Accepted Proposal Presentations at 17th International Conference

ACCEPTED PROPOSALS

Listed alphabetically by primary presenter

KEY

	Indicates primary author has been nominated by her/his institution and will receive an Award for Innovative Excellence in Teaching, Learning and Technology at the Conference.
	Indicates primary author has been nominated by her/his institution to be considered for the Ernest L. Boyer International Award for Excellence in Teaching, Learning and Technology at the Conference.
	Indicates an Award-winning Conference Paper published in the Selected Papers from the Nineteenth International Conference on College Teaching and Learning, distributed at the Conference to all attendees.

Sandra Honda Adams, Sacred Heart University, Connecticut
Spice Up Your Class Using Adobe Flash CS3

This presentation will introduce the attendee to some of the components of Adobe's Flash CS3 software. The presenter will demonstrate a couple of completed interactive movies and then lead the attendees though the development of these movies, that use Actionscript 3.0. Actionscript 3.0 was a major revision of the language, making it more object-oriented. It does not allow button scripting, a method that was so easy to code. Coders must now use event listeners... and it's not that difficult. (ID #224/Track 4)
Friday, 9:00 a.m. - 9:45 a.m., City Terrace 6 (IBM Multimedia Room)

Alison Ahlgren, University of Illinois
Clearing the Smoke: How ALEKS Saved My Life!

The UIUC Mathematics Department recently implemented the UIUC Math Assessment Program / ALEKS. ALEKS is used for placement, assessment, and remediation. During the Fall 2007 semester, more than 5500 UIUC students took ALEKS. These assessment scores will be correlated with the overall course outcomes. I will present my research findings, describe the What, Why, and How of our implementation, and declare that ALEKS Saved My life! and that ALEKS is Awesome! (ID #153/Track 6)
Thursday, 5:00 p.m. - 5:45 p.m., City Terrace 7 (Macintosh Multimedia Room)

Janice Amos, Florida Community College at Jacksonville
History: Alive and Online!

History courses need not be boring and bland. This student centered course is filled with interesting multimedia technology, interactive assessments and dual level homework assignments. Student's bridge the past to the present by making the connections through knowledge they have obtained through research and class activities. (ID #215/Track 3)
Wednesday, 2:00 p.m. - 2:45 p.m., City Terrace 9 (IBM Multimedia Room)

Stephen T. Anderson, Sr., University of South Carolina Sumter
Ink-Based Video Tutorials--Even Moses Had His Tablet!

This paper session will demonstrate the use of a tablet PC to teach Statistics, math and other quantitative methods classes in hybrid courses and to develop on-line tutorials, exam study guides, problem solutions and review materials utilizing inexpensive software--Camtasia, and FREE software known as LectureScribe. We will actually produce one or two very short examples during the session, as well as publish them to Blackboard . (ID #264/Track 1)
Thursday, 5:00 p.m. - 5:45 p.m., City Terrace 10 (IBM Multimedia Room)

April D. Baker, Greenville Technical College, South Carolina
Multimedia ePortfolios: Cross-Curricular Student Motivation and Confidence-Building

This presentation will introduce basic concepts and benefits of cross-curricular, multimedia ePortfolios. Focus will be placed on varying uses in the college classroom – across disciplines, throughout programs or course sequences, as minor assignments or major projects, with tech-savvy or tech-challenged students. The presentation will also discuss common technology concerns. Participants will receive practical knowledge and resources to implement ePortfolios into their own courses. (ID #138/Track 1)
Thursday, 3:00 p.m. - 3:45 p.m., City Terrace 5 (IBM Multimedia Room)

Sara Baldwin, South Dakota State University
Community-based Projects in an Online RN to BS Nursing Completion Program

Changes in the health care delivery system have shifted nursing curricula to a community-based focus. The purpose of this presentation is to describe the use of web-enhanced technologies, e.g. Illuminate, and the development of learning communities in this baccalaureate RN-BSN completion program. The authors describe three resultant innovative examples of community- based projects implemented by RN students around the globe. (ID #227/Track 1)
Wednesay, 4:00 p.m. - 4:45 p.m., City Terrace 8 (IBM Multimedia Room)

Lenora Basso, Florida Community College at Jacksonville, and Laurie Walton, Grady County Schools, Georgia
Individualizing Brain-Based Learning for the Inclusive, Differentiated Classroom

Teaching adults in today's classroom sometimes feels like an impossible feat. Students come to the table with varying strengths, backgrounds, level of preparedness, cultures, schedules, and abilities. The only constant in the classroom today is the need to reach them all. Using brain-based instruction the presenters will help teachers better attack the task of differentiating instruction for the unique needs of the adult learner. (ID #265/Track 8)
Friday, City Terrace 10, 10:00 a.m. - 10:45 a.m. (IBM Multimedia Room)

Marian L. Beaman, Florida Community College at Jacksonville
Re-inventing the College Classroom: One English Professor's Journey

This workshop traces one English professor’s career marked by constant transformation. The story of this instructor’s professional life cycle includes the progression from the chalk-and-eraser classroom to designing and teaching courses online, all enhanced by evolving teaching strategies and emerging technology. The session will enable participants to reflect upon their own pedagogy as they consider the impact of change upon current and future practice. A question/answer period will be provided at the end of the session. (ID #106/Track 1)
Thursday, 2:00 p.m. - 2:45 p.m., City Terrace 6 (IBM Multimedia Room)

Kristen Betts, Drexel University, Pennsylvania
Next Frontier: Using Online Simulation to Develop “Real-life” Professional Skills

Innovative technologies provide new opportunities for online students to gain “real-life” professional skills through simulation. Additionally, simulation allows faculty to augment courses to reinforce work-integrated learning and the acquisition of job-related skills. This session highlights how Drexel University uses simulation to actively engage master’s degree students in career development courses, including one-on-one career counseling, mock interviews, presentations, and ultimately the master’s defense. (ID #257/Track 2)
Wednesday, 4:00 p.m. - 4:45 p.m., City Terrace 7 (Macintosh Multimedia Room)

Mark Binkley, Mississippi State University, and Michelle Johnston, Jefferson State Community College, Alabama
Assessing Student Needs: The Key to Developing a Distance Program

The goal of the session is to discuss ways in which schools can tailor programs to meet the special needs of their distance students. Two examples will be given with special consideration to the (1) makeup of the students in the program, (2) methods in which the courses can be offered, (3) faculty workload, (4) program development, (5) technology services, and (6) student assistance. (ID #119/Track 2)
Thursday, 4:00 p.m. - 4:45 p.m., City Terrace 10 (IBM Multimedia Room)

Mark Binkley, Mississippi State University, and Michelle Johnston, Jefferson State Community College, Alabama
Developing and Maintaining a Highly Successful Online Program

The session examines six key characteristics to the development of a successful distance program. A case study is presented that shows how B.S. and M.S. online programs can be (and are) more successful than corresponding face-to-face programs in terms of teaching more students, reducing the faculty workload, having more class participation, being more conducive to learning through a systematic approach, and producing better assessment scores. (ID #122/Track 2)
Thursday, 3:00 p.m. - 3:45 p.m., City Terrace 10 (IBM Multimedia Room)

Mark Binkley, Mississippi State University, and Michelle Johnston, Jefferson State Community College, Alabama
Successful Distance Learning Programs: Answering the Tough Administrative Questions

The goal of the session is to provide the participants with a wealth of knowledge concerning outreach structure that they can utilize at their universities to improve their online programs. Among the topics to be discussed are (1) financial models, (2) faculty workload, (3) centralization, (4) student services, (5) intellectual property, (6) program development, (7) technology services, and (8) student assistance. (ID #120/Track 2)
Friday, 11:00 a.m. - 11:45 a.m., City Terrace 5 (IBM Multimedia Room)

Chris J. Birch, Staffordshire University, United Kingdom
Using YouTube to Distribute Learning

YouTube is one of the most subscribed websites on a global basis. It has a huge and loyal audience, many of whom use it as a source of information. This paper will argue that it provides huge potential to effectively distribute learning, often reaching non-traditional groups of learners. A pilot project has been set up which uploads micro-sessions relating to business and enterprise education. The results will be reported at this conference. (ID #128/Track 2)
Wednesday, 10:00 a.m. - 10:45 a.m., City Terrace 6 (IBM Multimedia Room)

June Bisantz, Eastern Connecticut State University
Transforming Community through Technology & Creative Vision

This presentation highlights the work of university design students whose technical skills and creative vision have transformed their community and their learning experience. Three community-based projects demonstrate how these students have developed their professional skills while influencing and enhancing the quality of life in their community. (ID #532/Track 1)
Wednesday, 9:00 a.m. - 9:45 a.m., City Terrace 7 (Macintosh Multimedia Room)

Betty A. Block, Cindy Wells and Justin Kraft, Missouri Western State University
Postmodernism in Higher Education: Engaging "Millennials" in Critical Thought

The purpose is to discuss the Postmodern condition in teaching and learning in higher education including the loss of the meta-narrative and resulting fragmentation, consumer culture, and how electronic media drives interactions, access to information, and communication. We will continue with a description of the communication characteristics of the "Millennials" (students born 1980 - 1994)and strategies for engaging them in critical thought. (ID #145/Track 1)
Friday, 9:00 a.m. - 9:45 a.m., City Terrace 7 (Macintosh Multimedia Room)

Noni McCullough Bohonak, University of South Carolina Lancaster
Things They Don't Tell You About Online Teaching

The presentation will cover the differences and similarities found in face-to-face (f2f) teaching and online teaching. Most of the information comes from 33 years of f2f teaching and 5 years of online teaching. It includes a review of how f2f teaching has changed as we try to present the material in a way that meets the learning styles and needs of our students. (ID #505/Track 2)
Wednesday, 10:00 a.m. - 10:45 a.m., River Terrace 1 (IBM Multimedia Room)

Karen Bonsignore, New York City College of Technology, New York
Electronic Teaching Portfolio: A Method for Documenting Teaching and Learning

The Teaching ePortfolio is a mechanism to gather, reflect and present evidence about teaching effectiveness. Faculty seeking ways to improve their teaching and enhance their own professional development can create an ePortfolio which is a dynamic instrument. Some advantages of the eFormat are: the hyperlink capabilities, the creative aspects (colors, images, multi media) and that they are easy to edit, store and share online. (ID #164/Track 4)
Wednesday, 5:00 p.m. - 5:45 p.m., City Terrace 8 (IBM Multimedia Room)

Jerry Bowler, Southern Utah University
Effective Teaching: Successful Instructional Techniques That Master Teachers Utilize

Obviously, effective teachers do more than stand in the front of the room giving information to students. Past research has indicated that future teachers need to do more to enhance student learning. They incorporate strategies and techniques that enable them to enhance the learning experiences of their students. This presentation will outline steps for the participants to become more effective teachers in their classrooms. (ID #221/Track 1)
Wednesday, 2:00 p.m. - 2:45 p.m., City Terrace 7 (Macintosh Multimedia Room)

Gloria Smith Bragg, Vernon College, Texas
College Literacy: Integrating the Instruction of Developmental Reading and Writing

This is a presentation of a curriculum model for integrating developmental reading and writing courses. The goal is to instruct students in practicing critical thinking, reading, and writing skills and assure their success in developmental courses and subsequent college courses. As an example of an "innovative teaching and learning strategy, the presentation describes a literacy curriculum that equips students with confidence, curiosity, and an effective critical methodology. (ID #236/Track 1)
Friday, 8:30 a.m. - 8:55 a.m., City Terrace 6 (IBM Multimedia Room)

Jametoria Burton and Mary Dumbleton, Florida Community College at Jacksonville
Information Literacy Standards and Outcomes: Making the Connection

The purpose of this workshop is to provide an overview of Information Literacy fundamental to academic librarianship. Secondly, a review Information Literacy (IL) Competency Standards for Higher Education, developed by the Association of College and Research Libraries, will provide a framework in aligning course content with learning outcomes. Attendees will recognize discipline-specific correlations of information literacy standards in syllabi and existing assignments while documenting student assessment outcomes. (ID #267/Track 6)
Friday, City Terrace 10, 11:00 a.m. - 11:45 a.m. (IBM Multimedia Room)

Tatiana Canales-Opazo, Marcela Moris-Moyano, Erich Schilling, and Pamela Fergus, Universidad de Talca, Chile
Item Analysis of Cooperative Tests: An Experience on Psychology Education

Cooperative learning has proved to promote positive outcomes on learning, interpersonal and task skills (Quarstein & Peterson, 2001), although some professors are concerned about assigning individual grades based on cooperative efforts. This work presents item analysis of lecture tests answered both individually and cooperatively, showing significant differences of means between total scores, based on both the difficulty and the distractor election of multiple-choice items. (ID #193/Track 6)
Thursday, 8:30 a.m. - 8:55 a.m., City Terrace 7 (Macintosh Multimedia Room)

Paul G. Caron, University of Southern Maine
Building a Better Moustrap-Car

This presentation focuses on student teachers in a Physics course designing and building the standard mousetrap car. What is different with this project is that these future educators work with local area middle schools in applying physics concepts and pedagogy in instructing the young students in building their own cars. All of the participants then compete in the end of semester race. (ID #152/Track 1)
Thursday, 9:00 a.m. - 9:45 a.m., City Terrace 6 (IBM Multimedia Room)

Danny Clark, St. Petersburg College, Florida
I'm in a Drop Down Menu to Help My Students Online!

The Florida Consortium has partnered with a tutoring service called SMARTHINKING allowing students to access a mathematics tutor 24 hours a day and 7 days a week. The access has also been extended for faculty to use the platform and provide their own students with tutoring as well. What really is exciting is that when a student logs into their SMARTHINKING homepage to get mathematics help, they may also choose me as their tutor. (ID #149/Track 5)
Thursday, 9:00 a.m. - 9:45 a.m., City Terrace 9 (IBM Multimedia Room)

J. Elizabeth Clark, LaGuardia Community College - City University of New York
Rhetoric in the 21st Centory: The Digital Imperative

This presentation will show approaches to incorporating new media technology into the composition classroom using blogs, Second Life, online gaming, ePortfolios, and digital stories. The digital imperative combines pedagogy and technology to answer some of the oldest claimes of rhetoric: understanding the civic importance of education and the cultural and social imperative of "the now" to help students learn how to negotiate their changing worlds. (ID #536/Track 1)
Thursday, 3:00 p.m. - 3:45 p.m., City Terrace 7 (Macintosh Multimedia Room)

Sharon Scholtes Coleman, Middle Tennessee State University
Integrating Innovative Teaching and Technology Across a Studio-Based Curriculum

This case study will trace the process of integrating innovative teaching/learning techniques and technology across a predominantly studio-based curriculum. How have faculty and students embraced learning communities, linked courses, cooperative learning, and constructivism? How has technology become a tool for research, design and communication? Practical advice on aiming for the pinnacle and avoiding the pitfalls will be discussed. (ID #524/Track 1)
Wednesday, 3:00 p.m. - 3:45 p.m., City Terrace 8 (IBM Multimedia Room)

David W. Concepcion, Ball State University, Indiana
What Questions Should I Answer To Develop Innovative Teaching?

To improve learning in higher education, teachers benefit by reflecting on just the right questions. Audience members in this session respond to questions that help pedagogues innovate. These “powerful” questions facilitate the construction of “How To” guides and the changing of incentives and disincentives to increase student engagement in meaningful learning behaviors. This workshop is the refined product of years of leading faculty development seminars. (ID #523/Track 1)
Thursday, 10:00 a.m. - 10:45 a.m., City Terrace 4 (Standard Room with no Multimedia)

Judy Connolly, Florida Community College at Jacksonville and University of North Florida
CSI: Critical Studies Investigation (Teaching Across the Curriculum)

How do you increase student involvement in your discipline's most mundane topic? Almost all fields of study have a Top Ten list of facts or approaches that students must become familiar with, so why not make the process fun for you and your students. Capitalizing on the popularity of the CSI television program, you can be an instant hit with your students by actively engaging them as information detectives. Teach them to study the body of evidence and to report their findings with an interative "who done it" approach. (ID #252/Track 1)
Thursday, 5:00 p.m. - 5:45 p.m., City Terrace 6 (IBM Multimedia Room)

Judy Connolly, Florida Community College at Jacksonville and University of North Florida
How to Write Success in the Composition Classroom

Utilizing two consecutive and effective approaches to peer reviews, students learn to search their writings for patterns of errors and to articulate the problems and solutions. The ultimate goal is to make young writers recognize that their sentences are neither sacred nor permanent structures, and that their words should be as pliable as a bowl of spaghetti that they can dig their hands into and work and rework until they produce a meaningful composition. (ID #250/Track 1)
Thursday, 4:00 p.m. - 4:45 p.m., City Terrace 6 (IBM Multimedia Room)

John V. Connor, Daytona Beach Community College, Florida
Revelation Theory of Learning:A Universal Method of Instruction (PK - 20)

Revelation Theory of Learning (RTL) is a universal instructional method that optimizes or facilitates learning for all students. RTL orchestrates effective use of technology with the necessary psychology of learning to sustain information transfer in all learners. It is significantly more than the application of technology in education; it is the integration/melding of technology with the psychology of learning to optimize learning for all. (ID #502/Track 1)
Wednesday, 4:00 p.m. - 4:45 p.m., City Terrace 10 (IBM Multimedia Room)

Iris M. Cook, Westchester Community College, New York
Teaching Science Study Skills to the Adult Learner

The adult learner who returns to school after a time lapse in education brings a high level of anxiety with him or her which requires a special student-teacher interaction. A program to optimize the experience of the adult with the challenges in any science course will profit both teacher and student. This presentation will bring forth just such a program with specific points and will incorporate strategies which can be employed by the student hoping to achieve success. (ID #515/Track 1)
Wednesday, 10:00 a.m. - 10:45 a.m., City Terrace 4 (Standard Room with no Multimedia)

Tony Coulson, California State Univeristy San Bernardino
Improve Student Learning by NOT Having Computer Labs

A pilot program requiring students of a 4-year comprehensive public institution to purchase laptop computers was successfully implemented. This presentation describes the details of the program, from financial aid to room redesign. Student survey results show that student perception of having the technology available to them on-demand improves their learning and outweighs the expense. Results are discussed and areas for improvement are identified. (ID #514/Track 1)
Wednesday, 10:00 a.m. - 10:45 a.m., City Terrace 7 (Macintosh Multimedia Room)

David Cromer, Georgia Perimeter College
Calculating to Convince

Integrating mathematics, reading, and writing, students use charts, graphs, census tables, and algebraic equations that require them to make extensive and accurate calculations. They use those calculations to define and to analyze real-world problems, and they solve those problems by writing a proposal letter and two essays that have genuine rhetorical contexts. (ID #239/Track 1)
Thursday, 9:30 a.m. - 11:30 a.m., Terrace Pavilion 1 (Poster Session)

Marva C. Cromer, Georgia Perimeter College
Funny Money: A Contemporary Focus

This presentation will demonstrate differences in motivation for learning through role-play and present teaching strategies that address these differences and motivate students. A person who leaves this presentation will have practical teaching strategies that foster student learning and enhance student social development. (ID #237/Track 1)
Thursday, 5:00 p.m. - 5:45 p.m., City Terrace 4 (Standard Room with no Multimedia)

Lyndasu Crowe and Tanya O'Keefe, Darton College, Georgia
Anatomy and Physiology Online: Successful Implementation Using Innovative Technologies

Teaching Anatomy and Physiology online presents challenges for both students and the instructor. The Tablet PC and software programs that allow digital inking and two way communication have been the innovation solution for many of these challenges. This presentation will demonstrate some of the software programs used to enhance written lectures, grade lab reports, correct digital dissection picture submissions, and allow for online office hours. (ID #216/Track 3)
Thursday, 5:00 p.m. - 5:45 p.m., City Terrace 11 (IBM Multimedia Room)

James K. Daly and Roberta Devlin-Scherer, Seton Hall University, New Jersey
Civic Illiteracy: Ominous Implications from the Past, Future Possibilities

Data suggest civic literacy is declining. Committed to the Civic Mission of the Schools, faculty designed programs engaging college students to impact students and client learning that promise to increase future possibilities: "Project Citizen" which promotes participation in local and state governments and "Conversation Groups", involving English as Second Language students. For faculty interested in qualitative research and implementing service, field experience, and ESL programs. (ID #146/Track 1)
Thursday, 9:00 a.m. - 9:45 a.m., City Terrace 8 (IBM Multimedia Room)

John S. DaPonte and Christine C. Broadbridge, Southern Connecticut State University
A Faculty-Student Team Approach Encouraging Interest in STEM Careers

Students at Southern Connecticut State University (SCSU), in New Haven Connecticut have participated in high quality student – faculty research collaborations intended to encourage them to pursue STEM careers. This program involves both the Physics and Computer Science Departments and addresses topics ranging from nano scale characterization to macro scale visualization of climate model data. Funding sources include the NSF (MRSEC DMR 0520495), NASA and SCSU. (ID #108/Track 7)
Wednesday, 2:00 p.m. - 4:00 p.m., Terrace Pavilion 1 (Poster Session)

Chad L. Depperschmidt and Timm J. Bliss, Oklahoma State University
Using Essen Learning Model to Integrate Airline Simulation into the Classroom

Higher education can be a challenging field as educators continually attempt to convey knowledge to students using innovative delivery methods enabling the most effective learning outcome. The Essen Learning Model is a learning model that gives effective guidance when combining educational technologies and the learning environment. This model will be used to successfully integrate an airline management simulation into a collegiate aviation course. (ID #213/Track 1)
Wednesday, 11:00 a.m. - 11:25 a.m., City Terrace 11 (IBM Multimedia Room)

Allen Dooley, Pasadena City College, California
Designing e-Courses for Universal Accessability

Online course content should be designed such that it is in compliance with the Americans with Disabilities Act (ADA). Many faculty may be unaware of simple design techniques that can and should be applied to make their online courses as universally accessible as possible. (ID #135/Track 3)
Wednesday, 2:00 p.m. - 4:00 p.m., Terrace Pavilion 1 (Poster Session)

Brian Gerald Dopson, Lake City Community College, Florida
From Monologue to Dialogue: Successful Strategies for Effective Student Engagement

Have you struggled with effective dialogue in the classroom? Would you like to learn some effective ways to engage students in the learning process? My suggestions are research-based strategies that will increase your students' interest in the subject, and their motivation to learn. (ID #136/Track 1)
Wednesday, 9:00 a.m. - 9:45 a.m., City Terrace 11 (IBM Multimedia Room)

Sara Douglass, Central Florida Community College
Revitalize Online Learning with Custom Interactive Videos

Tired of the same old online content that doesn't meet your needs? Want to connect more personally with a large online class? You can use Camtasia Studio to create custom interactive videos to cover just the skills and content that you want. This presentation will show you how you can create expert looking training and tutorials, with your voice narrating the process. Finally you'll see how to output your video in a variety of formats from Flash to CD-ROM (ID #541/Track 3)
Wednesday, 5:00 p.m. - 5:45 p.m., River Terrace 1 (IBM Multimedia Room)

John Ellis, Cosumnes River College, California
Building Community through Connection, Constructivist Thinking and Journaling

This presentation communicates how the Carnegie Report "Building Community: A New Future for Architecture Education and Practice" can impact our future through the teaching of constructivist thinking, values and community. Learning outcomes include 1) How to combine design thinking, compassion and passion through journaling; 2) How to connect academia, students and the community; and 3) How to inculturate constructivism and values into the curriculum. (ID #531/Track 3)
Wednesday, 5:00 p.m. - 5:45 p.m., City Terrace 6 (IBM Multimedia Room)

Elizabeth Engley, Jacksonville State University, Alabama
Using Online Learning to Reflect on Issues/Trends and Children’s Futures

This research project investigated the effectiveness of online instruction on acquisition of, and interest in, issues and trends in Early Childhood Education. Distance Learning students read and discussed current articles on appropriate issues and trends in ECE, then reflected on concerns, past and present, that will affect children’s futures. Outcomes from pre and post assessments showed significant gains in knowledge of and interest in issues and trends in the field. (ID #204/Track 2)
Thursday, 9:30 a.m. - 11:30 a.m., Terrace Pavilion 1 (Poster Session)

Hanna Erpestad, Lake Superior College, Minnesota
Using Online Mentors to Build Authentic Local and Global Connections

Today’s students rely on online networking to connect with others, and so must our online courses. Online student mentors, faculty online course peer review, and local and global mentor networks can help students and faculty alike create meaningful, authentic e-learning connections with very little effort and cost. Employing students, faculty, and community experts as e-mentors, we can integrate new perspectives to our online curriculum and replace routine course interactions with authentic local and global community building.. (ID #540/Track 1)
Wednesday, 5:00 p.m. - 5:45 p.m., City Terrace 11 (IBM Multimedia Room)

Michele Estes, University of Georgia
To Adopt, Reject, Discontinue or Reinvent New Pedagogies is the Question

The purpose of this presentation is to share faculty response to academic service-learning as innovative pedagogy at one research-intensive institution. The decision-making process of faculty was documented over time and compared to the stages of Rogers’ innovation-decision process. Results of the study contribute to what is known about the process, about perceptions of scholarship in relation to teaching at this institution, and about faculty as learners. (ID #290/Track 7)
Wednesday, Terrace Pavilion 1, 5:00 p.m. - 7:00 p.m. (Graduate Student Poster Session)

Tina A. Evans, Shelton State Community College, Alabama
Traditional Flexibility: An Innovative Teaching Model

This session presents the model of instructional delivery for which mathematics classes at Shelton State Community College are using to bring lectures to stuents outside the classroom. This approach relies upon the use of Tegrity software, which allows students to watch videos of class material whenever they need. Tegrity has been instrumental in opening the door to possibilities for providing primary instruction and reviewing content. (ID #516/Track 1)
Wednesday, 11:00 a.m. - 11:25 a.m., River Terrace 1 (IBM Multimedia Room)

Celeste Fenton and Brenda Watkins, Hillsborough Community College, Florida
Learner Centered Assessment: Real Strategies for Today's Students

For most students and faculty, assessment is not taken lightly. Instructors are frequently frustrated when they realize – often while grading a major test or final exam – that what they thought they were teaching is not what the student learned. 2007 Patricia Cross Fellows, Celeste Fenton and Brenda Watkins, offer a comprehensive overview of traditional and alternative assessment strategies. At the conclusion of the session, attendees will glimpse into the future of assessment, and be challenged to embrace and explore a fusion of old strategies and new technologies. (ID #272/Track 1)
Wednesday, City Terrace 5, 9:00 a.m. - 9:45 a.m. (IBM Multimedia Room)

Bonnie Finsley-Satterfield, Florida Community College at Jacksonville
Factors Influencing Faculty Members' Motivation in Integrating Service-Learning into Their Syllabi

This presentation will present the results of a study which was conducted in 2006-2007 for a dissertation at Northcentral University. The purpose of the research was to explore what influences faculty members to integrate a service-learning component into their course content. The anticipated outcome and benefit was to provide professional development activities about service-learning to the faculty in order to institutionalize and to expand the existing program. (ID #150/Track 4)
Thursday, 3:00 p.m. - 3:45 p.m., City Terrace 4 (Standard Room with no Multimedia)

Sarah P. Formica, North Georgia College & State University
Significant Student Learning and Engagement through Non-traditional Interactive Teaching Strategies

In an effort to promote significant student learning and engagement, a variety of novel teaching methods were incorporated into introductory physics and engineering courses. These include Just-in-Time-Teaching, Peer Instruction, Team-Based Learning, interactive lecture demonstrations and computer-aided simulations. The students in these courses showed learning gains significantly greater than those achieved by students in traditional lecture-format introductory physics courses. (ID #529/Track 1)
Wednesday, 2:00 p.m. - 4:00 p.m., Terrace Pavilion 1 (Poster Session)

Hannah Furrow, University of Michigan-Flint
What to Say to Naysayers: Convincing Colleagues About Online Learning

So often, it seems that some of our colleagues who do not teach online also do not see the value of teaching online. This presentation will look at the concerns raised by these colleagues and research that proves these myths false. A primary goal of this presentation is to help faculty confidently converse about the strengths of online teaching with those colleagues who remain skeptical. (ID #287/Track 2)
Friday, City Terrace 11, 12:00 p.m. - 12:25 p.m. (IBM Multimedia Room)

Bill Ganza, Florida Community College at Jacksonville
Jump Start - Motivation to Last

A short presentation on getting and keeping students motivated. Techniques and tips on helping Adult Education/ESOL/College Prep students engaged and motivated in and out of class. Student motivation is not a one time thing. In this presentation learn some quick ways to keep students interested in basic skills. (ID #162/Track 8)
Wednesday, 11:00 a.m. - 11:25 a.m., City Terrace 4 (Standard Room with no Multimedia)

Cynthia H. Geer, Xavier University, Ohio
Making it real: Using Constructivist Learning Theory as the Foundation for an Instructional Technology Course

The outcomes of incorporating the main tenets of constructivist learning theory into a university class are engaged learners, real-world applications, collaborative partnerships, and authentic products. In an instructional technology course for preservice teachers, students are active learners as they study how to integrate technology in the teaching and learning process. (ID #205/Track 1)
Wednesday, 5:00 p.m. - 5:45 p.m., City Terrace 10 (IBM Multimedia Room)

William Gibbs, Duquesne University, Pennsylvania
Computer Mediated Communication: Examining Gender in Online Interactions

Research indicates gender disparities in online communication. Understanding the factors that enable students to effectively communicate online and ultimately manager their own discussions has important pedagogical implications. This presentation examines the influence of peer-directed conferences on communication and interactional processes in computer mediated communication. (ID #244/Track 2)
Friday, 8:30 a.m. - 8:55 a.m., City Terrace 9 (IBM Multimedia Room)

Suzanne Gord, Miami University, Ohio
Non-Traditional Success: How Miami's Hybrid Course Model Changed a Community

The need for flexible learning options for non-traditional students cannot be overlooked in 2008. This presentation describes how Miami University employed faculty learning communities and embraced technology to make the dream of a college education a reality to the area in and around Hamilton, Ohio. The tested model of one-one-one and group learning to create this unique program is examined in this session. (ID #266/Track 2)
Thursday, City Terrace 8, 11:00 a.m. - 11:25 a.m. (IBM Multimedia Room)

Julie Greenawalt and Dolores Bryzicki, Indiana University of Pennsylvania
Establishing a Simulation Lab: Nursing Faculty Perspectives on Technology Adoption

Simulation laboratories are revolutionizing nursing education with computerized manikins and pre-programmed scenarios that immerse students in a realistic clinical environment without risk to patients. This paper reports initial faculty perceptions of adopting simulations into a baccalaureate nursing education program. It has been easier than expected to find early adopters to champion this innovation. The paper presents reasons and presents 5 long-term research questions. (ID #210/Track 4)
Wednesday, 8:30 a.m. - 8:55 a.m., City Terrace 11 (IBM Multimedia Room)

Gina Gresham, University of Central Florida
Mathematics Anxiety and Mathematics Teacher Efficacy in Elementary Pre-service Teachers

The purpose of this presentation is to present research, innovative teaching and learning strategies, and to address mathematics anxiety and mathematics teacher efficacy in elementary pre-service teachers. The focus and major outcome of this session is to provide attendees the opportunity to learn from the research investigation, and to involve them through participation in a forum regarding mathematics anxiety and mathematics teacher efficacy and its effects among individuals, academic learning, the learning environment, and future research of the topic. (ID #115/Track 1)
Wednesday, 9:00 a.m. - 9:45 a.m., City Terrace 4 (Standard Room with no Multimedia)

Carlette Hardin and Anne Wall, Austin Peay State University
Creating a Professional Online Profile (POP) on the Web

Today’s teacher candidates are quick to share their private lives on the Internet through sites such as MySpace or Facebook. Unfortunately, some posting may present a negative image of the candidate to future employers, students, and colleagues. POP (Professional Online Profile) provides opportunities for students to use the Internet to create a positive online profile and to eliminate unflattering information that may exist. (ID #234/Track 2)
Friday, 10:00 a.m. - 10:45 a.m., City Terrace 7 (Macintosh Multimedia Room)

Kimberly Hardy, Florida Community College at Jacksonville
Exploring the Digital Playground

Connect with a new generation of learners! This session will provide useful resources that institutions can develop that are both engaging and interactive. There are a number of programs that can be used to assist instructors and staff in developing interactive tutorials and informative videos for students. Participants will be able to apply these techniques to different areas of their college, including student services and online classrooms. (ID #201/Track 4)
Wednesday, 8:30 a.m. - 8:55 a.m., City Terrace 9 (IBM Multimedia Room)

Aimee Harris-Johnson, Florida Community College at Jacksonville
Benchmarking Your Online Class or Program

Benchmarking is an important component of quality assurance. It assists in achieving learning outcomes and helps promote a successful course or program. By understanding and applying this concept one can better assess the strengths and weaknesses of a class. (ID #275/Track 6)
Friday, City Terrace 10, 8:30 a.m. - 8:55 a.m. (IBM Multimedia Room)

Lola C. Hartness and Diane Lowry, Kennesaw State University, Georgia
Service Learning: A Valid Option for Teaching Entry Level Major Classes

Service-learning in university settings has increased dramatically. This presentation will explore service-learning options throughout a health and physical education focusing on integrating service-learning into activity and certificate based courses. Examples and qualitative data measuring the effectiveness of service-learning experiences will be displayed and handouts will be available. Understanding the value of this pedagogical approach will improve service to universities and communities. (ID #173/Track 1)
Thursday, 9:30 a.m. - 11:30 a.m., Terrace Pavilion 1 (Poster Session)

Linda L. Haynes, University of West Georigia
eLectures: Beyond Static Presentations in Online Learning

Effective eLectures provide rich and varied multimedia content for online learning that goes beyond static presentations. The purpose of this presentation is to address the conference theme of innovative learning strategies and the Internet by sharing content development strategies and examples of eLectures for a graduate lifespan human development class. A report of outcomes includes examples of student work. (ID #232/Track 2)
Thursday, 5:00 p.m. - 5:45 p.m., City Terrace 5 (IBM Multimedia Room)

Linda L. Haynes, University of West Georigia
My Very Own Wiki: Communication and Collaboration Made Easy

A wiki makes communication, collaboration, and sharing of Internet content very easy. The purpose of this presentation is to address the conference theme of innovative learning strategies and the Internet by sharing wikis created by preservice teachers that are ready for implementation in K-12 classrooms. A report of outcomes includes examples of wikis that show students went above and beyond the requirements for the project. (ID #233/Track 1)
Friday, 8:30 a.m. - 8:55 a.m., City Terrace 8 (IBM Multimedia Room)

Anita Hazelwood, Ellen D. Cook, and Carol Venable, University of Louisiana at Lafayette
Jeopardy, Millionaire and More - Reel to Real in the Classroom

This presentation will examine various teaching methodologies that can be used in the university setting to maximize the learning capabilities of students. The value of active learning over passive learning will be explored. The appropriate use of television and movies will be discussed as well as a review of active learning strategies. Examples of actual projects using alternative teaching techniques will be discussed and demonstrated. (ID #518/Track 1)
Wednesday, 3:00 p.m. - 3:45 p.m., City Terrace 5 (IBM Multimedia Room)

Lisa A. Heaton, Marshall University, West Virginia
Online Discussions: Expanding the Possibilities

Extending beyond traditional classroom boundaries of time, place, and space, online discussions hold great potential for increasing student participation and understanding of course content. Strategies such as providing prompts, assigning roles, modeling, and including rubrics, among others, can be used to improve the quality and quantity of student interactions. This presentation will outline a variety of online discussion strategies, including sample assignments, rubrics, and lessons learned. (ID #512/Track 2)
Wednesday, 4:00 p.m. - 4:45 p.m., City Terrace 9 (IBM Multimedia Room)

Katy Herbold and Tony Pellegrini, Southern Utah University
What Do Graduate Students Tell Us About Hybrid Instructional Delivery?

Responses from graduate students who are practicing educators have provided the Southern Utah University Department of Graduate Studies in Education with valuable information about combining interactive televised classroom sessions with the online classroom. This data has implications for educators providing graduate studies, professional staff development and training, and K-12 instruction. (ID #179/Track 7)
Wednesday, 3:00 p.m. - 3:45 p.m., City Terrace 6 (IBM Multimedia Room)

Katy Herbold, Tony Pellegrini, and Bart Reynolds, Southern Utah University
Standards-based, Program-wide, Project-based Activities for Graduate Educators

This presentation will outline the efforts of the faculty at Southern Utah University to improve K-12 student achievement through the practical preparation of principal candidates via distance education. Major outcomes will address Track 7: Graduate Student Teaching/Research Projects and include the standards-based nature of the department's curriculum, the program-wide collaboration among faculty and support staff, and the project-based activities which are infused in each course and the practical internships. (ID #184/Track 7)
Wednesday, 8:30 a.m. - 8:55 a.m., City Terrace 8 (IBM Multimedia Room)

Deborah M. Hill, Southern Utah University
"Baby on Board" - The Legacy

The Millennials (Generation Y, iGeneration, Google Generation, Echo Boomers, etc.) are no longer the students our educational system is designed to teach. Today’s learners are more diverse with learning occurring in a variety of ways and settings. With 70 million in number the U.S. or 20% of the population this is the largest group ever of young Americans. They’ve been told by both their parents and the media that they can ‘have it all’. Millennials have a strong sense of entitlement. They believe they can accomplish anything – and if they don’t, they can always go back home and get help and support. (ID #143/Track 1)
Wednesday, 2:00 p.m. - 2:45 p.m., City Terrace 11 (IBM Multimedia Room)

Lynette Hoelter, University of Michigan
Using the ICPSR Online Learning Center to Teach Social Science

This poster describes the new ICPSR Online Learning Center (OLC) to assist students and instructors engaging in quantitative literacy. The goal of the OLC is to make it easier for instructors to use real data in introductory-level classes as a way of increasing quantitative literacy among students, piquing interest in the social sciences, and bridging the gap between substantive and required methodological courses. (ID #161/Track 1)
Thursday, 9:30 a.m. - 11:30 a.m., Terrace Pavilion 1 (Poster Session)

Christine K. Holland, University of North Florida
Critical Cultural Theory: Teaching the Global Flow

This presentation is designed to introduce an alternative theoretical approach for teaching cross-cultural differences based upon Arjun Appadurai’s (1996) “imagined worlds” of cultural flow: ethnoscapes, mediascapes, technoscapes, finanscapes, and sacriscapes. This presentation will explain the past and provide a predictive framework for developing effective cross-cultural communication pedagogy. Participants will leave with an alternative theory for classroom instruction and examples of exercises for practical application. (ID #248/Track 1)
Thursday, 5:00 p.m. - 7:00 p.m., Terrace Pavilion 1 (Graduate Student Poster Session)

Wei-Ying Hsiao, Southern Utah University
Learning with Activities: A Learner-Centered Approach in Preparing Tomorrow’s Teachers

What can faculty do to provide more engaging and fun courses in Teacher Education? How can faculty ensure that pre-service teachers are able to apply the knowledge they learned in school settings? Let’s replace lectures with something more meaningful in teaching and learning. The presenter will demonstrate how to prepare the learner-centered learning environment and how to implement a learner-centered approach in college teaching. (ID #187/Track 8)
Thursday, 8:30 a.m. - 8:55 a.m., City Terrace 10 (IBM Multimedia Room)

Wei-Ying Hsiao, Southern Utah University
Maximize students’ potential: Involving technology into assignments

What can faculty do to provide more meaningful assignments to increase students’ potential? Let’s integrate students’ technology and content knowledge to create more meaningful assignments for e-generation students. The presenter will provide sample assignments and rubrics to explain how to integrate technology with assignments to make them more interesting. The presenter will display some students’ assignments during the presentation. (ID #196/Track 8)
Thursday, 11:00 a.m. - 11:25 a.m., City Terrace 10 (IBM Multimedia Room)

Barclay Hudson, Fielding Graduate University, California
Good Work: Elements We Teach too Rarely, or Practice Ourselves

Good work is not just about “excellence” — as a dedicated pursuit of teachers’ expectations, competing to be the “best” on a normative scale. Instead, a retrospect on our best students shows their main advantage came from finding themselves — their voice, their passion, their selves — almost in rebellion against docile adherence to the norm of good work. The same applies to great teachers. (ID #131/Track 6)
Wednesday, 3:00 p.m. - 3:45 p.m., City Terrace 7 (Macintosh Multimedia Room)

Natalia I. Hughson, University of Advancing Technology, Arizona
Complexity and Evolution of Educational Systems

Current thinking about how education operates within a modern society is seriously deficient. The main purpose of this article is to examine the contemporary approaches to systems theory, entropy and autopoetic theory, social system theory, sociocybernetics, the strengths and limitations of these approaches, and their potential applications in education. The theoretical and methodological tools that can advance our understanding of contemporary society and, in particular, of the identity, performance, and function of the educational system within that society are presented. The rise of educational systems can be linked to biological concepts. When education principles and cybernetics are combined, the resulting theory turns on scientific principles instead of philosophical speculations. In order to build a bridge between the biological world of organic struggles for survival and the social world, a simplified explanation of the evolutionary process is presented. This is necessary to illustrate how survival inspires a cybernetic process leading to the evolution of educational systems. (ID #211/Track 4)
Wednesday, 3:00 p.m. - 3:45 p.m., City Terrace 9 (IBM Multimedia Room)

Teresa Hutchins and Leslie Johnson, Georgia Highlands College
IC@GHC: Teaching Strategies for a Two-year College on a Budget

IC@GHC is a curriculum-wide plan to enhance student learning outcomes in information competency. This presentation examines the grassroots effort in the college community to address the information competency needs of students. The plan uses the QEP as a vehicle for faculty to create innovative teaching strategies in the successful implementation of IC@GHC on a $14,000 shoe-string budget. (ID #259/Track 1)
Thursday, 5:00 p.m. - 5:45 p.m., River Terrace 1 (IBM Multimedia Room)

Kathleen Ingram and Russ Baker, Jacksonville University, Florida
Institutional Change, One Brick at a Time: Moving to a Blended Curriculum

This paper is a report of the change process at a traditional, brick and mortar, private college, to develop a support unit to help faculty integrate instructional technology into the curriculum. The focus will be on the Needs Assessment, resulting plan, and initial implementation. (ID #144/Track 2)
Thursday, 11:00 a.m. - 11:25 a.m., City Terrace 8 (IBM Multimedia Room)

Nataliya V. Ivankova, University of Alabama at Birmingham, and Sheldon L. Stick, University of Nebraska-Lincoln
Understanding Students’ Learning in the Online Learning Environment

Understanding how students learn in the online environment and how they assess acquired knowledge provides additional insights into the issue of online learning effectiveness. The presentation discusses a longitudinal qualitative study, which sought to understand these issues by developing a grounded theory about students’ learning in the online learning environment. (ID #126/Track 6)
Thursday, 10:00 a.m. - 10:45 a.m., City Terrace 11 (IBM Multimedia Room)

Audrey Jackson, Jametoria Burton, Carol Gladstone, and Norine Katich, Florida Community College at Jacksonville
A Model of Interdepartmental Collaboration for Student Success: Roundtable Discussion

This presentation highlights the advantages of interdepartmental partnerships and approaches among non-parallel collaborating departments sharing common goals and objectives. Specifically, close examination of these areas will highlight linkages between Advising, Library, Learning Centers, Student Learning Services, Dean’s Office and other related cohorts. As a result, students experience comprehensive and personalized services as outcomes of an integrated service model system, stemming from close interdepartmental alliances. (ID #261/Track 8)
Wednesday, 8:30 a.m. - 8:55 a.m., City Terrace 11 (IBM Multimedia Room)

Renee N. Jefferson, The Citadel: The Military College of South Carolina
The Effects of Virtual Technologies on Academic Culture

This presentation will present the effects of virtual technologies on the academic culture of face-to-face and web-based graduate research methodology courses. Focus will be on the types of virtual technologies (e.g., course management systems, Elluminate, and Second-Life), including students’ perceptions and instructional needs. Question/answer periods will be integrated in the presentation to give participants an opportunity to reflect on their current instructional strategies. (ID #222/Track 7)
Friday, 12:00 p.m. - 12:25 p.m., City Terrace 8 (IBM Multimedia Room)

Lorraine Day Jimison and Shirlee L. Sullins, University of Central Oklahoma
Teacher Work Sample: Analysis of data generated from a unit of study prepared and presented by student teachers

During the student teaching experience, teacher candidates have the oportunity to demonstrate their content knowledge, teaching skills, and professional dispositions by developing a teaching unit that builds on the strengths, needs, and prior experiences of their students. Each section of the unit is assessed using a rubric. Data collected will be presented, analyzed and discussed. (ID #158/Track 6)
Wednesday, 2:00 p.m. - 4:00 p.m., Terrace Pavilion 1 (Poster Session)

Kandice Johnson and Jane A. Petrillo, Kennesaw State University, Georgia
Promoting Media Literacy Skills in Future Educators

: Today’s youth are mass consumers of media. But for all their exposure to media, little time is spent on analyzing the messages they are bombarded with every day. This may be due in part to the lack of teacher preparation programs that identify media literacy as a required competency. This poster sessions provides concrete and practical examples of how curricular areas can work together to develop media literacy skills in future educators. (ID #191/Track 1)
Thursday, 9:30 a.m. - 11:30 a.m., Terrace Pavilion 1 (Poster Session)

Yvette Nicole Johnson, Michigan State University
Effective use of online technology in an off-campus statistics course

As enrollment in off-campus and online distance learning courses increases each year, new technologies afford us the opportunity to often greatly reduce or eliminate the gap between teacher and students. Preliminary results will be presented concerning students’ attitudes, dispositions, and success in two off-campus statistics courses utilizing varying levels of an online classroom management system to supplement instruction. (ID #230/Track 1)
Wednesday, 5:00 p.m. - 7:00 p.m., Terrace Pavilion 1 (Poster Session)

Annette Jones, Florida State University
Using Clickers to Engage Students and Make Large Classrooms “Small”

Research suggests that interactivity, active learning and engagement are critical for student learning and success. However as college class sizes are increasing, opportunities for meaningful engagement and interaction are decreasing. In this presentation we will discuss the use of clickers as one strategy for keeping students engaged, providing opportunities for active learning, and allowing students to interact with the subject and the instructor. (ID #271/Track 1)
Friday, City Terrace 11, 11:00 a.m. - 11:45 a.m. (IBM Multimedia Room)

Charles L. Jones, Medgar Evers College/The City University of New York
Engaging Students through Technology, Music and Multimedia

This presentation demonstrates how computer mediated communications in a first year learning environment can assist students to effectively communicate, understand course content, and collaboratively develop research projects. The use of Technology, multimedia (including YouTube) as a supplemental teaching/learning approach improves student outcomes. A project centered on Music and the contemporary artists that speak positive values, serves as a teaching tool,utilizes graphics as learning opportunities and prompts shared experiences in Blackboard. (ID #278/Track 1)
Friday, River Terrace 1, 10:00 a.m. - 10:45 a.m. (IBM Multimedia Room)

Gwen Jones, Fairmont State University, West Virginia
How Accrediting Processes Can Renew Programs and Faculty

This session asks, and then answers the question: How can we reframe the work of reporting to national and state accrediting agencies as well as home institutions, into opportunities for faculty renewal and course and program improvement? Strategies for aligning course and program assessments with national standards, and suggestions for organizing faculty interactions around conversations focused on professional renewal and program improvement will be presented. (ID #182/Track 6)
Thursday, 10:00 a.m. - 10:45 a.m., City Terrace 10 (IBM Multimedia Room)

Jimmie Jones, Florida Community College at Jacksonville
Success In The Classroom

This session will explore some classroom management techniques and teaching strategies that are research based. Attendees will gain an understanding of methods for controlling the classroom and strategies for engaging students. They will learn about Robert Marzano’s nine high yield teaching strategies and how they may be implemented in their classrooms. Participants should expect to take away from the session some new classroom management techniques and teaching strategies. (ID #148/Track 8)
Wednesday, 2:00 p.m. - 2:45 p.m., City Terrace 10 (IBM Multimedia Room)

M. Joanne Kantner, Kishwaukee College, Illinois
Instructor Beliefs: What is Mathematics? Your Answer Impacts Adults Learning Mathematics

Mathematics teaching practices are invludenced by the instructor's beliefs about the nature of mathematics. What is mathematics? What is valuable about mathematics? What is the value of mathematical knowledge? What is the goal of mathematics for learners? Participants will identify their philosophical beliefs and discover the implications of these beliefs to best practices in mathematics education using personal statements of mathematics, ranking instruments and metaphor models. (ID #157/Track 1)
Wednesday, 3:00 p.m. - 3:45 p.m., City Terrace 11 (IBM Multimedia Room)

M. Joanne Kantner, Kishwaukee College, Illinois
Ethnomathematics: What Does Culture Have to Do with Teaching Adults Mathematics?

Adult mathematics classrooms have students diverse in cultural and national origins. Instructors incorrectly perceive mathematics to be a culture-free universal domain. This session includes activities to explore how mathematics content, vocabulary, procedures and values differ across cultures. Activities will explore the different notations, procedures, and values our non-native students bring into mathematics classrooms. (ID #156/Track 8)
Wednesday, 9:00 a.m. - 9:45 a.m., City Terrace 5 (IBM Multimedia Room)

Karl M. Kapp, Bloomsburg University, Pennsylvania
Designing Problem-Based Learning Environments in a 3D Virtual Online World

Immersive 3D learning environments such as Second Life and Active Worlds are gaining popularity in many academic institutions but few guidelines exist to inform the design and development of problem-based learning within these 3D worlds. This session provides insights and lessons learned from using a problem-based learning methodology in an online world. Using a case study format, tips, techniques and lessons learned will be discussed. (ID #519/Track 4)
Wednesday, 10:00 a.m. - 10:45 a.m., City Terrace 8 (IBM Multimedia Room)

Elvira Katic, Ramapo College of New Jersey
Future Implementation Based on Past Conceptions: English Pre-Teachers and Technology

In this case study, English pre-teachers saw technology as a utilitarian tool rather than a transformational one. These conceptions were influenced by their personal experiences with technology and were not altered greatly by the content and/or theories presented in the educational technology course. Furthermore, these conceptions seemed to influence the pre-teachers’ predications of the types of technologies they foresaw themselves employing in their future classes. (ID #111/Track 2)
Wednesday, 2:00 p.m. - 4:00 p.m., Terrace Pavilion 1 (Poster Session)

Teresa Marie Kelly, Kaplan University, Georgia
Please Stand By: Effective Use of Announcements in Distance Learning

In distance learning courses, announcements help keep students up to date on information, remind them of deadlines and expectations, and provide special tips. Frequent, well-formatted announcements can be a great teaching tool that helps keep students feeling engaged and informed. Most distance learning platforms provide excellent tools for formatting, delivering, and managing announcements. (ID #263/Track 2)
Wednesday, 2:00 p.m. - 4:00 p.m., Terrace Pavilion 1 (Poster Session)

Teresa Marie Kelly, Kaplan University
Teach the teachers: Creating Formal and Informal Ongoing Mentoring Opportunities for Faculty

Mentors play an intrinsic role in professional success. Many distance education programs have established mentoring programs for new faculty, but veteran faculty need this support system as well in order to develop new skills sets and broaden experiences. Effective mentoring programs combine formal and informal opportunities for collaboration and dialogue that enable all faculty to develop in their roles and build skill sets. (ID #255/Track 5)
Thursday, 2:00 p.m. - 2:45 p.m., City Terrace 11 (IBM Multimedia Room)

Suk-hee Kim and Margaret G. Massey, Norfolk State University, Virginia
Establishing a Virtual Learning Environment Using IPOD in Social Work Research

The purpose of the presentation is to demonstrate the use of effective technology in teaching the social sciences, an area which does not always receive equal consideration from information technology administrators in the academy. The major outcome is that students work together on presentations and discussions regarding a large variety of social science and cultural topics related to their specific areas of research. (ID #517/Track 4)
Wednesday, 9:00 a.m. - 9:45 a.m., City Terrace 10 (IBM Multimedia Room)

Patrick King, Texas Tech University
Get Connected: Web-Based Distance Learning and Conferencing

The Center for teaching and Learning with Technology (CTLT) at Texas Tech University began to look for a new cost effective system for distance teaching. CTLT had already developed the Virtual Classroom System with synchronous and asynchronous models (VCS-L & VCS-A). After researching web-based software systems, CTLT settled on Flash technology and the Adobe "Get Connect" package to share these classrooms at a distance. (ID #116/Track 4)
Thursday, 2:00 p.m. - 2:45 p.m., City Terrace 7 (Macintosh Multimedia Room)

C. J. Kinney, Hazelwood School District, and Carol Galvin, Riverview Gardens School District, Illinois
Practical Classroom Training for the Novice Regardless the Setting

Classrooms have long been considered the battleground for education and yet, new teachers are often not staying long enough to provide that much needed leadership. Practical classroom training will provide hands-on high quality professional instruction for the novice or struggling educator incorporating cooperative learning, differentiated instruction and organizational skills for the classroom. Providing research driven techniques for dealing with the struggling and uncooperative learner. (ID #123/Track 1)
Friday, 10:00 a.m. - 10:45 a.m., City Terrace 6 (IBM Multimedia Room)

Jeannine Kranzow, Argosy University, Florida
Using the Teaching Perspectives Inventory with Graduate Students

Many graduate students will teach college courses in the future, yet a large number of these students finish graduate school without having the opportunity for guided reflection about their own teaching styles. This presentation will focus on the use of the Teaching Perspectives Inventory as a tool to better prepare future educators. Participants will learn about the inventory and consider its use with graduate students. (ID #229/Track 7)
Thursday, 8:30 a.m. - 8:55 a.m., City Terrace 5 (IBM Multimedia Room)

Steven D. Krause, Eastern Michigan University
Successfully Incorporating Blogs Into Writing Instruction: Four Approaches

This presentation will demonstrate four different ways to use blogs for writing courses: as a course management tool; a space for assigned writing; an interactive bibliographic tool; and “Blogs as blogs”-- that is, a space where students write and reflect on any topic. These approaches exemplify constructivist, interactive, and communal approaches to learning. Outcomes indicate teaching with blogs promotes successful student life-long learning. (ID #535/Track 1)
Wednesday, 4:00 p.m. - 4:45 p.m., City Terrace 6 (IBM Multimedia Room)

Kristin Kubly and Sharon McMillian, Wake Technical Community College, North Carolina
What’s Driving My Students? Understanding Learners through Personality Types and Temperaments

Whether in the classroom or online, instructors often find it hard to reach every student. This presentation will demonstrate how personality types and temperaments affect learning and will provide innovative teaching strategies for all types of learners. Interactive exercises will help participants to determine their own personality type, and clues to recognizing both seated and online students’ types will be provided. (ID #130/Track 1)
Friday, 10:00 a.m. - 10:45 a.m., City Terrace 8 (IBM Multimedia Room)

Wanda Kulesza and Teresa Klis, Akademia Wychowania Fizycznego, Poland
The Chosen Methods Developing of Students Interpersonal Competences in Academy of Physical Education in Cracov (Poland)

The authors would like to introduce two methods of developing interpersonal skills: self -presentation and debate . These methods are important in basic elements of teaching the candidates for teachers in Academy of Physical Education in Cracov. the presentation will be supply by DVD recording. (ID #504/Track 1)
Thursday, 9:30 a.m. - 11:30 a.m., Terrace Pavilion 1 (Poster Session)

Ellen La Forge, Seton Hall University, New Jersey
Where There's a Wiki, There's a Way

Wikis provide a collaborative space where students can build and edit content for team-based projects. Team members access and edit content at any time through a browser and version modifications can be tracked and monitored by students and instructors. We will discuss how teachers can use free wiki service providers or Blackboard to set up a multi-user environment for productive teamwork on group projects. (ID #276/Track 1)
Friday, City Terrace 7, 8:30 a.m. - 8:55 a.m. (Macintosh Multimedia Room)

Chris Lantz, Western Illinois University
Teaching movie compositing: Photoshop Effects for Video

Image compositing and animation effects for digital video are becoming more common in video editing software. Image blending effects similar to layers in Photoshop is easily achieved. Effects such as still picture animation, morphing and compositing using masks and green screen will be demonstrated in this presentation. Integration of these techniques in an undergraduate instructional video production course will be detailed. (ID #185/Track 4)
Thursday, 4:00 p.m. - 4:45 p.m., City Terrace 7 (Macintosh Multimedia Room)

Timothy J. Lawrence and Lynnane George, United States Air Force Academy, Colorado
The United States Air Force Academy Capstone Astronautical Engineering Programs

The United States Air Force Academy’s Space Systems Research Center (SSRC) is responsible for the Department of Astronautics FalconSAT, FalconLAUNCH, and FalconOPS programs. These programs are unique in that undergraduate students are doing world-class research. This presentation will provide an overview of these programs and the innovative teaching methods used at the Academy to develop the Air Force’s next generation of space professionals. (ID #530/Track 1)
Wednesday, 5:00 p.m. - 5:45 p.m., City Terrace 5 (IBM Multimedia Room)

Jung Lee and Frank A. Cerreto, The Richard Stockton College of New Jersey
New MUVEs: Second Life and Your Classroom

Multi-user virtual environments (MUVEs) provide unique opportunities for experiential learning through simulation, invention, and role-play. This session will introduce Second Life, cover ways to integrate it into the classroom, and present benefits and challenges associated with its use. We will report our experiences, provide analyses of student responses to their experiences with Second Life, and share lessons learned. (ID #207/Track 4)
Thursday, 10:00 a.m. - 10:45 a.m., City Terrace 8 (IBM Multimedia Room)

Sean Lennon and Ann Marie Smith, Valdosta State University, Georgia
Utilizing Reflective Questioning During Educational Apprenticeships to Illustrate Change

Students before entering a four week apprenticeship program in selected middle schools are asked a reflective question concerning their opinion of what constitutes good teaching. Upon returning to class they are asked the same question then their responses are queued; compared to their previous answers in an open dialogue to distinguish what, if anything changed their opinions or minds concerning effective teaching. (ID #269/Track 1)
Friday, City Terrace 6, 12:00 p.m. - 12:25 p.m. (IBM Multimedia Room)

Patti Levine-Brown and Shannon Groff, Florida Community College at Jacksonville; and
Annette Cederholm, Snead State Community College, Alabama
SIRIUS Shines Bright: A Guide to Empowering Developmental Students

Learn about an approach that is being utilized at Florida Community College and Snead State Community College for improving the retention of developmental students. Helping students succeed in developmental courses is a perpetual problem. One of the solutions to this problem is the SIRIUS Project. This course development project not only encourages, engages and empowers students, it increases success in developmental courses. (ID #254/Track 1)
Wednesday, 10:00 a.m. - 10:45 a.m., City Terrace 9 (IBM Multimedia Room)

Margaret Liddle, Hong Kong Polytechnic University
All the World, Including the Classroom, is a Stage

The paper will show learning driven by and assessed by a PBL role-play scenario created, videoed and critiqued by students to deal with three problems predicted to arise in their future work-place. Major outcomes include enhanced student motivation and creativity and optimal internalization of the law and legal skills through the constructive alignment of learning outcomes with the assessment components of the role-play. (ID #507/Track 1)
Thursday, 10:00 a.m. - 10:45 a.m., City Terrace 9 (IBM Multimedia Room)

Jeffrey Linek, Georgia Highlands College
Data Here, Studies There, Data and Studies Everywhere!

Teaching elementary statistics in the information age necessitates that instructors incorporate actual research studies and data into the pedagogy. The challenge for instructors is to find the information and then develop lessons around them which will enhance students’ learning. This presentation will offer ideas on where to find data and studies along with examples for their use in the traditional or online class environments. (ID #270/Track 6)
Friday, City Terrace 11, 10:00 a.m. - 10:45 a.m. (IBM Multimedia Room)

Anna Lopez Gallardo and Isabel Rivero Vila, Carthage College, Wisconsin
Structured Input and Output through Communicative and Culture Activities

This session focuses on an effective teaching of grammar and culture within authentic communicative tasks. We will review the general guidelines of the structured input and output. Then we will present several activities that will include realia such as songs, movies, comics, and art ready to be used in the class. A web page will be also projected. This page contains a variety of input and output activities based on a play in Spanish in which the current political and social situation between Spain and Morocco is reflected. Examples will be in French and Spanish. Handouts will be provided. (ID #292/Track 1)
Friday, River Terrace 1, 12:00 p.m. - 12:25 p.m. (IBM Multimedia Room)

Antonina Lukenchuk, National-Louis University, Illinois
Teaching and Learning through Service-Learning: Graduate Students' Engagement in Collaborative Research

This collaborative service-learning research project was conducted by two graduate students and an instructor with refugee families and their school-age children. The research was guided by the critical emancipatory and civic engagement paradigms. It demonstrates the power of service-learning as pedagogy and transformative practice within and beyond higher educational institutions. The project has resulted in life-transforming experiences for all participants. (ID #134/Track 7)
Thursday, 8:30 a.m. - 8:55 a.m., City Terrace 4 (Standard Room with no Multimedia)

Linda A. Mainville, Florida Community College at Jacksonville
Immersing Online Students into the Great War (1914-18)

This project is an examination of photographs, memoirs and artifacts that immerse students into the Canadian overseas war experience during 1914 to 1918. Online students examine primary source material that aid them to understand why the war was fought and its consequences that altered culture, and evolved the visual arts and literature during the 20th century. (ID #175/Track 3)
Wednesday, 2:00 p.m. - 2:45 p.m., City Terrace 5 (IBM Multimedia Room)

Reed Markham, Daytona Beach College, Florida
YouTube in the Classroom: History, Impact and Curriculum Enhancements

This presentation focuses on the new media technology, YouTube. YouTube has potential use as a supplement to instructor lectures, discussions, and student assignments. Research includes the history of YouTube.com, recent research on the impact of using visuals to supplement curriculum, and the results of a survey on community college student use of YouTube. (ID #546/Track 1)
Thursday, 11:00 a.m. - 11:25 a.m., City Terrace 7 (Macintosh Multimedia Room)

Mike Marlowe, Appalachian State University, North Carolina
Torey Hayden's Teacher Lore: A Pedagogy of Caring

This presentation describes the teacher lore of Torey Hayden, its emphasis on a pedagogy of caring, and its use in preservice teacher education to address affective outcomes. Four separate studies examining the teacher education outcomes of reading Hayden are discussed. Drawing on social constructivism, reasons why Hayden's teacher lore had a positive influence on teachers' affective development are offered. (ID #286/Track 1)
Wednesday, Terrace Pavilion 1, 2:00 p.m. - 4:00 p.m. (Poster Session)

Nelson J. Marquez, Polk Community College, Florida
Flipping The Flops: Facilitating Development of Student Professional Behaviors

A changing generational trend in professional behaviors, values, and attitudes were identified among community college students. Causes of such change and how it conflicts with workplace expectations will be discussed. (ID #525/Track 6)
Wednesday, 9:00 a.m. - 9:45 a.m., City Terrace 8 (IBM Multimedia Room)

Aleen Marsh and Catherine Rifkin, Florida Community College at Jacksonville
Using Blackboard to Facilitate a An ESOL Faculty/Staff Learning Community

Adult Education programs rely heavily on adjunct faculty for instruction and are not always campus-based. Effective communication among faculty and program staff is essential and must be timely to ensure that all are informed and updated. In order to facilitate contact among Florida Community College’s ESOL adjunct faculty, the full-time faculty members have created an online professional learning community using the Blackboard learning management system. (ID #159/Track 8)
Thursday, 10:00 a.m. - 10:45 a.m., City Terrace 5 (IBM Multimedia Room)

Margo Martin, Audrey Jackson, Jim Yurko and Jeff Olma, Florida Community College at Jacksonville
Carrot or Stick? Academic Opportunities for the Suspension Student

Sometimes, suspension students are seen as irresponsible “problem children” who need to be “punished” before being reinstated. However, the advising team and the dean, in partnership with Deerwood faculty, have taken a different approach with this at-risk population, focusing on student strengths and potential success rather than emphasizing student failures. This team is successfully re-engaging suspended students in their academic endeavors through a series of one-on-one meetings and individualized strategies for student success. This presentation will discuss the methods used to build relationships with these at-risk students, guiding and connecting them to the many college resources and enrichment activities available to them. (ID #279/Track 1)
Friday, River Terrace 1, 11:00 a.m. - 11:45 a.m. (IBM Multimedia Room)

Linda McClelland, Florida Community College at Jacksonville
Most Missed GED Math Questions

According to the analysis of GEDTS data, math is the most missed part of the GED Test. The purpose of the presentation is to help instructors to identify areas of GED Math that need more emphasis. Hands on activities will help instructors realize that not all students learn in the same manner. Alternate ways of approaching the solution to math questions will help instructors in the teaching and learning process. (ID #189/Track 8)
Thursday, 2:00 p.m. - 2:45 p.m., City Terrace 5 (IBM Multimedia Room)

The Ph.D.-GPS© builds upon many of these concepts within the structure of the existing simulations but provides a much more robust experience by adapting to the individual learner which is based on tracking of the student’s interactions. The Ph.D.-GPS© utilizes both the 4C/ID and the R2D2 instructional design models and will have all 5 components of the standard global positioning system location, navigation, tracking, mapping and timing. (ID #281/Track 8)
Thursday, 5:00 p.m. - 7:00 p.m., Terrace Pavilion I (Graduate Student Poster Session)

Shari McCurdy Smith, University of Illinois at Springfield, and Kathleen Ives, Sloan consortion, Massuchusetts
The Bottom-line: Worthwhile Tools and Techniques For Online Instructors

The presentation discusses best practices shared by online instructors in a national online workshop on faculty workload. During the workshop, faculty from around the country in numerous online programs shared and discussed what works and what does not. The material presented summarizes the most frequent activities of online instructors and offers way to prevent or diminish the online instructional workload. Technologies that actually save time are highlighted. (ID #235/Track 1)
Friday, 12:00 p.m. - 12:25 p.m., City Terrace 5 (IBM Multimedia Room)

Joseph A. Meyinsse and Luria Stubblefield, Southern University and A&M College, Louisiana
Exhibit-based Science and Mathematics Teaching and Learning

This presentation focuses on the experiences of in-service and pre-service teachers who were immersed in the essential features of classroom inquiry-based science and mathematics teaching and learning using exhibits developed by the San Francisco Exploratorium. These exhibits helped explain the Laser Interferometer Gravitational Wave Observatory science concepts (interference, light, gravity, resonance, waves, and wave propagation). The teachers participated in Modeling Inquiry Science Education Project. (ID #508/Track 1)
Wednesday, 10:00 a.m. - 10:45 a.m., City Terrace 10 (IBM Multimedia Room)

Lauren Migenes, Leslie Connell and Charles Viggiano, University of Central Florida
Demonstrating Service Learning Projects in a Technology Driven Environment

This presentation will discuss how the University of Central Florida utilized innovative learning strategies such as video streaming to demonstrate the effectiveness of service learning projects within the Central Florida community. As testament to innovative learning opportunities, students dedicated 400,000 directed community service hours in four years to fulfill the College of Business’ Education 2010 strategies of Teamwork, Communication, Creative Thinking and Adapting to Change. (ID #112/Track 1)
Thursday, 11:00 a.m. - 11:25 a.m., City Terrace 11 (IBM Multimedia Room)

Kim W. Milner, Indian River Community College, Florida
Supporting Students and Faculty with One Online LMS Shell

Learn how to blend technology and pedagogy in a Blackboard resource shell to support online students, traditional students, and instructors. This session demonstrates an LMS shell that supports students, adjuncts, and faculty while creating a video/resource repository and collaborative tool for instructor support. See a working example that has been adapted as a successful practice by other college departments. (ID #520/Track 3)
Wednesday, 11:00 a.m. - 11:25 a.m., City Terrace 6 (IBM Multimedia Room)

Joseph Bernard Mohan, Community College of City University, Hong Kong
Web-Based Tool Learning to Write Quality Answers (Web-based Evaluating & Self-Learning Tool)

Learners want to know how to write quality essay answers in test or examination. This e-learning system aids students to self-learn how to write quality answers and self-assess their performance online without the direct intervention of tutors. It provides marks/grade and feedback to students. (ID #172/Track 1)
Wednesday, 8:30 a.m. - 8:55 a.m., City Terrace 10 (IBM Multimedia Room)

Nanci M. Monaco, Buffalo State College, New York
Evaluating Learning Communities:Factors Associated with Student Satisfaction

Buffalo State College, a large, urban state college, with a large teacher education program has been training teacher candidates to work in urban settings using learning communities for the past three years. As a faculty member teaching in one such learning community, I systematically began looking at feedback obtained from students leaving each learning community after their 15 week experience as freshmen considering careers in urban education. The feedback was organized into themes which ultimately provided more appropriate design of future learning communities, focused to better meet student needs. (ID #288/Track 1)
Friday, City Terrace 4, 8:30 a.m. - 8:55 a.m. (Standard Room without Multimedia)

Mary Montgomery and William A. Kiser, Jacksonville State University, Alabama
From Paper to Electronic Porfolio: Problem-solving Projects in Educational Leadership

During the past decade, over 700 Educational Specialist candidates from Jacksonville (Alabama) State University's Educational Leadership Program have led task forces in their schools to solve significant academic problems. These action research projects are the capstone experience for Ed.S. students but also document the College of Education's changing pedagogy from paper-based to electronically-based instruction. (ID #217/Track 7)
Wednesday, 2:00 p.m. - 4:00 p.m., Terrace Pavilion 1 (Poster Session)

Francisco Moreno, Universidad Tecnológica del Chocó, Colombia
Reading Bogota: An Interactive Reading Comprehension Course

Description of a multimedia course produced by the presenter for the teaching of English within the Colombian project “Bogotá Bilingüe”. Building on a criticism of the pedagogical validity of the materials available in the national market, the author advocates the need for EFL teachers to design their own multimedia materials. Thus teachers ensure not only a better cultural contextualization of the content but also that these materials are actually addressed to foreign language students rather than to second language students. (ID #509/Track 4)
Thursday, 9:00 a.m. - 9:45 a.m., City Terrace 10 (IBM Multimedia Room)

Melanie R. B. Morris, Raritan Valley Community College, New Jersey
Teaching with Learning Contracts: Binding Students to Success

Learning contracts are agreements with students regarding how they will demonstrate mastery of course materials. As such, they allow students greater involvement in learning. Learning contracts were implemented to two courses. The presentation will focus on the difference in the nature and type of assignments selected by students, student satisfaction, and student achievement. A toolkit for implementing learning contracts will be available. (ID #543/Track 1)
Wednesday, 5:00 p.m. - 5:45 p.m., City Terrace 9 (IBM Multimedia Room)

Melanie R. B. Morris, Maria M. DeFilippis, and Pattiann Kletz, Raritan Valley Community College, New Jersey
Turbulent Skies: Assessing General Education Goals in Career Programs – A Pilot Study

A pilot study was implemented to assess the achievement of college-wide general education goals in a business career program. Individual rubrics were developed to measure student progress on various general education goals. The rubrics were implemented in several core business courses. Over the course of a semester, student progress was measured and analyzed. The outcomes of the project, its limitations, and recommendations will be discussed. (ID #209/Track 6)
Wednesday, 4:00 p.m. - 4:45 p.m., City Terrace 11 (IBM Multimedia Room)

Nancy Mullins, Florida Community College at Jacksonville
Click your Classroom On! Using Personal Response Systems to Increase Classroom Participation and Retention

Student retention is composed of two parts, keeping students in the class, and helping them to be successful. Engaging students in course material is the most effective way to approach both concerns. Using clickers to take attendance, give quizzes, and assess overall comprehension is a simple and effective technique. (ID #249/Track 1)
Thursday, 10:00 a.m. - 10:45 a.m., River Terrace 1 (IBM Multimedia Room)

Vincent E. Mumford, Central Michigan University
Bringing Scholarship to Life: Encouraging Civic Engagement through Service Learning

This presentation examines how students can use knowledge learned in physical education classes to design and implement service learning projects that help solve critical health challenges. This presentation highlights advantages that make service learning an ideal teaching strategy for the physical education curriculum. It also discusses ways to encourage students to become more fully involved in civic engagement to meet critical community and global needs. (ID #121/Track 1)
Wednesday, 8:30 a.m. - 8:55 a.m., City Terrace 6 (IBM Multimedia Room)

Cynthia D. O'Dell and Mark S. Hoyert, Indiana University Northwest
Grandma Died Again: Goal Orientation and Excuses in the Classroom

This study examines the role of goal orientation on the disarming practice of offering excuses following missed assignments. Student excuses were collected along with assessments of goal orientation. Student grades suffered, with students who offered excuses earning lower grades. Students with all constellations of achievement goals offered excuses. However, the production of undocumented excuses was found to be associated with the endorsement of performance goals. (ID #526/Track 6)
Wednesday, 11:00 a.m. - 11:25 a.m., City Terrace 8 (IBM Multimedia Room)

Janet Ohlemacher, Marty Ambrose, Ellie Bunting, Kathy Clark, Wendy Chase and Don Ransford, Edison College, Florida
Discovering Data Can Make A Difference

When you’re good, how do you know you’re good? Data tells your story, but how do you decide which measurements will help you the most? Three years ago, Edison College embarked on a journey to measure the outcomes of its General Education program of study. Presenters will share their ideas on how to create a college-wide change in attitude toward assessment and continuous improvement. Their experiences will encourage others to experiment with different types of assessments. Preliminary results indicate improvements have made a real difference on their campus. (ID #202/Track 6)
Friday, 9:00 a.m. - 9:45 a.m., City Terrace 10 (IBM Multimedia Room)

Tanya O'Keefe and Lyndasu Crowe, Darton College, Georgia
Teaching Mathematics Online Using Camtasia and Digital Ink

The presenter will illustrate the use of Camtasia videos incorporating inking and the electronic graphing calculator emulator in teaching Mathematics online. These new technologies allow the online student to experience the same type of instruction available in a traditional on-campus class with the added benefit of being able to rewind and review the material as needed. (ID #212/Track 3)
Friday, 11:00 a.m. - 11:45 a.m., City Terrace 8 (IBM Multimedia Room)

Gary Oster, Regent University, Virginia
Edison’s Laboratory: Prototype for the Online Classroom

The Menlo Park, New Jersey laboratory of Thomas Edison, intentionally designed to engender rapid, comprehensive learning, provides a valuable pedagogical framework transferable to modern online learning environments. The facility and process that yielded "a minor invention every ten days and a big thing every six months or so" serves as a relevant model for contemporary and future electronic learning platforms. (ID #141/Track 2)
Wednesday, 11:00 a.m. - 11:25 a.m., City Terrace 9 (IBM Multimedia Room)

Gian S. Pagnucci, Indiana University of Pennsylvania
Digital English Sojourns: Field Notes from a New Media Teacher Researcher

Technology is reshaping literacy in the 21st century and thereby forcing English teachers to rethink literacy education. In response to this challenge, this presentation will consider both the promise and the problems of transforming English pedagogy for a digital world. This presentation will explore 1) teaching short story writing through blogging; 2) teaching bibliographic research through wiki construction; and 3) teaching interview research through podcasting (ID #537/Track 1)
Wednesday, 11:00 a.m. - 11:25 a.m., City Terrace 7 (Macintosh Multimedia Room)

Klaus Peters, Southern Connecticut State University
Group Management Strategies for Cooperative Learning in WYSIWYG Wiki Environment

The new “what you see is what you get” (WYSIWYG) Wikis provide a collaborative environment that genuinely promotes cooperative learning and encourages immediate member interactions (group projects) in addition to self-expression (e-portfolios). We report on the support of cooperation by quantitative numerical and visual activity indicators as well as accountability measures. These tools also help group facilitators in their coordination efforts of interdependent group activities. (ID #147/Track 4)
Thursday, 11:00 a.m. - 11:25 a.m., City Terrace 9 (IBM Multimedia Room)

Jane A. Petrillo and Kandice Johnson, Kennesaw State University, Georgia
Field-Based Learning in Health Education and Health Promotion

Professional development opportunities in the community provide students with opportunities to develop and apply discipline-related concepts and skills. In health education and promotion, field experiences are an invaluable learning tool. This program will focus on: 1) discussing the importance of field-based experiences; 2) examining effective field-based learning strategies; 3) evaluating student preparedness and success in the field. (ID #190/Track 1)
Thursday, 4:00 p.m. - 4:45 p.m., City Terrace 4 (Standard Room with no Multimedia)

Richard Pierce, Fairmont State University, West Virginia
Raising Student Information Technology Self-Efficacy with Authentic Assessments

The study details the impact of authentic assessment in an undergraduate Instructional Technology course upon the information and communication technology (ICT) self-efficacy of pre-service educators. Authentic assessment of 21st Century skills that include blogs, online applications, and web-based portfolios, positively impacted the student’s information and communication technology self-efficacy. (ID #513/Track 6)
Thursday, 9:00 a.m. - 9:45 a.m., City Terrace 5 (IBM Multimedia Room)

Richard Pierce, Fairmont State University, West Virginia
The Future Is Here: Implementing Online Applications

One hallmark of 21st Century skills is the effective use of emerging technologies such as online software applications. As new possibilities continue to evolve, integrating these services into face to face and online classrooms requires imagination, inspiration, and planning. This session explores the details of how online tools may be integrated and assessed. (ID #113/Track 1)
Friday, 10:00 a.m. - 10:45 a.m., City Terrace 9 (IBM Multimedia Room)

Domenick J. Pinto, Sacred Heart University, Connecticut
The Development, Preparation and Implemention of a Revised Blended Multi-section Introductory Technology Course

The presentation will trace the steps involved in taking an existing traditionally taught multi-section introductory technology course and making it a totally blended class for all sections. Specific steps include retraining of faculty, curriculum overview, and choice of teaching and ancillary materials as well as how this will impact the student’s and faculty member’s schedules. The course involved runs approximately 15 sections per semester. (ID #104/Track 2)
Wednesday, 10:00 a.m. - 10:45 a.m., City Terrace 11 (IBM Multimedia Room)

Domenick J. Pinto and Rose Marie Kinik, Sacred Heart University, Connecticut
A New and Innovative Faculty Performance Review System..Does it REALLY Work?

The purpose of this presentation is to follow up on a new faculty performance review system recently implemented in our university which is based almost entirely on learning outcomes. The three-tiered evaluation of faculty is centered on teaching and curricular development, scholarship and service with the greatest emphasis on teaching. The presentation will focus on the development and design of this new system and the outcomes as perceived by the department chairs and dean after a complete cycle. (ID #110/Track 6)
Wednesday, 2:00 p.m. - 2:45 p.m., City Terrace 8 (IBM Multimedia Room)

Shari Pobjecky, Capella University
The Teacher-as-Facilitator Model of Adult Education: How Community Develops in the Online Course Room

This work explores the potential for a community in the adult online course room, as advanced by the Teacher-As-Facilitator model. The theoretical foundation of this model originated in self-directed learning. The literature on this topic is reviewed, and a rationale for expanding the humanist goals of the quality community teaching/learning experience is presented. The paper concludes with practical suggestions for Teacher-As-Facilitator in the online community. (ID #291/Track 2)
Thursday, Terrace Pavilion 1, 9:30 a.m. - 11:30 a.m. (Poster Session)

Carol A. Pope ad Candy M. Beal, North Carolina State University
Preparing 21st Century Teachers for 21st Century Learners and Learning: From Innovation to Application through Multi-Modal Technologies

This session presents the results of an innovative, collaborative project with University students and faculty in partnership with middle school students and teachers. Using the classic young adult novel (The Outsiders) and multi-modal technologies (music, video, digital, computer), the presenters will demonstrate the project and describe the research findings. (ID #188/Track 1)
Thursday, 9:00 a.m. - 9:45 a.m., City Terrace 7 (Macintosh Multimedia Room)

Marilyn A. Reba, Clemson University, South Carolina
Tablet PCs, Web-based Software, Mathematics: A STEM Instructional Model for Active-Learning

Tablet PCs and web-interaction software enable active learning in content-heavy STEM classrooms while maintaining necessary pace. Students anonymously submit "digital-ink" solutions that are projected by instructors for annotation. Instructors adapt lectures given detailed information from students who otherwise might not participate. Weaker students are retained because they are primed for instructor feedback where errors are corrected, problem-solving strategies are modeled,and requisite concepts are reviewed. (ID #511/Track 1)
Wednesday, 3:00 p.m. - 3:45 p.m., City Terrace 10 (IBM Multimedia Room)

Bart A. Reynolds, Southern Utah University
Strategies and illustrations to enhance on-line instruction

This presentation brings to light some of the problems facing instructors using on-line technology. Strategies, information, examples, and illustrations will be shared to aid instructors in their planning, delivering, and evaluating the online components of their classes. This presentation is most appropriate for instructors who are new to using online technology to teach or supplement courses." (ID #240/Track 1)
Wednesday, 11:00 a.m. - 11:25 a.m., City Terrace 10 (IBM Multimedia Room)

Catherine Rifkin and Aleen Marsh, Florida Community College at Jacksonville
Multiple Intelligences and the Adult ESOL Learner

Gardner's Multiple Intelligence theory states that there are eight different intelligences for learners. Battro has extended Gardner's MI theory by adding the "Digital Intelligence". This presentation demonstrates how Gardner's and Battro's theories apply to other language learning theories and principles, examines why MI Theory is beneficial for ESOL Learners, and summarizes recommended MI teaching strategies that support ESOL Learner's L2 acquisition. (ID #154/Track 8)
Thursday, 3:00 p.m. - 3:45 p.m., City Terrace 6 (IBM Multimedia Room)

James Robinson, Alabama A&M University
Online Conversion: From Traditional to Online Degree - Culture & Instructional Strategies

This presentation will discuss a systemic approach to transforming a traditional campus-based degree program into an online degree. Important to this transformation is the planning for the organizational culture change aspect. In a systemic approach to program delivery change, the belief systems of the traditional university culture must be considered. Simultaneous to the culture perspective is the development of innovative instructional strategies combined with learning technologies. (ID #223/Track 2)
Thursday, 3:00 p.m. - 3:45 9.m., City Terrace 11 (IBM Multimedia Room)

Kevin L. Robinson, Southern Utah University
Center for Teaching Excellence...A unique opportunity for CCSD educators

The Center for Teaching Excellence is a cooperative venture developed between the Clark County School District, the Clark County Education Association, and university vendors. It provides teachers at the top of the salary schedule the opportunity to complete a block of 18 graduate hours from a variety of vendors that provide the teacher an additional $3000 bump beyond what was available before. The development and success of this initiative will be discussed. (ID #197/Track 2)
Wednesday, 8:30 a.m. - 8:55 a.m., City Terrace 4 (Standard Room with no Multimedia)

James Rogge, Broward Community College, Florida
Critical Thinking For the "Net" Student Generation: The Power of U-Tube Video

The primary purpose of this teaching demonstration will be to provide useful online strategies for infusing U-Tube Video into face to face and /or distance learning teaching presentations. A sample of U-tube topic issues will be discussed as a method of (1)fostering critical thinking awareness in college - level teaching presentations and (2) adapting one's teaching delivery to the visual learning style of today's college student. (ID #107/Track 3)
Thursday, 11:00 a.m. - 11:25 a.m., City Terrace 6 (IBM Multimedia Room)

Graziela Rondón-Pari, State University of New York at Brockport
Suggestions for exclusive target language use in Spanish college classes

This research project focuses on the analysis of speech in fifteen tape-recorded intermediate level Spanish college classes. The use of English and Spanish is analyzed, while suggestions for increasing the amount of the target language use are given. Results seem to indicate a prevalent focus on grammatical issues and extensive use of one or two word responses from the part of students. (ID #218/Track 1)
Wednesday, 3:00 p.m. - 3:45 p.m., City Terrace 4 (Standard Room with no Multimedia)

Miriam Russell, Empire State College, New York
Internet Resources for College Writing

Participants use a computer/laptop internet to explore the online resources available through the Writer’s Complex and the Writing Center at Genesee Valley Center. The session will offer resources that are tailored to your students’ writing needs. Do your students confuse some troublesome pairs like: affect/effect; lose/loose; or mix up to/too/two? Want to help able writers upgrade their skills? Here’s a link to the GVC center’s Transitionals chart. Help students avoid plagiarism? Link to Hacker’s Pocketstyle Manual and an Academic Integrity Quiz Want to help students write active, rather than passive sentences? Are commas missing? Or are they used inappropriately? When is a thesis too broad or too narrow? Link to Citation Machine for easy citations. Your students will find that using these resources is fun as well as effective! (ID #260/Track 2)
Thursday, 9:30 a.m. - 11:30 a.m., Terrace Pavilion 1 (Poster Session)

Michael N. Salda, University of Southern Mississippi
An Online/Hybrid Approach to Teaching World Literature

A team at the University of Southern Mississippi redesigned World Literature to improve learning outcomes and reduce instruction costs. The redesign used a hybrid model that allowed students to attend traditional classroom presentations, view presentations online, or mix the two. Regardless of the attendance option chosen, all students actively engaged course materials through required, web-driven exercises that reinforced learning objectives. (ID #533/Track 2)
Wednesday, 8:30 a.m. - 8:55 a.m., City Terrace 7 (Macintosh Multimedia Room)

Steven Saltzberg, SoftChalk, Virginia
Putting the WOW Factor into Online Lessons

If you want to make your online content engaging, interactive and professional looking then come see how SoftChalk LessonBuilder creates content that integrates with all the major Learning Management Systems or can be placed on a web or file server. See how student learning is re-enforced using LessonBuilder activities and tools. But most of all, see how easy lesson content is to create. (ID #601/Track 3)
Thursday, 3:00 p.m. - 3:45 p.m., City Terrace 8 (IBM Multimedia Room)

Jeff Sandoz and Elizabeth Adler, University of Louisiana at Lafayette
Heroic Profiles in Adaptive Learning

Two case studies review conditions affecting learning and memory. Adaptive methodologies reactivate specific brain areas adversely affected. The initial study examined reading comprehension difficulties with a recovering alcoholic. The latter Alzheimer’s patient study details specific procedures involved in maintaining a functional memory. Both case studies parallel Campbell’s “path of the hero”. Heroism is found in overcoming a crisis, and by offering hope to others. (ID #501/Track 7)
Wednesday, 11:00 a.m. - 11:25 a.m., City Terrace 5 (IBM Multimedia Room)

Elizabeth Scheck, Florida Community College at Jacksonville
Student Group Research Project

A full semester, student driven, group project for Sociology. The project consists of the use of online resoruces to research a social problem at both the national level and in their home communities. The groups then present their findings in class. Included in the project is the research component supported by powerpoint slides, a student produced PSA and the provision of an assesment tool for their classmates. (ID #245/Track 1)
Wednesday, 4:00 p.m. - 4:45 p.m., River Terrace 1 (IBM Multimedia Room)

Shu Schiller, Wright State University, Ohio
Second Life in MBA Education: Teaching and Learning in the Virtual World

The Second Life project in MBA 770 (Information Technology & Business Transformation) at Wright State University utilized Second Life, an online 3-D virtual environment, to enhance students’ understanding of electronic business on a new level: doing real business in a virtual world. The project ended with great success and excitement. The innovative project stimulated students’ participation and discussion in learning, in a fun way. (ID #510/Track 4)
Wednesday, 10:00 a.m. - 10:45 a.m., City Terrace 5 (IBM Multimedia Room)

Karen Schuster, Florida Community College at Jacksonville
Beyond PowerPoint: Bringing YouTube to the Learning Environment

Even techno-savvy instructors are still in the email and PowerPoint mode while our students inhabit the interactive Web 2.0 world of MySpace, YouTube, and blogs. This presentation demonstrates how the YouTube network was used to teach college-level nutrition, both online and in the classroom, by having students interact with YouTube video content and create videos on nutrition topics as group projects. (ID #195/Track 3)
Thursday, 8:30 a.m. - 8:55 a.m., City Terrace 8 (IBM Multimedia Room)

David Segal, University of Central Florida
Improved Student Decision Making Skills Using Cooperative Case-Based Learning

MyCaseSpace was developed to create dynamic interactive CBL modules with virtual speaking and animated characters to actively engage students in several health science courses. The interactive student-driven decisions and multi- lingual, gender, racial, and facial gesture features allows the educator to assess critical thinking, cultural and linguistic-specific learning processes. Significant improvements in student decision-making, motivation, communication, and cooperative learning skills have been demonstrated. (ID #544/Track 1)
Wednesday, 3:00 p.m. - 3:45 p.m., City Terrace 11 (IBM Multimedia Room)

David Seiler, The University of Southern Mississippi
Age and Learning Style: Does a Relationship Exist?

This presentation will analyze traditional aged college students 18-24 years old and determine if they have difference learning styles than students who are non traditional aged 25-56 years old. The respondent who was 56 represented the oldest student in this study. It will be determined that one quadrant yielded statistical significance and that quadrant will be explored further. The presentation will end with a challenge that all educators need to be able to modify the teaching technique to accommodate students of varying learning styles. (ID #155/Track 2)
Thursday, 5:00 p.m. - 5:45 p.m., City Terrace 8 (IBM Multimedia Room)

Gary J. Senn and Thomas J. C. Smyth, University of South Carolina Aiken
Comparison of Face-To-Face and Hybrid Delivery of Technology Skills Course

This presentation will outline the results of a research project that explored student performance in and perceptions of a class that moved from face-to-face to hybrid delivery. Student percepti