Registration and Breakfast

Room: Jewett Hall - Danforth Art Gallery

Welcome

Room: Farber Forum (Jewett 156)
Zoom Link: 

Morning Keynote

Room: Farber Forum (Jewett 156)
Zoom Link: 

Bio: Dr. Lance Eaton is the Senior Associate Director of AI in Teaching and Learning at Northeastern University. He has earned a Master's in American Studies (UMASS Boston), Public Administration (Suffolk University), and Instructional Design (UMASS Boston). He completed his Ph.D. in Higher Education (UMASS Boston) with a focus on academic piracy and how scholars navigate the privatization of research literature in the 21st century. His work engages with the possibility of digital tools for expanding teaching and learning communities while considering the profound issues and questions that educational technologies open up for students, faculty, and higher ed as a whole. He has engaged with scores of higher education institutions about navigating the complexities and possibilities that generative AI represents for us at this moment. His musings, reflections, and ramblings on AI and Education can be found on his blog: https://aiedusimplified.substack.com/

Session Description: Teaching often feels like a race to keep pace with changing tools and mounting expectations that come at the expense of meaning and rich connections with our students. This keynote offers open educational practices as a deliberate and iterative process of reclaiming the classroom as a collaborative space. The session explores how learning materials can become dynamic.  These living artifacts can then be continuously shaped through both instructor expertise and student lived experience.

By reconsidering students as contributors, adapters, and co-designers of course materials, the talk shows OER as a relational practice rather than a technical one. Open practices become ways to make learning more visible, contextual, and responsive, thereby strengthening connection while acknowledging the diverse experiences students bring.

Situated alongside Universal Design for Learning (UDL) and yes, even AI, open educational practices are presented as a human-centered toolbox that sustains professional judgment and inclusion. The keynote offers permission to see openness as a means of teaching with purpose, care, and humanity.

Speakers: 
Victoria Hood | Lecturer (University of Maine)
Gabriella Fryer | Academic Advisor (University of Maine)

Zoom Link:
Room: Katz 16  

Title: Reflecting Through Creative Writing

Description: Creative writing opens us worlds, but not just fictional ones. Creative writing allows space for reflection and genre transfer that can deepen a student's knowledge and awareness within other subjects. This intensive workshop will allow teachers to take the role of the student as they use creative writing to reflect on their teaching practices, specialized studies, and imagine how this creative work can help in their own classrooms. Our workshop will focus on framing creative writing as a reflective tool through low stake assignments that open pathways for all types of students to strengthen their work. Participants will leave with a better understanding of how creative writing can be used as a reflective tool, as well as possible tangible activities for their own classrooms.

Speakers: 
Jono Anzalone | Lecturer, Social and Behavioral Sciences (University of Southern Maine)
Ashanthi Maxworth | Associate Professor of Electrical and Computer Engineering (University of Southern Maine)

Zoom Link: 
Room: Jewett 180

Title: Artificial Intelligence in Higher Education: Cross-Disciplinary Approaches to Teaching, Learning, and Workforce Readiness

Description: This session explores the evolving role of artificial intelligence in higher education through a multidisciplinary lens, bringing together perspectives from engineering and the social and behavioral sciences. Ashanthi Maxworth (Engineering) and Jono Anzalone (Social and Behavioral Sciences) will present practical classroom use cases that demonstrate how AI tools can be thoughtfully integrated into teaching to enhance student learning, critical thinking, and problem-solving. Ashanthi will highlight applications from engineering and technical education, showing how AI can support design thinking, data analysis, and systems modeling. Jono will share examples from the social and behavioral sciences, including how AI can support research development, policy analysis, behavioral insights, and interdisciplinary inquiry in the classroom. Together, the presenters will also examine emerging research on workforce readiness and the evolving skills landscape shaped by AI and automation. The discussion will explore the important role universities can play in preparing students to work effectively alongside AI technologies while understanding their ethical, economic, and societal implications.

Speaker: Grammarly

Zoom Link: 
Room: Farber Forum (Jewett 156)

Title: TBD

Description: TBD

Speaker: Kae McCarty | Assistant Professor of Public Health (University of Southern Maine)

Zoom Link: 
Room: Katz 5 or Klahr Classroom

Title: Zines for Compassion and Critical Thought

Description: Zines, derived from magazine, have long been used to encourage creative, critical thought, and uplift narratives outside of the status quo. Because they are physical booklets, AI can be used as a tool to create a skeleton or help with images, but will not be able to replicate the do-it-yourself ethos and presentation of a zine, making it an engaging and deeply humane pedagogical strategy. During this session, attendees will be making their own mini zine while learning about zine history and classroom considerations. Attendees will leave the session understanding what zines are and where they come from, knowing how to create them, and armed with tools on how to use zines as an assessment tool for learning.

Speaker: Chelsea Ray | Professor of French and Humanities (University of Maine at Augusta)

Zoom Link: 
Room: Katz 14

Title: Creative Teaching: Community, Connection, and Experiential Learning in Zoom and/or asynchronous classes

Description: In this presentation, I will discuss how to create community and connection in classes taught on Zoom or asynchronously. I will show how to create warmth, empathy, and community amongst students, even across the distance. My examples will be primarily from French language and Humanities/English classes, but the tools will be applicable to all fields. I will highlight specific practices that are easy to implement, such as a welcome questionnaire, an evening Zoom orientation to start off asynchronous classes, and partnering students. In addition, I will show how the inclusion of special in-person events can foster experiential learning and build on what is learned in the classroom, no matter what your field. For example, I used RLE (Research Learning Experience) funding for an experiential class that focused on a weeklong stay in Quebec; in addition, I offer an annual French immersion weekend on the Augusta campus. Distance students participated in these events and greatly enjoyed connecting in meaningful ways with the course material and other students. Experiences such as these in any discipline can greatly support building community, both in and out of the classroom.

Speaker: David Leach | Adjunct (University of Maine at Augusta)

Zoom Link: 
Room: Katz 15

Title: Creating Guest Video Content for UMA Classes

Description: Over the past 12 years I have "teamed up" with the UMA Video unit to created multiple on location videos for my various class, BUA369 Marketing in particular. I will detail the various steps from concept to finished product. These videos are posted to Brightspace and essential parts of enhancing the educational experiences for my students. From on location shoots on the field with a Portland Sea Dog front office executive, to Hammond Lumber Company staffers, and interesting (and recent) mid-coast Maine "shoots" at Maine Sports Outfitters (Rockport) and Union Farm Equipment, right on Route 17.

Speakers: 
Jordan Shaw | Visiting Assistant Professor of Counselor Education (University of Southern Maine)
Tina Girard | Assistant Professor of Counselor Education (University of Southern Maine)

Zoom Link: 
Room: Farber Forum (Jewett 156)

Title: Teaching with Humanity: Trauma-Informed Pedagogy in Higher Education

Description: As student stress, trauma exposure, and mental health concerns continue to rise, faculty are increasingly navigating the tension between maintaining academic rigor, upholding professional standards, and supporting student well-being. This session introduces trauma-informed pedagogy as a framework for designing learning environments that support engagement without lowering expectations. Participants will explore practical teaching strategies that promote transparency, structure, and flexible rigor while maintaining accountability and ethical gatekeeping. Through reflection and discussion, faculty will consider how trauma-informed practices can foster psychologically safe classrooms that support both learning and professional development in a digital age.

Speaker: Danielle Pelletier | Lecturer of Special Education (University of Maine at Machias)

Zoom Link: 
Room: Jewett 180

Title: Rethinking Assignment Design for Asynchronous Courses in the Age of AI: Setting Clear Expectations

Description: In asynchronous online courses, assignment design often has to do the work that real-time explanation would normally provide. When expectations aren't clear, students struggle to meet goals, and instructors end up fielding more questions, repeating instructions, and grading work that misses the mark. In this workshop, I'll share a practical approach to transparent assignment design. We'll look at ways to write clearer, more student-friendly assignment guidelines, align assessment criteria with what we actually want students to learn, and anticipate common points of confusion in online courses. I'll also address how I design assignments with generative AI in mind, including how I communicate when and how students can (or can't) use AI tools and how I build those expectations into my assignment criteria. Throughout the session, I'll draw on my own experience teaching asynchronous online courses, sharing what I've tried, what's worked well, and what hasn't. The goal is to offer practical strategies that can help reduce student questions, improve the quality of student work, and make teaching online a little more manageable!

Speakers: 
Angela Cook-Cannon | Director of Academic Technology (University of Maine System IT)
Ryan Gagnon | Classroom and Audiovisual Design Engineer (University of Maine System IT)

Zoom Link: 
Room: Jewett 185 & 189 or 190 for Zoom Demo

Title: Next-Level Classrooms: The Zoom Room

Description: Experience a Live Zoom Room classroom demonstration featuring simple controls and seamless collaboration for in-person and remote participants.

Speaker: Shannon Gauvin | Director of Nursing/Associate Professor of Nursing (University of Maine at Augusta)

Zoom Link: 
Room: Katz 5 or Klahr Classroom

Title: Let's Talk: Empowering conversations to mitigate incivility

Description: This presentation provides practice using tools to engage in difficult conversations. The practice promotes openness, trust, truth and teamness engaging in meaningful conversations to aid in leading transformational change

Speaker: Heidi Schoonbeck | Assistant Professor of Dental Health (University of Maine at Augusta)

Zoom Link: 
Room: Katz 14

Title: Using a Performance App to Provide Ergonomic Feedback to Dental Hygiene Students

Description: This presentation outlines the research study I conducted this past spring semester.  The study involved video recording sophomore and senior dental hygiene students as they performed scaling procedures in our dental clinic using the performance app Dartfish.  This performance app integrates video capture with data analysis to help with assessing students' ergonomic positioning, specifically deviations from neutral.  Reviewing these videos with the students represented an innovative approach to provide more individualized feedback that may help identify risk factors that contribute to the development of musculoskeletal injuries over time.

Speaker: Udaya Jayasundara | Assistant Professor of Chemistry (University of Maine at Presque Isle)

Zoom Link: 
Room: Katz 16

Title: Challenges and Instructional Strategies in Teaching Chemistry to First-Generation Students and Returning Adult Learners

Description: Teaching chemistry to first-generation college students and returning adult learners requires instructional approaches that address diverse academic preparation, life responsibilities, and learning preferences. These students often face challenges such as gaps in foundational math and science skills, chemistry anxiety, limited familiarity with academic expectations, and time constraints due to work and family obligations. Further, the technological gap can further complicate engagement with course materials, especially when assignments are offered in the learning management system. In this study, barriers and highlights affecting the effective strategies to support student success are observed and studied. Key approaches include scaffolding foundational skills through structured review and guided practice, incorporating real-world applications to increase relevance, and using active learning techniques to enhance participation and understanding. Strategies such as contextualized problem-solving, collaborative group work, and low-stakes assessments help build confidence and reinforce learning. Furthermore, explicitly teaching study skills and providing flexible course design can address both academic and non-academic challenges. By adopting inclusive and student-centered teaching practices, instructors can foster greater confidence, persistence, and achievement among first-generation and returning adult learners. These approaches contribute to more equitable outcomes and improved access to success in chemistry and broader STEM education.

Speakers: 
J.Gregory Jolda | Aviation Program Coordinator (University of Maine at Augusta)
William Winburn | Principal (Community Aviation)

Zoom Link: 
Room: Katz 15

Title: Use of AI and VR in Flight Training

Description: Imagine you are teaching a student how to drive. Today’s lesson is on entering an interstate highway from an on-ramp. What would you say to prepare the new driver? What words would you use? Where would you tell the new driver to look, and what to look out for? OK, you've got this. Now, let's say that you and this new driver are not fluent in the same languages. How would you communicate? What words would you use? Join this presentation to learn how we are adapting lessons in the highly technical field of flight instruction for students from diverse linguistic and cultural backgrounds.

Lunch: Randall Student Center (Fireside Lounge-2nd floor)

Afternoon Keynote

Room: Farber Forum (Jewett 156)
Zoom Link: 

Bio: Panel Guests TBD. Panel to be hosted by Chad Bouchard, AI & Academic Initiatives Coordinator | UMA

Title: Navigating AI with Purpose and Integrity: A Candid Dialogue on Emerging Tech in Higher Ed

Session Description: The spread of AI tools has transformed teaching and learning, whether the technology is used openly or kept in the shadows. How do institutions and educators remold classrooms, center humanity, and teach this technology with purpose and intention? Join a circle of colleagues representing a spectrum of perspectives, from wary skeptics to enthusiastic adopters, for a candid conversation on the upsides, downsides and challenges of AI in higher education.

Speaker: Amanda Thaller | Adjunct Nursing Faculty (University of Maine at Augusta)

Zoom Link: 
Room: Jewett 180

Title: Trauma-Informed Teaching Strategies to Support Student Engagement and Learning

Description: Trauma-informed teaching and learning (TITL) is an emerging evidence-informed pedagogical approach in that integrates insights from neurobiology, learning science, and educational design to support student engagement and cognitive access. Research demonstrates that stress physiology can significantly influence attention, working memory, and executive functioning, processes essential for learning in higher education environments. While these dynamics are often discussed in student support contexts, they are increasingly relevant to classroom instruction, assessment design, and faculty-student interactions across disciplines. This session introduces faculty to the core principles of trauma-informed teaching and examines how common stress responses may appear in academic settings. Participants will review a simple neurobiological framework for understanding learning under stress and explore how instructional design decisions-such as transparency, predictability, and structured feedback-can reduce unnecessary threat activation while maintaining academic rigor. Using brief vignettes and practical examples, the session highlights small, evidence-informed adjustments that can support learning without lowering standards. Participants will leave with several immediately applicable strategies that can be integrated into course design, classroom teaching, or evaluative settings. 

Speaker: Andrea Vasquez | Program Director of Multilingual Student Services and ESOL (University of Southern Maine)

Zoom Link: 
Room: Farber Forum (Jewett 156)

Title: Meeting Students Where They Are: Rethinking How We Connect Students to Support

Description: How did you learn to use your campus library? Office hours? The writing center? For many educators, the answer involves a parent who went to college, a mentor who showed them the ropes, or simply an environment where these things were assumed. For many first-generation and immigrant students, that map often doesn't exist. This session explores what it means to humanize instruction by closing the gap between resources that exist and students who need them. Through a series of structured discussions and reflections, participants will identify the hidden barriers their own students face, examine the role of stigma and transgenerational knowledge in help-seeking behavior, and consider how course design can serve as a powerful equalizer. The presenter draws on years of experience integrating campus resources, from library research and tutoring to career services and beyond,directly into ESOL composition courses for multilingual university students. The session closes with a practical application activity in which participants identify at least one resource or norm they could embed more intentionally into their own courses. 

Speaker: Hillary Goldthwait-Fowles | Instructional Design Specialist (University of Maine at Farmington)

Zoom Link: 
Room: Katz 15

Title: Designing for Everyone: How UDL, Assistive Tech, and Accessible Materials Transform the Learning Experience

Description: Universal Design for Learning (UDL) offers a powerful framework for creating in person and online learning experiences that supports the diverse needs of today's employees. By integrating Assistive Technology (AT) and Accessible Educational Materials (AEM) from the start of the instructional design process, organizations can ensure equitable participation, improve performance, and reduce the need for retroactive accommodations. This session explores practical strategies for applying UDL principles to digital learning environments, highlighting how intentional accessibility planning enhances engagement, retention, and learner readiness for all learners—especially those with disabilities.

Speakers: 
Kelly White | Assistant Processor of Computer Science (University of Maine at Fort Kent)
Michael Curran | Associate Professor of Business (University of Maine at Fort Kent)

Zoom Link: 
Room: Katz 16

Title: Feeding the Beast: How AI's Energy Demand Drives Environmental and Financial Consequences

Description: AI's rapid growth is reshaping not only how we work but how much energy we consume to support that work. This session offers a concise look at the environmental and financial implications of AI infrastructure, with a particular focus on the emerging trend of data centers requiring dedicated power generation to meet demand. We'll examine what this means for carbon emissions, regional energy systems, and long‑term costs, especially as higher education adopts more AI‑dependent tools. The session will highlight clear, research‑based examples and provide faculty with a practical framework for understanding the trade‑offs behind AI use on campus. Participants will leave with a grounded sense of how AI's energy appetite affects both sustainability and budgets, and how to discuss these impacts with students and colleagues.

Speaker: Sara Flowers | Director of Adult Transitions, Learning, and Success (University of Maine at Augusta)

Zoom Link: 
Room: Katz 14

Title: Getting online discussion off the board

Description: Online discussion boards are legion in the world of online teaching and learning. When wielded well, discussion boards are places of real connection, substance, and evolution of thinking. However, many online discussions become transactional: post, respond, move on, lather, rinse, repeat. As we navigate how AI is changing the actual cognitive demand of student work, consider a new model of leveraging videoconferencing and recording technologies to create quazisynchronous discussion groups to help break online learners out of isolation and increase the authenticity of their contributions. This has the effect of upping the cognitive value of discussion and even makes the grading process more engaging for the faculty. This presentation is the story of how the process operated in one 300-level course over two separate semesters' offerings and some lessons learned along the way.

Speakers:
Jessica Winck | Associate Professor of English (University of Maine at Augusta)
Robert Kellerman | Professor of English (University of Maine at Augusta)
Kay Retzlaff | Professor of English (University of Maine at Augusta)

Zoom Link: 
Room: Katz 5

Title: Engaging Students in Evaluating AI in the Writing Classroom

Description: English faculty members at UMA use different strategies in our writing courses to help students evaluate the use of AI in our courses. Our strategies are collaborative, as we strive to help students to take control of how they use AI (or not) and help them scaffold their skills as they progress through our curriculum. We emphasize approaches that partner faculty and students in investigating AI. We strive to help students evaluate how AI works as a tool, both as a help and a hindrance for their writing processes.