The 2026 Scholarly Teaching Conference at West Virginia University was held on May 13-14, 2026 on the campuses of West Virginia University (Morgantown), West Virginia Institute of Technology (Beckley), and WVU Potomac State College (Keyser).
This conference paper series includes day onePreconference Workshop descriptions and conference papers from the Poster Session. The Opening Keynote was Nancy Ruzycki, Instructional Professor at the University of Florida. Day one concluded with a Panel Discussion moderated by Louis Slimak, Associate Provost for Curriculum and Assessment at West Virginia University and Evan Widders, Associate Provost for Undergraduate Education at West Virginia University.
Submissions from 2026
Forming Groups with AI Coding, Dimas Abreu Archanjo Dutra
Course Improvement Strategies for Effective Learning, Omar Ahmed Raheem Al-Shebeeb
From Silos to Systems: A Conceptual Framework for Workforce Aligned Oral Health Education, Meghan Bastin
From Needs to Action: Designing Inclusive Writing Workshops for Academics, S. Alison Bolling and Julie Hicks Patrick
A Rapid, Accessible Active Learning Framework for STEM at WVU Tech, Somenath Chakraborty and Zahmeeth Sayed Sakkaff
Gamification for Learning at WVU Tech: Examples from Engineering and Biology, Tamara Floyd-Smith and Aida Elisabet Jiménez-Esquilín
Rubric Enhanced Assessment of Coursework and Teaching (REACT): Using Portfolios and Rubrics in an Engineering Classroom to Refocus from Grades to Learning, Nathan Lee Galinsky
Test Retakes in Introductory Math Courses, John Hird and Chris McClain
Research in progress: Using PDSA Cycles to Support Faculty Teaching Development, Aida Elisabet Jimenez Esquilin
Towards increasing the retention of freshman engineering students: Implementing a new course, EE 101 Introduction to Electrical and Computer Engineering, Omer Lateef, Mingyu Lu, Waseem AlAqqad, Charan Litchfield, and Kenan Hatipoglu
Not Dating, Just Doing the Dishes: Reducing Anxiety and Increasing Participation Through Low-Risk Interpersonal Role-Plays., Alison Leah Morris-Neuberger
Teaching Strategies in the First-Year Engineering Seminar Course, Akua Oppong-Anane, Wen Juan Mo, Marshal Miezah, Gia Huy Pham, Susie Huggins, and Lizzie Santiago
Noncognitive Predictors of Academic Performance in Undergraduate Allied Health Professionals Students, Keleigh Pershina, Michael Mehall, and Alexandra Hollo
Developing and Proposing a Passion Project Course with Institutional Backing, Ron Reaser
Research In Progress. Why Physiology Feels Hard: Supporting the Transition to Self-Directed Learning in Post-Secondary Physiology, Jaelyn Zoe Rohrbaugh and Mark Paternostro
Rethinking Student Feedback: Separating Instructor and Course Evaluation to Improve Teaching Practice, Cameron Rusnak
Utilizing Visual Literacy in Thinking Critically about Children’s Cognitive Development, Andrea Gail Schafer
Choose your own adventure: A different course structure, Jacquelyn Kate Seymour
Bringing Real Research Into Large-Enrollment Biology Labs, Katrina Klugh Stewart and Mathilda Corbett