2024 CBFA Spring Symposium on Pedagogy

Wednesday, April 3, 2024: 3:00-5:00 EST

Concurrent Session Abstracts

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SESSION 1

Presentation 1A

Unlocking Group Work: The Impact of Learning Circles

by Erica Vonk, Northwestern College

Are you tired of traditional group work in your classes that isn’t effective? We want our students to understand that you often don't get to pick who you work with in life but fail to train well for students to be effective and meet expectations during and after college. 

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Presentation 2B 

Promoting Engagement with Course Texts: Strategies for Encouraging Student Reading

by Elizabeth Holbrook, Point Loma Nazarene University and Sandy Cassell, Evangel University

To successfully achieve all course outcomes by the semester's end, higher education professors expect students to bear some responsibility for their learning by reading assigned textbook chapters or articles outside of class. However, studies show that students are not reading assigned content independently. In fact, most students feel it is the professor’s job to cover all the relevant content in class. Previous research has found that holding students accountable through pop quizzes, scheduled quizzes, or graded reading assignments significantly increases reading compliance. This study investigated if low-stakes guided reading assignments would motivate business students to read the course material before covering it in class. It also assessed students’ perceived value of completing the reading assignments. Using an accounting class at Point Loma Nazarene University (N=24) and a strategic management class at Evangel University (N=38), we found that holding students accountable increased reading compliance even with low point values. This resulted in the professors being able to use class time to expand on key concepts, which gave students a deeper level of understanding. In addition, we also found a significant increase in students’ perceptions of the value of reading before class as long as the professor did not spend class time simply regurgitating the assigned reading material. 

 

SESSION 2

Presentation 2A

The Matthew 18 Principles in Team Projects at Scale

by Damon Moon, San Jose State University

Implementing the Matthew 18 principle in team projects fosters improved team dynamics and reduces student complaints. The five-step conflict resolution process emphasizes forgiveness and resolution between conflicting individuals. Conflict resolution based on Matthew 18 equips students for their careers and life beyond graduation.

 

Presentation 2B

Harnessing the Power of ChatGPT in Education: Innovative Ideas for Enhancing Teaching and Learning

by Vahagn Asatryan, Redeemer University

This presentation explores ChatGPT's innovative use in Christian higher education. It discusses how ChatGPT can revolutionize teaching by facilitating interactive learning experiences, fostering creativity, personalizing learning, enhancing critical thinking, promoting inclusivity, and supporting students. The author inspires educators to implement ChatGPT in their teaching practices and shares examples/demos.

 

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