A Digital Assessment Tool Supporting Reflection and Peer Review of Multimodal Assignments
Olivia G. Stewart and Ekaterina Midgette, The School of Education, Education Specialties 

Assessing multimodal assignments that extend meaning-making beyond the linguistic mode remains a persistent challenge for educators. This presentation introduces a critical, student-centered assessment tool designed to support intentional multimodal composition through structured self-reflection and peer review. Drawing on implementation across two graduate-level education courses, the presenters examine how the tool supports instructors’ assessment practices and how students perceive its role in shaping their design choices, understanding of multimodal literacy, and criticality. Attendees will gain practical insights into designing and implementing multimodal assessment tools in virtual learning environments.

Global Application from Nanotechnology: Inclusion in STEM Program to Benefit Community
Smita Guha, The School of Education, Curriculum and Instruction

Nanotechnology serves as a powerful gateway to deepen student engagement in STEM.

By introducing concepts such as nanomedicine, energy innovation, and consumer product applications, we help students see the real-world relevance of science and its potential to improve lives. This fellowship from the Center of Faculty Success and Development had given me the opportunity to present and learn through International Exchange of Professionals on nanotechnology, held at the 14th Annual World congress on Nanoscience and technology, held at Kobe, Japan on May 12-14, 2025.

Science for Non-Science Majors: Staying at the Research Forefront
Michael Zheng, St. John's College of Liberal Arts and Sciences, Core Studies

Sponsored by the Fellow program, attendance at QIP 2025 (the largest quantum information conference, celebrating quantum mechanics' centenary) enabled direct engagement with frontier research in quantum algorithms, cryptography, and error correction. This exposure ensures that non-STEM science courses incorporate contemporary developments rather than solely historical content, increasing student relevance and engagement. The teaching approach employs POGIL (Process Oriented Guided Inquiry Learning) methods with hands-on demonstrations to make quantum concepts accessible. This pedagogy has yielded peer-reviewed publications and, most importantly, inspired creative student projects reflecting quantum understanding that exceeded instructor expectations—demonstrating how frontier research integration fosters critical thinking across diverse disciplines.