Accepted Papers

Young women do not think that the field of computing will suit them. They are unaware of how vast this field is, thinking that it is a male-dominated field. Jobs in computing are usually pleasant with better than average compensation. We need to reach young girls to inform them of this field that will have many jobs available when they leave college. We would like to share what we have been doing at our universities (one public and one private) to encourage and enlighten young women about the field of computing.(ID #134/Track 8)
Wednesday, April 11, 2012, 3:00-3:30 p.m., Players C (Multimedia Room with projector and sound system, but no computer)

It is aimed in this research to determine attitudes towards mathematicsof teacher trainees and to examine whether teacher trainees' attitudes towards mathematics change or not as being depended on the gender, level of their class on the teaching field they are educated in. A total of 456 teacher trainees, who were studying in the Education Faculty of Abant İzzet Baysal University in Turkey, including 141 mathematics, 163 science and 152 elementary school teacher trainees participated in the research.In conclusion, it has been understood that majority of the teacher trainees had good level positive attitude towards mathematics.(ID #203/Track 9)
Friday, April 13, 2012, 8:30-9:00 a.m., Heritage E (PC Multimedia Room with computer, projector, and sound system)

This purpose of this presentation is to share how Problem Based Learning (PBL) was implemented in an instructional technology course for pre-service teachers. The Problem Based Learning environment involved pre-service teachers working in small groups to determine a problem with driving questions related to curriculum standards, submitting and online proposal and creating and editing a video. PBL directly relates to the theme of Lifelong Learning. Pre-service teachers engage in authentic learning while addressing skills needed for the twenty-first century? This starts with embracing a Problem-Based learning environment, which allows for the solving of real problems as it relates to teaching and learning.(ID #505/Track 1)
Wednesday, April 11, 2012, 3:00-3:30 p.m., Heritage C (Multimedia Room with projector and sound system, but no computer)

The near-universal acceptance and integration of e-learning into university programs have brought both opportunity and challenge to tertiary education. Many of the changes being brought about by e-learning have been unexpected: changes in the traditional role of faculty, changes in student migration patterns, and the rise of new eastern universities that seek to challenge traditional dominance of western schools are but a hint of what may be to come. This presentation discusses the potential implications of e-learning on the University as the Institution enters its ninth century of existence and wrestles with what may be its greatest historical challenge yet.(ID #216/Track 9)
Thursday, April 12, 2012, 2:00-2:45 p.m., Gallery AB (Multimedia Room with projector and sound system, but no computer)

After implementing the concepts contained in the Flip the Classroom concept, we have realized the following improvements: 1. Students who are not serious about the class self-identify early and usually drop at the first cut; 2. The amount of quality one-on-one faculty/student time in class has dramatically increased; 3. The students who do stay basically commit to the new approach, and the vast majority end up embracing it and becoming much more motivated; 4. The larger percentage who do finish the course do so with a grade of B or higher. In three semesters, there have been no D's earned. We will share best practices.(ID #125/Track 2)
Thursday, April 12, 2012, 3:00-3:30 p.m., Players C (Multimedia Room with projector and sound system, but no computer)

Designing online science lab course with hands on experiments. Focus will be the start to finish design of an online science lab course fully integrated into the lecture and offering a hands on experiements. Discussion will include how to successfully design your online science course with acdemically acceptable lab experiements, that bring academic quality, convenience, consistency to FTF, success to students, and meet budget rerequirements. Participants will have the resources to create, develop and customize an online science lab course with a full offering of hands on lab experiements, with digtial content integrated into your LMS, complete with supplemental virutal content, and customer service for instructors and students.(ID #302/Track 2)
Wednesday, April 11, 2012, 10:30-11:15 a.m., Heritage AB (PC Multimedia Room with computer, projector, and sound system)

This qualitative study investigates approaches employed by faculty developers for the purpose of enriching teaching strategies used by science faculty in large-enrollment introductory courses. It also aims to provide academics with innovative approaches to implementing teaching that promotes student active learning. Major outcomes point to the fact that meaningful professional development goes far beyond learning how to use new teaching strategies and it demonstrates the important role of faculty engagement in critical reflection and dialogue on teaching.(ID #155/Track 11)
Friday, April 13, 2012, 10:15-10:45 a.m., Heritage E (PC Multimedia Room with computer, projector, and sound system)

Health literacy is a major health care problem in the United States. According to the Institute of Medicine (IOM) report, ninety million people in the United States have difficulty understanding health information. The IOM defines health literacy as "the degree to which individuals can obtain, process, and understand basic health information and services they need to make appropriate health decisions." Graduate nursing students will play a major role in the IOM and Healthy People 2020 goal to improve health literacy, due to their advanced nursing role. This study assessed the health literacy of graduate nursing students enrolled at a state university in the Midsouth.(ID #162/Track 1)
Thursday, April 12, 2012, 8:45-9:15 a.m., Players B (PC Multimedia Room with computer, projector, and sound system)

Organic Chemistry faculty at Georgia Gwinnett College investigated the use of handheld technology both in and outside of the class. Students across five sections were given Apple iPod Touch mobile devices during the 2010-2011 academic year. Laboratory technique videos, lecture-style podcasts, and electronic reaction flash cards were available through the GGC website. Various assessment strategies were employed to gain insight on the student's use of the materials, class/laboratory performance and attitude. This presentation will elaborate on the project, reflecting on the results and how mobile technology may be used by our students and foster lifelong learning.(ID #204/Track 10)
Friday, April 13, 2012, 11:00-11:45 a.m., Gallery AB (Multimedia Room with projector and sound system, but no computer)

The importance of inquiry in developing scientifically literate students and fostering life-long learning is an important topic in science-education. Research on science labs has demonstrated the value of writing in inquiry labs. In large universities, first-time TAs commonly teach the labs and in training TAs for inquiry labs, written feedback is often overlooked as an issue that may impact achievement of desired learning goals. In this study, I examined feedback in a USA, college, introductory, inquiry-oriented, biology lab curriculum (approximately 800 students) taught by 24 TAs. Results demonstrate written feedback has a substantial impact. Statistical analyses and educational implications are discussed.(ID #149/Track 9)
Wednesday, April 11, 2012, 3:00-4:30 p.m., Poster Booth (Poster Exhibit)

As students become more distracted, the need for teachers to be engaging becomes increasingly critical. Humor as a pedagogical strategy is one highly-effective method to promote active listening, critical thinking and memorable learning experiences. Comical moments in the classroom serve as an invitation for students to solve problems and think more deeply about subject matter. Various methods of incorporating humor to deliver course content will be demonstrated including: jokes, stories, media clips, cartoons, sight gags, props, sarcasm and absurd questions. (No banana peels were harmed in the writing of this blurb.)(ID #221/Track 1)
Friday, April 13, 2012, 11:00-11:45 a.m., Heritage E (PC Multimedia Room with computer, projector, and sound system)

This presentation demonstrates how to effectively engage a diverse population of adult learners in programs ranging from military, education, and business to domestic engineering with Web 2.0 technologies such as audio files, flip video, Skype, Elluminate, YouTube, wikis, blogs, and vodcasting to enhance and promote collaborative learning in an online classroom.(ID #104/Track 1)
Wednesday, April 11, 2012, 10:30-11:15 a.m., Players C (Multimedia Room with projector and sound system, but no computer)

The new generation of students is to a large extent, technology savvy. Yet, many instructors still rely on traditional teaching methods which do not take advantage of the latest technology. In the long run, this may lead to decreasing enrollment trends and low student retention. This presentation reports on an effort to design an innovative learning tool that uses remote videotaping, augmented reality, and ultra-wide band technologies to bring live videos of a remote construction jobsite to the classroom, create an intuitive interface for students to interact with the video scenes, and visually deliver location-aware instructional materials to them.(ID #512/Track 4)
Thursday, April 12, 2012, 3:00-3:30 p.m., Heritage AB (PC Multimedia Room with computer, projector, and sound system)

The presenter uses open-ended projects for guided exploration of calculus concepts and constructs. Students work in teams of two (preferably) to complete these projects and submit a report. Among the projects are Puppy Growth, The AIDS Epidemic, Skydiving, SIR Model of Epidemics, Raindrops, and various population models.(ID #168/Track 3)
Thursday, April 12, 2012, 2:00-2:45 p.m., Heritage E (PC Multimedia Room with computer, projector, and sound system)

Holistic Interdisciplinary Simulated Clinical Experience is a learning activity first semester nursing students engage in prior to their initial acute care setting clinical. The purpose of the learning activity is to nurture self-efficacy in clinical performance,decrease stress and anxiety related to patient care, and motivate student learning. The major outcome for the learning activity is: Student demonstrates foundational knowledge, skill, and attitude consistent with quality and safety competencies when performing direct patient care.(ID #201/Track 4)
Wednesday, April 11, 2012, 10:30-11:15 a.m., Tournament Hall A (PC Multimedia Room with computer, projector, and sound system)

We are likely to live longer; it is likely that pension and investment income will decrease; there will be relatively fewer younger people in the workforce (to do jobs and pay taxes); jobs and careers will change often and more drastically propelled by continuous economic, social, and technological change. These suppositions infer the need for accessible, affordable, and applicable ongoing education, training, and development. This paper will argue that work-related (as opposed to work-based) learning will provide a critical pedagogic model that underpins our future higher education systems.(ID #129/Track 1)
Wednesday, April 11, 2012, 2:00-2:45 p.m., Heritage C (Multimedia Room with projector and sound system, but no computer)

This presentation will demonstrate the many tools acquired over 37 years of college teaching. While the methods used are designed to entertain students, the goal is to have them actually learn something. Lectures contain the sarcasm of Judge Judy, the comedy and wisdom of Kinky Friedman and Geraldo Rivera, and the interrogation techniques of Hanns-Joachim Gottlob Scharff. As Sgt. Rick Hunter said in his 1984-1991 NBC series Hunter, "Works for me."(ID #138/Track 1)
Wednesday, April 11, 2012, 3:00-3:30 p.m., Players B (PC Multimedia Room with computer, projector, and sound system)

Students are changing but are we? Techniques for actively engaging Techno Learners. Technology has changed the way students learn and live (Postman 1986; Greenfield, 2008 & Moxon, 2008) but many educators have yet to change the ways in which they teach. Current and future generations of technology savvy students (GenTECH) have become accustomed to an interactive technological environment.Although some faculty believes the advent of much of this technology has given rise to the unmotivated and uninspired learner, they could not be further from the truth!(ID #197/Track 10)
Thursday, April 12, 2012, 2:00-2:45 p.m., Patrons (Multimedia Room with projector and sound system, but no computer)

The purpose of this session is to share language arts strategies, including technology strategies that can be used to encourage preservice teachers to become lifelong learners. The presenter will share strategies designed to address this particular challenge by fostering an appreciation of different perspectives. Throughout her powerpoint presentation, she will also engage her participants in using some of these actual strategies. Participants will leave the session with information regarding websites, literary sources, and strategies to use with their own students, particularly preservice teachers.(ID #196/Track 1)
Thursday, April 12, 2012, 10:30-11:15 a.m., Heritage C (Multimedia Room with projector and sound system, but no computer)

This session will include an overview of ITRANS (Integrated Transitional Studies), an outcomes-based instructional model designed to assist pre-college students to move rapidly through developmental math and English courses. This model utilizes strategies such as contextualized learning and team-teaching. Topics addressed will include administrative hurdles and teaching strategies.(ID #402/Track 8)
Wednesday, April 11, 2012, 10:30-11:15 a.m., Players D (PC Multimedia Room with computer, projector, and sound system)

The benefits of enriching the undergraduate curriculum with international experience are clear. Often, though, study abroad is geared toward middle-class traditional students and excludes the non-traditional students prevalent at community colleges and regional campuses of large universities. Using the example of a successful study abroad course in Berlin, developed at a regional campus of the Ohio State University, this paper offers an approach grounded in the concept of "cosmopolitan courtesy" to position study abroad as key to lifelong learning and a methodology that integrates non-traditional students into programs designed to develop a sense of global citizenship among all student populations.(ID #151/Track 9)
Wednesday, April 11, 2012, 8:45-9:15 a.m., Patrons (Multimedia Room with projector and sound system, but no computer)

The purpose of this presentation is to demonstrate innovative teaching and learning strategies as they apply to information literacy skills for first-year students. In creating the lesson plan for the library orientation session, we incorporated McREL strategies for effective teaching, the ACRL Information Literacy Competency Standards, presession videos, cooperative learning, and a Library Jeopardy game based on Bloom's Taxonomy to stimulate cognitive processes related to library research. As a result of this session, participants will learn to apply McREL instructional strategies to pedagogical methods to become more effective teachers and design cooperative learning activities to enhance the quality of instruction.(ID #112/Track 6)
Wednesday, April 11, 2012, 10:30-11:15 a.m., Heritage E (PC Multimedia Room with computer, projector, and sound system)

This paper presents an innovative and unique approach to service learning to enhance community. Grounded in the theories of service learning and the civic obligations of higher education institutions, the project is defined as "joined up service learning" in which graduate and high school students were joined together to analyze community needs and suggest strategies for community enhancement. The design, process, and outcomes for graduate students, high school students, and the community are presented. Recommendations for replicating or building on this model are suggested.(ID #510/Track 3)
Wednesday, April 11, 2012, 3:00-3:30 p.m., Heritage E (PC Multimedia Room with computer, projector, and sound system)

All general education courses instruct students to think critically in meaningful ways that contribute to student success and promote life-long learning. In this unique session, faculty will demonstrate the use of collaborative instruction, integrative learning, and thoughtful reflection of historical events with ethical implications. As a result, professors were successful in creating a learning environment whereby global-social cultural qualities were emphasized and investigated by the use of learning communities and scholarly discourse around a central theme that provided a dynamic student learning experience!(ID #193/Track 1)
Wednesday, April 11, 2012, 8:00-9:15 a.m., Players D (PC Multimedia Room with computer, projector, and sound system)

Today, fluctuating work schedules, familial obligations and other responsibilities contribute to the students' need for the flexibility and convenience of mobile learning. With the need for mobile learning increasing, not only is teaching online is becoming more demanding, it is also a critical key to the survival of many academic programs in many institutions. This session will afford participants useful information that can prepare faculty to become instructional designers as well as provide information on the pedagogy needed to deliver instruction in a virtual environment.(ID #133/Track 3)
Wednesday, April 11, 2012, 3:00-3:30 p.m., Tournament Hall B (PC Multimedia Room with computer, projector, and sound system)

This presentation is a lively and interactive review of action research conclusions regarding which tools (if any) in the learning management system used by instructors in midwestern community college introductory courses were most and least useful for student course learning. All learning management systems have similar tools such as antiplagiarism, asynchronous and synchronous student discussion, accessible lecture notes, etc., that can be used to benefit student learning in an inclass course. The survey results and examples of learning management system tools will be reviewed with handouts of examples and explicit instructions to create these tools for each participant.(ID #124/Track 2)
Wednesday, April 11, 2012, 8:45-9:15 a.m., Gallery AB (Multimedia Room with projector and sound system, but no computer)

Professor Cipriano and Dr. Norman discussed the idea that the students from the Biomedical Pre Professional Society, develop and present the topic, Learning from the Student's Perspective: the voice of a traditional, nontraditional and minority student in STEM (specifically Science) at the HAPS Regional Meeting 3/2& 3/3. Professor Cipriano and Dr. Conner (BPPS advisors) developed a proposal and presented it to students. The students, advisors and Drs. Evans, Fierro and Stittsworth developed a Learning Assessment to give to students in the sciences at FSCJ-Kent and possibly other FSCJ campuses. The Learning Assessment will be administered via computer, a video tape of student interviews and evaluation of data will be presented. Each of the student presenters will give their personal journey, as well as, discuss specific components of the project. The presentation will end with a time for questions and comments. (ID #202/Track 1)
Thursday, April 12, 2012, 3:45-4:15 p.m., Players A (PC Multimedia Room with computer, projector, and sound system)

Prompted by our re-accreditation process to demonstrate our commitment to diversity and a global view, Mohawk Valley Community College determined to design a three-part program that at once celebrated our region's historic and ever-evolving local diversity while preparing our students to be global citizens. By committing to implement a Diversity and Global View (DGV) graduation requirement, faculty and staff collaborated to create a rich and multi-pronged approach of DGV learning, teaching and community-building. Our re-commitment to embracing our purpose has brought the community to the college and the world to the community.(ID #406/Track 8)
Thursday, April 12, 2012, 10:30-11:15 a.m., Players D (PC Multimedia Room with computer, projector, and sound system)

Are the public universities in Texas providing adequate student support to baby boomers 50-76 years old? Bridgette Everhart Hardin looked at five universities in the Coastal Bend of Texas and found nontraditional students perceived that student support services were not providing adequate services. This finding alerts this writer to the possibility that student support services are not providing support for very nontraditional "babies." Research shows that even with aging brains, the baby boomers can enter a university and finish a degree. Fred Gage reported that the brain builds new neurons throughout life. If one considers traditional students aged 18-26 and nontraditional students any age over 26,then very nontraditional students are aged 50-76 years old. Another paper showed that the aging brain is capable of learning until death if there are no complications that limit the brain. In this paper, it is proposed that a 50-76 year-old-student can enter and finish a degree at a university in Texas if the university gives the proper and necessary support. A mentoring program specifically for these older students would add to the support given. Fifteen of the twenty-nine public universities would like to establish a mentoring plan based on the responses given to a questionnaire posted on Survey Monkey.(ID #132/Track 1)
Thursday, April 12, 2012, 3:00-3:30 p.m., Gallery AB (Multimedia Room with projector and sound system, but no computer)

This presentation will discuss the success of baby boomers aged 50-76 in Texas entering college, working through the rigors of a degree, and finishing that degree. Research shows that barring brain injury or environmental issues, an olderstudent should be more than able to do university work and possibly do better than a younger, more traditional student. Marian Diamond (1998) wrote, "Our challenge is to learn ways to keep the brain functioning at an optimum level for a lifetime and we need to change our negative attitude about aging" (p.14).(ID #131/Track 1)
Wednesday, April 11, 2012, 3:45-4:15 p.m., Gallery AB (Multimedia Room with projector and sound system, but no computer)

Anita Connelly-Nicholson There are older students in the public universities in Texas, who may be an invisible population. I have investigated the encouragement that a mentoring system can give these older students who may have issues unknown by traditional students. That mentoring system is being created. Looking for more support for these students, I contend that a new curriculum must be found for this population. An older student may have less hearing and vision acuity. If an older student is totally healthy, they may have other issues from their environment stemming from their own children or society, concerning their position of being a student at the university. Not everyone, at the university even with our intellectual egalitarian thought of who we think we are, will understand the connection of learning in an older brain. Professors and traditional students may have compassionate rhetoric that sounds good, but in the end erupts in bias because of ignorance about the aging brain and its ability to learn. Meanwhile, the older students will face barriers in their path toward their academic and nonacademic life on their way, to a degree; the universities don't consider their presence. To recognize the complexity of the human brain is to acknowledge the need for a fluid and dynamic educational curriculum and appropriate pedagogical philosophy (Slattery, 2006). Whitehead (1949), Caine & Caine (1997), and others embrace the changes and influences that point toward teaching and learning as a complicated process. As Slattery (2006) and others have elucidated, the interaction of human philosophy, neurobiology, psychology, sociology, anthropology and educational curriculum have an unmistakable synergy that all educators must acknowledge but sadly many don't even know about. Discussion among educators for higher education for very older students must include need and process of a new curriculum.(ID #184/Track 1)
Wednesday, April 11, 2012, 3:00-3:30 p.m., Gallery AB (Multimedia Room with projector and sound system, but no computer)

Revelation Theory of Learning (RTL) is an instructional theory that when employed properly optimizes the transfer of information. It is a lifelong learning strategy that is appropriate for all ages and all learner types. It has been recognized as an effective strategy for universal design for instruction. RTL melds the integration of technology with the psychology of learning to result in optimum learning and attention. Thus, it simultaneously optimizes student learning time and minimizes lack of attention issues. Participants in this presentation will be exposed to RTL and its logic and will be able to begin to implement it into their classes.(ID #120/Track 1)
Thursday, April 12, 2012, 3:45-4:15 p.m., Players C (Multimedia Room with projector and sound system, but no computer)

It is imperative to find unique ways to utilize the latest technology in the classroom to make teaching more efficient, effective, and interesting. The introduction of tablets with their touch capabilities and portability is appealing for the classroom setting. The abundance and accessibility of tablet applications allows for versatility in the classroom. This presentation demonstrates the current and future possibilities of using tablets for maximizing class efficiency through recording lectures, using it as an interactive whiteboard, and also reducing the use of paper. Ultimately, this method is for the use and integration of multiple technologies in the classroom.(ID #506/Track 1)
Thursday, April 12, 2012, 8:45-9:15 a.m., Heritage C (Multimedia Room with projector and sound system, but no computer)

How can one develop a course to teach accounting instructors to teach? This presentation will provide a how-to. Both student and instructor outcomes will be provided including course syllabi, bibliographical resources, and experiences gained over the past year. During Summer 2011 the course, "The Teaching of Accounting," was offered for the first time. The course had distinct components: (1) students serving as graduate assistants shadowing an experienced, excellent instructor and (2) students actively involved in a teaching of accounting seminar with another instructor. A 3rd component is with a student actually teaching a course Spring 2012. Attendees' contributions will be welcomed.(ID #192/Track 3)
Wednesday, April 11, 2012, 3:00-4:30 p.m., Poster Booth (Poster Exhibit)

This presentation will cover the hybrid online concept for course delivery. A hybrid online course delivery concept is where the professor simulcasts the classroom instruction to online students. The strengths, weaknesses, and administrative advantages of the online hybrid format will be discussed.(ID #178/Track 2)
Thursday, April 12, 2012, 8:45-9:15 a.m., Gallery AB (Multimedia Room with projector and sound system, but no computer)

Instructional delivery patterns differ between Western and Eastern cultures and reflect literary sequencing and descriptive logic. The direct and predictive approach to classroom lecturing that is common in both American and European universities contrasts with the circular narrative styles that students frequently experience in Japanese, Chinese, and even in many Latino classrooms. Traditionally, Western cultures tend to favor Aristotelian reasoning and Eastern cultures seem to prefer configural patterns of discourse. American study abroad students can be prepared for these pedagogical differences if simulation exercises are provided to students before they leave their home universities. The four-part structure of classical Asian poetry becomes the basis for the proposed computer simulation.(ID #142/Track 9)
Friday, April 13, 2012, 10:15-10:45 a.m., Gallery AB (Multimedia Room with projector and sound system, but no computer)

Dr. Richard Darga, Dean for the Library and Instruction Services at Chicago State University will present a case study outlining a midsized urban university's strategy and success in improving instruction with open source applications. We have successfully developed and implemented a strategy to move our organization into a community of users that depend upon open source solutions. In addition, we have been enhancing our instructional technology suite of solutions with open sourced applications that are giving faculty and students access to new opportunity to grow and develop. I would like to present our decision making process, our project plan, and our strategies and techniques utilized to migrate our core course management system to an open sourced solution.(ID #177/Track 5)
Friday, April 13, 2012, 10:15-10:45 a.m., Heritage D (Multimedia Room with projector and sound system, but no computer)

As educators, our challenge is to make learning stick. Using the tips and tricks in this presentation will not only instill some fun and humorous activities into the learning process,but also will ensure that your students remember the content. These humorous activities can also provide the brief brain-breaks students so often need. Studies show students listen actively for about twenty minutes and then zone out; studies also show students learn better when engaged and not under stress. If we use humor and humorous activities, our student's brains will be more receptive to learning. Humor and humorous learning activities will encourage the students' brains to release endorphins. The presentation is applicable to the Conference because it incorporates humorous activities in the educational process. These activities are low-cost and effective.(ID #123/Track 1)
Wednesday, April 11, 2012, 2:00-2:45 p.m., Players C (Multimedia Room with projector and sound system, but no computer)

Engaging the "net generation" of college students in and out of the classroom is a challenge for instructors accustomed to presenting lectures enhanced with PowerPoint presentations. Today's students do not want to be "lectured." They want to participate in their learning experience. They want what they are learning to be interactive, relevant and applicable to their interests and their lives. This presentation describes how a traditional first year experience course was transformed using social media and mobile learning to become a truly engaging transitional experience for first year students.(ID #154/Track 10)
Wednesday, April 11, 2012, 3:00-4:30 p.m., Poster Booth (Poster Exhibit)

Brain-friendly teaching and learning research confirms the search for meaning in personal experience as the search for meaningful analogues and patterns in what is socially experienced. Teachers and students alike employ intrapersonal and interpersonal patterns for processing information and experience in the classroom. These processes shape the teaching-learning experience, and the meaningfulness transacted from it in the classroom. And there may be an ecology to it. This workshop will help participants recognize these patterns for what they are. Role-playing exercises will help participants analyze and discuss communication patterns implicit in their own teaching-learning experiences.(ID #169/Track 3)
Thursday, April 12, 2012, 10:30-11:15 a.m., Players B (PC Multimedia Room with computer, projector, and sound system)

The presentation will describe the development and implementation of learning communities among adjunt, part-time, and fulltime faculty in an education department of approximately 800 students. Understanding that adjunct and part-time faculty are integral to the learning success of students, the department has developed a learning community model to support all faculty members. The model is related to the conference theme as members of the learning communities build relationships, share knowledge and experiences, and discuss sample student work in the bimonthly meetings.(ID #198/Track 8)
Wednesday, April 11, 2012, 3:00-4:30 p.m., Poster Booth (Poster Exhibit)

Online and virtual learning environments are increasingly used by many universities worldwide. Online teaching requires a different set of competencies and skills especially when compared to traditional teaching methods. This presentation will focus on best practices identified, based upon student feedback, to enhance student learning in the online classroom. Such practices, when applied effectively, incorporate a mix of technologies employed as well as personal and customized approaches.(ID #513/Track 2)
Thursday, April 12, 2012, 3:00-3:30 p.m., Patrons (Multimedia Room with projector and sound system, but no computer)

This interactive workshop will explore the educational uses of Facebook in the modern classroom (face-to-face, hybrid, online). It will also explore current legal issues facing professors and students who use Facebook. By the end of the presentation, attendees will have a strong understanding of the legal and ethical boundaries when using Facebook in the classroom.(ID #187/Track 2)
Wednesday, April 11, 2012, 8:45-9:15 a.m., Players C (Multimedia Room with projector and sound system, but no computer)

Assessment of student academic achievement is the process of evaluating whether students are learning what we say they are learning. More specifically, assessment is the systematic collection, review, and use of information to increase students' learning and development. Through a variety of measures, students are assessed to determine whether or not they are achieving the learning outcomes that faculty have determined for their courses and programs.(ID #511/Track 3)
Thursday, April 12, 2012, 3:00-3:30 p.m., Players D (PC Multimedia Room with computer, projector, and sound system)

Teaching Physics at the Air Force Academy is a difficult challenge due to the disparate backgrounds of the students. All students, from engineering to management majors, are required to take two semesters of calculus-based physics. In order to motivate and enhance learning, numerical modeling, authentic real-world tasks, and hands-on building projects are employed. The results have been: 1) greater student understanding, as demonstrated by test scores; 2) students with a spirit of critical thinking and lifelong learning, as demonstrated by continued and on-going communication; and 3) higher creativity, demonstrated by original student solutions to ill-posed and unbounded problems.(ID #507/Track 4)
Thursday, April 12, 2012, 8:45-9:15 a.m., Heritage E (PC Multimedia Room with computer, projector, and sound system)

In this presentation, participants will learn how to use Google Docs, iGoogle, Blogger and YouTube in a college course. Participants will see student-created blog magazines and will also learn how to incorporate various news websites and news aggregators into their curriculum. We will also discuss strategies for using iPads in a writing course.(ID #188/Track 3)
Thursday, April 12, 2012, 10:30-11:15 a.m., Patrons (Multimedia Room with projector and sound system, but no computer)

It is expected that game-based learning will be increasingly utilized in the future of higher education. The purpose of this presentation is to demonstrate the use of interactive pedagogy to increase learning outcomes through electronic response devices (clickers) and game-based learning. This presentation relates directly to the conference theme of educational gaming and simulation. The major outcomes include: a) skills to develop and run an interactive TurningPoint presentation, b) ideas on how to incorporate game-based learning into the classroom, c) knowledge of web-based resources available to poll students and to receive immediate statistical results.(ID #173/Track 4)
Thursday, April 12, 2012, 10:30-11:15 a.m., Heritage AB (PC Multimedia Room with computer, projector, and sound system)

To thrive in the age of automation and knowledge, students have to be able to perform above and beyond average. Getting to that level of performance takes special talent – talent that's becoming increasingly hard to discover. Inspired by the theories of Daniel Pink and Edward de Bono, Faculty of the Department of Healthcare and Nursing Department have developed a module, for effective lifelong learning. This model consist of a talent scan, based on the six competences of Pink, and a feedback method. The module helps the students to develop new thinking skills. It prepares them for a totally new future, where lifelong learning will be a necessary and ongoing process. The President, Associate Dean and Faculty of the Department will present this module, which may also be useful for American colleges!(ID #194/Track 1)
Wednesday, April 11, 2012, 2:00-2:45 p.m., Tournament Hall B (PC Multimedia Room with computer, projector, and sound system)

Lifelong learning is a must to survive in the 21st century. It will be the dominant competitive weapon, but … what is learning? For 3,000 years education has been about teaching and not about learning. Until now! 21st-century technology is changing the way we think and feel. Brain science is rapidly changing our world. We are on the brink of utilizing new, powerful methods to understand the human brain and changing it. In this presentation Coen Free will present a rough sketch of possible scenarios for education and present a brand new definition of learning. And of course, the internet, movies and humor will embellish his presentation.Lifelong learning is a must to survive in the 21st century. It will be the dominant competitive weapon, but … what is learning? For 3,000 years education has been about teaching and not about learning. Until now! 21st-century technology is changing the way we think and feel. Brain science is rapidly changing our world. We are on the brink of utilizing new, powerful methods to understand the human brain and changing it. In this presentation Coen Free will present a rough sketch of possible scenarios for education and present a brand new definition of learning. And of course, the internet, movies and humor will embellish his presentation.(ID #195/Track 1)
Wednesday, April 11, 2012, 2:00-2:45 p.m., Players D (PC Multimedia Room with computer, projector, and sound system)

Learn how to create a program that teaches students to manage an EMC, VMware, and Citrix virtualized network. Ernie Friend from Florida State College at Jacksonville will highlight the basic steps necessary to create a Network Virtualization program and showcase the existing college credit program at his college.(ID #183/Track 3)
Thursday, April 12, 2012, 2:00-2:45 p.m., Players D (PC Multimedia Room with computer, projector, and sound system)

As an online facilitator and administrator, I have found that there is a need for an academic support system that benefits the learning and social challenges faced by on-ground and online students. This program works best with a collaborative effort from faculty, academic counselors, and administrators in order to provide a holistic approach in working with the students. The objective is to assist students in identifying and reducing unproductive behaviors and to provide positive, constructive efforts in the academic and professional setting. This student advocacy approach has resulted in documented improvement in higher quality student experience, statistical significance in passing grades, and improved persistence.(ID #115/Track 5)
Wednesday, April 11, 2012, 3:45-4:15 p.m., Heritage E (PC Multimedia Room with computer, projector, and sound system)

The purpose of this presentation is to share how one college, two departments, four school districts, and one local reading council collaborated to celebrate the excitement of authentic reading and writing through a service-learning project. In an era of standardization in schools, it's vital to encourage divergent thinking, creativity, and critical thinking. Whether students are in elementary school or college, writing is a powerful means to connect to the world and others. In addition, in this interactive presentation, participants will learn various ways to publish student writing within any discipline at the college level - with or without funding.(ID #214/Track 1)
Friday, April 13, 2012, 11:00-11:45 a.m., Patrons (Multimedia Room with projector and sound system, but no computer)

This presentation draws on the experience of two faculty members who brought their two cohorts together for a multiple site group project. Using a range of collaborative technologies to enhance faculty and student communication they overcame university imposed technology limitations, historical gaps in project team communication, and prior uneven faculty response to students; creating a well-conceived teaching and powerful learning experience. The goal of the presentation is to share best practices for the development of on-line group projects in virtual settings. A variety of online collaborative tools used to enhance both student and instructor communication will be discussed.(ID #182/Track 2)
Wednesday, April 11, 2012, 3:45-4:15 p.m., Tournament Hall B (PC Multimedia Room with computer, projector, and sound system)

In The Definitive Article on Class Size, Alice Horning writes "Clearly, extensive writing cannot reasonably be assigned, read and responded to in large sections." But large sections and teaching loads are an economic reality, and extensive writing is essential to develop critical thinking and writing skills. This presentation introduces a blended learning model that uses technology and external evaluators to provide rapid feedback and rubric-based scores on student essays, thus freeing the instructor to focus on coaching and encouragement. Instructors can assign more writing, hold students accountable for revising their work, and track learning outcomes without it becoming unmanageable.(ID #200/Track 2)
Thursday, April 12, 2012, 10:30-11:15 a.m., Tournament Hall B (PC Multimedia Room with computer, projector, and sound system)

The 21st Century practitioner will need to embrace new skills, technologies, insights and fresh approaches to teaching and learning. Over the past decade institutions of higher learning have witnessed rapid change impacted by the ubiquitous nature of technology and social networking communities. Simply put, in order to keep a professional edge, continuous learning must become a way of life for today's educator. Formal education no longer comprises the majority of a faculty's learning experience. Current learning systems are created in a variety of ways - through communities of practice, personal networks, and through work-related projects. This presentation will focus on building a virtual community of practitioners via a virtual faculty lounge. Participants will learn key social networking features and considerations inherent to creating an imaginative and collaborative virtual faculty lounge. The overarching goal is to foster, nurture and shape more fluid and fresh continuous learning experiences.(ID #185/Track 2)
Wednesday, April 11, 2012, 10:30-11:15 a.m., Patrons (Multimedia Room with projector and sound system, but no computer)

The ability to track and adjust to students' real-time performance is a pedagogical agency of unprecedented power. Yet "adaptive" is currently one of the most widely circulated and misunderstood buzz words in higher education. While its potential for transforming education is very real, the discussion surrounding its application is riddled with misconceived notions of implementation missteps and structural limitations. This presentation will dispel these pervasive misapprehensions by illustrating pedagogically how the implementation of adaptive course solutions can vastly improve learning outcomes through real-time updating instructional paths and comprehensive student performance reporting metrics. It will also cover the most pertinent current research on gamification modeling, informational consumption theory, and adaptive platform building.(ID #111/Track 2)
Wednesday, April 11, 2012, 3:45-4:15 p.m., Players A (PC Multimedia Room with computer, projector, and sound system)

Educational games can be powerful tools to encourage collaboration and critical thinking. Teachers must utilize teaching methods that engage the student's interest, increase motivation and self-esteem. Using games in the instructional process may be an effective way for teachers to accomplish these goals. Because time-on-task is so important and many students tend to spend a limited time practicing, educational games provide a more enjoyable means of practice. Students who are hesitant to take the risk of answering a question in class are far more likely to attempt an answer in a game.(ID #501/Track 4)
Wednesday, April 11, 2012, 3:00-4:30 p.m., Poster Booth (Poster Exhibit)

What is scholarship at a community college? How do we demonstrate scholarship? At Parkland College, we explored these questions and discovered our need for a way to preserve, share and showcase the many facets of scholarship at Parkland. In 2010, we developed SPARK: Scholarship at Parkland (http://spark.parkland.edu). SPARK collocates co-curricular work such as Honors projects, poster sessions and juried student exhibitions, allowing the scholarly and creative work at Parkland to be easily found by a global audience. By showcasing students' best scholarly and creative work, SPARK creates a visible picture and facilitates a deeper understanding of student success.(ID #407/Track 8)
Thursday, April 12, 2012, 10:30-11:15 a.m., Players D (PC Multimedia Room with computer, projector, and sound system)

Partnerships in program development to ensure the right solutions for incumbent worker training is critical. Training dollars and time are limited, so training for business results is key. Learn how Moraine Park Technical College partnered with business leaders and Mentore Consulting to develop an innovative training program to develop strategic thinking for business success. STRAT incorporates classroom, experiential learning, networking, projects, and coaching to provide participants with a network of resources through this 9-month program.(ID #404/Track 8)
Wednesday, April 11, 2012, 3:00-3:30 p.m., Players D (PC Multimedia Room with computer, projector, and sound system)

This presentation focuses on building relationships with faculty, staff, and students to maximize their potential for reflection within and outside the classroom, as well as developing lifelong learning skills. The Collegiate Life model was developed to help connect students to pertinent activities in five main areas that are representative of our College-wide goals. The goal of this model is to develop a strategically-designed plan that allows students to critically reflect on their experiences and create artifacts to include in an e-Portfolio, which serves as a tool students can use to differentiate themselves and prepare to succeed in the global economy.(ID #160/Track 1)
Wednesday, April 11, 2012, 8:45-9:15 a.m., Heritage E (PC Multimedia Room with computer, projector, and sound system)

Join us for a dialogue on promoting civility on campus. This Faculty Interest Group-initiated civility project at Florida State College at Jacksonville seeks to promote civil discourse in an effort to preserve higher education as a place for academic freedom while recognizing the polarizing environment of the current political discourse. At the same time, it acknowledges that students working on an Associates degree are often first-generation college, so a model of the civil behavior expected of a university student or of any professional would be a useful tool. The challenge is to engage the participation of all the stakeholders in the educational community.(ID #158/Track 1)
Friday, April 13, 2012, 9:15-10:00 a.m., Tournament Hall B (PC Multimedia Room with computer, projector, and sound system)

It is important for students to become knowledgeable consumers of information coming at them through various media sources, an increasing amount of which is being presented in tables, graphs or other quantitative formats. The use of survey data can help convey course content in an interesting way while building students' quantitative literacy. This presentation will introduce even the most "number phobic" instructors to: 1) the importance of including quantitative skills in courses outside of the traditional STEM disciplines, 2) sources of data-based exercises for classroom use, and 3) the additional benefits of using data in lower-division social science courses.(ID #191/Track 6)
Wednesday, April 11, 2012, 10:30-11:15 a.m., Tournament Hall B (PC Multimedia Room with computer, projector, and sound system)

Every fall semester, I am faced with 40 incoming freshmen who have been enrolled in a required communication and thought course. Most of them are not interested. I, on the other hand, care deeply about critical thinking and rhetoric and composition. For years, I tried to bridge the gap between our sensibilities with a variety of interesting and different approaches. One particular approach frequently manages to engage, interest, and provoke my students into becoming better thinkers and communicators. What approach works? Discussing and writing about South Park. My classroom discussions about South Park have suggested that the show blends humor, popular culture, news, and provocation in such a way that students turn to it for clarification and a reality check. As an educator, I find South Park interesting, compelling, and problematic. But as a lifelong learner, I also understand the usefulness of investigating and understanding popular culture, controversial topics, and the way each new generation of students sees the world. In so doing, my students become more interested in navigating rhetoric and composition and better able to understand how and why they might do so.(ID #119/Track 3)
Thursday, April 12, 2012, 3:45-4:15 p.m., Gallery AB (Multimedia Room with projector and sound system, but no computer)

As Jacksonville, Florida's seventh mayor since consolidation, Alvin Brown took office at a time the city's education system was at a crossroads established by recessionary cutbacks and a lack of public enthusiasm. Mayor Brown took a major step to change the discussion by appointing the city's first-ever Education Commissioner. The Office is charged with a vital mission of rallying support for education across all ages and skills in order to promote lifelong learning as a catalyst to build a more economically viable city. Within this context of lifelong learning, Jacksonville is emerging as a national model for best practices.(ID #219/Track 1)
Thursday, April 12, 2012, 8:00-8:30 a.m., Players B (PC Multimedia Room with computer, projector, and sound system)

This presentation will follow the metamorphosis of the teaching of a traditional, face-to-face College Algebra course to a fully-online course which complies with the 2011-2013 rubric of the Quality Matters (QM) Organization. Emphasis will be placed on the QM standards which foster strategies to help the online student become a self-motivated, disciplined learner of mathematics whether he/she is a high-school student or a non-traditional student striving to further his/her education.(ID #502/Track 2)
Thursday, April 12, 2012, 10:30-11:15 a.m., Gallery AB (Multimedia Room with projector and sound system, but no computer)

Lifelong learning (LL) differs markedly from traditional classroom education, in ways that present some steep obstacles to implementing LL. In particular, higher education faces growing pressure to demonstrate the value of tightly defined skill packages, certified as relevant to specific, immediate job opportunities immediately after graduation. This leaves little room for important qualities of LL - adaptability, experimentation, trial and error, and sense of connection with things beyond any visible horizon. This paper suggests that LL draws on a form of "ecological intelligence", illustrated by the question, If you touch your forehead, are you touching the Milky Way?(ID #217/Track 1)
Wednesday, April 11, 2012, 10:30-11:15 a.m., Gallery AB (Multimedia Room with projector and sound system, but no computer)

Lifelong learning (LL) differs markedly from traditional classroom education, in ways that present some steep obstacles to implementing LL. In particular, higher education faces growing pressure to demonstrate the value of tightly defined skill packages, certified as relevant to specific, immediate job opportunities immediately after graduation. This leaves little room for important qualities of LL - adaptability, experimentation, trial and error, and sense of connection with things beyond any visible horizon. This paper suggests that LL draws on a form of "ecological intelligence", illustrated by the question, If you touch your forehead, are you touching the Milky Way?(ID #217/Track 1)
Wednesday, April 11, 2012, 3:45-4:15 p.m., Heritage D (Macintosh Multimedia Room with computer, projector, and sound system)

In an upside down class, the students get lectures outside of class and are able to participate in active learning in class. Using Camtasia, you can prerecord a lecture and have students view it outside of class time. In class, you can use carefully designed questions and clickers to pinpoint the areas of maximum confusion. Class time can then be spent reviewing topics that the students really need help on. This will allow the use of active learning strategies without the fear of omitting some material needed for the course.(ID #121/Track 2)
Wednesday, April 11, 2012, 2:00-2:45 p.m., Players B (PC Multimedia Room with computer, projector, and sound system)

I have thrived across four decades of teaching because I am a lifelong learner. The presentation focuses on six strategies for inspiring a tradition of lifelong learning in the academy. They are: -Let bold curiosity become your instinctive response to every challenge, pervading every facet of your professional life. -Mix confidence, good judgment and enthusiasm. Know the scope of your strengths. Maximize them. Circumvent occasions to showcase weakness. -Expect mistakes; never focus on them. -Obtain and cultivate creativity, critical thinking, and problem solving. -Gracefully listen to critics. Learn; don't bleed. -Celebrate accomplishments.(ID #220/Track 1)
Thursday, April 12, 2012, 8:45-9:15 a.m., Tournament Hall A (PC Multimedia Room with computer, projector, and sound system)

As millennials enter and exit the university they take many different skill sets with them. One important skill set that is talked about but is not addressed enough in the classroom is professionalism. This research will share results from a survey completed by students concerning questions relating to professionalism. The presentation will be a discussion of these results along with tools to help in teaching this important skill set to students.(ID #165/Track 7)
Wednesday, April 11, 2012, 3:00-3:30 p.m., Players A (PC Multimedia Room with computer, projector, and sound system)

The purpose of the presentation is to share the results of a classroom collaboration. The goal of the collaborative effort was to help student's appreciate the value of working with a team to select, state clearly, investigate, and reach a consensus conclusion on a problem relevant to their discipline. This project supports the concept of lifelong learning and the value of working with other people and agencies to solve the problems that arise during a person's career or private life. The major outcome desired is for participants to consider creative approaches to how they can achieve similar or better results.(ID #137/Track 1)
Friday, April 13, 2012, 10:15-10:45 a.m., Tournament Hall B (PC Multimedia Room with computer, projector, and sound system)

Placing the faculty member in the role of a student in an online or blended learning environment is a crucial element in an online or blended course development program. By experiencing the learning environment as their students will, the faculty gain a first hand understanding of what it will be like for their students. Major outcomes of Tech Camp, our course development program, include strategies and techniques for designing course development programs and the support needed for this transformative learning experience. In this presentation we will outline our Tech Camp program and share experiences and insights from our fifteen Tech Camps over the past decade.(ID #153/Track 3)
Thursday, April 12, 2012, 10:30-11:15 a.m., Heritage D (Macintosh Multimedia Room with computer, projector, and sound system)

Time is one thing in the world that we cannot change. Information, communications, family, friends, and work overload our time. We fill our day with activities that overwhelm our capacity to handle them. We need extreme time management methods to cope with stress, unproductivity, and procrastination. Time survivors keep them busy without losing sanity. Busy people always have time to do more. Lazy people always complain about the things they cannot do. Managers select busy people when assembling successful teams. Methods include beliefs, values, priorities, lifelong project management, effective delegation, and technology usage to simplify life and work.(ID #146/Track 1)
Thursday, April 12, 2012, 2:00-2:45 p.m., Heritage C (Multimedia Room with projector and sound system, but no computer)

Emerging technologies have allowed online learning to add interactive tools to courses. New web, media and mobile applications or widgets, and new devices or gadgets, bring innovative resources to the hands of students. Education is moving from e-learning to m-learning and beyond as hybrid methods are also being incorporated to both on-land and online courses. Our Web Media Lab (www.webmedialab.org) has been testing these widgets and gadgets applying both Technology Acceptance and Affordability Models to explore real usability beyond courses into real life. Wireless and mobile technologies allow users to be in a virtual office all the time.(ID #145/Track 2)
Wednesday, April 11, 2012, 10:30-11:15 a.m., Heritage C (Multimedia Room with projector and sound system, but no computer)

Many university programs are stovepiped in terms of their technical content and lack of integration with other disciplines. A systems approach to problem solving would enable the student to more realistically understand the complementary issues involving the problem at hand. Knowledge management (Liebowitz et al., 2010; Liebowitz, 2009; Liebowitz and Frank, 2011; Liebowitz, 2008) can be the integrative mechanism to accentuate the systems approach for building the bridges across the isolated islands of knowledge. Very few universities, with the exception of James Madison University, Marshall University, Stevens Institute of Technology, and a few others, have focused on applying knowledge management to help create integrated problem solvers in science and technology. The focus of this paper is to highlight the need for more universities to apply the systems approach to their curricula and to discuss how knowledge management can be used as an enabler for accomplishing this mission.(ID #108/Track 4)
Thursday, April 12, 2012, 3:45-4:15 p.m., Heritage D (Macintosh Multimedia Room with computer, projector, and sound system)

This presentation describes a qualitative case study that charted the journey of ten lifelong learners composing and sharing their life stories for future generations. Framing this research are theories of psychosocial development, narrative knowing, and learning from experience. The instructional design of the Writing-to-Remember course and writers group, its application in older adult education venues, and the significance of the stories and the personal and societal benefits of the process will be discussed.(ID #215/Track 1)
Friday, April 13, 2012, 8:30-9:00 a.m., Heritage D (Multimedia Room with projector and sound system, but no computer)

The National Education Association states that "a global classroom has no walls and no doors -it is open to the world. In the global classroom, students talk with their friends in another part of the world. They work together on projects while comparing cultures. The global classroom gives real world meaning and a purpose" (https://www.nea.org/home/16868.htm). After interviewing 55 undergraduate students engaged in blended and online courses, I have identified six components that contribute to deep learning. The components include clarity, concern, creativity, consistency, cooperation, and collaboration. This paper details these categories while also providing the students' voices and views.(ID #148/Track 2)
Wednesday, April 11, 2012, 8:45-9:15 a.m., Players A (PC Multimedia Room with computer, projector, and sound system)

The National Education Association states that "a global classroom has no walls and no doors. It is open to the world. In the global classroom, students talk with their friends in another part of the world. They work together on projects while comparing cultures. The global classroom gives real world meaning and a purpose." (www.nea.org/home/16868.htm). In an effort to garner the perspectives of students engaged in a "global classroom," Dr. David Lucas interviewed 155 students engaged in blended and online learning courses. Over the past five years, Lucas has designed and constructed 10 different courses for use in computer mediated learning applications. In this study, Dr. Lucas sought to learn the students' definition of deep learning, the components of an effective distance learning course, the students' concept of a global classroom and the motivating factors for achieving success in distance learning environments. The results of the study and the content of this paper reveal that the students identify six basic components for effective mediated learning: clarity, concern, creativity, consistency, cooperation and collaboration. This paper details these categories while also providing the students' voices, views and perspectives concerning life-long, deep and online learning.(ID #208/Track 2)
Wednesday, April 11, 2012, 2:00-2:45 p.m., Tournament Hall A (PC Multimedia Room with computer, projector, and sound system)

The Literacy Network is a grassroots, collaborative endeavor between West Shore Community College, local Intermediate School Districts, and local high schools. By creating strong relationships between college faculty and high school educators, a sustainable structure for student success is possible. This initiative focuses on creating continuity in high school to college curricula and can be easily replicated by faculty in any discipline. This presentation will: share principles that inspired this model and the basic format of each workshop; provide sample agendas and invitations; and discuss how colleges can partner with high schools to increase student success.(ID #408/Track 8)
Thursday, April 12, 2012, 3:00-3:30 p.m., Players A (PC Multimedia Room with computer, projector, and sound system)

This panel of professors will share how becoming a parent, and a working parent, has effected them as lifelong learners and researchers in their perspective fields. This group of professors has participated in a two year research (and support) group that they have found invaluable in their own development as lifelong learners.(ID #144/Track 1)
Thursday, April 12, 2012, 8:00-8:30 a.m., Patrons (Multimedia Room with projector and sound system, but no computer)

This presentation will share the experiences of faculty who teach Senior Capstone and Freshman Year Seminar courses at Belmont University. Successes, challenges, and unique experiences will be discussed in a panel-like forum with these professors.(ID #143/Track 1)
Thursday, April 12, 2012, 8:45-9:15 a.m., Patrons (Multimedia Room with projector and sound system, but no computer)

The purpose of this session is twofold: to demonstrate the use of academic humor in the classroom as a tool for students to enhance their learning and to share examples of how students can create their own humorous study tools. The use of humor helps students to understand that learning whether inside or outside of the classroom can be engaging and fun and useful for lifelong learning. This session will focus on academic humor and its uses with examples from across the disciplines, from biology to nursing, from economics to math. The multimedia humor examples will also include such themes as vocabulary development, procrastination, time management, and studying for tests. Many students see learning as an arduous and torturous task. When humor is introduced, they do not see the activities as learning. Hence the title "Am I learning anything yet?" If students can see that learning is enhanced with humor and that learning can be fun, then the concept of lifelong learning becomes more engaging. Learning no longer is just studying for the test! Participants will learn: 1. Where to find multimedia sources for academic humor. 2. How to help students learn the vocabulary of the discipline areas. 3. How to get insights into student thinking. 4. How to help students use humor as a tool to learn the subject matter.(ID #207/Track 1)
Thursday, April 12, 2012, 3:45-4:15 p.m., Heritage C (Multimedia Room with projector and sound system, but no computer)

Over the past twenty years, the use of technology has had a profound impact on all areas of human experience. Perhaps there is no greater example of this than in Music Education. Students, who previously were learning Music Theory from textbooks, now can use powerful software to test, and re-enforce these skills. The beauty of music technology is that one can learn the fundamental principles of music while learning the software. It is, by definition, an interdisciplinary experience. This presentation will consist of an interactive exploration of the use of computer technology in the promotion of interdisciplinary studies in Music.(ID #141/Track 3)
Thursday, April 12, 2012, 2:00-2:45 p.m., Players C (Multimedia Room with projector and sound system, but no computer)

The fact that mobile learning is part of the higher education curriculum is beyond debate. What we need to do as educators is try to understand how our students use mobile devices as learning instruments. For this project, the researchers investigated undergraduate students' attitudes toward, perceptions, and use of mobile devices for learning. This presentation will summarize findings of an undergraduate student survey on how they use mobile devices for educational purposes and for communicating with classmates and professors, and what they generally feel about mobile learning. We will discuss how mobile devices could fundamentally change the way we offer courses in higher education and the value they will add to lifelong learning.(ID #113/Track 10)
Wednesday, April 11, 2012, 3:00-3:30 p.m., Heritage AB (PC Multimedia Room with computer, projector, and sound system)

This is an exploration of new, flexible approaches to publishing textbooks, workbooks, and other printed course materials. It examines advances in recent printing technology, options in publishing textual materials, sources of copyright-free material (especially visual material), and ways to reach the broader marketplace.(ID #504/Track 3)
Wednesday, April 11, 2012, 3:45-4:15 p.m., Players C (Multimedia Room with projector and sound system, but no computer)

In order for students to be successful in a globalized workplace and responsible and active citizens both in the real and digital worlds, they need to be lifelong learners who take responsibility for their own learning and success. A hybrid course is one way to facilitate student involvement and to develop critical 21st century skills. This session highlights important components of a hybrid methods course and includes various online options for learning, electronic syllabus, student online work, and online collaborative strategies. Finally, reflections on the successes and frustrations of this delivery model as well as next steps will be discussed.(ID #103/Track 2)
Wednesday, April 11, 2012, 2:00-2:45 p.m., Heritage D (Macintosh Multimedia Room with computer, projector, and sound system)

"Tell me and I forget, show me and I remember, involve me and I understand" (Chinese Proverb). As education moves into the 21st century, students are asked to know and do more then ever before. How do we provide a rich learning environment where students not only learn content but also utilize that content to apply, evaluate, assess, analyze, create, and problem solve in innovative and creative ways? Inquiry- based learningstrategies help students begin a journey of lifelong learning. This interactive session will integrate inquiry-based learning methods that span a variety of content areas.(ID #102/Track 1)
Wednesday, April 11, 2012, 10:30-11:15 a.m., Heritage D (Macintosh Multimedia Room with computer, projector, and sound system)

In order to be more efficient and successful, universities/colleges as organizations must utilize the talent and skills that a diverse faculty possess. Administrators must be able to understand and value what talents faculty bring with them in order to develop successful teams that blend purpose, structure and creativity that nurture personal growth, interpersonal and organizational capacities. On the other hand, faculty, through self-analysis, must manage their multiple responsibilities and reduce work anxiety by completing the multiple tasks assigned to them while addressing their teaching, research, and service responsibilities.(ID #161/Track 8)
Thursday, April 12, 2012, 8:45-9:15 a.m., Players C (Multimedia Room with projector and sound system, but no computer)

We can resist change or embrace it. Either way, change is not going away. We finally have our favorite course exactly how we want it and the State changes the competencies or the administration wants us to teach a new course because of departmental needs. Instructors are constantly faced with change being imposed on them. How can we achieve the balance necessary to keep a level head and a healthy attitude amidst all this change? Learn how to effectively handle the stresses of change. After all, the better you are at handling stress, the better your classroom environment will be.(ID #189/Track 1)
Thursday, April 12, 2012, 8:00-8:30 a.m., Heritage D (Macintosh Multimedia Room with computer, projector, and sound system)

A central text in the U.S. Air Force Academy's required sophomore literature survey course, Frankenstein provides the unique vehicle for a broader discussion of students' awareness of and commitment to their education beyond the classroom. As a case study in course development, this presentation will highlight one lesson that interrogates the novel's centerpiece, challenging students' preconceptions based in popular culture and passive learning modes. Personal research developed an elevated class for Millennial students who value the parody level of intertexutality and learn to value interdiscursivity throughout the semester and across institutional curricula.(ID #509/Track 3)
Wednesday, April 11, 2012, 3:00-3:30 p.m., Heritage D (Macintosh Multimedia Room with computer, projector, and sound system)

This presentation will describe the implementation of the HRSA (Health Resources and Services Administration) Northeast Florida Initiative for Nursing Workforce Diversity that began in September 2009. More than 40 students have completed the program, graduated and are in the process of passing State Boards to become registered nurses. These minority and male students from a variety of backgrounds and experiences, as well as the North Campus Nursing Faculty, have benefited from the program training/development to include Cultural Competence/Emotional Intelligence workshops. Retention strategies, "Intrusive Counseling" techniques and finding humor in a very stressful occupation will be shared. Dealing with program perceptions, student's academic challenges, staffing and "work and family issues" are just some of the aspects of implementing the Nursing Workforce Diversity grant that dictate keeping a smile on your face and in your heart!(ID #181/Track 1)
Thursday, April 12, 2012, 8:45-9:15 a.m., Tournament Hall B (PC Multimedia Room with computer, projector, and sound system)

The Chief Assessment Officer and the Faculty Professional Development Chair of Marymount College will present the institution's Assessment work with the Lumina Foundation's Degree Qualification Profile that they have done as part of the Council of Independent Colleges Consortium on "voluntary efforts to improve the quality of student learning and increase the use of evidence-based decision making in curricular reform," in order to help position individual colleges in their work with Accreditation Organizations to offer "quality assurance" in the national debate on Degree Standards and "genuine and credible learning on the part of students." Marymount College's work on this project is featured prominently in the Winter 2012 edition of the Lumina Foundation's FOCUS magazine.(ID #218/Track 8)
Thursday, April 12, 2012, 2:00-2:45 p.m., Tournament Hall B (PC Multimedia Room with computer, projector, and sound system)

YouTube is an easily-accessible educational tool which combines humor, computer graphics, cinematography, and creative demonstrations of course content. Students love a movie! For the instructor, a YouTube video is an effective short interlude which can reinforce a lesson, engage students, and offer high-tech demonstrations impossible to produce in an ordinary classroom. The presenter will share several mathematics oriented videos, including ones that use aerial photography to teach exponential and dimensional analysis, ratios to explain music theory, and a sculpture to show the elegance of the Pythagorean theorem. He will allow time at the end of the presentation for attendees to recommend their own favorite YouTube videos as well.(ID #116/Track 3)
Thursday, April 12, 2012, 2:00-2:45 p.m., Tournament Hall A (PC Multimedia Room with computer, projector, and sound system)

Purpose of this study is to examine preservice teachers' attitudes towards mathematics and their beliefs about mathematical problem solving. This present study also explores whether or not preservice teachers' beliefs about mathematical problem solving is a significant predictor of their attitudes towards mathematics. A total of 550 preservice teachers from a university located in Turkey participated in the study. Data were collected using Mathematical Attitude Instrument and the Beliefs about Mathematical Problem Solving Instrument. Results of the correlation and regression analysis revealed that preservice teachers' beliefs about mathematical problem solving was a important predictor of their attitudes towards mathematics. This present study suggests that preservice teachers' beliefs about mathematical problem solving seem to have positive effect on their attitudes towards mathematics.(ID #209/Track 9)
Friday, April 13, 2012, 11:00-11:45 a.m., Tournament Hall A (Multimedia Room with projector and sound system, but no computer)

The relationship between the self-efficacy beliefs about mathematical literacy and the attitudes towards mathematics of mathematics and science teacher trainees, have been investigated in this research. A total of 295 teacher trainees, who were studying in the Education Faculty of Abant İzzet Baysal University in Turkey, participated in the research. The data have been obtained as a result of the application of the Self-Efficacy Scale about Mathematical Literacy Beliefs and the Mathematical Attitude Instrument. In conclusion, it has been understood that the development of teacher trainees' self-efficacy beliefs about mathematical literacy would have positive effect on their attitudes towards mathematics but these beliefs need to be develop.(ID #206/Track 9)
Friday, April 13, 2012, 10:15-10:45 a.m., Tournament Hall A (PC Multimedia Room with computer, projector, and sound system)

This study aimed to find the outcomes and issues of recent educational reform in Malaysia's Teacher Education Curriculum. Before this first cohort of graduate primary school teachers were posted to school, steps were taken to investigate their competency in doing action research and to explore how the experience of engaging in an action research project can enhance their qualities as a teacher. The preservice teachers were asked to assess their own competencies across the three phases in the action research process: identifying a research problem, implementing the action plan, and analysing the data. Survey questionnaires that consisted of close-ended and open-ended questions were administered to 75 preservice teachers. Findings showed that on the average, preservice teachers scored below satisfactory level of knowledge (mean = 3.75, SD= .62) about the action research process. The correlation analysis showed that the knowledge in these three phases is interrelated. This indicated that if participants have insufficient knowledge in phase one of the research process, they may encounter difficulties in the subsequent phases. On the other hand, preservice teachers felt that the research experience was very meaningful for their future role as teachers. This indicated that preservice teachers will be likely to engage in action research to improve their teaching and learning process. This inclination is very encouraging and will meet the aspirations of the teacher education curriculum in developing human capital for sustainable development in the schools through research-driven activies.(ID #118/Track 4)
Thursday, April 12, 2012, 8:45-9:15 a.m., Players A (PC Multimedia Room with computer, projector, and sound system)

This presentation is designed to share the new, interactive Open Campus Faculty Handbook and to explain techniques and strategies attendees can use to create their own digital handbook. The presentation will focus on using appropriate technology, delivery methods, marketing, and analyzing usage for maximum engagement of faculty.(ID #180/Track 2)
Thursday, April 12, 2012, 2:00-2:45 p.m., Heritage D (Macintosh Multimedia Room with computer, projector, and sound system)

A year after the completion of a National Science Foundation grant, the Tri-IT Project to raise awareness of IT careers in high school girls, the project remains a strong catalyst for bringing technology into the limelight to females nationwide. Thirteen curriculum modules, summer academies, and podcasts are available for public dissemination as mobile content, easily downloadable and transferrable into any device. The educational modules were created using constructivist learning principles, emphasizing the use of interactive media and social networks, designed for the younger minds. The T3 website (www.t3girls.com), the Facebook page, and other tools used for retention will be presented.(ID #159/Track 10)
Wednesday, April 11, 2012, 8:45-9:15 a.m., Players B (PC Multimedia Room with computer, projector, and sound system)

Lifelong learning by definition encompasses life experiences. Education encourages building the new on the known. Research and literature on active and passive learning reveal active learning helps students retain new information. This session will discuss 12 strategies to engage students in their learning and generate interest and involvement in lifelong learning. The strategies can be adapted to various learning styles, cultures, and delivery methods including face-to-face, web-based, and virtual. The content will be based on literature review, anecdotal evidence, and personal teaching experience. The intended outcome is for attendees to take away strategies to adapt to their own teaching environments.(ID #110/Track 1)
Thursday, April 12, 2012, 2:00-2:45 p.m., Players A (PC Multimedia Room with computer, projector, and sound system)

Faculty conferences do not always offer sessions for problem solving. Attendees listen to suggestions, ideas, stories, and experiences without having the opportunity to share and discuss their own conundrums. This session will focus on faculty-identified challenges emanating from individual and group participation. Using an interactive approach, content will be based on literature, anecdotal evidence, and personal teaching experience. The attendees will listen to and discuss strategies shared by colleagues. The intended outcome is for attendees to leave with solutions for their toolbox to apply to their own teaching-learning challenge(s).(ID #136/Track 6)
Thursday, April 12, 2012, 10:30-11:15 a.m., Players A (PC Multimedia Room with computer, projector, and sound system)

Research shows that individualized, one-to-one tutoring is one of the most effective ways of increasing student achievement and improving retention. Success, persistence and retention are particularly challenging with students learning at a distance. How do you successfully support and encourage students on campus and online? This session will focus on addressing the needs of students through online academic support for students on campus and online. Discussed will be the motivations, decisions, implementation, and results of providing extended academic support for students on their respective campuses with online tutoring from Smarthinking.(ID #303/Track 5)
Thursday, April 12, 2012, 3:45-4:15 p.m., Players B (PC Multimedia Room with computer, projector, and sound system)

Part of the theoretical literature and research conducted in western countries and especially in the United States concerning learning styles and teaching styles hypothesizes that a) students' learning styles are different based on their gender, college degree, and major; b) teachers' teaching style is consistent with their own learning style; and c) matching teaching style/learning style would result in better outcomes, including improved student satisfaction. The major purpose of the study reported in this paper was to investigate these postulates about the students and the faculty members of the School of Education and Psychology at Shahid Beheshti University, Tehran, Iran. The Learning Style Questionnaire (Honey, 2006) and The Trainer Style Questionnaire ( Honey, 2007), which have identical categorization for teaching/learning style, were used to identify styles and for identifying students' satisfaction.(ID #109/Track 1)
Thursday, April 12, 2012, 10:30-11:15 a.m., Heritage E (PC Multimedia Room with computer, projector, and sound system)

Having served as department chair for 24 years, I have witnessed a tremendous evolution in the role of chair as economic, social, and student climates have changed. This session will summarize collected data from chairs of departments of various sizes and types in order to discuss and understand better our ever changing role as we see the responsibilities of delegating, leading change, creative budgeting and fundraising, grant writing, and managing conflict become vital to our positions. The ever increasing emphasis on obtaining measurable outcomes in higher education is becoming a key factor in gauging successful academic endeavors and is vital in the role of chairperson in the 21st century.(ID #107/Track 9)
Wednesday, April 11, 2012, 2:00-2:45 p.m., Heritage E (PC Multimedia Room with computer, projector, and sound system)

Universities are facing significant changes mainly due to international trends and European policies among which the "Bologna Process" plays a major role. The main objective of "Bologna" is to create a common European Higher Education Area in the context of massified higher education systems with a student-centred learning vision. The spatial configuration of learning spaces and the facilities and initiatives they accommodate may be rather important to provide effective environments for learning and "mingle," motivating students to become more knowledgeable and equipped with the interdisciplinary and high level skills the societies of the 21st century require.(ID #175/Track 10)
Wednesday, April 11, 2012, 3:45-4:15 p.m., Players B (PC Multimedia Room with computer, projector, and sound system)

Today's instructors (accustomed to "deep" thinking) who want to reach today's students (accustomed to shallow data surfing), should consider a first-year orientation course that has them swimming in the same sea. Through technologies and media that the students already know and love--blogs, role-play, Youtube, movies, and the Internet--such a course can expose the students to the concept that the whole world can be a classroom. The designer of South Georgia College's orientation curriculum shows how using the things we wish students would not use can realize the learning we seek.(ID #122/Track 6)
Thursday, April 12, 2012, 8:00-8:30 a.m., Gallery AB (Multimedia Room with projector and sound system, but no computer)

The purpose of this presentation is to explain how diverse students can be motivated in learning environments that apply Honneth's theory of recognition and Bandura's concept of self-efficacy through application of the Universal Design for Learning (UDL) guidelines. Attendees will understand the theoretical frameworks and be provided examples will also be given in how UDL guidelines inform the presenter's course development and instructional activities for both undergraduate and graduate students. They will receive the UDL guidelines and brainstorm steps they can take in their courses to incorporate UDL in both in face to face classes and in online learning.(ID #199/Track 9)
Thursday, April 12, 2012, 3:45-4:15 p.m., Heritage AB (PC Multimedia Room with computer, projector, and sound system)

Have you ever wondered how to teach the importance of caring and empathy to college students? Explore the opportunities that using pop culture creates for students to stop and remember the importance of a kind word or gesture, and learn how to really listen to their future clients. Come see how I use tools such as movies, TED talks etc., to help emphasize the importance of person-first language and empathetic listening. Let's discuss innovative ways to bring compassion and empathy to our classrooms and the impact this can have on society today. As Patch Adam says: "You treat a disease, you win, you lose. You treat a person, I guarantee you, you'll win, no matter what the outcome." (Kemp, B., Farrell, M.Minoff, M., Newirth, C., Williams, M.G., Shadyac, T,(1998).(ID #164/Track 3)
Wednesday, April 11, 2012, 3:45-4:15 p.m., Patrons (Multimedia Room with projector and sound system, but no computer)

The growth in population in the Western Treasure Valley of Idaho, and the absence of good opportunities for students of the region, presented Treasure Valley Community College with opportunities, challenges and an imperative. With TVCC's main campus located in Oregon and the satellite campus located in Idaho, and without state funding, the call for strong effective partnerships was answered by passionate and committed community leaders and college administration.(ID #405/Track 8)
Wednesday, April 11, 2012, 3:00-3:30 p.m., Players D (PC Multimedia Room with computer, projector, and sound system)

With the booming of technology tools and their affordance, teachers are both excited and overwhelmed with the possibilities. What is needed is a roadmap to facilitate the understanding of the interplay among content, pedagogy, and technology. We propose a situated instructional design model aimed to foster mindful learning and metacognition so that teachers are more strategic and effective when they seek to integrate technology in their teaching. This model incorporates the dimensions of the CReaTE framework, an empirical approach to technology integration. Examples of advanced teachers products are presented and discussed in the light of the TPACK constructs.(ID #140/Track 3)
Thursday, April 12, 2012, 3:00-3:30 p.m., Heritage C (Multimedia Room with projector and sound system, but no computer)

As open-door institutions, community colleges are in the unique position of serving a student body that encompasses several generations. This shifts the instructor's role. Younger students bring youth and energy into the classroom, but non-traditional students bring life experience to the table. Both populations need to develop skills in information literacy, evaluation, and analysis. The classroom becomes a place where generation gaps can be bridged or dissolved because of this common need. Humor, story-telling, creative thinking, and debate are essential tools in such a setting and with such a goal in mind.(ID #166/Track 1)
Thursday, April 12, 2012, 3:00-3:30 p.m., Heritage D (Macintosh Multimedia Room with computer, projector, and sound system)

Using prerecorded lecture materials and video editing software, specific concepts from your presentations can be added with pre and post presentation questions to allow students a self assessment tool. Using this tool reduces student questsioning and "panic" studying before an exam. Allowing access to these files also encourages students to preview concepts before your regular lecture sessions.(ID #128/Track 3)
Wednesday, April 11, 2012, 10:30-11:15 a.m., Players A (PC Multimedia Room with computer, projector, and sound system)

The purpose of this presentation is to provide an action plan for lifelong learning to improve health literacy in the health care professional and the consumer. Outcomes will include strategies to overcome barriers of effective communication between the healthcare professional and the public, including clinical activities associated with the interactions, prevention activities, and navigation of the healthcare system. The ultimate outcomes are improved health, as identified by healthcare outcomes, healthcare quality, and health care costs.(ID #163/Track 1)
Thursday, April 12, 2012, 3:00-3:30 p.m., Players B (PC Multimedia Room with computer, projector, and sound system)

The Inextricable Human Link Between Language and Service is a poster presentation that explores the distinctive elements necessary for global study. It highlights the experiential journey of nursing and language students' education during an international service event. Theoretical concepts in holistic education and transcultural nursing provide the foundation of the education modalities. This Interdisciplinary approach focuses on relationships looking at the "whole person" instead of "fragments" embracing human exchange as they participate in community building through service. Service learning events provided clinical experiences in culturally diverse communities. Students reciprocated with innovative approaches to promote human connection.(ID #190/Track 9)
Wednesday, April 11, 2012, 3:00-4:30 p.m., Poster Booth (Poster Exhibit)

This presentation will discuss the concepts of lifelong learning and how educators can support this in their courses. Current research will be presented in active learning, critical thinking, and lifelong learning. The presentation will also present a study taking place to help focus students on a lifelong learning approach to their studies. It will share the literature review results and preliminary results of the study. The presentation will also provide recommendations on classroom and web-based tools for enhancing lifelong learning and critical thinking.(ID #147/Track 7)
Wednesday, April 11, 2012, 2:00-2:45 p.m., Gallery AB (Multimedia Room with projector and sound system, but no computer)

We have developed integrated teaching, learning, and discovery programs at the University of Saskatchewan to enhance student creativity, motivation and learning. These programs include Faculty-in-Residence, Biomedical Rounds, Undergraduate Summer Research and Leadership Program, and the recently funded Academic Innovation Initiative. These programs have made appropriate integrated use of evolving technologies and communication tools. The programs span the academic programs (freshmen and professional), disciplines and physical boundaries (student residences and classrooms) and use multiple teaching methods. These nationally recognized and internationally known programs have had a positive impact on student learning, creativity, and engagement while promoting faculty collaboration.(ID #508/Track 6)
Thursday, April 12, 2012, 8:45-9:15 a.m., Heritage D (Macintosh Multimedia Room with computer, projector, and sound system)

This presentation will discuss "flipping" the college class. This strategy moves content delivery outside the classroom, freeing up time in a face-to-face class for troubleshooting difficult concepts, answering student questions, and engaging students in active learning. This strategy helps train students to become life-long learners by teaching them skills for learning online and thinking critically. This presentation will discuss the teaching technologies and strategies used when "flipping" the college classroom. We will also review research that demonstrates "flipping" a class increases opportunities for critical thinking, student engagement, and student-student and student-faculty interactions.(ID #503/Track 2)
Wednesday, April 11, 2012, 3:45-4:15 p.m., Heritage C (Multimedia Room with projector and sound system, but no computer)

Speak to Me: Providing Audio and Video Feedback to Students(ID #211/Track 2)
Thursday, April 12, 2012, 8:00-8:30 a.m., Players C (Multimedia Room with projector and sound system, but no computer)

This workshop focuses on the development of a service learning project conducted by graduate students in the College of Education at the University of North Carolina at Charlotte. Over three years faculty developed and implemented with students face-to-face, hybrid and then online workshops for teachers and educators in North Carolina as part of its M.Ed. in Reading program. The presenter shares information about the genesis of this project and its impact and the college students and educators served in the community.(ID #212/Track 2)
Wednesday, April 11, 2012, 3:00-3:30 p.m., Patrons (Multimedia Room with projector and sound system, but no computer)

This presentation explains how a theory of Multiliteracies helped to shape the development of a graduate course which, in turn, initiated changes in an undergraduate content-area literacy course in a teacher education program. Both courses are described and ways in which digital technologies changed the way the instructor and students collaborated, worked and learned are discussed. Service learning aspects of these courses are explored with examples of how pre- and in-service teachers engaged with K-12 students and teachers in the community.(ID #210/Track 3)
Thursday, April 12, 2012, 8:45-9:15 a.m., Players D (PC Multimedia Room with computer, projector, and sound system)

The presenter has examined how the textbooks and faculty peers in high school, introductory, and general college chemistry courses approach teaching the names and formulas of polyatomic ions. A survey of over 50 texts at the three levels show all textbooks introduce polyatomic ions, some devote a separate section in the compound chapter, while others may have only one paragraph, but all have a listing of common polyatomic ions in a table. Chemistry faculty approach the subject in three ways. Some give the students a list (or the table from the textbook) and require them to memorize the formulas and the charge. Others provide the students with a list, and allow the students to use the list on exercises and tests. Some only allow the students to use the list on only one test, and expect the students to learn through rote usage the formulas and charges and do not allow the list on future tests. A search of Google reflects 137,000 hits for polyatomic ions. Most are static lists/tables. Many web sites go the next step to draw the Lewis Dot Structure of polyatomic ions. The presenter has developed two mnemonics that allow students to look at a periodic chart and write the formula and charge of polyatomic ions without memorization. A web site has been developed for student to attempt a self discovery of the mnemonics, but has been under revision since last summer. The web site is: http://www.fccj.us/PolyatomicIons/polyionformula.html(ID #157/Track 2)
Friday, April 13, 2012, 9:15-10:00 a.m., Heritage E (PC Multimedia Room with computer, projector, and sound system)

During the presenter's ESC 1000 Earth and Space Science course at Florida State College at Jacksonville, the student watches a Hollywood Film which deals with Earth Science Issues. The student writes a two to five page, double spaced, word processed paper explaining the Earth Science principles applied in the film. This paper is submitted at the end of the course. The student may select one of the categories studied in the course: Geology, Oceanography, Meteorology, Astronomy, or Space Science. Notations are made where the vocabulary words from the applicable chapter(s) are used. The ESC course covers about 1100 vocabulary words in a semester. The plot and the story do not matter, but should be briefly summarized. It is the earth science applied in the film that should be the student's focus, understanding or recognizing the use of the vocabulary studied and also the science fiction portrayed in the film. Clips from the presenter's favorite films will be edited to a conference DVD and portions of this DVD will be played.(ID #172/Track 1)
Wednesday, April 11, 2012, 10:30-11:15 a.m., Players B (PC Multimedia Room with computer, projector, and sound system)

This is an update of a popular activity that the presenters incorporate into their online education classes for pre-teachers. Volume 6 is an all new set of video clips used to stimulate threaded discussions in their distant learning classes not previously shown at this conference. The presenters have identified over 85 Hollywood films dealing with teachers and the classroom. The entire set of Volume 6 clips will focus on the challenge of teaching the homeless and the handicapped. Films range from the classic 1962 "The Miracle Worker" to the 2011 movie called "Beyond the Blackboard."(ID #170/Track 1)
Thursday, April 12, 2012, 2:00-2:45 p.m., Players B (PC Multimedia Room with computer, projector, and sound system)

On September 25, 2012 "The Little Rock Nine (Eight)" will assemble again in Little Rock, Arkansas to celebrate 55 years since the historic day in civil rights history. Florida State College at Jacksonville Professor, John Taylor, was there in 1957. Volumes 1 through 4 over the previous four conferences have unfurled many stories of the historic year at Central in 1957-58. Volume 5 will focus on three more stories. The first are the Hollywood versions of the Chili incident. The incident, which precipitated Minnijean Brown Trickey's expulsion from Central High the next day, will be shown, but will be clarified by the presenter who actually witnessed the scene in 1957. Disney's "Ernest Green Story" attempted to explain the treatment that Ernest received from his physics teacher, but the story will be expanded to include the reunion of the three students who mentored Ernest though that class and saved him from failure. Last, the presenter risked expulsion from Central when he twice shot home movie footage from the band tower of Central. There are actually no public pictures or movie footage from inside Central that year. The footage shown will be the first time these short clips will be viewed in public and possibly are the only pictures/video that was not certified by school officials for the yearbook.(ID #167/Track 1)
Wednesday, April 11, 2012, 2:00-2:45 p.m., Players A (PC Multimedia Room with computer, projector, and sound system)

The presenter has collected over 450 hours of documentaries on the subject of Earth Sciences to take the student from inside the earth to distant solar systems and galaxies. Although a three credit class has only 45 hours of instruction, the presenter after a 15-30 minute lecture has the student watch about 30-45 minute videos and record video notes into a video notebook to enhance the classroom instruction. Since last year, the collection has expanded with 50 more hours of 2011 release dates.(ID #171/Track 3)
Thursday, April 12, 2012, 10:30-11:15 a.m., Tournament Hall A (PC Multimedia Room with computer, projector, and sound system)

Nowadays,"water activities" are strongly promoted and, besides, "water education" is a phrase more and more frequently used. From this derives the reconsideration of aquatic activities as a valuable component of physical education - a major preparatory stage in the swimming learning process. Sensorial awareness must be progressively processed and refined. At the same time, we should reconsider an important characteristic of water, namely the fluid environment great power to calm the swimming babies, to facilitate their activities performed in the water or on dry land. Also, we think that the newborn baby placing in the water environment provides the intrauterine development continuity and accelerates the bio-psycho-somatic evolution dynamics, due to the autonomy of his movements.(ID #205/Track 6)
Wednesday, April 11, 2012, 3:00-4:30 p.m., Poster Booth (Poster Exhibit)

This presentation will focus on the use of interactive digital learning modules in hybrid course designs to promote increased student learning and engagement outside of the classroom environment. We will suggest that when students are engaged in learning environments that stress relevance and application of material, they develop and cultivate an understanding of the value of lifelong learning. The presentation will demonstrate the use of a specific learning platform that allows instructors to track out-of-class work habits, monitor achievement, and provide individualized formative feedback to students regarding their self-guided learning habits as well as their metacognitive awareness.(ID #186/Track 2)
Friday, April 13, 2012, 9:15-10:00 a.m., Patrons (Multimedia Room with projector and sound system, but no computer)

With recent budget cuts in higher education, institutions are being forced to be more resourceful with the institutional assets. Video conferencing systems have it made possible to educate students around the world. Find out how to get the most out of video conferencing systems. This presentation will introduce cost saving ideas and best practices using video conferencing systems for teaching, advising and recruiting as well as professional development.(ID #176/Track 8)
Friday, April 13, 2012, 9:15-10:00 a.m., Tournament Hall A (PC Multimedia Room with computer, projector, and sound system)

Everyone has a genuine way of getting their point across to students; however students don't always perceive/interpret feedback in the manner that it was intended. Associate Professor Margot Underwood has developed a method of providing positive feedback via images, text, and animations with levity, encouragement, and consideration of cultural diversity. This pedagogical approach also provides a means for offering feedback to those students who are underperforming or unable to successfully complete online courses.(ID #401/Track 8)
Wednesday, April 11, 2012, 10:30-11:15 a.m., Players D (PC Multimedia Room with computer, projector, and sound system)

This presentation offers suggestions and examples of using classroom "achievements" to encourage student participation, competition, and peer-to-peer relations. Over the course of 2 years and multiple disciplines, students formed "guilds" in classes which facilitated their synthesis of course material, and led to opportunities of deeper engagement. Come see how an "Achievement Unlocked" message helps student retention and success.(ID #150/Track 4)
Friday, April 13, 2012, 11:00-11:45 a.m., Heritage D (Multimedia Room with projector and sound system, but no computer)

Learning is an opportunistic, serendipitous affair, succeeding best when it arises unrestricted in time or space, enriched by a ludic intellectual infrastructure arising from five sorts of heterogeneity to achieve harmonious, homogeneous objectives, to wit: (1)brainstorming, (2)determining key words and/or ideas, (3) imagining alternative resources, (4)gleaning the most useful, (5)interacting and sharing. Exemplarily, immersion in alternative worldviews accessed through ludic, innovative technologies has led demographically diverse students at Coastline Community College to have learned constructivist techniques while cooperating with one another to broaden their perspectives.(ID #126/Track 2)
Thursday, April 12, 2012, 3:45-4:15 p.m., Heritage E (PC Multimedia Room with computer, projector, and sound system)

Learning is an opportunistic, serendipitous affair, succeeding best when it arises unrestricted in time or space, enriched by a ludic intellectual infrastructure arising from five sorts of heterogeneity to achieve harmonious, homogeneous objectives, to wit: (1)brainstorming, (2)determining key words and/or ideas, (3) imagining alternative resources, (4)gleaning the most useful, (5)interacting and sharing. Exemplarily, immersion in alternative worldviews accessed through ludic, innovative technologies has led demographically diverse students at Coastline Community College to have learned constructivist techniques while cooperating with one another to broaden their perspectives.(ID #126/Track 2)
Thursday, April 12, 2012, 3:00-3:30 p.m., Heritage E (PC Multimedia Room with computer, projector, and sound system)

Amarillo College Math Outreach Center: Saving Dreams(ID #403/Track 8)
Wednesday, April 11, 2012, 10:30-11:15 a.m., Players D (PC Multimedia Room with computer, projector, and sound system)

This session offers a problem-based instructional model designed to promote advanced cognitive operations/skills among first-year college students that will serve them well as lifelong learners. An interactive overview of the cognitive characteristics of first-year college students will be shared followed by a problem-based instructional model which helps scaffold students toward higher levels of reasoning. An epistemological theoretical framework, full course design, specific problem-based activities and assessments, and a questionnaire to promote cognitive reflection among students are provided. Participants will be able to download all slides and a sample activity via a weblink.(ID #105/Track 1)
Thursday, April 12, 2012, 10:30-11:15 a.m., Players C (Multimedia Room with projector and sound system, but no computer)

For over 15 years, Parkland College has actively worked to recruit, hire, and retain a full-time faculty which reflects the diversity of the student vody. As the proportion of faculty identifying as ethnically diverse plateaued, while the diversity of the student body continued to increase, a task for of faculty assembled to recommend new approachez. Enactment of their suggestions radically altered the depth and diversity of the applicant pools and yielded a significantly greater proportion of diverse hires. The campus contest, the strategies employed, and the shortcomings and successes of these new approaches will be detailed. (ID #409/Track 8)
Wednesday, April 12, 2012, 3:00-3:45 p.m., Players A (Multimedia Room with a computer, projector and sound system)

Current programs for lifelong learning are largely laden with individualistic and instrumental undertones: other people, and lifelong learning, are instruments for serving individual ends. However, this orientation is inconsistent with recent movements towards altruism and spirituality in higher education, where others matter more than self. Because the current service-learning movement in higher education, a potential bridge between lifelong learning and service, is also marred with individualism and instrumentalism, we propose an alternative orientation that puts others first. This alternative connects lifelong learning and service in the classroom, in a way where learning matters because students will always be serving others.(ID #156/Track 1)
Friday, April 13, 2012, 10:15-10:45 a.m., Patrons (Multimedia Room with projector and sound system, but no computer)

Current research indicates the importance of sensory stimulation for brain learning. This requires student engagement or involvement rather than passive transferring of information from class lectures and textbooks. Service-learning provides the opportunity for students to have critical reflective learning experiences relevant to course content. This pedagogy enhances student engagement, course success, and develops essential workplace skills. Students will be exposed to the impact, both positively and negatively, of globalization through their site placement. Incorporating service-learning components into a course design will be discussed as well as how to connect and work with non-profit organizations aligned with students' career goals.(ID #179/Track 3)
Friday, April 13, 2012, 9:15-10:00 a.m., Gallery AB (Multimedia Room with projector and sound system, but no computer)