Submissions (8)
Accepted (8):
Dynamic Teaching in a Dynamic Meteorology Course — Sytske Kimball <skimball@southalabama.edu>
In this presentation I will discuss how joining the MAGIC STEM program has exposed me to Evidence-Based Instructional Practices (EBIPs) and the support of a Faculty Learning Community. I will describe the implementation of Process Oriented Guided Inquiry Learning (POGIL) in a Dynamic Meteorology course sequence. Instead of lecturing in class, lectures are now available on videos that students watch outside of class. In class, we work on problem solving and important concepts are presented in the form of POGIL activities. No pre-designed POGIL activities exist for Meteorology, so I have designed them from scratch. Working on in-class activities has also prevented students from turning to AI to complete homework assignments and has helped keep “the human in the loop” by encouraging students to interact with one another, to reason through problem solving approaches together, and to ask the instructor questions. ## Presenters - Sytske Kimball <skimball@southalabama.edu>, University of South Alabama
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Evolving Biology Instruction Through Evidence-Based Active Learning — Schuyler Huff <schuyler.huff@coastalalabama.edu>
Undergraduate biology instruction is often modeled on traditional lecture formats that limit student engagement and participation. This session shares a year-long effort to implement evidence-based learning practices (EBLPs) in first- and second-year biology courses at Coastal Alabama Community College in response to the evolving needs of today’s students. Aligning with the conference theme of adapting pedagogy for a hybrid future, this panel explores strategies that directly involve students in the learning process while maintaining academic rigor and required course content. Presenters will discuss the integration of structured group work, live-action visual demonstrations, metacognitive activities, and purposeful classroom materials to reduce passive learning and increase engagement. Participants will leave with practical, adaptable strategies for implementing active learning in undergraduate science courses, along with clear examples of how these approaches can enhance student involvement and support meaningful learning outcomes in regional higher education settings. ## Presenters - Schuyler Huff <schuyler.huff@coastalalabama.edu>, Coastal Alabama Community College
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Generative AI Interventions for Enhancing Mathematics and Computing Education — Gayan S. Abeynanda <gsabeynanda@southalabama.edu>
As the use of generative AI by college students rapidly increases, educators face the urgent task of implementing AI-incorporated instructional designs that promote the complementary use of AI (where AI amplifies human cognition and practice) rather than substitution (where AI replaces key human thinking or practice). The mathematics and computing cohort of the MAGIC STEM Project conducted a systematic review of generative AI interventions in undergraduate mathematics and computer science education to identify active learning strategies that enhance, not replace, human thinking and learning. During the session, we will present our systematic review methodology, literature findings, and conclusions. The review aimed to answer the question: “What AI interventions are effective in enhancing mathematics and computing education?” Our goal is to discuss the active learning strategies that were identified, as well as the potential for future work. ## Presenters - Gayan Abeynanda <gsabeynanda@southalabama.edu>, University of South Alabama - Hannah Kibby <kibby@southalabama.edu>, University of South Alabama - Simone Mosley <smosley@bishop.edu>, Bishop State Community College - Ruchira Perera <ruchiraperera@southalabama.edu>, University of South Alabama - Shashika Petta Mestrige <shashikamestrige@southalabama.edu>, University of South Alabama - Cecil Turk <cturk@bishop.edu>, Bishop State Community College
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Is Instruction Adapting? Increasing Active Learning for Evolving Students — Jennifer Maness <jennifer.maness@coastalalabama.edu>
Presentation Description: As our students are evolving, is our instruction adapting? Increasing Active Learning in the classroom. Student learning continually evolves in response to broader societal, technological, and economic shifts. The academic needs, motivations, and characteristics of today’s learners differ significantly from those of previous generations, often requiring more personalized, flexible, and accessible educational pathways that move beyond traditional models. This raises an important question for educators: how can we effectively adapt to these changing needs to enhance retention, engagement, and overall student success? One promising response is the intentional design of classroom environments that integrate active learning strategies. Learning Objective: Composing instructional approaches that promote improved student achievement by integrating active learning methods in the classroom. ## Presenters - Jennifer Maness <jennifer.maness@coastalalabama.edu>, Coastal Alabama Community College
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MAGIC STEM to Classroom: Redesigning Class Time — Purbi Adhya <padhya@shc.edu>
As generative AI makes answers instantly available, the instructional challenge shifts from delivering information to designing class time that keeps students meaningfully “human in the loop”—thinking, practicing, and interacting with others. In this session, I share how MAGIC STEM reshaped my approach to class-time design. Inspired by a backward-design lesson-planning approach and strengthened through faculty learning community discussions, I developed an adapted, sustainable routine for structuring a 75-minute class. Before this shift, I lectured for more than half of class, demonstrations were brief, and students felt rushed during exercises—while I felt constant pressure to cover content. Now, I intentionally segment class time into four parts: a 5-minute relational opener (icebreakers/activation), a mini-lecture capped at 10 minutes, a 20–30 minute guided demonstration that models expert thinking, and 20–30 minutes of structured student practice with immediate feedback. ## Presenters - Purbi Adhya <padhya@shc.edu>, Spring Hill College
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Post-Lecture Collaborative Knowledge Sharing in High Anxiety Courses — Ranelka Fernando <srfernando@southalabama.edu>
Physical Chemistry is often viewed by students as one of the most challenging and abstract courses in the chemistry curriculum. Its mathematical complexity and cognitive demands can unintentionally position students as passive listeners rather than active learners. This session presents a redesigned Physical Chemistry course that integrates structured post-lecture collaborative worksheets based on evidence-based practices gleaned through the Physical Science and Engineering FLC in the MAGIC STEM program. As students increasingly use AI tools, the need to design STEM classrooms that sustain meaningful human interaction, critical thinking, and collaborative knowledge building has become necessary. This session examines how the presented activities intentionally keep the “humans in the loop” through peer dialogue and shared reasoning while strengthening conceptual understanding and students’ sense of belonging in a high-anxiety course. Participants will leave with practical strategies for fostering active participation, empathy, and connected learning in the age of AI. ## Presenters - Ranelka Fernando <srfernando@southalabama.edu>, University of South Alabama
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Systematic Review of Active Learning Strategies in Life Science Courses — Juan Mata <jmata@southalabama.edu>
The broad umbrella of active learning has been shown to support student learning and retention within in-person undergraduate classrooms. Rapid adoption of online course delivery has integrated some of the insights from previous research, but also raises new questions about the difference in active learning strategies between modes of course delivery. Here we present results of a systematic review of 87 published active learning studies from 2015 to 2025 that focus on in-person and online courses. We summarize the evidence for efficacy of interventions, class sizes, and methods of active learning. These data highlight gaps in knowledge and show opportunities to bring these insights into our own classrooms to meet the needs of students today and into the future. ## Presenters - Juan Mata <jmata@southalabama.edu>, University of South Alabama - Schuyler P. Huff <schuyler.huff@coastalalabama.edu>, Coastal Alabama Community College - Molly M. Miller <mollymiller@southalabama.edu>, University of South Alabama - Jeffrey Siegel <jeff.siegel@mgccc.edu>, Mississippi Gulf Coast Community College - Juan L. Mata <jmata@southalabama.edu>, University of South Alabama - Jennifer Maness <jennifer.maness@coastalalabama.edu>, Coastal Alabama Community College - Sonja K. Sheffield <sonjasheffield@southalabama.edu>, University of South Alabama
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Validating EBIPs in Systems Engineering: From Systematic Review to Practice. — Bhushan Lohar <blohar@southalabama.edu>
This research talk explores the Verification and Validation (V&V) of Evidence-Based Instructional Practices (EBIPs) through a systematic review and practical implementation in Systems Engineering. As the Mobile Metropolitan area sees industrial growth, the demand for successful, human-centered STEM pedagogy is critical. Since joining the MAGIC STEM program, the presenter has applied EBIPs including active learning and hands-on activities in undergraduate and graduate courses, dissertation research, and a Maritime Launchpad pilot program for high school students. This talk also details how a systematic review, guided by the PICO framework, identified validated techniques that foster a sense of belonging and academic success. Attendees will learn about the results of a February 2026 pilot program involving Alabama School of Math and Science students, where EBIPs were used to teach shipbuilding via RC boat construction. The presentation highlights strategies for regional collaboration and future grant-seeking while emphasizing the human connection in technical education. ## Presenters - Bhushan Lohar <blohar@southalabama.edu>, University of South Alabama - Sean Walker <seanwalker@southalabama.edu>, University of South Alabama
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