Let’s Keep Looking: A Follow-up Conversation on Classroom Pedagogy as a HIP
Dr. Jennifer Keup, Keynote Speaker
This session is intended to be a facilitated, interactive dialogue on the content shared in the keynote address on the examination of classroom teaching and learning strategies. Bring your questions and ideas for discussion!


 
Meeting Students Where They Are: Using Video Responses to Increase Engagement
Jonathan Guajardo, Assistant Professor of the Practice, Department of Communication and Journalism & Eddie Alvarado, Program Specialist II, College of Engineering; Workforce Development
Our students are going to be on their phones no matter what, so why not utilize their video skills to help them engage with FYE topics? Join us to explore the various media options available to instructors to help increase student engagement by encouraging students to share and reflect through short videos. 


Engaging in Tough Conversations: Creating a Culture for Healthy Discussions in the Classroom
Crystal Riles, Director of Community and Culture, Bush School of Government & Public Service & Nicole Collier, Director of Operations, Center for Nonprofits & Philanthropy and Executive Director, Nonprofit Academic Centers Council (NACC)
Tough conversations can arise when we least expect them during Hullabaloo U classes, and this coming year will be no exception. How do you, as an instructor, create a collaborative culture in your classroom to engage in tough topics with minimal tension?  This session will discuss creating a collaborative classroom culture, navigating various challenging conversations, and methods for navigating differences and similarities as part of these topics.


 
Helping Students Succeed Holistically Using Student Well-being Data
Kelly Cox, Associate Director, Student Affairs Planning, Assessment & Research; Andrew Carruth, Assistant Director, Student Activities; Jennifer Ford, Senior Associate Director, Student Life; Jason Kurten, Associate Director, Recreational Sports; Robert Tirso, Data Analyst, Student Affairs Planning, Assessment & Research
Student well-being is a concern on all college campuses and is critical to student success.  Using data to understand more about students’ well-being helps students not only succeed, but also thrive.  Texas A&M University has been part of a national effort to understand student well-being since 2017.  During this session, we will explain how we assessed students and will share results from the past three academic years, how these data have been used to identify disparities in well-being among student populations, and how this knowledge could be used to enhance your Hullabaloo U course.


 
Quiet Catalysts: Subtle Strategies for Enhancing Student Engagement Through Authentic Connection
Ben Smith, Director BRM, Technology Services
In this session, we explore the power of quiet catalysts that enhance student engagement. Care, sincerity, reliability, and competence form the foundation of these quiet catalysts, allowing instructors in partnership with their peer mentors to create an environment where each student can thrive. Discover how small gestures, active listening, and genuine empathy can result in authentic connections that create lasting outcomes. Engagement doesn’t always need to be loud; sometimes, the most profound impact happens in the quiet moments.

Practical Strategies: Leveraging the Use of Generative AI
Carlos Perez, Educational Consultant; Reem Hussein, Educational Consultant; Dr. Jamie Thompson, Assistant Director for Teaching Excellence; Center for Teaching Excellence: Digital Teaching & Learning
Since Generative AI emerged, students and instructors have faced a growing number of challenges. Challenges such as acceptable uses, data concerns, and instructional implications. Through this workshop, we will explore the potential of Generative AI in education. Learn about the benefits it offers, from fostering creativity to enhancing problem-solving skills. Together, we'll evaluate its integration in the current Hullabaloo U course. Whether you're intrigued by emerging technologies or seeking innovative teaching approaches, this workshop provides valuable insights and practical strategies for leveraging Generative AI in the classroom.


 
Value of Effective Communication and Techniques for Improving Your Skills
Randy Brooks, Associate Professor of The Practice, First-Year Engineering
An example lesson will be shared that Hullabaloo U instructors can incorporate into their courses that addresses the importance of effective communication skills for college (near-term) and career (end-game), steps through the pillars of effective communication, reviews styles of communication, and helps students develop their Quick Personal Pitch (QPP).


 
What is Mental Health First Aid?
Alyssa Locklear, Instructional Professor, Kinesiology and Sport Management & Kristin Slagel, Instructional Associate Professor, Kinesiology and Sport Management
The transition from high school to college is full of excitement and uncertainty.  Mental Health First Aid aims to help Hullabaloo U instructors recognize mental health challenges and provide appropriate support to students.  Join us for an overview of mental health first aid training and take the first step toward guiding students through self-care and first-year success.



From Excitement to Brick Wall: How Hullabaloo U Helped a First-Year Student Recover and Persevere
Caleb McMullen, Undergraduate Student, Visualization Major & Isaac Podolefsky, Executive Director, Technology Services
Listen to the journey of a Fall `23 HU student whose life changed in a single day, discovering the loss of their eyesight as a Visualization (computer graphics) major.  While understanding their own emotions and navigating family dynamics as first-generation college student, learn how the environment created by their HU professor allowed them to come to terms with their new reality.



"Whoop Groups": The Value of Consistent Communities
Jim Murphy, Director, Office of Admissions
As a long-time Hullabaloo U instructor, I have always pondered the value of consistent community-building groups in class (where students get to know a few other students well) versus regular randomized interactions (where students get to visit with all of their HU classmates on a regular basis).  We'll explore what I have experienced over the last five years and discuss (and brainstorm) ideas for fostering both deep community and whole-class interactions.