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Conference Presentations Abstracts

Walter Gong Keynote Address: "Let Us Go On Unto Perfection" (Hebrews 6:1)
by David Magleby, Department of Teacher Education

David Allen
Title: Be Ye Doers of the Word-Embedding Application for Deep Learning  

Abstract: This presentation will explore gospel doctrine, research and examples of applying knowledge. Some of the best learning comes as we apply what we learn.
Doctrine: By applying principles in every class we follow a basic principle of being doers of the word (James 1:22).
Research: A look at affective learning and real life dilemma learning will be explored as an alternative to "getting the grade".
Examples: Examples from the teacher education program and a few across campus on applying content from courses as a way for deep learning will be discussed.

Lynne Anderson
Title: Flipping and Blending Over Backwards: Encouraging Student Action, Accountability, and Engagement across Course Modalities  

Abstract: Wondering how you can help students become more accountable for their own learning?  Seeking ideas to involve students more in the teaching process? Wishing you had the time to make your face-to-face, hybrid or competency-based course more engaging? Perhaps Campus Curriculum Development can help! Our team will demonstrate ways they can assist faculty in creating interactive learning activities that encourage students to act for themselves and accept responsibility for their own learning and teaching.

Trina Boice
Title: High Tech - High Touch: Using Technology to Create a Supportive Community that Encourages Students to Love, Serve, and Teach One Another in the Classroom and Online

Abstract: This is a fun, interactive presentation that offers a brainstorm of community-building ideas that instructors can easily incorporate in their classes!  At BYU-Idaho, students teach to learn, and learn to teach. (Romans 2:21)     

We'll demonstrate how to use BYU Idaho's I-Learn system combined with certain apps, fun freebies, social media, interactive teaching techniques, and various Internet tools that are: 

Lindsay Call
Title: Increasing the Effectiveness of the BYUI Learning Model by Fostering a Growth Mindset  

Abstract: Over decades of research, Dr. Carol Dweck has identified a groundbreaking psychological construct: fixed vs. growth mindsets. In a fixed mindset, intelligence and talent are considered static and unchanging, whereas in a growth mindset, intelligence and talent are considered dynamic and malleable. In this session, I will share some studies on how the growth mindset fosters educational achievement, along with strategies for cultivating it, including using praise effectively, teaching the concept of neuroplasticity, and helping students set process-oriented rather than outcome-oriented goals. We will also discuss how these strategies complement Learning Model principles and how the Model, in turn, enhances the growth mindset.

Richard Clifford
Title: Act Well Thy Part: What I Have Learned from Theatre Arts that can Help Learners and Teachers to Accept Responsibility for Learning 

Abstract: Could the theatre, with its emphasis on immersive action, provide teachers with models that inspire active participation in the classroom? This presentation seeks to draw connections between the models employed to produce theatre, and those of the classroom to discover how learners and teachers can act for themselves by accepting responsibility for learning.  

Participants will:
Identify from the pedagogies of the theatre three or four simple changes to make courses more active
Evaluate their own courses to identify classroom or preparation activities that lead to active student learning
Contemplate a plan to implement those changes for improvement

Glenn Dayley
Title: Alone in the Lab: Student Self-Reliance and the Learning Model Principle of Accepting Responsibility and Acting for Oneself  

I-Learn Dependency: The Learning "Drug" We Love to Hate
Handholding Their Way to an "A"
Flipped Classroom: Homework and Being Prepared for Class is Nothing New
"But, Brother Dayley, I worked hard on this assignment!": Recalibrating Students' Expectations
Self-reliance First, Group Work Second: Myths of Collaboration and Innovation
"Wow, your students take notes?": Students' Classroom Experiences
Grubbing for Points
Poverty of Mind and Habit: Defining "Lifelong Learning"
"Just teach me how to tie my shoes": Students' Desire to Learn Only What They Will "Use"
Forget About "Hard Things," Let's Just Get Them to Do the "Easy Things"

Chris Geddes
Title: Are they Quiet or Quitting? Engaging the Introvert in the Active Learning Classroom  

Abstract: As educators who teach by the Spirit, we must consider and connect with all of our students regardless of their personality temperament. This session will explore how we can optimize the learning experience for introverts by realizing their needs and by helping them expand their skill set. Likewise, we will discuss how extroverts can capitalize on their strengths while learning sensitivity to their peers, allowing all to teach "...that all may be edified of all, and that every man may have equal privilege" (D&C 88:122).

Karen Holt
Title: Looking Backward, Living Forward: Ponder/Prove and Reflection Strategies  

Abstract: "Reflection without action is not true reflection" (Woodward, 1998, p. 417). This session will (1) help teachers understand the Ponder process, (2) identify strategies for teaching reflection, and (3) provide teachers with assignments and activities that help students reach the level of reflection that encourages them to act for themselves and accept responsibility for their learning.

Lori Jones, Rich Torgerson
Title: Teaching by the Spirit: Insights from Esther and the Brother of Jared  

Abstract: In context of a broader scriptural exploration of how women and men learn differently, we compare the way Esther and the Brother of Jared received their own lessons from the Lord.  With an eye towards gender differences and similarities in learning, we investigate how instructors of both genders can best apply the BYUI learning model and facilitate learning for all our students. We conclude with suggestions and open discussion as to how we can follow Christ's example to facilitate learning by and with the Holy Ghost.

Janiel Nelson
Title: Contemplation, Connection, and a Collaborative Conversation  

Abstract: The presenter will demonstrate a teaching technique that can be used in any content area. This technique is based on the premise that all learning should be relevant to the "lived experience" of the course content and that who we are and how we live influences our values/attitudes/behaviors /goals. Participants will observe a video presentation, review a list of phrases that form a framework for holistic thinking and make connections to the video, then engage in a "collaborative conversation" i.e. share insights/ impressions and build on what is shared. The idea is to help teachers and learners transform their lives by thinking deeply and holistically. 

Bonnie Moon, Larry Chilton, Ryan Cromar
Title: Inviting the Spirit to Help Balance Uniformity and Flexibility in a Multi-section Course (So Both Students and Faculty Can Soar)  

Abstract: The Introductory Statistics Development Team recently re-developed this multi-section course by unifying outcomes, assessments, cadence and curriculum. Faith led the team to capitalize on various team members' strengths and helped us let go of long established comfort zones. Students learned to serve and teach each other in small group preparation sessions. Here they prepared for class and received feedback from trained T.A.'s.  The flexibility and uniformity (sometimes an oxymoron) of the course structure allowed teachers to exercise faith in Jesus Christ to invite the Spirit into their instruction. Students and T.A.'s will share some of their experiences. We also hope to engage the audience in a discussion about the role of the Holy Ghost in group work.

David Pulsipher
Title: Whither Shall We Go? A Discussion on the Future of the Faculty Association  

Abstract: The Faculty Association has a rich legacy at Ricks College and BYU-Idaho. Recent transitions in association leadership provide a good opportunity to pause, assess the association, and consider changes. This session will thus be an open discussion, as association officers review past activities and address future directions, including potential adjustments to the organization's constitution, focus, and overall dynamic. Group participation will be essential, as officers seek input from faculty members on how they would like their association to be structured, how they would like it to represent them, and in what way they would like it to focus its energies.

Valerie Sturm
Title: Accommodating Disabled Students in Applying the LM Principles  

Abstract: "The worth of a soul is great in the eyes of God" [DC 18:10] and yet students with singular requirements may get lost in the day to day shuffle of teaching the population as "the needs of the many outweigh the needs of the few" [Spock, Star Trek II]. Application of the Learning Model can be a challenge for the interaction between a teacher, peers, and students with a disability. Strategies to assist students to prepare and ponder as well as methods for including disabled students in classroom "prove" experiences will be presented.

Nate Wise
Title: Introducing Aquella & Kaltura  

Abstract: In your teaching and learning, you are always confronted with questions about how to legally share articles, video, music, images, and other intellectual property created by others. Sorting out what you can or can't do is often confusing. Lack of clear-cut answers may translate into delays, doubts, fear of liability, and decisions to err on the side of caution and non-use. But frequently you do not need to get permission or pay a fee. Some use rights may have been licensed by the library or reserved under law. This session will demonstrate the resources and tools, namely Equella and Kaltura, which BYU-Idaho makes available for finding, using, and sharing content with confidence.   

University of Idaho Doctoral Students - Poster/Q & A Session
Title: Informing and Enhancing Educational Practices at BYU-Idaho  

Abstract: A determined group of Brigham Young University-Idaho faculty, administrators, and community members are currently working on their Education Doctorate (EdD). This is a Professional Practices Doctoral (PPD) program that guides them in the process of enhancing strategies, policies, and procedures within respective classrooms, departments, and colleges. The Professional Practices Doctoral (PPD) program encourages an iterative action research model that supports the BYU-Idaho Learning Model. Their research provides meaningful, timely, and useful information with immediate applications. While the research process is not yet complete, they will share how they intend to improve educational practices, and explore broader implications for both the university and the community.

Title:Modern Teaching Tools for Responding to the Spirit of Teaching and Learning

Abstract: The first presentation introduces ACE Learning Systems, an electronic search engine customized to match course objectives (from a syllabus or BrainHoney materials) with focused electronic resources in our library.  The system interfaces with BrainHoney (or any LMS) and provides the addition of a "Google type" search box in the upper corner of the student screen.  This is a powerful tool that can significantly improve the quality of the student experience and provide instructors with a great time saving tool.  

The second presentation will introduce TURNINITIN.COM which provides students and instructors with an "Originality report" that checks for plagiarism and guides students to improve their papers.  The program also includes "Peer Mark" which provides a format for peer reviews and a forum for Writing Process dialogue.  "Grade Mark" assists instructors with the grading of written papers.  BYU-Idaho has a three year contract to provide access to these services to our faculty and students.  This software can be used in the prepare, teach, and reflect phases of the Learning Model processes and is particularly effective in addressing Principle Four of the Learning Model, as it encourages learners to take responsibility for their work, allows them access to easy-to-use diagnostics about their writing and their use of other sources, opens an opportunity for dialogue concerning academic integrity, eases the process of giving and receiving feedback, and allows students a convenient platform to teach one another.  Enabling the students to received computerized reports and peer review before a due date, with the possibility of revision, is an effective teaching tool.