must students actually be able to do? Competency-based education is built on that question. When the answer is clear\, something else happens too: students leave with language for what they learned\, not just a grade that summarizes it.\n\nThis session offers a beginner-friendly introduction to CBE: what it is\, what it is not\, and what it actually requires of a course. New to CBE? Good. This session starts from the beginning.\n\nUsing real examples from occupational and technical disciplines\, we will look at three questions CBE forces faculty to answer: What must students actually be able to do? What would count as real evidence that they can do it? And how do you clearly define success so that students can name what they have learned?\n\nAttendees will leave with a practical framework they can apply to their own courses and a clearer picture of what a CBE-informed course redesign actually involves.\n\nNMU faculty interested in going further are invited to learn about the summer CBE Workshop Series\, launching this summer through the NMU Evergreen initiative. CATEGORIES:INNOVATIONS IN TEACHING AND LEARNING LOCATION:Ballroom IV\, Northern Michigan University - Northern Center SEQUENCE:0 UID:de88eefa617a50b4739b545fb20fc5ed URL:http://uptlc2026.sched.com/event/de88eefa617a50b4739b545fb20fc5ed END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T173000Z DTEND:20260529T182000Z SUMMARY:Mindful Self-Compassion for Students and Faculty DESCRIPTION:College students who are navigating high levels of stress\, perfectionism\, and fear of failure often experience difficulties with motivation\, resilience\, and academic performance (Kahn et al.\, 2023). Simultaneously\, faculty are expected to maintain academic rigor while responding to growing student needs\, often without additional time or resources (Riba\, 2025). This session explores how mindful self-compassion can be integrated into the classroom as an evidence-based approach to support student learning and faculty well-being. This session emphasizes practical\, easy-to-implement strategies that faculty can apply across disciplines\, including compassionate syllabus framing\, resilience-building feedback practices\, and brief in-class techniques that support student attention and engagement. Presenters will also discuss how faculty can manage stress through mindful self-compassion strategies. \;Participants will leave with concrete tools\, examples\, and language they can immediately apply to support student resilience\, improve classroom engagement\, and create learning environments that benefit both students and educators.\n \;\nKahn\, J. H.\, Fishman\, J. I.\, Galati\, S. L.\, & Meyer\, D. M. (2023). Perfectionism\, locus of control\, and academic stress among college students. Personality and Individual Differences\, 213\, Article 112313.\n \;\nRiba\, E. B. (2025). Towards defining the faculty role in supporting student mental health. Current Psychiatry Reports\, 27\, 319–325. CATEGORIES:SUPPORTING ACCESSIBILITY AND BELONGING LOCATION:Peninsula IV\, Northern Michigan University - Northern Center SEQUENCE:0 UID:2dd3ea427411ade52157e0fed4af4ae2 URL:http://uptlc2026.sched.com/event/2dd3ea427411ade52157e0fed4af4ae2 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T173000Z DTEND:20260529T182000Z SUMMARY:Universal Design for Learning in University Language Classrooms DESCRIPTION:This presentation explores how university-level foreign language courses can be intentionally designed to advance accessibility\, equity\, and belonging through principles of Universal Design for Learning (UDL). Framed within the conference track on Supporting Accessibility and Belonging\, the session highlights how language instructors can reduce barriers while maintaining rigorous communicative and intercultural learning outcomes.\nDrawing on the Universal Design for Learning framework\, the presentation shares concrete strategies implemented in undergraduate language courses\, including multimodal input (text\, audio\, video\, visuals)\, flexible participation structures\, scaffolded interpersonal tasks\, transparent grading criteria\, and multiple options for demonstrating proficiency. Particular attention is given to accessible course materials (captioned videos\, screen reader–friendly documents\, appropriate font sizes) and assignment design that anticipates learner variability rather than retrofitting accommodations.\nFrom the instructor's perspective\, the session outlines a backward-design process that aligns communicative objectives with inclusive pedagogical choices. Examples include choice-based cultural projects\, low-stakes formative assessments\, collaborative small group task-based projects\, and classroom norms that support linguistic risk-taking. The presentation also addresses common tensions in language teaching—such as balancing accuracy and fluency\, or standard language ideologies and linguistic diversity—and how inclusive design can foster both academic rigor and student agency.\nEqually central are student perspectives gathered through informal conversations\, surveys\, and reflective feedback. An undergraduate student will share their and other students’ experiences regarding accessibility and belonging. Reported experiences suggest that UDL-informed strategies support students with documented accommodations and enhance learning for all students.\nParticipants will leave with adaptable lesson-planning tools\, sample activities\, and reflection prompts to strengthen accessibility\, celebrate diversity\, and promote academic success for all learners. These tools help redesign language courses to reduce barriers\, affirm diverse identities\, and promote sustained academic success. While this presentation focuses on UDL in language courses\, some of its strategies \;could be applied to courses in other fields. \; CATEGORIES:SUPPORTING ACCESSIBILITY AND BELONGING LOCATION:Peninsula V\, Northern Michigan University - Northern Center SEQUENCE:0 UID:d15edad289d6207310d615985abffde0 URL:http://uptlc2026.sched.com/event/d15edad289d6207310d615985abffde0 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T173000Z DTEND:20260529T182000Z SUMMARY:Digital Communication and Creation Across Disciplines DESCRIPTION:During the 2025-2026\, the Center for Teaching and Learning sponsored a Faculty Learning Community (FLC) that explores and develops methods for integrating assignments and other activities where students create digital content and deliverables. Adobe Express will be the primary tool set utilized for these activities. As the initial cohort of six faculty\, we are representing 5 different disciplines across campus and conducting this project in 6 different courses. Led by the CTL Director and an Art & Design faculty member\, we were tasked to meet regularly in order to participate in relevant professional development\, design and incorporate digital deliverables in our courses\, and develop a research project.  \;\nThroughout this process\, each of the faculty have developed and implemented multimodal assignments of\nvarying lengths and point values while introducing potentially new digital content creators\, e.g. Adobe\nExpress or Figma\, as tools to compose their projects. As a group\, the faculty have created a multifaceted\nsurvey to address effectiveness of the use of these tools to achieve student learning outcomes. The faculty will share the survey questions. \;\n\n\nStudents will be asked to complete a survey after the semester. Each student participant will answer a set of core questions and then each class has a set of discipline-relevant questions. At the time of this conference\, the PIs will have the ability to report on the findings for the survey and have projects to share from students who have agreed to share their work for this study. Presenters will also introduce free digital creation tools for participants to consider as alternatives to Adobe Express. \; CATEGORIES:TEACHING WITH TECHNOLOGY LOCATION:Peninsula II\, Northern Michigan University - Northern Center SEQUENCE:0 UID:446e63e9582856c07a9721a831429b2b URL:http://uptlc2026.sched.com/event/446e63e9582856c07a9721a831429b2b END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T173000Z DTEND:20260529T182000Z SUMMARY:Efficacy of Faculty Training to Improve Confidence Implementing Ethical Use of Generative AI in the Classroom DESCRIPTION:The applied improvement project implemented professional development training to boost faculty readiness for ethical AI integration in the classroom. Guided by Magana’s T3F Framework\, it addressed questions on how an online AI module would support ethical strategies\, confidence\, implementation across disciplines\, understanding of benefits\, and training effectiveness. Faculty from varied disciplines and roles participated\, with data gathered via semistructured interviews and an AIP Implementation Journal\, analyzed through Braun and Clarke’s thematic approach. Key themes from interviews included transparency\, ethical AI use\, academic integrity\, AI literacy\, classroom integration\, workload\, hesitancy\, and training efficiency\, while the journal tracked challenges and successes\, showing the training's value in advancing AI integration literature. Recommendations focus on expanding training\, creating AI policies\, and offering ongoing support to reduce resistance and build confidence CATEGORIES:TEACHING WITH TECHNOLOGY LOCATION:Peninsula I\, Northern Michigan University - Northern Center SEQUENCE:0 UID:806de7f71f103139db14ae2f14099de0 URL:http://uptlc2026.sched.com/event/806de7f71f103139db14ae2f14099de0 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T183000Z DTEND:20260529T185000Z SUMMARY:Courageous Care: Sharing CLASS Highlights DESCRIPTION:Courageous Care recognizes that transformative education emerges when universities genuinely prioritize student and educator learning\, well-being\, belonging and success. In this session\, Dr. Joubert will share her takeaways from the recent Conference on Learning and Student Success (CLASS) hosted by the American Association of Colleges and Universities. She will showcase proven practices foundational for learning as demonstrated at CLASS with a focus on evidence-based teaching and high-impact educational practices and experiences (HIPEs) that elevate student outcomes. Additionally\, she will demonstrate a wellbeing centered general education curricula to support student success as future wellbeing change agents. Courageous care supports the Okanagan Charter and Limerick Framework Actions by enhancing human connection\; linking academic\, cocurricular\, and social supports\; sharing solutions for diverse student realities\; building institutional capacity through professional development\; and redefining what it means to foster measurable success for every student. CATEGORIES:HIGH-IMPACT PRACTICES AND EXPERIENCES LOCATION:Peninsula IV\, Northern Michigan University - Northern Center SEQUENCE:0 UID:38762d13d61040922f331bb8eb051c72 URL:http://uptlc2026.sched.com/event/38762d13d61040922f331bb8eb051c72 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T183000Z DTEND:20260529T185000Z SUMMARY:Evaluating Hands-On Learning: The Impact of Physical Manipulatives on GD&T Instruction DESCRIPTION:Geometric dimensioning and tolerancing (GD&T) is a system that uses symbols on engineering drawings to communicate a design intent\, tolerances\, and dimensions. GD&T has many complex concepts that are difficult to understand. Although GD&T is an essential skill for students seeking a career in manufacturing and engineering\, many college graduates enter the workforce without a strong conceptual understanding of its principles. This study investigates whether incorporating hands-on physical manipulatives into GD&T instruction elevates student learning outcomes compared to traditional lecture-based instruction. The study will be conducted by dividing engineering students into a control group and a treatment group. The control group will receive only lecture instruction\, while the treatment group will be given both hands-on activities to demonstrate the part inspection process for GD&T and lecture instruction. Both groups will be given a pre-test\, post-test\, and exit survey to measure changes in conceptual understanding and student perceptions of learning. The results from this study will be presented as a comparison of the control and treatment groups\, and these findings may provide evidence-based guidance for improving instructional strategies in engineering and manufacturing course design. CATEGORIES:INNOVATIONS IN TEACHING AND LEARNING LOCATION:Ballroom IV\, Northern Michigan University - Northern Center SEQUENCE:0 UID:a9e3594d6bb7aa648d4c6196f26a0af0 URL:http://uptlc2026.sched.com/event/a9e3594d6bb7aa648d4c6196f26a0af0 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T183000Z DTEND:20260529T185000Z SUMMARY:Turning Grade Grubbing into learning: End of term strategies DESCRIPTION:As we reach the end of the term\, we dread the student e-mails that read "Is there any way I can get just a few more points to raise my grade? \; I'm so close..."  \; Planning for these inevitable requests provides opportunities to have students learn just a bit more before the semester ends.  \;The presenter will explore two strategies used for finalizing end-of-term grade assignment\, and will encourage participants to share their own ideas about how to navigate and fairly manage students at grade boundaries. CATEGORIES:INNOVATIONS IN TEACHING AND LEARNING LOCATION:Founders Room\, Northern Michigan University - Northern Center SEQUENCE:0 UID:a931446ade82a34be78120a536bce45a URL:http://uptlc2026.sched.com/event/a931446ade82a34be78120a536bce45a END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T183000Z DTEND:20260529T185000Z SUMMARY:Using Student-Generated Data to Understand Motivation\, Identity\, and Cross-Cultural Differences in Statistics Courses DESCRIPTION:In my engineering statistics and biostatistics courses\, I introduced a series of optional extra-credit questions on each homework assignment designed to encourage personal expression—questions such as “Can you teach me a slang word?”\, “Who is your idol?”\, and “What is your dream job?” Over the semester\, I collected more than 120 responses for each question\, analyzed the patterns\, and discovered insights that surprised me\, especially given my East Asian educational background. Students shared humor\, creativity\, and cultural perspectives that rarely appear in traditional STEM assignments. This presentation explores what these responses reveal about student motivation\, identity\, and values in an international classroom environment. I will connect the findings to cross-cultural differences in educational expectations and discuss how personal questions can humanize STEM learning\, increase engagement\, and help instructors understand their students more deeply. The talk concludes with practical suggestions for integrating culturally responsive and relationship-centered strategies into a variety of courses. CATEGORIES:SUPPORTING ACCESSIBILITY AND BELONGING LOCATION:Peninsula V\, Northern Michigan University - Northern Center SEQUENCE:0 UID:d365e534bbdadf5f8c203d897c1e164b URL:http://uptlc2026.sched.com/event/d365e534bbdadf5f8c203d897c1e164b END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T183000Z DTEND:20260529T185000Z SUMMARY:Generative AI in the Math Classroom DESCRIPTION:Generative AI is rapidly working its way into the classroom. How do we use these technologies? What are AI’s strengths and limitations? What even is Generative AI? As educators\, we must understand emerging technologies as they evolve to support our students’ learning needs!\n\n\nThis talk will touch on findings from a semester-long\, student-driven research study regarding the benefits of Generative AI in math education. Presenters will dive into how prompt engineering can be used to create lesson plans and classroom activities. There will be a short demonstration showing how educators can incorporate AI tools into their lesson-planning process. CATEGORIES:TEACHING WITH TECHNOLOGY LOCATION:Peninsula I\, Northern Michigan University - Northern Center SEQUENCE:0 UID:c504058743e40d9067484b90c8c49135 URL:http://uptlc2026.sched.com/event/c504058743e40d9067484b90c8c49135 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T190000Z DTEND:20260529T192000Z SUMMARY:Bridging Theory and Practice: A Faculty-Driven Skills Camp to Strengthen NP Students’ Clinical Readiness DESCRIPTION:Background/Introduction: As nurse practitioner (NP) education increasingly shifts to hybrid and online models\, there is a growing need to bridge theoretical learning with hands-on clinical skills and experience. Students often lack in-person opportunities to build procedural confidence before clinical rotations.\nPurpose: The objective of this project was to design and implement an immersive\, in-person\, faculty-led skills camp to improve NP students’ readiness for clinical practice through structured\, hands-on skill development and faculty feedback.\nProcedures: \;Faculty at Northern Michigan University developed a four-day in-person clinical skills camp for NP students prior to the start of their clinical rotations. Students engaged in hands-on practice of essential procedures\, including abscess drainage\, joint injections\, removal of foreign bodies from the eyes and ears\, dermatologic procedures\, and suturing. Clinical Skills USA facilitated specialized training in pelvic and prostate examinations. Students evaluated the camp using a post-event Likert-scale survey and open-ended feedback.\nResults: Student feedback demonstrated high satisfaction. Most presenters were rated “Agree” or “Strongly Agree” on knowledge\, organization\, engagement\, and value. Open-ended responses highlighted hands-on practice\, particularly suturing\, as the most beneficial aspect. A key recommendation was to extend the camp duration. \;\nLimitations: No pre- and post-evaluations were conducted\, limiting the ability to measure objective improvements in skill or confidence. Student feedback was based on a post-camp survey that relied on self-reports and may be subject to bias. Additionally\, students had to travel and arrange their own accommodations\, which may limit participation or create inequities. Time constraints also limited the number of practice opportunities for certain procedures. \;\nConclusions/Implications for Practice: The skills camp effectively addressed gaps in clinical preparedness by offering early exposure to procedures in a supportive\, in-person learning environment. Faculty-led immersive training is an impactful intervention for hybrid NP programs seeking to better prepare students for clinical rotations. CATEGORIES:INNOVATIONS IN TEACHING AND LEARNING LOCATION:Ballroom IV\, Northern Michigan University - Northern Center SEQUENCE:0 UID:ee44a98c46db5c80e84dda85578843b8 URL:http://uptlc2026.sched.com/event/ee44a98c46db5c80e84dda85578843b8 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T190000Z DTEND:20260529T192000Z SUMMARY:Closing the Learning Gap: Using Structured Self-Analysis to Help Students Develop Effective Study Approaches DESCRIPTION:Students often come to college without understanding how to approach learning effectively. This study examined the impact of structured self-analysis and reflection on 15 undergraduate students' metacognition\, grit\, learning styles\, self-efficacy\, and motivation. At the beginning of the semester\, students completed a researcher-developed pre-assessment documenting their integrated understanding of how these constructs inform studying habits. For each construct\, students participated in two instructional sessions covering theoretical foundations and practical applications\, completed established self-assessments (Duckworth's Grit Scale\, Bandura's Self-Efficacy Scale\, Kolb's Learning Style Inventory)\, and wrote structured reflections analyzing their results. After seven weeks\, students completed the post-assessment. A paired samples t-test revealed significant improvement in students' integrated understanding (t(14) = -2.47\, p = .027). Thematic analysis showed students translated insights into action: they created individualized learning goals\, with self-regulation and grit emerging as the most frequently identified areas for development. These findings suggest that structured self-analysis enables students to move from theoretical understanding to actionable learning strategies. CATEGORIES:INNOVATIONS IN TEACHING AND LEARNING LOCATION:Founders Room\, Northern Michigan University - Northern Center SEQUENCE:0 UID:e0f656dbfab96dd7e3b0a669207171b8 URL:http://uptlc2026.sched.com/event/e0f656dbfab96dd7e3b0a669207171b8 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T190000Z DTEND:20260529T192000Z SUMMARY:The Accessible Tech Challenge: Gaining Buy-In Through Gamification DESCRIPTION:With recent ADA Title II changes\, getting faculty onboard with accessibility issues is more important than ever. At Michigan Tech\, we developed a pilot program called the Accessible Tech Challenge\, which seeks to gamify learning about accessibility issues and train faculty in how to apply our existing framework (a “5+2” approach which emphasizes focus on the biggest accessibility challenges in creating learning materials) going forward. It sought to engage faculty through the “challenge” aspect\, which included a prize for meeting goals\, and through the prospect of scaffolded learning throughout the semester that made allowances for busy schedules.\n\n\nJoin members of the William G. Jackson Center for Teaching and Learning will discuss how we developed the challenge\, the process of implementing it\, the short-term impact on faculty who participated\, and our plans for going forward with the program. CATEGORIES:SUPPORTING ACCESSIBILITY AND BELONGING LOCATION:Peninsula V\, Northern Michigan University - Northern Center SEQUENCE:0 UID:bebc89a6f09db95b77ed0181536f4935 URL:http://uptlc2026.sched.com/event/bebc89a6f09db95b77ed0181536f4935 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T190000Z DTEND:20260529T192000Z SUMMARY:Breaking the AICE: Simple AI Tools That Help Faculty See AI as C-3PO (Not Terminator) DESCRIPTION:Many instructors are curious about AI but hesitant to try it—concerned about academic integrity\, accuracy\, and “opening the floodgates.” This 20-minute mini-session is designed to break the AICE: the awkward first step where AI feels intimidating or risky. Using a familiar\, low-stakes starting point—simple AI tools built into Blackboard Ultra—we’ll help faculty experience AI as a practical helper: C-3PO (clarifies\, organizes\, translates expectations) rather than Terminator (takes over\, threatens learning).\nParticipants will see two quick\, high-impact workflows:\nRubric drafting to clarify expectations and speed up feedbackQuestion generation for low-stakes practice/self-check quizzes that improve engagement and successWe’ll emphasize one guiding rule—AI drafts\, humans decide—and provide quick “safety checks” for accuracy\, alignment\, and tone. Attendees will leave with a one-page AICE Starter Kit and a simple way to model responsible AI use. CATEGORIES:TEACHING WITH TECHNOLOGY LOCATION:Peninsula I\, Northern Michigan University - Northern Center SEQUENCE:0 UID:0aa482da237d976da9768338a9acc687 URL:http://uptlc2026.sched.com/event/0aa482da237d976da9768338a9acc687 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T193000Z DTEND:20260529T202000Z SUMMARY:Heart-based Learning with Arts-Based Methods DESCRIPTION:Come explore the integration of heart-based learning in educational practice in this 50 minute participatory session. Northern Michigan University teacher and re-Searcher Jaime VanEnkevort and co-presenters will facilitate conversation on what heart-based teaching and learning is and share an example of an arts-based method called\, "A Walk in Your Shoes." Presenters will speak and share from their experience as teachers and high school students in the classroom and re-Search setting. \; CATEGORIES:INNOVATIONS IN TEACHING AND LEARNING LOCATION:Peninsula IV\, Northern Michigan University - Northern Center SEQUENCE:0 UID:b376958743fffa446c4de2e3b56d8f47 URL:http://uptlc2026.sched.com/event/b376958743fffa446c4de2e3b56d8f47 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T193000Z DTEND:20260529T202000Z SUMMARY:Integrating AI Literacy into the Composition Classroom: Successes\, Challenges\, and Insights DESCRIPTION:Integrating AI Literacy into the Composition Classroom: Successes\, Challenges\, and Insights\n\n\nTo address the rising use of generative AI by students to write their assignments in English classes\, I decided to try something different. Instead of banning AI use – an approach which I have found impractical and ineffective - I integrated activities into the course work to help students better understand the benefits and drawbacks of using AI: when it is a helpful tool\, and when it prevents them from gaining critical thinking and writing skills. Together\, we developed a class AI policy for the semester.\n\n\nIn this workshop I will discuss the successes and challenges of this approach and the insights I gained. Student perspectives on the project will also be included. You will have the opportunity to engage in the activities and consider how they could be used or adapted for your own discipline and classroom. CATEGORIES:INNOVATIONS IN TEACHING AND LEARNING LOCATION:Founders Room\, Northern Michigan University - Northern Center SEQUENCE:0 UID:fd0bd8fe7b5e98002143b252174d83f9 URL:http://uptlc2026.sched.com/event/fd0bd8fe7b5e98002143b252174d83f9 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T193000Z DTEND:20260529T202000Z SUMMARY:Bridging Cultures and Concepts: Indigenous Approaches to Inclusive STEM Teaching DESCRIPTION:This presentation explores practical ways to integrate Indigenous culture into science and mathematics instruction to improve understanding and create more inclusive classrooms. Participants will examine a culturally-based visualization tool that models complex biological and anatomical structures and helps students grasp difficult scientific ideas. The session will also demonstrate math lessons that connect basic skills to Indigenous knowledge and community practices. In addition\, the presentation will share a classroom project that combines cultural learning with core mathematics objectives. Finally\, participants will review online course design tools that support cultural representation and student engagement. Together\, these examples show how culturally responsive teaching can strengthen comprehension\, motivation\, and equity in both in-person and online STEM courses.\n\n\n CATEGORIES:SUPPORTING ACCESSIBILITY AND BELONGING LOCATION:Peninsula II\, Northern Michigan University - Northern Center SEQUENCE:0 UID:03aac332c41b52c5c29b24c24bf3be25 URL:http://uptlc2026.sched.com/event/03aac332c41b52c5c29b24c24bf3be25 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T193000Z DTEND:20260529T202000Z SUMMARY:Learning to see with both eyes: Teaching for both Indigenous and academic Science DESCRIPTION:Since time immemorial\, Indigenous communities have employed scientific processes to understand and steward resources here on Turtle Island (North America). Educators seeking to bring these Indigenous knowledges into their classroom need frameworks for conceptualizing the historical and current relationships between Western/academic science\, and Indigenous science. This discussion-based session will allow K-12 practitioners to engage with such a framework (called "Two-Eyed Seeing") via the expertise of three Upper Peninsula-based scholars. CATEGORIES:SUPPORTING ACCESSIBILITY AND BELONGING LOCATION:Peninsula V\, Northern Michigan University - Northern Center SEQUENCE:0 UID:bfd9295fd71060c9af4faff103e4cd61 URL:http://uptlc2026.sched.com/event/bfd9295fd71060c9af4faff103e4cd61 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T193000Z DTEND:20260529T202000Z SUMMARY:AI for Doubters: Why None of Us Should Ignore Artificial Intelligence (even though we may really\, really want to) DESCRIPTION:Second Life. Wikis. Blogs. Flip video cameras. Interactive DVD courseware.\n\n\nIf you've been around higher ed for the last 10 or 15 years\, those are just a few of the educational technology tools that you've seen spike in popularity\, then fall into niche usage or go away entirely.  \;Will AI be the next "revolutionary" technology to have a few shining moments of glory before fading into ed tech history? Those of us who aren't huge fans of AI might hope so . . . but we'd be disappointed.  \;\n\n\nIn this interactive session\, the presenter\, a veteran instructional technology advocate and somewhat reluctant AI user\, will lead a discussion on why AI is here to stay\, and why even non-enthusiasts should carefully consider how it may fit into their teaching and learning processes. Participants will receive worksheets and tools to assist with working through that determination and for communicating AI guidelines to students. You probably won't leave with a new love for AI\, but our students don't need AI evangelism. They do need guidance\, and it is our responsibility to provide it. \; CATEGORIES:TEACHING WITH TECHNOLOGY LOCATION:Ballroom IV\, Northern Michigan University - Northern Center SEQUENCE:0 UID:55baa1bf0160790f23b53d22d0ac3e87 URL:http://uptlc2026.sched.com/event/55baa1bf0160790f23b53d22d0ac3e87 END:VEVENT BEGIN:VEVENT DTSTAMP:20260513T012019Z DTSTART:20260529T193000Z DTEND:20260529T202000Z SUMMARY:Is Excel dead? How do we teach data literacy in the AI era? DESCRIPTION:The current generation of college students are accustomed to apps\, internet searching and AI to answer questions. With the push towards Artificial Intelligence fluency in the classroom and workplace\, how do we develop critical thinking skills related to data analysis?\n \;\nRecent news articles in the Wall Street Journal highlight this environment with a WSJ article on UC – San Diego noting that 1 in 12 incoming freshmen can’t do middle school math. According to another article “AI will get better and better\, but the most important skill in the white-collar field now is critical thinking” How do we get junior employees to learn without AI so that they have the cognitive skills to do more complex jobs 1-5 years into the workforce?\n \;\n60% of my current students self-reported little or no Excel experience before starting my introduction to decision science class. Follow-on courses focus on business analytics and higher level critical thinking skills\, will they have the skills necessary to succeed? Using Excel allows students to see the data and mathematical relationships clearly without being obscured by complex code. The challenges of working in Excel to teach critical mathematical and thinking skills will be presented with a structured discussion of what needs to be done in the future. \; CATEGORIES:TEACHING WITH TECHNOLOGY LOCATION:Peninsula I\, Northern Michigan University - Northern Center SEQUENCE:0 UID:71a50053f06b4b84f72425396f117ffc URL:http://uptlc2026.sched.com/event/71a50053f06b4b84f72425396f117ffc END:VEVENT END:VCALENDAR