Learning Circles Program 

Learning Circles Format

Several roundtable discussions will happen concurrently in the Expo Center for a total of two rounds where speakers will lead 30-minute discussions. 

Timeline

10:55-11:25am Learning Circles #1 

11:25-11:30am Break for participants to pick another table

11:30-12:00pm Learning Circles #2

10:55-11:25am – Learning Circles Session 1

1.1 Virtual Reality and Generative AI to Teach Communication Skills to Health Profession Students

Presenters: Gauri Agarwal, Greta Mitzova-Vladinov

The Meta Virtual Reality Bodyswaps program was piloted with students at our medical and nursing school to immerse health professions students in realistic clinical encounters. In virtual reality, students can engage in conversations with simulated patients who respond with generative AI content. Students receive feedback not only on the content of their communication but also body language and empathic skills. By embodying patients and providers in VR, students experienced multiple perspectives within the same scenario. This unique role-reversal fostered empathy, sharpened communication skills, and allowed safe practice of difficult conversations. The program created a low-risk, high-impact learning environment.

1.2 AI, Storytelling, and Student Identity: Experiential Learning with Sephardi Spaces

Presenter: Shai Cohen

This session highlights how artificial intelligence, digital mapping, and storytelling can deepen student learning and civic engagement. Building on my course Sephardi and ChatGPT and the digital heritage initiative Sephardi Spaces (sepharad.miami.edu), students explore Sephardic migration histories while practicing advanced linguistic, cultural, and analytical skills. The work bridges classroom learning with community-based knowledge, showing how experiential learning and inclusive pedagogies can activate identity and belonging.

1.3 From Classroom to Community: Experiential Pathways in Business Technology Education

Presenter: Dr. Alex Korogodsky

This session highlights how MHBS business technology courses embed real-company projects to transform learning. In the MSBT Capstone (BTE 652), students collaborate with Tory Burch on GenAI for logistics KPIs and with Digital Mortar (San Rafael, CA) on crowd analytics for large venues. At the undergraduate level, through the Engaged Faculty Initiative we connect BTE 210 students with a San Francisco-based startup to design loyalty apps and with a Fintech firm in Fort Lauderdale, FL to map and prototype a digital investor platform. These models demonstrate scalable, reciprocal partnerships that deliver measurable impact for students and organizations.

Outcomes: Explore models for embedding real-company innovations into course design.

1.4 Crossing Cultures, Connecting Classrooms: What a COIL Project Taught Me

Presenter: Claudia Elsa Rodriguez Medellin

I want to share my experience with the COIL project. Last semester, I was part of the professors’ group with María Kolovou, where I learned more about the COIL methodology. After months of preparation, I had the opportunity this semester to work with my Managerial Accounting students and a group of business students from Tecnológico de Monterrey in Mexico. The experience included everything, from the initial icebreaker and the design of the proposal, to the final project created collaboratively by students from both universities, and finally, the individual reflection activity. As a faculty member, I also gained valuable learnings from the process, and I would like to encourage others to try different approaches in their classes.

1.5 AI Chat Agents & Examination Preparation: Sociological Insights

Presenter: Dr. Kasim Ortiz 

The presenter highlights insights learned from integrating generative AI chat agents into midterm examination preparation for an undergraduate medical sociology course. The presenter highlights potential usefulness for generative AI to assist with student mastery of sociologically enriched curriculum. Specifically, the presenter reviews the development of a generative AI chat agent and its deployment via students' use of the generative AI chat agent for midterm examination preparation. The presenter concludes with lessons learned and strategies for maximizing the utility of generative AI for sociological intensive pedagogical exercises.

1.6 Summer Pedagogical Research Institute

Presenters: Leslie Knecht, Nadia Gal

Curious about turning your teaching ideas into research? The Summer Pedagogical Research Institute (SPRI) is a faculty-led program that helps colleagues at every stage of the pedagogical research process.
In this session, participants will get an overview of how SPRI helps participants develop research questions grounded in learning theory, navigate the IRB process, design and analyze qualitative and quantitative studies, and identifying the right journals for publication. Join us to explore how SPRI can guide you through the process of turning a teaching idea into a publishable research project.

1.7 Creating Zines with Your Students

Presenter: Barbara Hoffmann

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Click for presentation materials 2

11:30-12:00pm – Learning Circles Session 2

2.1 Creating More Inclusive Active Learning Practices

Presenter: Yunqiu Wang

We will be discussing strategies to encourage students to read the text, critically review and analyze knowledge points and concepts, commenting and discussing concepts with the instructor and among students before attending the in-person lecture.  We will share how Perusall helps instructors create an inclusive and active learning classroom.  

2.2 From Local to Global: Building Collaborative Multilingual Learning Communities Through Virtual   Engagement in Rehabilitation Education

Presenter: Elsa Drevyn, Zahilly Salinas

The UMPT–UAGM cultural and linguistic exchange fosters multilingual proficiency, cultural humility, and inclusive communication among Doctor of Physical Therapy students in Miami and Puerto Rico. Grounded in sociocultural learning theory and the linguistic justice framework, the initiative uses faculty-facilitated, peer-to-peer virtual sessions conducted in English and Spanish. Students alternate languages, serve as both learners and cultural guides, and engage in dialogues on health and culture. Findings show increased confidence, cultural humility, and professional networking. This scalable COIL model demonstrates how virtual platforms can transform linguistic diversity into a strength for regional and global health education.

2.3 Instant Feedback, Lasting Confidence: AI in Math Learning

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Presenter: Aleksandra Gorzycka-Sikora 

In this session I will present findings from a pilot project using AI-powered study agents in UM mathematics courses. Drawing on pre- and post-survey data, the session examines how study agents affect student confidence, exam preparation, and math anxiety—particularly in lower-level courses where students often feel least secure. Discussion will focus on the challenges of math anxiety, the role of instant feedback in learning, and the potential of AI tools to supplement traditional instructional support.

2.4 Beyond Feedback: Insights from a Student–Faculty Partnership

Presenter: Nadia Gal and Neal Daniel

      This session will share our experience collaborating as faculty and student consultant in Calculus II to explore how the course could better support learning. Through this partnership, we collected and analyzed feedback, examined student understanding of learning outcomes, and developed strategies to make those outcomes more transparent and meaningful.  The consultant served as a bridge between students and instructor, allowing for more candid insights on workload, homework effectiveness, and transparency.
     This partnership demonstrates how student–faculty collaboration can inform course design, promote equity, and transform a “gatekeeper” course into a more engaging and supportive learning experience.

2.5 Canvas at UM: Faculty Voices, Needs, and Next Steps

Presenter: Andrea Tejera

This session will invite faculty into a collaborative dialogue around UM’s transition to Canvas. We will share how faculty feedback shaped the decision to adopt Canvas, highlight examples from early adopters, and surface the evolving needs of our teaching community. Participants will have the opportunity to discuss challenges and opportunities, while we share next steps such as office hours, training opportunities, and ways to stay engaged. Together, we will explore how Canvas can best support teaching and learning at UM.

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2.6 Employing Generative AI as a TA for You and a Tutor for Your Students

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Presenter: Clarissa (Reese) Moorhead

As educators, we should aim to provide the best possible lessons and feedback to our students and prepare them for future success, so we should be “employing” AI.  AI can be a virtual TA that can assist in material creation because it can provide additional examples and questions that are more applicable to today’s students. It can challenge students to think critically through activities, such as debating AI to expand argumentation skills. When we cannot provide enough individual attention to students, we can ask AI to “tutor” them by developing targeted exercises for their weaker skills, such as grammar conventions, which are not always related to course content but are important. Various ways to use AI as a TA and tutor will be explored.

   Panel Discussion  

Partners in Education – Faculty/Student Partnerships to Enhance Teaching and Learning