First-year college students were high-school seniors just a few months before entering our classrooms. Even students in their second and third year of college may enroll in a class whose subject they have not encountered since high school. In addition to the disciplinary challenges students can face when taking up a subject they last encountered when they were 15 or 16, many college students grapple with the expectations around interpersonal skills, time management, and increased personal responsibility that come with college-level work. In this roundtable, our panelists will share their experiences in working with pre-service teachers in special education, training high school educators, and teaching Delaware high school students participating in our dual-enrollment courses. Participants are encouraged to come with questions for our panelists.

The ubiquity of everyday digital practices incorporated into teaching and learning like synchronous video meetings, online exams, and algorithmic study aides, as well as the pace of these advances over just the last half-decade has created an opportunity for us to (re-)examine our practices around academic integrity in a digital world. How do faculty help facilitate good decisionmaking on the part of their students when taking pen-and-paper exams? What are the ethical trade-offs in using a lockdown browser/surveillance system? And how can we teach our students that the temptation to use an advanced automated tool to write that essay with deadline fast approaching is not going to be beneficial for them in the long run? In this roundtable our panelists will discuss how they operationalize academic integrity in the classroom while sharing experiences from the teaching and learning trenches where the lines of what is and is not “cheating” are blurrier than ever before for our students.

This roundtable will be followed by a social hour in the lobby bar area of the Marriott. Hors D’oeuvres on us– cash bar for a beverage of your choice.

Making a big change to a course you’ve taught many times can be daunting, especially if that change means moving from a traditional exam to something more… alternative. Alternative assessment can take many forms, but put simply, an alternative assessment is something other than a high-stakes exam. High-stakes exams limit opportunities for student feedback and exacerbate test-taking anxieties– two big reasons, among many others, to consider a change. But moving away from exams can be difficult work particularly if you are a faculty member worried about the time you’ll have to devote to grading or giving feedback on some other kind of student work. In this roundtable, our panelists will share their motivations for making this change in their courses, as well as the successes and challenges that they experienced in moving to alternative assessments.