View the entire presentation schedule.

Sandra Honda Adams, Sacred Heart University, Connecticut
Faculty Workshops Lure Students

I design and conduct fun faculty workshops for non-­‐computer faculty to teach them the use of computer software such as Flash, HTML and Dreamweaver, during which the faculty learn how to build their own web sites or complete other enjoyable projects. The workshops are designed to encourage the faculty participants to inspire their students to overcome their fear of computer courses and to enroll in them to achieve the computer literacy which is so necessary to obtain employment in any field in today's marketplace. (ID #103/Track 6)
Wednesday, April 10, 2013, 1:45-2:10 p.m., PC Multimedia Room

Olujide Akilaiya, Federal College of Education, Nigeria
Impact of Foreign Aid on the Management of Higher Education in Ecowas

The Economic Community of West African States (ECOWAS) nations are developing countries with low budgetary allocation to higher education. These nations rely ( to some extent) on bilateral and multilateral foreign aid to finance higher education. The research proposes to investigate the impact of bilateral and multilateral aids as supplemental sources of funds on the management of higher education in the Economic Community of West African State. (ID #212/Track 10)
Wednesday, April 10, 2013, 4:40-5:15 p.m., PC Multimedia Room

Linda Allen and Bill Kiser, Jacksonville State University, Alabama
Moving From Promising to Exemplary: Developing and Refining the Online Course

Universities are moving quickly to meet student demands for online coursework. Instructors must give careful attention to design and implementation issues unique to online course development: meeting the needs of diverse students, including special needs students; ensuring student interaction and collaboration; solving sometimes complex assessment issues; and taking advantage of this environment by offering challenging and engaging activities. The article applies traditional best-design practices and 21st Century Skills to an online format and discusses the Blackboard Program Rubric as one effective model. (ID #125/Track 3)
Thursday, April 11, 2013, 11:00-11:25 a.m., PC Multimedia Room

Maryellen Allen, University of South Florida
Impact of Information Literacy Instruction on Student Academic Success

Libraries have historically struggled to demonstrate their impact on student success and academic achievement. Most academic libraries have relied upon user satisfaction surveys, but student analytics are a much more robust gauge of the library's influence on student performance. This presentation suggests strategies for using student analytics to establish a link between the library’s information literacy instruction program and student success. Outcomes include: Proven return on institutional investment for the academic library, Stronger relationships among the library, academic departments and administrative stakeholders, and greater integration of information literacy skills with academic curricula. (ID #216/Track 7)
Wednesday, April 10, 2013, 3:00-4:30 p.m., Poster Session

Ray J. Amirault, Florida Atlantic University
Multimedia and Cloud Technologies to Teach Instructional Design via eLearning

Systematic Instructional Design is one of the most demanding education courses for college students, and it is also one of the most challenging to teach. Doing so in a fully online format brings even further challenges. In this session, we present the use of specific multimedia and cloud-based technologies used to support a fully online university ID course, presenting actual examples and discussing benefits and challenges experienced in doing so over a three-year period (six semesters, total). Rationales for selections, along with a discussion of how each technology component was developed, revised, and deployed, are presented. (ID #182/Track 6)
Thursday, April 11, 2013, 8:40-9:20 a.m., PC Multimedia Room

Ray J. Amirault, Florida Atlantic University
eLearning in the Next 20 Years: Key Leadership Issues

Today's technological revolution has provided higher education with an entirely new set of distance learning capabilities, but to fully utilize these, institutions must undertake numerous complex decisions that often hold long-term implications for both providers and their students. As we enter the next chapter of distance learning supported by an increasingly sophisticated array of technological innovations, leaders must not only stay abreast of changing technologies, but also the potential for change these may portend for the greater higher education context. This session presents key issues for distance education practice and leadership, and discuses how these may permanently alter higher education. (ID #183/Track 8)
Thursday, April 11, 2013, 4:00-5:00 p.m., PC Multimedia Room

Stephen T. Anderson, Sr., University of South Carolina Sumter
Flipping the Classroom and Newton's Law of Inertia

An object at rest will remain at rest unless acted on by an unbalanced force. We have historically faced a 35-45% D-F-W rate in College Algebra. The saying: If you keep doing what you're doing, you'll keep getting what you're getting!" encouraged me to explore a paradigm shift. We have embraced technology to "flip the classroom" and use a "mastery approach." The days of the one-size-fits-all lecture and "do the odd numbered exercises at the end of each chapter" have ended. They have been acted upon by an unbalanced force. We will discuss best practices and describe its effectiveness. (ID #184/Track 5)
Wednesday, April 10, 2013, 8:40-9:10 a.m., PC Multimedia Room

Stephen T. Anderson, Sr., University of South Carolina Sumter
Leveraging Technology Using the Mastery Approach

We have begun implementing a "mastery approach" to a few classes where:

  • achievement is more important than maintaining an exact schedule
  • under-prepared students are quickly identified to enhance proper course placement
  • unmotivated students are quickly identified so they are given an EARLY warning
  • personalized instruction is more important than lectures
  • peer-to-peer interaction is encouraged in place of "pay attention"
  • technology is used as a lever to "raise the bar"

Appropriate and effective technology has been developed in many disciplines and more is being developed every hour. More than just an "eBook." They are changing the way we facilitate learning. (ID #218/Track 3)
Wednesday, April 10, 2013, 8:00-8:30 a.m., PC Multimedia Room

Audrey Antee and Ebru Bilgili, Florida State College at Jacksonville
Turning Developmental Reading and Writing Students into Real Audiences and Authors

The purpose of this presentation is to demonstrate how a developmental reading class, REA 0017, and a developmental writing class, ENC 0025, can collaborate to create a more realistic environment for students learning to identify patterns of organization and learning to write to an authentic audience. The writing students compose paragraphs meant to be communicated to their peers in REA 0017 who, in turn, offer peer feedback on the effectiveness of the writing while discovering those characteristics that allow them to identify the text structure. (ID #142/Track 1)
Friday, April 12, 2013, 10:25-11:10 a.m., MAC Multimedia Room

Rebecca Bahnke, Parkland College, Illinois
Advancing Healthcare Education through College/Corporate Partnerships

Since the inception of the community college system in Illinois, Parkland College has forged close relationships with business and industry in our service area (District #505) and beyond. Carle Foundation Hospital and Parkland College have developed a long term training relationship. Over the past academic year, Carle Foundation Hospital and Parkland College have partnered to establish to uniquely innovative programs that help to promote and expand respective missions and supporting both community needs and workforce development in healthcare. (ID #133/Track 6)
Wednesday, April 10, 2013, 1:45-2:10 p.m., MAC Multimedia Room

Darlene Baker and Angela Schmidt, Arkansas State University
Engaging Multigenerational Students in an Online Graduate Course

Engaging students in an online course continues to be a primary goal of faculty. Student engagement becomes more of a challenge when the class is composed of a multigenerational student population. Literature reveals that each generation has its own set of values, ideas, beliefs, expectations, ethics, and culture. Understanding these generational differences better prepares faculty to provide teaching activities to promote student engagement which will improve student learning outcomes. Astin's Theory of Student Involvement was applied. This presentation will briefly discuss the differences found among the four generations, address the learning needs of the four generations, and present examples of generation appropriate learning activities to promote engagement in an online graduate nursing course. (ID #133/Track 3)
Thursday, April 11, 2013, 1:45-2:10 p.m., MAC Multimedia Room

Carole Barnett, Jacksonville University, Florida, and Gwenn Meredith, American University Dubai
Clashing Cultures and Pedagogy - Teaching in the Middle East

The Middle East offers an exemplar of pedagogical and cultural based difficulties for which most western educators are untrained and unacustomed. Studies regarding this issue are virtually non-existent. This presentation will address issues encountered by international educators from pedagogical models to assessment standards. Teaching a content driven course in the Humanities is problematic. For Arabic students, primary and secondary education consists of memorization of Middle Eastern history. Educators attempting to inculcate histories, other than Islamic, such as art, archaeology, anthropology, or literature, face pedagogical challenges. This paper and presentation will provide case histories and solutions for educators in the Humanities. (ID #179/Track 10)
Friday, April 12, 2013, 11:20 a.m.-12:00 p.m., PC Multimedia Room

Gerald Baumgardner, Penn College, Pennsylvania
Now is the Time to Utilize Cooperative Learning

When fiscal tightening results in less spending on education, stakeholders clamor for inexpensive and efficient ways to improve learning. A long-used but sometimes forgotten strategy is cooperative learning where students of various abilities incorporate individual responsibility into learning as a group. It is important to note why one can say that now, more than ever, is the time for cooperative learning. A number of significant factors will be addressed in providing a legitimate number of reasons as to why now may be a great time to implement cooperative learning into the strategic plan for effective education. (ID #201/Track 8)
Thursday, April 11, 2013, 1:45-2:50 p.m., PC Multimedia Room

Gerald Baumgardner, Penn College, Pennsylavnia
Using Simulations for Learning and Assessment

Educators have been thrust into the assessment mode as stakeholders increase demands for responsible and proven methods of learning. As educators adjust to the changing market forces, it is imperative to consider various learning tools that share a duality in both learning and assessment. One tool up for reconsideration is the computer simulation. With a focus on assessment and an ability to utilize reality-based learning, simulations have seen a rise in popularity. A detailed analysis will point to students, educators, and outcomes assessment (OA) serving as benefactors of technology-based simulations. (ID #139/Track 1)
Friday, April 12, 2013, 8:40-9:20 a.m., PC Multimedia Room

John M. Beckem, II, State University of New York, Empire State College
Experiential Immersive Learning Simulations: Mediating The Distance for Adult Students in an Online Learning Environment

This presentation demonstrates how SUNY, Empire State College effectively enhanced and promoted active experiential learning in an online classroom by integrating immersive simulations into its "Diversity in the Workplace" course. Natural assessments were built into the simulations and the artifacts produced gave students a virtual portfolio which could be presented to prospective employers. (ID #119/Track 3)
Friday, April 12, 2013, 10:25 a.m.-12:00 p.m., PC Multimedia Room

Christine Bezotte, Elmira College, New York
Igniting Women's Interest in Science Related Post-Graduate Work

Young women undergraduates often do not see graduate programs and careers as viable choices. This is especially significant in the sciences and STEM related fields where women who obtain graduate degrees are often in the minority. One issue that has been brought to our attention is that they typically do not find the advanced classes and concepts relevant. We found that when you allow the young women to choose and experience science topics that they believe are significant in their lives they are more likely to see science as a viable career choice. Combining popular media and primary literature better exposes young women to topics that lead to opportunities for graduate study and careers in science. We found that using classwork that demonstrates a connection between relevant women's issues and current research, piques interest in higher level education and careers. We have applied this methodology to a variety of major and non-major classes across disciplines through a variety of instructional techniques. The approach encourages student integration of concepts learned in ways that have scientific significance and continues to strengthen their interest in a graduate education. Observed results will be presented and discussed. Women choosing to continue their education in graduate schools become our leaders! Goal of the presentation related to the Theme: is to demonstrate the use of scientific primary research articles to stimulate women's interest in continued studies in the sciences Presentation outcome: Assist professors in the development of their own related instructional techniques for their use in their classrooms. The objectives of the course design are to have young women students: 1)Demonstrate increased interest in scientific issues related to women's lives 2)Strengthen students ability to evaluate current scientific literature and discuss scientific principles 3)Design and carryout relevant experiments 4)Demonstrate understanding of materials through oral and written presentation By addressing each of these objectives we could realize a positive influence in the academic choices that the young women in our classes may make. (ID #514/Track 1)
Thursday, April 11, 2013, 2:20-2:50 p.m., PC Multimedia Room

Ebru Bilgili and Yakup Bilgili, Florida State College at Jacksonville
Search and Destroy then React and Recycle: How Strategic Reading Routines Help Enhance Student Critical Thinking and Test Taking Skills in Developmental Reading Courses

Search and Destroy is a strategic reading routine that combines four distinct highly effective reading strategies (Previewing, Creating Focus Questions, Chunking, and Marking up the Text) that lead to increased levels of reading comprehension. It entails the systematic delivery of explicit reading instruction. The four-step process is also a test‐taking routine that combines previewing, questioning, chunking and marking up of text to help students “strategically” tackle any kind of reading comprehension question that require students to make connections, interpret, visualize, problem solve, summarize and critically think about what they have read. “React” encompasses students asking the question “why?" their chosen answer is incorrect."Recycling" includes revision steps where the four-step Search and Destroy routine is used to help students preview, question, chunk and mark up their text.It also allows students to “think aloud” about their answer choices while systematically “recycling” their answer choices and answering specific self-reflection questions through this "problem-solving" process. (ID #166/Track 5)
Thursday, April 11, 2013, 8:40-9:20 a.m., PC Multimedia Room

Ebru Bilgili and Yakup Bilgili, Florida State College at Jacksonville
A Picture is Worth a Thousand Words: Using Graphic Organizers to Promote Critical Thinking

Graphic organizers are important to student comprehension and critical thinking as they show the order and completeness of a student's thought process - strengths and weaknesses of understanding become clearly evident. Additionally, graphic organizers tap into students existing schema on the topic. The use of graphic organizers makes recall and retention of materials easier for many students.They are especially beneficial for those students who have difficulty organizing information as well as those who need a concrete representation to structure abstract ideas. When used consistently and creatively, they can greatly enhance instruction. Graphic organizers can be constructed for use with exploring cause and effect, main idea and details, sequences, decision making, making predictions, and almost any other type of thinking and learning we have our students do in college. (ID #164/Track 5)
Wednesday, April 10, 2013, 4:00-4:30 p.m., PC Multimedia Room

Yakup Bilgili, Florida State College at Jacksonville
Teacher as Researcher: One Teacher's Journey of Change through Classroom Inquiry

A case study explored the effects of teacher research to increase the first grade students‚ time-on-task by targeting and rewarding positive behavior. The study study examined whether conducting teacher research can help develop the implementation of a program that targets and rewards positive behavior, increasing individual students‚ time-on-task and thereby increasing class percentage of time-on-task. A multiple-baseline design was used for the purpose of the study. The study revealed that the implementation of the behavior management program did increase the percentage of students‚ on-task at a given time. Furthermore, it showed that the teacher as researcher plays an important role in validating, controlling and evaluating their own practices. (ID #163/Track 1)
Wednesday, April 10, 2013, 1:45-2:50 p.m., PC Multimedia Room

Chris Birch, University of Greenwich, United Kingdom
Supporting our Small Businesses -­‐ Flash Innovation Vouchers

Small businesses are the engine rooms of western economies. In the current economic climate, we need them profitably to grow, creating wealth and employment. Small businesses need and deserve more quality support, and interaction with Universities can make a big impact. Our 'Flash' project gives these businesses access to academic expertise and resources through project-based innovation vouchers. These have led to genuine, value adding partnerships emerging, generating bi and multilateral knowledge exchange,bringing long term benefits to all involved. This model could easily be replicated elsewhere, and this paper will share good practice. (ID #105/Track 10)
Wednesday, April 10, 2013, 8:40-9:20 a.m., PC Multimedia Room

Masudul Biswas, Shippensburg University, Pennsylvania
Incorporating Twitter as a Tool of Course Participation

This presentation will focus on the use of Twitter as tool of course or classroom participation. The presentation will share the experience and outcome of Twitter usage for classroom discussion on assigned topics and posting extra-credit activities in a participatory setting of social media in Communication and Journalism classes. The experience will include not only the instructor‚s dealing with the challenges of Twitter assignments for classroom discussion but also the contribution of a social networking site to a classroom learning. (ID #517/Track 12)
Wednesday, April 10, 2013, 4:00-4:30 p.m., PC Multimedia Room

Augustine A. Boakye, Essex County College, New Jersey
The Opportunity Cost of Withdrawing From an Academic Course

It is assumed that many people make use of marginal benefit and marginal cost analysis in their decision making process. However, when people miscalculate the true cost and benefits associated with their actions, they are unable to make better decisions. Thousands of college students tend to withdraw from their respective academic courses each semester with the conviction that they are making better decisions with all kinds of excuses without carefully considering the true cost involved in their actions. In this respect, unveiling the true cost (i.e. opportunity cost) of course withdrawal to students can greatly impact and improve their decision making. This paper uses the opportunity cost concept to illustrate the true cost of withdrawal from a college course which in turn will guide students and institutions to make better decisions regarding course withdrawals and retention. (ID #151/Track 7)
Thursday, April 11, 2013, 1:45-2:10 p.m., PC Multimedia Room

Marc Boese, Florida State College at Jacksonville
Using iPads to Level the Playing Field for Video Students

This presentation highlights the incorporation of using iPads in a college introductory video course. To learn how to make videos, students must use multiple software applications for screenwriting, preproduction, storyboarding, video and audio editing, and cameras for capturing. The technology needed to apply and synthesize what they are learning costs students thousands of dollars. Video projects become a sample of work from students that can afford the technology versus those that cannot. Many dedicated students have the ability to produce professional level work if they have the technology. By issuing iPads loaded with all of the software listed above, as well as a built in HD camera, students can compete on an even plane with their more affluent peers. The results have been astounding from classes that were issued iPads compared to classes that were not issued the devices. Many students that cannot afford the equipment and software have dropped the course or borrowed and used substandard equipment with inferior results. Students from low socioeconomic backgrounds struggle enough to get through school. This project was and is an attempt to level the playing field. (ID #522/Track 12)
Thursday, April 11, 2013, 9:30-10:15 a.m., PC Multimedia Room

Naomi Boyer, Courtlann Thomas, and Beverly Woolery, Polk State College; and Kelly Houle, Atomic Learning, Florida
Technology Integration: Building Support Rather Than Barriers

Polk State College has integrated online technology learning resources into its toolbox of options that are provided for faculty, staff and students. As technology integration spreads, it has become the responsibility of the faculty to provide content expertise AND technology support and advising. Barriers to widespread classroom innovation due to: 1) faculty expertise, 2) time constraints, and 3) the traditional faculty role. The campus' solution? A real time, searchable, database of short, relevant, and specific tutorials, provides a mechanism for reducing these barriers. From implementation to spreading usage, learn about Polk State 's experience with the Atomic Learning solution. (ID #134/Track 3)
Wednesday, April 10, 2013, 8:40-9:20 a.m., PC Multimedia Room

Sara Brallier and Linda Palm, Coastal Carolina University, South Carolina
Online Assessment: A Comparison of Online and Paper-and-Pencil Tests

This study examined test performance as a function of test format and course type. The participants were undergraduate students who completed introductory sociology courses during four semesters. During each semester, the same instructor taught a distance section and a lecture section of the course. Students in both course types took unproctored online tests in two semesters while students in both course types took proctored classroom paper-and-pencil tests in the other two semesters. Students scored significantly higher on the unproctored online tests than on the proctored classroom tests. Implications of these results for online and hybrid courses are discussed. (ID #190/Track 3)
Wednesday, April 10, 2013, 3:00-4:30 p.m., Poster Session

James Carstens, Florida State College at Jacksonville
Classroom Blogs - Building and Sharing a Knowledge-Based Community

The development of blog technology is offering educators a myriad of options and benefits for the classroom environment. The purpose of the presentation is to explore the implementation and integration of these innovations. Based on preliminary findings from actual classroom use, areas discussed include the development of an instructor-based course blog and content; student-based blogs and content; development of student-based publication; class-based research and readings; development of classroom community and outreach in the college environment. Discussion will also include applicability to various disciplines, including non-technical areas, the use of controlled access in applications (such as Blackboard) and on Internet-based software (such as Tumblr) and use in hybrid classes. Major goals are to raise awareness in instructors about the potentials and benefits of the blog technology in education. (ID #211/Track 3)
Wednesday, April 10, 2013, 3:00-4:30 p.m., Poster Session

Aurora Castillo, Georgia College
The Language Café in Action: An eTandem Experience

The aim of the presentation is to show The Language Cafe and how it supports an eTandem experience among learners. eTandem is a learning opportunity that promotes collaborative learning in real time among partners from different countries through electronic media. In this session, learn about the design of The Language Cafe and how it replicates the eTandem model. See how eTandem promotes cooperative learning, and the benefits of using this real interaction method. Receive suggestions on how to have a successful eTandem experience and share ideas on how to use it to create new projects in other teaching fields. (ID #114/Track 1)
Friday, April 12, 2013, 8:00-8:30 a.m., PC Multimedia Room

Betty Jo Chitester and Lisa J. Nogaj, Gannon University, Pennsylvania
Improving Student Engagement and Performance in Gateway Chemistry Laboratories

General Chemistry I Laboratory can spark students' interest or deter them from STEM fields, and students in gateway courses require high levels of support to promote success in upper-level work. Our previous laboratory manual was inconsistent in format and provided little guidance for how to record data; few students successfully organized their reports into the suggested format. To improve student engagement and achievement, we modified the course by editing the manual, generating online pre-lab quizzes, and crafting templates to provide consistent models for reports. We will present evidence of improved student motivation and quality of work, and consistency in assessments. (ID #146/Track 6)
Wednesday, April 10, 2013, 3:00-4:30 p.m., Poster Session

Patricia Cipriano and Kim Conner, Florida State College at Jacksonville
Students vs. Faculty Perception of How Students Learn:The Voice of Students in Stem

As educators, our ultimate goal is for our students to learn and retain knowledge. Learning objectives guide educators in preparation for courses, but are there misconceptions about how those objectives can be met? Does a disconnect exist between the faculty's perception of how students learn and the way they say they learn? If so, is there a way we can bridge this gap and improve student learning? Are there differences in student learning based on other aspects, besides learning objectives that need to be addressed? The objective of this learning assessment is to discover the differences in perception and how we can bridge the gap and improve student learning, while building on knowledge gained from last year's assessment, Learning from a Student's Perspective: The Voice of Traditional, Non-traditional and Minority Students in Stem. This project has been developed to engage students in relevant qualitative research, and the conclusions will be presented by both students and faculty. (ID #191/Track 1)
Thursday, April 11, 2013, 3:00-3:45 p.m., PC Multimedia Room

Danny Clark, Smarthinking, Washington, DC.
Increasing Student Access, Success & Retention with Live, Online Tutoring

Institutions struggle with student success and retention every day. How do you support and encourage students both on campus and online? This session will discuss the implementation of Smarthinking Online Tutoring to complement existing campus support services to support all students. Institutions can help students take charge of their own learning, increasing the performance and confidence of students, resulting in positive gains for students, faculty and the entire campus. Discussion will include independent research by colleges and universities showing that online tutoring by qualified educators, up to 24/7, makes a positive impact on student success and retention. (ID #601/Track 4)
Wednesday, April 10, 2013, 10:25-11 :25 a.m., PC Multimedia Room

Tamara Clunis, Amarillo College, and Linda Munoz, Texas Higher Education Coordinating Board
Accelerate Texas: Helping under prepared students complete

Can a student with a 5th grade functional literacy level succeed in college and pass a rigorous state licensure exam? That's exactly what happened through an innovative instructional program launched at Amarillo College. Come hear how the Integrated Basic Education Skills Training program (I-BEST) implemented through the Accelerate Texas initiative is helping the most under prepared students persist and complete a workforce training program. Participants will learn about the course redesign process and program results for three semester. Curriculum examples will be shared. (ID #403/Track 5)
Wednesday, April 10, 2013, 4:00-4:30 p.m., PC Multimedia Room

Anita Connelly-Nicholson, Texas A&M University, and Ellin Iselin, Florida State College at Jacksonville
The Aging Mind in Higher Education: Mentoring and Differentiation of Curriculum

Until recently, few 50-year-old and over students could be found at the university. It is argued that mentoring and differentiation of curriculum might be used in supporting the aging students who find themselves far removed from a traditional student population. It is proposed that in order for a timely, appropriate and adaptable mentoring system can be in place that the curriculum must be differentiated. Bridges, borders, identity are all discussed. (ID #122/Track 10)
Thursday, April 11, 2013, 8:40-9:20 a.m., PC Multimedia Room

Anita Connelly-Nicholson, Texas A&M University, and Ellin Iselin, Florida State College at Jacksonville
21st Century Learning for Students Fifty and Over in Higher Education

1. The world is changing in ways that affect skills demands 2. Specific kinds of knowledge and skills will be more important in the 21st century than at any time in history. Universities would not be in existence had they not been so very adaptable. The 21st century is very new and it is expected that the universities will adapt to 21st century learning. However will students fifty and over be able to adapt in like measure? We propose that a support system must be in place and use of technology and social media will further support these students. Bringing elder students into the future with augmented reality in support of their path in the rigors of higher education (ID #113/Track 1)
Friday, April 12, 2013, 8:00-8:30 a.m., PC Multimedia Room

Anita Connelly-Nicholson, Texas A&M University, and Ellin Iselin, Florida State College at Jacksonville
GED transition to Post Secondary for Students Fifty and Over

With the aging population rising, we can expect an increase of very older students in higher education. Nevertheless, research shows that older students are more apt to drop out of college without a degree What caused the student to drop out of secondary schooling? Were there borders either personal or psychic, border negotiations or trans-­‐boundary experiences? What would support a very nontraditional student? It is proposed that nontraditional learning through use of technology would not only support these students but help them get ready to do the rigors of higher education. (ID #112/Track 5)
Thursday, April 11, 2013, 3:00-3:45 p.m., PC Multimedia Room

Anita Connelly-Nicholson, Texas A&M University, and Ellin Iselin, Florida State College at Jacksonville
Development and Sustainability of Learning Socieities

Learning societies are not in the realm of traditional learning. Learning societies can incorporate technology and make advantageous use of technology. It is proposed that a model of partnership for global learning will be the wave of the future. Learning societies are vitally important in today's world as research and theorists tell us traditional education will not be able to keep up in the future and cannot be Lifelong learning in a global knowledge economy will support not only individuals, communities, states, nations but will also offer support in the developing countries. (ID #111/Track 12)
Wednesday, April 10, 2013, 2:20-2:50 p.m., PC Multimedia Room

Holly Coulliette, St. Johns River State College, Florida
Interdisciplinary Simulation: Closing the Gap to Strengthen the Healthcare Team

Interdisciplinary simulation works to close the gap between nursing and allied health communication which strengthens the healthcare team. Lack of communication is one of the top reasons for medical errors. Interdisciplinary activities will not only increase student communication and collaboration, it increases teamwork amongst faculty members. Reality learning occurs when scenarios are brought to life with simulators and role players. Students reported a decline in the level of discomfort and an increased respect for the other discipline during interdisciplinary activities. Recently, this program branched out to include criminal justice, emergency medical technician, nursing, respiratory care and radiology students. (ID #508/Track 1)
Thursday, April 11, 2013, 10:25-10:50 a.m., PC Multimedia Room

Patrick G Coy, Kent State University, Ohio
Democratic Practice in the College Classroom: Collective Learning Agreements and Empowerment for Students and Professors

Learning agreements and learning contracts can promote critical thinking and cooperation skills while modeling democratic practices. This presentation analyses collective learning agreements from as one method to increase student participation, democratize the classroom, and empower students. Coded data includes learning agreements from 16 different classes and totaling 447 items, and student essays reflecting on the the learning contract process. I find that collective learning agreements contribute in important ways to student participation, self and class governance, and student responsibility for individual and collective success. A multi-step process for creating collective learning agreements in the classroom will be explained. (ID #187/Track 6)
Wednesday, April 10, 2013, 4:40-5:15 p.m., PC Multimedia Room

Brandy Currie, College of Central Florida

Come and explore innovative ways that a Smartphone can be incorporated in the classroom. Find out about QR codes, online response systems, and multiple apps that can be accessed by the student with a device that they already own and want to use. What are QR codes? How do I create one? How can I utilize online response systems for the class? How can they be integrated into the curriculum? Find out the answers to these questions, and be a part of learning and sharing some innovative ways to use the Smartphone in the classroom. (ID #523/Track 12)
Thursday, April 11, 2013, 9:30-10:15 p.m., PC Multimedia Room

Adrian de Freitas, United States Air Force Academy, Colorado
Games in the Classroom? Why Not!

Teachers are constantly challenged with finding effective ways to motivate and engage students both inside and out of the classroom. At the United States Air Force Academy, we experimented with an internally developed software tool in order to transform the traditional classroom into an interactive game. While the project is still a work in progress, we have already observed increased student engagement and motivation as a result of using the program in class. There are some inherent challenges in incorporating games into the classroom, but overall, we have found the benefits to be well worth the time investment. (ID #513/Track 11)
Wednesday, April 10, 2013, 2:20-2:50 p.m., PC Multimedia Room

Ann de Onis, Montana State University
Looking Forward and Supporting Student Success in Teacher Preparation Programs: The Changing Realities for Teachers

The Common Core State Standards will impact every teacher in K-12 school and teacher preparation programs. The changing role of technology accompanies this shift in greater student and instructor accountability, for routine skills are being replaced with problem-solving and communication tasks. Accordingly, more precise levels of literacy by tech-savvy users will be the standard. How can colleges, which are tasked with teacher preparation, address the changing demographics of today's learners--traditional and non-traditional students? Creative responses can provide ways for individuals to realize their goals and yet maintain academic rigor. Participants can share concerns and brainstorm ways to help teacher-candidates succeed. (ID #209/Track 3)
Thursday, April 11, 2013, 11:00-11:25 a.m., MAC Multimedia Room

Ann Marie de Onis, Montana State University
Experiences with a Dual Enrollment Class--Challenges and Successes

Our story is a learning experiment--a collaboration between a high school and the local college. Personnel from the high school worked with the Department of Education for a three-credit course that would be attractive to high school seniors, particularly those who might consider teaching as a career. "Teaching and Learning" was the result. This presentation will share what was learned from this experience so that others might benefit from our 'lessons learned.' Those involved had a new appreciation and respect for the realities of the other entity. Key to this story's success, however, was the ongoing commitment to students and learning engagement; creative problem solving resulted in a win-win for the high school participants and their families. (ID #203/Track 6)
Thursday, April 11, 2013, 8:00 a.m.-8:30 a.m., PC Multimedia Room

Marilyn Dono-Koulouris, St. John's University, New York
Experiential Learning Fosters Critical Thinking and Deep Learning

Students learn best when they are taking part in their education. Through experiential educational principles students were allowed the opportunity to become immersed in their education through field experiences, in-depth Internet research, and peer discussions in the classroom allowing them to make critical decisions while becoming deep learners. A culmination of these experiences fostered a greater understanding of the presented topics with an overall higher level of course achievement. (ID #158/Track 1)
Wednesday, April 10, 2013, 4:00-4:30 p.m., PC Multimedia Room

Fran Doyle and Victoria Ratliffe, Mountain Empire Community College, Virginia
The FAST Initiative--Freshmen Advancing Skills in Technology

Students who lack the fundamental skills required for success in a technology enhanced learning environment often fail to complete the requirements of their program of study. Colleges have become dependent upon computer technology to deliver and enhance course offerings. The problem is that students are often not prepared to use computers in an academic setting. The FAST initiative was designed to create an effective set of tools to not only identify the technology disparities of freshmen students, but to also provide remedial assistance designed to improve their chances of success in both traditional and online courses. (ID #511/Track 5)
Wednesday, April 10, 2013, 4:00-4:30 p.m., PC Multimedia Room

Scott Drzyzga, Shippensburg University, Pennsylania
Using Boots on the Ground and Data in the Cloud to Motivate Student Learning

Field Techniques in Geography‰ is an immersive, upper-level undergraduate course that, for the last five years, has focused students‚ attentions on dam removal and stream restoration projects. Field work occurs near Gettysburg, PA, at a site once known as Pennsylvania‚s most dangerous dam. My first two cohorts consulted relevant literature and used geotechnology (e.g., GIS, GPS, cameras, and hydrologic equipment) to establish baseline data representing post-removal stream and valley characteristics. The last three cohorts conducted repeat surveys, investigated landscape changes, and published cloud-based web maps of their work. This reality-driven course fosters collaboration, learning, and camaraderie among students. (ID #515/Track 1)
Wednesday, April 10, 2013, 4:00-4:30 p.m., PC Multimedia Room

Mary Kathleen Ebener, Florida State College at Jacksonville
Concept-Based Nursing Curricula

The concept-based approach to nursing education encourages learners to organize knowledge in ways that can be quickly linked and applied in any nursing practice reality. A theoretical underpinning of constructivism is used to facilitate collaborative learning and prepares learners for success in the real world of fast-paced healthcare. The presenter defines and describes concept-based nursing education, contrasts a concept-based curriculum to the more traditional content-based curriculum and then facilitates active dialogue about concepts that influence and impact multiple professions and disciplines. (ID #186/Track 1)
Friday, April 12, 2013, 9:30-10:15 a.m., PC Multimedia Room

Ordene Edwards, Lamar University, Texas
Practicing Teachers' Perceptions of Social Presence and Future Success: The Value of Online Learning

This study examined the relations between practicing teachers' value for their online learning experience and their perceptions of social presence and future success. The study's aim is consistent with the conference's focus on the application of technology to higher education learning/web applications to learning communities. Thirty-four teachers enrolled in an online master's in teacher leadership program completed questionnaires that measured their value for online learning and perceptions of future success and online social presence. Path analysis shows that the value for online learning was positively related to perception of future success and online social presence. (ID #200/Track 3)
Wednesday, April 10, 2013, 3:00-4:30 p.m., Poster Session

Melissa Farrish and Lisa A. Heaton, Marshall University, West From Brick and Mortar to Online Learning
Presenters will share best practices in online course development and delivery derived from current literature along with their own tried and true experiences with distance delivery. Practices discussed will touch upon essential elements both internal and external to the online course environment. These range from institutional support strategies such as service desk support for students and professional development for faculty to design strategies including effective selection and use of technological tools to teaching methods that create a context of care and community. Through the right combination of strategies online learning can be immersive and relevant to students. (ID #206/Track 3)
Thursday, April 11, 2013, 8:00-8:30 a.m., PC Multimedia Room

Dominick P. Ferello, Argosy University, Florida
Effective Instructional Interventions in Literacy Development to Support the Second Language Learner

Data indicates that second language learners continue to be a rapidly growing segment of the student population at all levels in the educational system. These students are apt to have difficulty acquiring meaning-based literacy skills in the new language. A qualitative research design was used to examine the perceptions of educators about the effectiveness of current meaning-based instructional interventions being utilized to support the second language learner. A survey was administered and interviews were conducted to collect data. Results of this study indicated that certain research-based instructional strategies were particularly effective in helping the second language learner bridge the language gap and master content area material. (ID #188/Track 5)
Thursday, April 11, 2013, 9:30-10:15 a.m., PC Multimedia Room

Patrick W. Fitzgibbons, University of Maryland University College
UMUC Cyber Security Virtual Labs

This paper reports on the experience of designing a learning environment for teaching cyber security using virtualization technology. The paper reviews information available on virtual networking laboratory environments. The author contends that virtualization offers a significant instructional advantage in delivering a rich learning experience. (ID #501/Track 2)
Wednesday, April 10, 2013, 2:20-2:50 p.m., PC Multimedia Room

E. Wayne Francis, III, Florida State College at Jacksonville
Academic Avatar: Teaching Writing in a Computer Classroom

Come learn about some exciting new trends in higher education regarding the use of computer labs in reading and writing courses. Participants can expect to discover the many advantages to storing course-related materials in a cloud-based service such as Google Drive. And participants will also discover how to incorporate Google Documents into Learning Management Systems such as Blackboard and Canvas. Those teachers who prefer teaching some or all of their classes in a lab can also expect to learn about classroom activities and writing assignments suited for a computer classroom environment. (ID #174/Track 3)
Thursday, April 11, 2013, 9:30-10:15 a.m., PC Multimedia Room

Monica Franklin, Florida State College at Jacksonville
Fostering Student Engagement with the use of iBooks

The purpose of this presentation is to demonstrate the use of Apple's iBooks Author to create interactive iBooks that engage students. Student engagement is enhanced with the use of interactive objects that can aid in teaching or reinforcing subject concepts. Mobile learning is increased with the convenient access and use of iBooks via Apple's iPad. This topic has direct application to the mobile learning and social learning conference track. The major outcome of this presentation is for participants to understand the key concepts involved in creating an iBook using iBooks Author. (ID #178/Track 12)
Thursday, April 11, 2013, 4:00-5:00 p.m., MAC Multimedia Room

Cher N. Gauweiler, St. Petersburg College, Florida
Awakening the Artistic Spirit Within: From a Whisper to a SHOUT

To share multiple methods on integrating the arts into the college classroom through music, drama, art, and creative writing Application to Conference Theme and Focus: This presentation correlates to motivation research and theory as well as how the arts can enhance many disciplines to increase learning Summary of Major Outcomes: a) To discover connections among music, drama, poetry, and art through experiential/reality learning b) To explore divergent ways to incorporate art into the classroom for a variety of disciplines c) To utilize writing inspired by artifacts to enhance learning and to publish for a purpose. (ID #124/Track 1)
Wednesday, April 10, 2013, 10:25-11:25 a.m., PC Multimedia Room

James A. Gentry, Florida State College at Jacksonville
Oh, the Places We Could Go!: [Re]Imagining the Course Syllabus

Preparing the course syllabus is such a commonplace, mundane task that often even the most ambitious classroom professors who take great pains to plan and deliver the most well-informed, effective classroom instruction devote little creative effort and energy to its development. However, the efficacy of a creative, well-planned, and strategically deployed syllabus as an instructional tool should not be overlooked. This conference presentation engages both classroom professors and administrators in an informed discussion of the varied content and the many forms and functions the course syllabus might take and the many ways it might be deployed to complement and enhance classroom instruction. (ID #155/Track 6)
Friday, April 12, 2013, 8:40-9:20 a.m., PC Multimedia Room

Lorraine S. Gilpin, Georgia Southern University
Utilizing Written Comments from Student Evaluations in Course Revision

Course development is an ongoing process, as faculty revise courses to maximize teaching and learning. This session highlights results of analyses of written comments from module and end of course evaluations for sixty-four students and implications for course revision. The session offers a methodology for analyzing written comments and a forum for exchange of ideas on module and other formative assessments, as well as effective end of course assessments. It illustrates that adding and/or qualitatively analyzing written formative assessments, such as module evaluations, to a course can yield rich information that is not provided in end of course evaluations. (ID #208/Track 6)
Thursday, April 11, 2013, 8:40-9:20 a.m., PC Multimedia Room

Sally Griffith, William Rainey Harper College, Illinois
NCIA Leadership Award: Partnership for Advanced Manufacturing

Recently Harper College launched an AAS program in Advanced Manufacturing. The College and its partners developed a program to meet the needs of:

  • manufacturers for a desperately needed skilled workforce that for the varied aspects of manufacturing;
  • potential students for industry recognized credentials to advance them through four career ladders within manufacturing, for paid internships in the second semester, and for promises of permanent well-paid employment and further education;
  • high schools to link into the College program through dual credit and industry credentials;
  • the College which required the commitment of paid internships from manufacturers to show “skin in the game.”

(ID #402/Track 8) Wednesday, April 10, 2013, 8:40-9:20 a.m., PC Multimedia Room

Naita Guine, Florida State College at Jacksonville
Babes in Baccalaureates: A mixed methods Dissertation Proposal

In today’s global economy, a high school diploma is not sufficient in preparing students for the competitive nature of today’s marketplace, postsecondary education is required. Programs that create a seamless transition and promote access to postsecondary education, such as Dual Enrollment, are not only necessary for postsecondary sustainability, but it is necessary for the U.S. economy. This poster presentation will highlight a proposed dissertation research study that focuses on the organizational structures of Dual Enrollment programs in the state of Florida, and identify effective strategies that promote student success and persistence. (ID #207/Track 7)
Wednesday, April 10, 2013, 3:00-4:30 p.m., Poster Session

Stefan Gunther, DeVry University, Virginia
Design and Implementation of New Faculty Orientation

DeVry DC Metro conceived New Faculty Orientation (NFO) as a vehicle for increasing the efficiency of the faculty onboarding process. This orientation resulted in improved adherence by adjunct faculty members to academic policy and better service to the students. Previously, individual efforts had been made locally to orient faculty; NFO represents a more cohesive, strategic approach. We developed a faculty orientation that would support the strategic organizational goal of providing all new faculty with crucial information about DeVry University; our values; available systems; policies and procedures; and instructional techniques. Workshop design was supported by full-time faculty members from all colleges and we "closed the loop" by using evaluation data to help with future redesign of the NFO. (ID #123/Track 8)
Wednesday, April 10, 2013, 8:00-8:30 a.m., PC Multimedia Room

Lisa A. Heaton, Ingrida Barker, Melissa Farrish, and Lee Ann Porter, Marshall University, West Virginia
Gaming and Learning? Taking a Look Beyond the Book

What do you think about gaming and what does it have to do with education? Most of my students are skeptical that one has anything to do with the other. However, instead of asking them to take my word for it or to accept the word of authors on the subject, students conduct their own research and decide for themselves. During this session instructor and students team up to share their efforts to make learning real by going beyond the book to see "What Video Games Have to Teach Us about Learning and Literacy" (Gee, 2007). (ID #198/Track 11)
Wednesday, April 10, 2013, 8:40-9:20 a.m., PC Multimedia Room

Adrian Heinz and Xin Xu, Georgia Gwinett College
Interactive and Cooperative Learning on the Web

As interdisciplinary collaboration becomes increasingly important to the scientific community, it is essential to show students how cooperation across disciplines provides significant benefits. This project involved students from Biology and Information Technology (IT), who collaborated to create animations in order to demonstrate biology concepts. Preliminary survey data show positive student feedback regarding learning from peers, using technology and interdisciplinary collaboration. In this work, the researchers share their experience in planning and implementing this interdisciplinary collaborative project. (ID #202/Track 11)
Wednesday, April 10, 2013, 4:40-5:15 p.m., MAC Multimedia Room

Nan Herndon and Cynthia Wampler, Florida State College at Jacksonville
Keeping it Real- Using High Fidelity Simulation in Dental Hygiene Education

Students perceive higher levels of competence and confidence in knowledge and skill sets when allowed to practice patient care procedures in the safe environment of simulation. High-fidelity human patient simulators were used by a Dental Hygiene program to practice and assess the transfer of knowledge and skills learned in the classroom. The scenario-based experiences included debriefing sessions with the students and faculty, providing critical reflection of the interactions with simulated patients. This presentation will include the role of high-fidelity human patient simulation in a dental hygiene program and the benefit to students and faculty. (ID #143/Track 1)
Friday, April 12, 2013, 9:30-10:15 a.m., MAC Multimedia Room

Amy Hodges Hamilton, Sarah Blomeley, and Meg Scott, Belmont University, Tennessee
Confronting Difficult Realities in the Academy and Community

Trauma is a central, material fact of our culture, and our classrooms. We are teaching a generation of students who are open to talking and writing about heretofore "private" topics, partially due to their experiences with popular culture and media, as well as the immediate accessibility of local and global traumas. Indeed students and teachers confront unpleasant realities on a daily basis. As a panel, it is our goal to examine the ways we consciously bring tough realities into the classroom, a child's cancer, a prison experience, or institutional homophobia. (ID #115/Track 1)
Thursday, April 11, 2013, 8:00-9:20 a.m., PC Multimedia Room

Dennis Holt, University of North Florida; Luis Palacios, George Mason University, Virginia; and Rose Francis, Pine Forrest Magnet SOTA, Florida
Impact on Student Learning

This poster session is designed to demonstrate and discuss innovative classroom-based projects completed during the 2011-12 academic year. The session will address how the participants gained a deeper knowledge of the application of content, acquired enhanced teaching skill development in teaching pedagogy, and developed skill in providing thoughtful reflection on K-12 student learning. A key element of the project was the use of innovative technology to enhance desired instructional objectives and to encourage cooperative learning. Ultimately, it was up to the individual instructor to discover effective ways to facilitate a real-world environment where students can create and test knowledge first-hand. (ID #129/Track 7)
Wednesday, April 10, 2013, 3:00-4:30 p.m., Poster Session

Lisa Howell, Molly Smith,Cori Crews, and Sara Selby, South Georgia State College, Waycross
We've Got An App For That! Making Smartphone Technology Apropos to Student Learning

This presentation will highlight a variety of applications (apps) for smartphones and tablets that enhance student learning both in and out of the classroom. Participants will view multi-discipline demonstrations of apps that can be integrated into many learning environments. Attendees are encouraged to bring their smartphones and/or tablets in order to experience the benefits of these educational apps first-hand. Get ready for a fun, informative, and interactive session! (ID #205/Track 12)
Friday, April 12, 2013, 8:40-9:20 a.m., MAC Multimedia Room

Barclay Hudson, Fielding Graduate University, California
Reality Learning: Two Techniques and a Grand Experiment

"Reality learning" - as distinct from traditional classrooms or online schooling - calls for specific examples, clear ideas about what kind of "reality" we're looking for, and practical techniques. This paper examines three approaches, all unconventional yet grounded in well-established current and historical practices. One technique is "connecting through stillness", a way of awakening non-verbal senses to realities usually preempted by texts and speech. The second technique was developed by the U.S. Army, "After Action Review" (AAR). The paper then looks the century-long experience of the land-grant college system, which was essentially a "grand experiment" in reality learning. (ID #152/Track 1)
Wednesday, April 10, 2013, 4:00-4:30 p.m., MAC Multimedia Room

Gregory K. Johnson, Polk State College, Florida
Rebooting Digital Media Technology

Some digital media AS degree programs emphasize skill development using industry standard software as the main driver of their curriculum. Hence, frequent software updates and disruptive changes in media technologies often create difficulties for programs built on this model. In this presentation, we explore one such program and detail myriad challenges a college department faced in its attempt to revise an existing program and create a forward-looking curriculum with emphasis on theoretical principles and practical skills development in web technologies, graphic design, and audiovisual communication. We also explore collaboration efforts, implementation strategies, summary of lessons learned, and suggestions for improvements. (ID #519/Track 3)
Wednesday, April 10, 2013, 4:30-5:15 p.m., PC Multimedia Room

Barbara Ann Johnson-Root, Ithaca College, New York
Applying Prerequisite Math Skills: Enhancement Principles and Practices for Mathaphobics

Addressing academic needs of all learners along the math competency continuum presents obvious challenges in higher education, particularly when upper division coursework in nonmath disciplines require prequisite math proficiency. The challenge is to enhance learning for those with math anxiety, while concurrently providing suitable learning experiences for students who are more comfortable with math. The presentation shares methods and materials that have been used successfully to enhance learning for students with math anxiety. Although the focus is math, teaching learning principles presented may also apply to similar teaching challenges. (ID #108/Track 5)
Thursday, April 11, 2013, 3:00-3:45 p.m., PC Multimedia Room

Jeffrey Kaplan and Elsie Olan, University of Central Florida
Self-Study for the Engagement of Self-Directed Learning Practices

What conditions enable students to engage in meaningful learning experiences with peers and beginning teacher practitioners? This presentation illustrates how self-study on our actions-in-practice can significantly enhance classroom interest, interaction and engagement. This session demonstrates how a self-study investigation of one's thinking and emotional experiences can function as an iterative process to improve our knowledge as teacher educators, reflective practitioners, and researchers. The presenter reveals how research demonstrates that collegiality and criticality together promote reflexivity and increase academic and personal growth, leading to a new professional knowledge. (ID #213/Track 6)
Friday, April 12, 2013, 10:25-11:10 a.m., PC Multimedia Room

Tammie Kaufman, Rosen College of Hospitality Management, Florida
Predictors for Hospitality Student Success in an Online Course

There is a trend towards online learning at the college level. Students enjoy the flexibility and colleges enjoy the expansion to the increasing number of students that distance learn as well as no need for classroom space. Not every student adjusts to the online environment as easily as others and predictors would help to guide students away from this medium based on their learning style and other variables. This research will focus on hospitality student's comfort with online learning based on their learning style, demographic variables, hours per week working, and motivational factors. The results will assist colleges in directing those students who are less likely to benefit from an on-line learning environment. (ID #141/Track 3)
Thursday, April 11, 2013, 8:00-8:30 a.m., PC Multimedia Room

Lori Kijanka, Jose Maria Vargas University
Interdisciplinary Achievement

The purpose of this study was to explore the influence of student interdisciplinary learning on reading and mathematics achievement. The paper reflects reality learning with a focus on Tracks 1 and 5 of the Conference Theme. This quantitative study described the relationship between student achievement and the use of an interdisciplinary curriculum. The method and design of this study included collecting standardized examination scores and surveying faculty members after a district-wide intervention implemented interdisciplinary curriculum and across-the-curriculum teaching in a small, independent school district in a southern state of the United States. The interdisciplinary curriculum was effectively implemented by the instructional practice of the grades three, four and five teachers in the specific district. The constructivist philosophy of education provided appropriate support to the major outcome that children developed critical insight into how they thought and what they knew about the world as their (ID #502/Track 5)
Thursday, April 11, 2013, 11:00-11:25 a.m., PC Multimedia Room

Nicholas Kiossis, California State University Northridge
An Educational/Research Program for the Materials Genome Initiative

The objective of the Materials Genome Initiative is a multidisciplinary effort to accelerate the discovery, development, and manufacturing of advanced materials through the power of high-throughput predictive computational modeling. I will present a computational materials science program we have developed to: (1) educate and train students in cutting-edge multidisciplinary research; (2) establish a sequence of courses in materials simulations bridging concepts which span a wide range of length and time scales; (3) increase recruitment, retention, and degree attainment by members of underrepresented groups; (4) educate high school students and teachers; and (5) develop strong industrial-university-national laboratory partnerships. (ID #506/Track 6)
Thursday, April 11, 2013, 8:40-9:20 a.m., PC Multimedia Room

Linda Labell, Florida State College at Jacksonivlle
Helping Students Transform Their Relationship With Money and Become Financially Literate

Participants in this workshop will gain pointers to increase their own financial literacy as well as skills and ideas on how to teach this to students. Professor LaBell has been using the book Your Money or Your Life in her Human Relations classes for years to help students understand their relationships with money and its correlation to their psychological health. By using money to illustrate traditional psychological concepts such as motivation, learning theory, behavior modification, goal setting and stress management she has been able to help her students make wiser financial choices based on values vs. impulses. (ID #210/Track 5)
Thursday, April 11, 2013, 10:25-10:50 a.m., MAC Multimedia Room

Elizabeth Langland, Arizona State University
Undergraduate Research as a Critical Component of Academic Success

This presentation details the successes in terms of students learning and professional advancement of a new undergraduate research program in the New College of Interdisciplinary Arts and Sciences at Arizona State University. It describes the process by which undergraduates can advance in research sophistication and achievement through a three-tiered program, beginning in the freshman year. It also details the process by which research proposals are reviewed and awards are allocated. Finally, it looks at results of the program, both in terms of undergraduate presentations at professional conferences, undergraduate publications in peer-reviewed professional journals, and success of graduates in pursuing doctoral and professional degrees. (ID #120/Track 1)
Thursday, April 11, 2013, 10:25-10:50 a.m., MAC Multimedia Room

Mike Lanouette, Remington College, Florida
Ten Traits of Highly Effective Instructors

“Ten Traits of Highly Effective Instructors” is a common sense, in-your-face summary of the results of reviewing over five hundred different instructors all over the country. The research indicates that instructors that tend to perform at a very high level with respect to measurable items such as student satisfaction, student retention, and student academic success tend to have certain traits. Equally important, the research found that highly ineffective instructors tend to have the exact opposite traits. (ID #196/Track 8)
Friday, April 12, 2013, 9:30-10:15 a.m., PC Multimedia Room

Cathy Leaker and Frances Boyce, SUNY Empire State College, New York
Reality Learning as Pipeline: Women of Color and Prior Learning Assessment

Our presentation describes a comprehensive, high-impact workshop series for minority women seeking to translate their experiential learning into college credit through Prior Learning Assessment (PLA). Combining our institutional commitment to PLA with insights from critical race theory, the workshops explicitly extend the academic and financial benefits of PLA to our most at-risk students. The presentation will meet the following objectives: 1) explain the impact (on students, institutions and funding streams) of statistically significant data linking PLA and academic success (persistence, retention, completion and academic self-concept) 2) share inclusive, equitable PLA practices that attend to reality learning's gendered and racial context. (ID #153/Track 1)
Thursday, April 11, 2013, 8:00-8:30 a.m., PC Multimedia Room

Jose Lepervanche, Florida State College at Jacksonville
The Teleducator Network: Integrating Widgets and Gadgets for Lifelong Learning

The Web Media Lab ( has tested learning edge technologies to enhance education beyond our classrooms. Blogs, avatars, cartoons, videos, social media, microblogging, news integrators, limited open online courses (LOOC), and mobile applications have been used to bring new realities to learning. The Teleducator Network ( is the result of the integration of widgets and gadgets to provide a lifelong continuous learning experience. Graduates have a place to continue accessing courses resources to keep them updated on their careers. The network is a navigational chart to access current educational, business, and community resources in one place. (ID #144/Track 3)
Thursday, April 11, 2013, 1:45-2:50 p.m., PC Multimedia Room

Jose Lepervanche, Florida State College at Jacksonville, and Flor Lepervanche, UNAD Florida
Piloting Canvas, Blackboard, and Moodle in Mobile Learning

Learning is moving to a new reality. The evolution of communication technology has given rise to new mobile devices, such as tablets or smartphones, which are being used in online courses with the installation of mobile learning applications. The purpose of this study was to assess three (3) types of platforms of online learning: Canvas, Blackboard, and Moodle, comparing them and contrasting them in computers and mobile devices, in order to determine which functions were easy to use and useful in online courses. Results validated the importance of adapting the functions or use new learning platforms for m-learning. (ID #135/Track 12)
Wednesday, April 10, 2013, 10:25-11:25 a.m., PC Multimedia Room

Kathryn MacCluskie, Cleveland State University, Ohio
Personal Meaning For Enhancement of Learning

Personal meaning (Hills, 1987) is a construct that can be used to enhance the learners' experience of new material. "Personal meaning" refers to a learner's tendency to evaluate any new information from the vantage point of how consonant the new content is with his or her previous life experiences. By masterfully making use of that tendency, we can promote learners' enhanced richness and relevance of the content, which can be highly energizing in the classroom environment. This presentation explores how to integrate personal meaning and active learning to enhance learner impact and to generate energy and excitement about the course content. (ID #509/Track 6)
Thursday, April 11, 2013, 10:25-11:25 a.m., PC Multimedia Room

Crystal Machado and Courtney L. McLaughlin, Indiana University of Pennsylvania
Facilitating a Student and Faculty Research Collaboration Community in Higher Education: Utilization of Physical and Virtual Environments

Web 2.0 technology has the potential to change the way faculty and doctoral students function in learning communities beyond the classroom. The presenters will describe how Web 2.0 technology was infused into a Writing for Publication circle to increase student and faculty membership, enhance professional productivity, and facilitate cross-disciplinary collaboration. Session attendees will have an opportunity to learn how circle members are using Facebook, a wiki, Google Documents, Skype, and a public coffee-house to increase circle members' productivity and facilitate research collaboration between students and faculty in various disciplines. (ID #147/Track 3)
Thursday, April 11, 2013, 10:25-10:50 a.m., PC Multimedia Room

Crystal Machado, Indiana University of Pennsylvania
Wikis, Google Docs, VoiceThread, Timetoast and Twitter: Are Higher Education Professionals Ready to Get Real?

While higher education professionals have started using Web 2.0 technology for personal purposes, they do not always realize that these technologies can be used as leadership tools. The presenter will describe how she used a constructivist approach to get the 20 college administrators and faculty enrolled in a doctoral Applied Leadership course to experience, first-hand, the benefits of wikis, Google Docs, VoiceThread, Timetoast, and Twitter. Session participants will be given an opportunity to learn how the presenter used these innovative technology tools to create intimate short and long-term learning communities that were used for problem-posing, problem-solving, critical analysis, and project development. (ID #137/Track 3)
Friday, April 12, 2013, 10:25 a.m.-12:00 p.m, PC Multimedia Room

Danielle Magaldi-Dopman, Lehman College, New York
Extending Scaffolding: Mentorship to Help Students Build their Scholarly Community

The purpose of this presentation is to explore extending the traditional application of scaffolding, from not only scaffolding knowledge, but also mentorship and professional induction with students. Using student research groups to mentor students who later take on the role of mentoring incoming students, experiences are designed so students receive tremendous support in research and scholarship, develop their reflective capacity, and then offer support to others. Students first deeply and personally experience important educational concepts in classes and research groups, then practice using them as mentors, and finally, develop their own teaching and research style for their role as educators. (ID #510/Track 5)
Wednesday, April 10, 2013, 2:20-2:50 p.m., PC Multimedia Room

James M. Manley, College of Central Florida
Self-Publishing Textbooks for the Small Market

The odds are that most of us will finish our careers never having written The Great American Textbook. Why not aim small? Be a big fish and publish your own textbooks for students in your own small pond. Recent innovations in self-publishing can increase your teaching effectiveness, be professionally rewarding for you, and save money for your students. And who knows? Your first small step may end up big, after all. This presentation will cover various options in producing printed instructional material for 30 to 700 students a semester. (ID #193/Track 6)
Thursday, April 11, 2013, 8:40-9:20 a.m., PC Multimedia Room

Kerri McBee-Black, University of Missouri Columbia
Golf Clubs and the Rainforest: Reality Learning in the Classroom

This presentation will discuss bringing reality learning into the classroom. Through project based learning students work to develop products, through collaboration with an entrepreneur, which can be marketed to the consumer. This strategy removes traditional content delivery in the classroom and replaces it with real-world application. Students engage the content while preparing for the textile and apparel industry. This presentation will discuss the teaching technologies and strategies used when developing reality learning as well as, the implementation of reality learning projects. We will look at examples from specific projects and discuss the successes and pitfalls of these projects. (ID #505/Track 1)
Wednesday, April 10, 2013, 8:40-9:20 a.m., PC Multimedia Room

Bill Meisel, Florida State College at Jacksonville
A Crash Course in Voting Theory and Apportionment

Are you a Florida professor who is afraid to teach MGF 1107 because you don't know anything about Voting Theory and Apportionment? Or, do you teach the class, but skip those sections and cover other ones instead? Come to my presentation and I will get you up to speed on these two topics, as well as share my approach to teaching them in the classroom. (ID #118/Track 6)
Thursday, April 11, 2013, 10:25-11:25 a.m., PC Multimedia Room

Marolyn Metzcher-Smith and James A. Gentry, Florida State College at Jacksonville
Final Touches: Best Instructional Practices in Revising/Editingb

The purpose of this presentation is to share information about different editing techniques students can use to become better writers. Specific editing methods that we used in an experiment with our fall classes will be presented and the results we gathered from our experiment will be discussed. The goal of the presentation is to provide hands-on strategies that teachers can implement to help students edit their writing more efficiently. (ID #149/Track 5)
Friday, April 12, 2013, 10:25-11:10 a.m., PC Multimedia Room

Marilyn Metzcher-Smith and Nancy Eschen, Florida State College at Jacksonville
Using Cooperative Learning in a Technology-Enhanced Classroom Environment

As technology advances in teaching and learning, how do we as instructors continue to teach our students how to work together? While technologically rich classroom environments lead to academic success, they also tend to lead students and instructors to focus heavily on individualized teaching and learning. Cooperative learning, in addition, teaches the affective and team-building skills students need for success in their personal and professional futures. Understanding the five elements that make cooperative learning effective can help instructors address the academic, emotional, and social growth of our students. (ID #159/Track 1)
Friday, April 12, 2013, 8:00-8:30 a.m., PC Multimedia Room

John W. Mills, Paul Smith's College New York
Beyond Retention: Using Targeted Analytics to Improve Student Success

A thought leader in student success, Paul Smith's College pioneered the effective use of targeted analytics to improve student outcomes. Overcoming coordination problems, PSC has utilized technology to automate our identification, communication and prioritization of students for intervention. Utilizing both proactive and reactive strategies to quickly identify and intervene with at-­‐risk students, our campus-­‐wide, comprehensive student support program has increased FTFT retention (17%) and academic good standing (15%), decreased probations (36%) and suspensions (41%), increased graduation rates (34%) and returned over $3 million in increased net student revenues in less than three years. Strategies and tips will be discussed. (ID #109/Track 7)
Wednesday, April 10, 2013, 10:25-11:25 a.m., PC Multimedia Room

Victor J. Montemayor, Middle Tennessee State University
Major Changes in the Calculus-based Introductory Physics Sequence

This presentation will describe the major changes in the content, set-up, scheduling, and activities in the calculus-based physics sequence at Middle Tennessee State University. This will include a brief discussion of the problems associated with trying to implement a non-traditional schedule for the courses. Particular emphasis will be placed on the new set-up, and on the implementation of technology in the activities, including high-speed video analysis and numerical modeling and animation of the physical systems being studied. (ID #516/Track 6)
Thursday, April 11, 2013, 9:30-10:15 a.m., PC Multimedia Room

Melanie Morris, Raritan Valley Community College
eMentoring of Online Faculty: Virtual Partnerships for Mutual Success

In order to provide greater support to online faculty, a dual track pilot model for mentorship of online faculty was implemented at Raritan Valley Community College. The eMentoring Partnership (ePartnership) provides relative newcomers to online teaching with confidential individualized formative feedback on the design/delivery of a course as it is being delivered to students during a regular semester. To promote cross-disciplinary collaboration among seasoned online instructors, members of the eMentoring Community (eCommunity) together explore the scholarship of online teaching, discuss the best practices literature, and share experiences surrounding online instruction. The model and its preliminary outcomes will be examined in this presentation. (ID #154/Track 3)
Thursday, April 11, 2013, 1:45-2:50 p.m., PC Multimedia Room

Romina Müller and Steffen Beiten, Leuphana University Lüneburg, Germany
Changing Learning Environments at University? Comparing the Learning Styles of Non-Traditional European Students Engaged in Lifelong Learning

Little research is yet to be found on the learning styles of those engaging in lifelong learning, and despite the growing internalization of higher education, comparative research is lacking. This article fills this gap, providing research on the learning styles of lifelong learners at three European universities. Learning through scheduling was the least prominent learning style. The analysis confirms previous research, proving that distance learners and older learners prefer learning through repetition and scheduling, while other groups of lifelong learners do not necessarily follow this path. (ID #106/Track 10)
Wednesday, April 10, 2013, 1:45-2:10 p.m., PC Multimedia Room

Vincent Mumford and Alison Wright, Central Michigan University
Bringing Curriculum to Life through Experiential Learning

The purpose of this presentation is to examine how to bring the classroom curriculum to life through experiential learning design. This presentation addresses experiential learning design that can be applied to any academic discipline. It highlights the advantages that make experiential learning an ideal teaching strategy. The example used here is an innovative teaching and learning strategy utilizing experiential learning design that helps solve a critical health challenge. It describes the actual process and discusses ways to motivate students to become more fully engaged in the teaching and learning process by connecting hands-on learning with classroom knowledge. (ID #132/Track 1)
Thursday, April 11, 2013, 1:45-2:50 p.m., PC Multimedia Room

Rachel Nagel, DeVry University, Florida
Teaching for Tomorrow: Establishing Credibility in a New Educational Space

This session will highlight DeVry University's decision to offer a Master of Science in Education program and the two year development and roll out process that followed. A focus on program design, implementation and preliminary learner outcomes will be included. (ID #126/Track 3)
Wednesday, April 10, 2013, 3:00-4:30 p.m., Poster Session

Yaghoob Nami and Ebrahim Ata Saadi, Farhang4-Kalaleh-Golestan, Iran
Hidden Curriculum Effect on Scademic Achievement

Aim of this research reach to: 1 .the relationship between teacher and student in the University's impact on the academic achievement of students? 2. the relationship between academic achievement of students at the university level is? 3. is the organizational structure of the university on academic achievement? 4. Does the social atmosphere of the effect of academic achievement? 5. if their appearance has an impact on student achievement? 6 .Does the physical structure of the effect of academic achievement? (ID #161/Track 1)
Wednesday, April 10, 2013, 3:00-4:30 p.m., Poster Session

Sara Neeves, Davidson County Community College, North Carolina
Using Reflexivity To Increase Critical Thinking Skills

Reflexivity is a strategy that researchers use to understand their own impact on the research process (Allen, 1993). Instructors who adopt reflexivity into their curricula create classrooms where students are given opportunities to take ownership of their learning, ultimately leading to increased student motivation and self-awareness. Reflexive classrooms prepare students to be critical consumers of knowledge. Given recent emphasis on the importance of increasing college students' higher-level thinking, this approach has much to offer instructors and students alike. This poster will discuss the use of reflexivity in the psychology classroom, as well as teaching strategies used to incorporate this method. (ID #156/Track 6)
Wednesday, April 10, 2013, 3:00-4:30 p.m., Poster Session

John Neff, Moraine Valley Community College, Illinois
Leadership Development and the Dr. Vernon O. Crawley Leadership Academy

The Dr. Vernon O. Crawley Leadership Academy, which was launched in the fall of 2011. The Leadership Academy was designed to build a skilled and diverse pool of faculty and staff who possess the knowledge and competencies to be successful leaders at Moraine Valley, regardless of rank or position. The Leadership Academy has been created for employees at all levels of our organization, reinforcing the philosophical concept that leadership is truly part of everyone’s job. This presentation will discuss some of the fundamental elements that make the Dr. Vernon O. Crawley Leadership Academy a dynamic leadership development program. (ID #406/Track 8)
Thursday, April 11, 2013, 2:20-2:50 p.m., PC Multimedia Room

John Neff, Moraine Valley Community College, Illinois
High Stakes Leadership – 7 Leadership Principles I Learned From a Casino

This workshop will discuss 7 high stake leadership principles that the presenter learned while working at a casino. This presentation will also address how these principles can be utilized in any organization. (ID #176/Track 8)
Thursday, April 11, 2013, 10:25-10:50 a.m., PC Multimedia Room

John Neff, Moraine Valley Community College, Illinois
Accessibility and the iPad

This presentation demonstrates a variety of ways to enhance accessibility using the iPad. (ID #177/Track 8)
Thursday, April 11, 2013, 11:00-11:25 a.m., PC Multimedia Room

John Neff, Moraine Valley Community College, Illinois
Content Creation with an iPad

During this presentation participants will discuss the perception that the iPad is used solely for content consumption. This presentation will amaze its participants with device-driven content creation activities. (ID #175/Track 12)
Wednesday, April 10, 2013, 8:00-8:30 a.m., PC Multimedia Room

Lois Neuman, Montgomery College, Maryland
Reality Learning: Faculty as Primary Sources

Reality Learning or real world experience is available from primary sources, retired faculty. The generation of baby-boomers who crafted the faculty-centered learning environment will soon be unable or unavailable to shed insight on issues about learning or other selected topics of study. Rather than allow this history to disappear, this session argues the importance of harvesting real world experiences. The intended outcome is for attendees to: 1) identify how to include elder faculty as sources, 2) identify ways to expose learners to real world experiences from aging faculty and 3) discuss examples of real experiences on selected topics of study. (ID #168/Track 1)
Thursday, April 11, 2013, 4:00-5:00 p.m., PC Multimedia Room

Lois Neuman, Montgomery College, Maryland
Reality: What is the Value of Faculty?

In the 1960s, a recruited cohort of faculty and administrators entered higher education, remodeled the academic environment, and taught the huge influx of baby-boomers. As expected, forty years later, most of the old cohort retired and a new cohort entered. The purpose of this session is to briefly compare both worlds then focus on issues and realities facing faculty survival. At the end of the session, attendees will: 1) identify why the new model must change in the new economy, 2) discuss the value of human faculty, and 3) discuss realities of faculty preparedness for the 2020s. (ID #167/Track 8)
Thursday, April 11, 2013, 1:45-2:50 p.m., PC Multimedia Room

Vanessa Niedzwiecki, Florida State College at Jacksonville
Brain-Based Learning & The Net Generation

As educators, we need to understand learning, including the way that the brain processes and stores information. A specific theory related to this topic, brain-based learning, considers how the brain learns most efficiently and effectively. Along with brain-based learning, researchers have been studying the Net Generation, to determine whether technology has affected Net Geners’ brains and learning processes. Educators should strive to understand how different students learn. Therefore, this presentation will discuss learning strategies that align with brain-based research. We also will discuss the ways that technology has affected Net Geners’ brains. (ID #185/Track 5)
Thursday, April 11, 2013, 3:00-3:45 p.m., MAC Multimedia Room

Sean O'Connell, Essex County College, New Jersey
A Way In: Establishing the Importance of Context in Literature

To understand any society we must explore the literature it produces. My presentation will focus on the importance of context and the ability to draw students into a variety of texts. I submitted this under the Reality Learning Track because I believe that establishing a foundation of context for the students in their lives will make it easier for them to understand what a text might be trying to say about the society from which it was produced. When you strip a text of its context you take a way it's power and its soul. Without context, all is lost. (ID #128/Track 1)
Thursday, April 11, 2013, 8:00-8:30 a.m., PC Multimedia Room

Veena Vikrambhai Patel, KSV University, and Manishaben Rasiklal Patel, S. S. Patel College of Education, India
Comparative assessment of open book and closed book examination

Quality of any nation depends upon the quality of its human resource, and quality of human resource depends upon the quality of its education. Hence, the development of any nation depends upon the quality of education prevailing in the country. Now, the question arises how it affects the quality of education of the nation? In fact there are many variables and factors including infrastructure, teacher effectiveness, willingness of learners, Economic prosperity of the society etc., but various commissions and committees have emphasized on examination as a factor to effect on quality of education. It is rightly stated in Secondary Education Commission (1952-53) that Examinations determine not only the content of education, but also the methods of teaching, in fact, the entire approach to education. It means teachers teaching pedagogy, students learning approach, authors writing etc. is significantly affected by the pattern of examination. Hence, when the vitality of examination is as a determining force in learning and teaching, the investigator has taken up this research to compare the effectiveness of open book and closed book examination with respect to higher order thinking of teacher trainees. Higher order thinking is to compared in terns of comprehending. Applying , Analyzing and creating. 200 teachers trainees of teacher training colleges practicing open book examination and 200 teacher trainees of teacher training colleges practicing closed book examination have been taken as sample purposively. Four Self constructed Achievement tests i.e. one for each compulsory course were constructed and administered on the learners of both open and closed book examination practicing institution. Collected data was analyzed employing critical ratio to see relative achievement of learners examined in open mode and closed mode of examination. Obtained results are significantly in favor of the teacher trainees under open book examination. (ID #192/Track 10)
Friday, April 12, 2013, 8:40-9:20 a.m., PC Multimedia Room

Oliver R.W. Pergams, Olive-Harvey College, City Colleges of Chicago, Illinois
Restoration of the CCC Wetland for Research and Service Learning

Dr. Pergams designed a rigorous Environmental Biology Associate of Science concentration (EBIO), and restored the City Colleges of Chicago Wetland as an integral part of EBIO providing service learning and research. The wetland is a 10+ acre natural area on campus. Over two years Dr. Pergams held 15 workdays with over 300 students, faculty, and community members volunteering a over 800 hours. They removed numerous invasive weed species with tools, herbicide, and prescribed burning, and removed thousands of pounds of debris. Dr. Pergams secured $350,000 to build a half-mile wetland boardwalk with interpretive signage, as a community resource. (ID #507/Track 1)
Wednesday, April 10, 2013, 1:45-2:10 p.m., MAC Multimedia Room

Domenick J. Pinto, Sacred Heart University, Connecticut
The Challenging Role of Department Chair: Leading the Faculty through Times of Economic The Challenging Role of Department Chair: Leading the Faculty through Times of Economic Change

Having served as department chair for 25 years, I have witnessed a tremendous evolution in the role of chair as economic, social and student climates have changed. My 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 responsibilities of delegating, leading change, creative budgeting and fundraising, grant writing and managing conflict become vital to our positions. (ID #101/Track 8)
Wednesday, April 10, 2013, 10:25-11:25 a.m., PC Multimedia Room

Jeff Price, Oklahoma Christian University
Creating Opportunity Through Undergraduate Game Design Competitions

Presenting new ideas and reviewing past game design competition successes and failures, the discussion will give attendees the road map to creating their own competitions and a plan for success. (ID #171/Track 11)
Wednesday, April 10, 2013, 1:45-2:10 p.m., PC Multimedia Room

Reagan Gabucan Ramirez and Jerr Alacrito Cabahug, University of Cebu-Lapu and Mandaue, Philippines
ONEBARRIO: Enhancing Teaching - Learning Process Through Virtual Classroom

Students use the internet for hours mostly for entertainment purposes, as a result they wander around the web aimlessly and unguided. Students' engagement on the net is regarded negatively by most parents and traditional teachers; but a good educator should see this as an opportunity to guide learners through virtual classroom. It encourages teachers and students to interact online and to be engaged on learning using internet technology. Created board post embedded with relevant photos and videos as part of the lesson will keep students well motivated and become more interested with post lesson discussion. (ID #148/Track 12)
Thursday, April 11, 2013, 10:25-11:25 a.m., PC Multimedia Room

Renee Rawe, Florida State College at Jacksonville
Examining the Impact of Video in Online and Blended Courses

The purpose presenting this study is three-fold. First, to prove that learning does not take place predominately in the traditional classroom. Secondly, to model how online instructors can improve student success in their courses through utilizing video in online courses. Third, to gain faculty interest ad support in joining the study to further enhance the research base. (ID #140/Track 3)
Wednesday, April 10, 2013, 8:40-9:20 a.m., MAC Multimedia Room

Frank Roti, Center for Teacher Effectiveness, Colorado
Increased Teaching And Learning Time In The Classroom—Strategies That Work

This presentation provides educators and school leaders research—based instructional and classroom management/schoolwide strategies that optimize instructional time, promote a positive school culture, and positively impact student achievement daily. The participants will be highly engaged in learning, practicing, and reflecting upon learned instructional and classroom management strategies with fellow colleagues to be implemented the very next day. (ID #107/Track 8)
Wednesday, April 10, 2013, 10:25-11 :25 a.m., PC Multimedia Room

Tom Russo and Mike Reynolds, Florida State College at Jacksonville
ATLAS:Avtive Teaching and Learning Style

Reset your methodology so that your students become the self motivated learners they can be when they want to be. Interest in the subject by the learner and their active participation makes the job of information delivery more effective and efficient. (ID #172/Track 6)
Thursday, April 11, 2013, 1:45-2:50 p.m., PC Multimedia Room

Kari Sabin, Polk State College, Florida
Effective Course Design: Killing Two "E-Birds" at a Time!

The purpose of this presentation is to feature considerations for designing an exciting, engaging, and effective online course. The strategies revealed in this presentation can easily be used in blended and supplemented features of face-to-face classes as well. Courses can enhanced through modifying existing traditional course elements. The strategies and course design elements identified during this presentation will assist in exciting and motivating students which research suggests improves student learning as well as retention. (ID #518/Track 3)
Thursday, April 11, 2013, 3:00-3:45 p.m., PC Multimedia Room

Angela Stone Schmidt and Darlene Baker, Arkansas State University
Promoting Academic Civility in the Online Classroom

Higher Education plays an important role in developing a civil society in the online classroom with a commitment to students to develop a sense of civic and social responsibility. In the United States, where public education is integral to preparing citizens for employment and socioeconomic mobility, educators accept social responsibility for students developing behaviors of civility. Recognition of behaviors of incivility in the online classroom will be identified and described. These behaviors of incivility and civility are examined with strategies to promote global citizenship in the diverse online classroom. The responsibility of global citizenship and civility applies to everyone involved in the educational process, including the diverse population of students in the online classroom and the educator. (ID #145/Track 3)
Thursday, April 11, 2013, 4:00-5:00 p.m., PC Multimedia Room

Susan Schultz, Rachel Thomas, Sandy Albertson-Peters, Katie Davis, Polly Hensley, and Amanda Titherington, Florida State College at Jacksonville
Capstones in Evidence-Based Practice

The national trend in healthcare towards evidence-based practice provides an ideal opportunity for students to compare what they are learning in college to what they are seeing in reality. During this presentation students in a BSN program and faculty will describe a variety of Capstone projects where students researched evidence-based practice and evaluated outcomes in selected focus areas. Participants of this presentation will examine how capstone projects were used to develop students' analytical and leadership skills by critiquing research, comparing it to a real-world setting, disseminating evidence-based practices, and synthesizing recommendations to improve patient outcomes. (ID #197/Track 1)
Friday, April 12, 2013, 11:20 a.m.-12:00 p.m., MAC Multimedia Room

Ronald G. Shaiko, Dartmouth College, New Hampshire
From Theory to Practice: Linking Undergraduates to the Policy-making Process

As part of an interdisciplinary public policy minor offered to undergraduates at Dartmouth College, the Nelson A. Rockefeller Center provides students with the opportunity to work directly with policy-makers at the state and local levels of government in New Hampshire and Vermont through its Policy Research Shop (PRS). Students gain access into the PRS by successfully completing one of two research design and methods courses--PBPL 45: Introduction to Public Policy Research and PBPL 48: Policy Analysis and Local Governance. In each class, students are introduced to policy issues generated by committee chairs in the state legislatures of the two states or by elected officials in county and local governments. The students (in groups) begin their research on the topics presented by the policy-makers in the classes. In subsequent terms, following the completion of PBPL 45 (fall) or PBPL 48 (winter), students work in the PRS to complete the projects and prepare to present formal testimony before the policy-makers in Concord, Montpelier, or at the council meetings of county and local governments. (ID #160/Track 1)
Thursday, April 11, 2013, 4:00-5:00 p.m., PC Multimedia Room

Julie Shattuck, Frederick Community College, Maryland
Online Teaching Training Course: Results from Alumni Research Study

This presentation focuses on the results of a study that evaluated whether an inter-institutional training course in Maryland effectively helped prepare higher education instructors to teach online. MarylandOnlineâ?Ts Certificate for Online Adjunct Teaching (COAT) course was designed to address a challenge many institutions face: how to provide quality training for faculty wishing to transition to teaching online. This presentation reports on a research study that focused on whether COAT had any impact on participantsâ?T subsequent teaching practice. Expected and unexpected outcomes of the research study are discussed and design principles for online faculty professional development are presented. (ID #130/Track 3)
Thursday, April 11, 2013, 2:20-2:50 p.m., PC Multimedia Room

Sheri Stover, Wright State University, Ohio
Deep Learning in Online Classes: Helping Faculty to Teach Online

Distance education classes continue to grow in higher education because busy non-traditional students need flexible educational alternatives. US News (2102) rated Wright State University as the top online graduate education program in faculty credentials and training. Wright State has taken that expertise and developed classes to help faculty and designers gain expertise in teaching and designing online classes. This session will review how to design online classes that foster deep learning and include high levels of community and interaction. Tips and techniques for designing effective online class will be shared. (ID #504/Track 3)
Wednesday, April 10, 2013, 10:25-11 :25 a.m., MAC Multimedia Room

Julianne Stratmann and Karen Otto, Florida State College at Jacksonville
Classroom Etiquette

Students come to the classroom wired, distracted, and often disruptive. Many times faculty don't know what to do. We will watch a video clip developed by faculty modeling disruptive classroom behaviors. Participants will be grouped to discuss key questions brought out during the video presentation to determine what you would do when confronted with these behaviors. Participants will collectively share strategies that have worked in their classrooms so participants can leave with strategies on how to most effectively foster civility in their classroom. (ID #194/Track 8)
Thursday, April 11, 2013, 9:30-10:15 a.m., PC Multimedia Room

Maggie Stuart, Lower Columbia College, Washington, Florida State College at Jacksonville
The Bucket Course: A Fast Track Approach to Pre-College English

To address the issue of slow student progress through pre-college English, Language and Literature faculty at Lower Columbia College (LCC) collapsed a series of three traditional developmental English courses into a single outcomes-based course. Known throughout the state of Washington as the "bucket" course, this innovative approach to pre-college English not only puts students on the fast track to English 101, but also better prepares students for the rigors of college-level instruction. This presentation will include the story of how the bucket class came to be at LCC, a snapshot of the curriculum, testimonials from students and faculty, and tips for implementation. (ID #407/Track 5)
Wednesday, April 10, 2013, 4:40-5:15 a.m., PC Multimedia Room

John T. Taylor and Dana Thomas, Florida State College at Jacksonville
The Classroom According to Hollywood-Volume Seven: The Pros and Cons of Athletic Programs in Schools

This is an update of a popular activity that the presenters incorporate into their online education classes for pre-teachers. Volume 7 is an all new set of video clips used to stimulate threaded discussions in their distance learning classes not previously shown at this conference. Previously the presenters have identified over 75 Hollywood films dealing with teachers and the classroom focusing on six different themes. The entire set of Volume 7 clips from more than 25 additional movies will focus on the assets and liabilities of school-sponsored athletic programs. The pressure of winning at all costs is too often in conflict with teaching good sportsmanship and an athlete’s success in the classroom. (ID #215/Track 3)
Wednesday, April 10, 2013, 10:25-11:25 a.m., PC Multimedia Room

John T. Taylor and Marcelle Bessman, Florida State College at Jacksonville
Joint Critical Thinking Project via Modeling Linear Functions Using Temperature Conversion Scales

At FSCJ exercises are being developed to demonstrate critical thinking ability of the students. This project is a joint effort to compare students in both College Alegbra and Chemistry classes. The functional relationship between the Fahrenheit and Celsius Temperature scales are derived using the corresponding boiling and freezing points of water. In this project students each create a unique Temperature scale using the student’s body weight and the student’s age as the boiling and freezing points of water respectively. This “student” scale is then compared to the Fahrenheit and Celsius scales. The resulting functions are graphed and compared. We will illustrate this on the webpage: (ID #180/Track 2)
Thursday, April 11, 2013, 8:40-9:20 a.m., PC Multimedia Room

John T. Taylor and Mike Reynolds, Florida State College at Jacksonville
Using Video to Enhance Earth Sciences and Astronomy Instruction: Documentaries and Project Hollywood

The presenters have collected over 450 hours of documentaries on the subjects of Earth and Space Sciences and over 50 Hollywood movies to take the student from inside the earth to distance solar systems and galaxies during FSCJ’s ESC 1000, AST 1002, and AST2933 classes. The presenters will show clips from their favorite titles. Participants will receive hard copies of the two updated lists for 2012: Commercial Documentaries and Hollywood movies. (ID #181/Track 2)
Wednesday, April 10, 2013, 8:40-9:20 a.m., PC Multimedia Room

John T. Taylor and Joseph Langat, Florida State College at Jacksonville
Volume 6: Prequel to the Little Rock Nine: Thurgood Marshall and Brown v Board of Education

On September 25, 2017 “The Little Rock Nine (now Eight)” will assemble again in Little Rock, Arkansas to celebrate 60 years after the historic day in civil rights history. FSCJ Professor, John Taylor, was there in 1957. Volumes 1 through 5 over the previous five conferences have told many stories of the historic year at Central in 1957-58. Volume 6 will focus on the 60 years leading up to this day when segregation barrier was finally broken across the 12 state South and five border states in the United States. One man, Thurgood Marshall, risked his life for over 20 years until 1954’s Supreme Court Decision: Brown v Board of Education changed the law of the land which created the “Separate But Equal Doctrine” (Plessy v Ferguson) in 1896. (ID #189/Track 2)
Thursday, April 11, 2013, 9:30-10:15 a.m., PC Multimedia Room

Cornell Thomas, Texas Christian University
Where Do We Go From Here?

The purpose of this presentation will be to explore Parker Palmer's call for Healing the Heart of Democracy and demonstrate hoe these same ideals can also help us in our efforts to improve the process of teaching and learning. Palmer identifies five pillars that can form the kind of foundation needed to positively impact our democracy. I will talk about how that these same pillars can be utilized to dramatically improve teaching and learning. (ID #169/Track 1)
Wednesday, April 10, 2013, 1:45-2:10 p.m., PC Multimedia Room

Liz Murphy Thomas, Florida State College at Jacksonville
Don’t Turn Them Off: cellphones and student engagement

While they are often described as a distraction, cellphones - especially smart phones could and should be seen instead as a valuable reference guide, an impromptu sketchbook and an intuitive collaboration tool. As we prepare students for tomorrow,it is imperative that we can identify and hone those skills that will best help them to succeed in professional environments. This presentation will address the merits of cellphone use in the classroom. There will be a discussion and demonstration of strategies successfully used in both lecture and studio courses that actively utilize cellphones as a learning tool. (ID #195/Track 12)
Friday, April 12, 2013, 8:00-8:30 a.m., MAC Multimedia Room

Jamie Tock and Jared Moxley, Florida State University
Utilizing Deliberate Principles to Examine Why Time Quality is Better Than Time Quantity at Predicting Grade Performance in College Students

Two studies were conducted to examine the study habits and attitudes of college students. Previous research has shown small that the amount of time spent studying is a poor predictor of measures of student performance. We hypothesized that distractions during studying, specifically the widespread use of electronic media and social networking would account for the null findings. Our model differentiated the amount of time students spend studying from time spent studying without any distractions. Our model included aptitude measures and used hierarchical regression. We found that while the first step with study time and aptitude was significant, study time was unrelated to GPA. When time spent studying without distractions was entered in the second step, the total amount of time spent studying became negatively related to grades. Time studying without distractions was a significant predictor and this step accounted for 3% of additional variance in GPA. The second study has concluded but GPA will be reported in January. This study included scales from the Motivated Strategies for Learning Questionnaire inventory to relate to the measures examined in the first study. The degree which student's lives were regimented predicted the efficiency of studying. Students report that studying without distractions at full concentration to be harder, less enjoyable, and more relevant than the other types of studying. They find studying with distraction less relevant, and less effortful then other types of studying. Further analyses will be completed shortly and discussed in the presentation. Our analyses are interpreted in relation to deliberate practice. (ID #157/Track 5)
Thursday, April 11, 2013, 8:40-9:20 a.m., MAC Multimedia Room

Susan Trinkle, Metropolitan Community College, Nebraska
Buffalo Robe Project Collaborative Communities:Intercultural Education through Artistic Production

The purpose of this presentation is to demonstrate a successful innovative curriculum that met multiple objectives while focusing on a large-scale art project. The Buffalo Robe Project enabled students to hone research skills, identify various native styles of painting, discriminate between diverse cultures' artistic production, and compare and contrast cultural values among peoples and over time. Students made use of current technology with the use of iPads checked out over the course of the summer so that learning would continue beyond the hours scheduled in the classroom. Multiple field trips were planned and students documented the experiences with a blog. A traditional brain-tanned buffalo robe was the featured canvas for our display of a Winter Count, our campus' history depicted in a single icon for each of the 147 years it has been present as Fort Omaha and the MCC campus. The class was team taught with a local art historian and a Native Lakota artist. (ID #401/Track 1)
Wednesday, April 10, 2013, 2:20-2:50 p.m., MAC Multimedia Room

Ivonne Uwaifo and Victor Uwaifo, Ambrose Alli University, Nigeria
University Students' Attitude Towards e-Service Education and Independent Learning in Africa

E- Service distance education systems are being used along with the regular education systems in order to respond to the demand for higher education. Technological advancements, interactive learning possibilities are forcing the regular universities to make more use of the E- Service distance education systems and technologies. Most of these E- Service distance learning universities create the opportunity for their students to be independent learners and learners who can organize their learning processes by using E- Service distance education systems and technologies. It is thought that students who can learn on their own and who can organize their learning processes will be more likely to use lifelong learning opportunities. In Africa where there is a great demand for higher education, the use of E- Service distance education systems in regular universities is not common. These regular universities can make use of the E- Service distance education systems and technologies in certain lectures and cope with the pressure of the increasing number of students. Successful implementation of the E- Service distance education applications in regular universities will affect the African education system in a positive way. In this study, the views of the undergraduate students at regular universities on the use of E- Service distance education systems and independent learning will be determined. Based on the findings, recommendations were made on the attitude of these students towards e- service education and independent learning and itâ?Ts inherit benefits to developed, developing and under-developed Countries across the world. (ID #162/Track 11)
Wednesday, April 10, 2013, 4:40-5:15 p.m., PC Multimedia Room

John Vail and Christine Russell, Florida State College at Jacksonville
iNoVATE - filling the void for high-technology virtualization skills

We are implementing virtualization technology to enable students to study the technologies that are fast becoming high demand, as well as allowing the students that are not studying virtualization technologies per se, the ability to access labs outside of the classroom lab times. Industry partners VMWare, Citrix and EMC, are working closely with us and are generously donating virtualization-training curricula and equipment which allows our students a sequence of Network Virtualization courses which will provide them with high tech skills, and allow them to participate and enhance the existing IT workforce. (ID #204/Track 3)
Wednesday, April 10, 2013, 3:00-4:30 p.m., Poster Session

Magdeleine Vandal, Carroll Community College, Maryland
Reading Redesign: Modular Reading Program

One reality all students must face in college, as in life, is that good reading skills are a requirement for success. Approximately one third of students who enroll in our college for the first time, are required to take one or more developmental reading classes because they lack essential reading skills which are a prerequisite for credit classes. Our program is designed to accelerate the student’s progress while meeting the student’s individual needs through the blended use of technology and traditional formats of text and classroom, improving student success and course completion rates. (ID #404/Track 5)
Thursday, April 11, 2013, 10:25-11:25 a.m., PC Multimedia Room

Sara Villanueva, St. Edwards University, Texas
Learning in the Blogosphere: Using Technology to Reinforce Interactive Teaching and Learning

We are in the midst of a pedagogical transformation of sorts, where web-based technologies are revolutionizing the college classroom and both teaching and learning are taking on entirely new meanings. The introduction of instructional technologies such as Blogs and Wikis has influenced established pedagogical practices and challenges us as teachers to stay ahead of the technological curve in order to meet the needs and demands of our students. The purpose of this presentation is to demonstrate how the inclusion of online resources such as Blogs and Wikis can facilitate creativity in teaching and learning, while meeting the demands of today’s technologically savvy student. We will further discuss the impact on and the reaction from students enrolled in courses that provide media-rich environments. (ID #214/Track 6)
Thursday, April 11, 2013, 8:00-8:30 a.m., MAC Multimedia Room

Peizhen Wang and Crystal Machado, Indiana University of Pennsylvania
Using High-tech and Low-tech Strategies in Constructivist Teaching: Finding the Balance

While the constructivist approach and student centered learning has gained popularity, there continues to be a dearth of empirical studies that examine students' reactions to this approach. The presenters will share the findings of a case-study in two undergraduate classrooms taught by an instructor who used a constructivist approach and low and high tech. strategies to promote student centered learning. Session participants will get insight into the strategies used, students' perception of what constitutes "true learning", and the factors that influence their motivation to participate. The discussion will allow attendees to reflect on the right balance between direct instruction and constructivism. (ID #138/Track 3)
Thursday, April 11, 2013, 4:00-5:00 p.m., PC Multimedia Room

Katherine Watson, Coastline Community College, California
Not Flat! Spherical World Innovation for Real Collaboration

A novel approach to academic worldview comprises "spherical", or "transdisciplinary" thinking, rather than "flat-world", two-dimensional ideation. Defined by a real-world four-phase "praxis template" for achieving academic and citizen success, this European Union-originated collaborative program has been emulated in the USA to assist students to construct their own individualized, novel reality: Leap inside, jump outside, discuss dynamically, achieve actionable results. (ID #127/Track 3)
Thursday, April 11, 2013, 4:00-5:00 p.m., PC Multimedia Room

Katherine Watson, Coastline Community College, California
Let's make it real: Journalistic interrogatives to Render Things Innovative

The 5 W's + H comprise the traditional tools of journalism. Twenty-first century adult learners enrolled in French language and culture courses online at Coastline Community College, Fountain Valley, California, deploy these tools to broaden their knowledge as they discover things transdisciplinary, beyond the bounds of the single, separate academic domains defining either their academic or workaday lives. They then construct their own innovated understanding and explain their findings to their fellows in a very French, collaborative manner of esprit critique (the critical mind), comprising what might be called mutual argumentation for clarification. (ID #131/Track 3)
Wednesday, April 10, 2013, 4:40-5:15 p.m., PC Multimedia Room

Jason Watts, Snead State Community College, Alabama
Finish What You Start: How One College Doubled Completions

In 2010, Snead State Community College launched the "Finish What You Start" initiative to, among other things, encourage students to graduate. Through a public information campaign, internal process changes, and a shift in insitutional culture, Snead State doubled the number of students who graduated. This presentation looks at the initiative and demonstrates that a true institutional commitment to graduation can have dramatic results. (ID #405/Track 8)
Thursday, April 11, 2013, 9:30-10:15 a.m., PC Multimedia Room

Danielle Way, Woodbury University, California
Teaching the Way We Learn: Civic Engagement and Innovative Learning in the Millennial Classroom

The millennial generation is often seen as creative, innovative and tech savvy. In order to successfully engage this cohort, the practical application of classroom concepts has, arguably, been the most effective. This research identifies opportunities to improve civic learning style assignments, specifically focusing on the benefits and limitations of working with first generation students attending a commuter university. The research methodology employed was based on pre, mid and post-­‐term assessment of student understanding of marketing concepts. Results suggest that practical design of marketing curricula through the use of civic engagement is influential in fostering a deeper understanding of marketing concepts. (ID #102/Track 6)
Wednesday, April 10, 2013, 1:45-2:10 p.m., PC Multimedia Room

Derek Weber, Raritan Valley Community College, New Jersey
Using Technology to Transform the Laboratory Experience

The purpose of this presentation is to demonstrate the implementation of mobile technology, as well as other Web 2.0 technologies, to create an active learning environment in the laboratory where the students serve as authors of their own lab manual. Through the use of iTouches and wikis, students design and document their experiments, culminating in a presentation of their data using screencasting technology. This approach not only mimics a more authentic lab experience by introducing an inquiry-based approach, it also creates a community of learners with far reaching impacts through video sharing sites. (ID #503/Track 12)
Thursday, April 11, 2013, 3:00-3:45 p.m., PC Multimedia Room

Aldona Wozniak and Wieslawa Biczysko, Karol Marcinkowski University of Medical Sciens, Poland
Digital microscopy - useful tool in teaching medical students

Digital microscope interaction system has been introduced in our department of Clinical Pathology in 2009. The purpose of the presentation is to show the advantages and usefulness of virtual microscopy in teaching medical students comparing to the usual microscopy. Digital slides are created from microscopic slides using scanning devices. Teachers and students can interact by high-grade digital microscope and multimedia devices. The teacher can see and guide the students who are observing the pathological features through the computer, and the students can also ask the teacher for help. It is more effective between teaching and learning. (ID #521/Track 2)
Wednesday, April 10, 2013, 2:20-2:50 p.m., PC Multimedia Room

Hanna Yang, United States Air Force Academy, Colorado
Improving Oral Presentation Skills: Inserting Subtitles in Videos to Provide Targeted Feedback

Improving students' oral communication skills is a key outcome touted by many undergraduate institutions, but many instructors find that providing meaningful feedback is an elusive endeavor. Videotaping presentations is one method increasingly used by many disciplines because of its ability to accurately capture students' skills. This project explored the usefulness of instructor feedback that was interjected like subtitles into students' videotaped presentations, by comparing the performance of two groups of cadets in a law class at the Air Force Academy. By receiving "real time" comments in their presentations, students benefited from the targeted nature of the instructor feedback. (ID #512/Track 1)
Wednesday, April 10, 2013, 2:20-2:50 p.m., PC Multimedia Room

Barbara Yankowy and Jose Fierro, Florida State College at Jacksonville
Analyzing the Dimensions of Quality Faculty Interaction in an Online Course

Institutions of higher education are trying to keep pace with the increasing demand of offering online instruction. Learning online is convenient for many traditional and non-traditional students, lending the flexibility of participating in a course from the comforts of their own environment. Additionally the freedom and flexibility to work at their own pace are benefits that many students embrace. Ensuring the quality of online instruction is a growing concern for administrators, faculty, and students. Though students are gravitating toward online learning, they still command the structure and interaction offered by a face to face course. Online courses should have clear expectations while at the same time lending a learning community that fosters communication and relationships, and an overall positive learning experience. Methods have been developed to ensure the quality of online learning and accrediting agencies are more active in evaluating online courses than ever before. (ID #121/Track 8)
Wednesday, April 10, 2013, 4:00-4:30 p.m., PC Multimedia Room

Nancy Zimmerman and Dennis Sullivan, The Community College of Baltimore County, Maryland
Collaboration: Best Kept Secret of Learning

Collaborative assignments foster reality learning because students work together to construct meaning of the content. This approach stems from the constructivist theory in which learning occurs in a social setting through interactions with others. Learning is acquired from questioning previous assumptions and exploring new thought processes in a supportive environment. The purpose of this presentation is to improve the effectiveness and efficiency of collaborative learning using instruments to promote selfawareness and team process applicable for both students and instructors. Learn how these assessments can provide authentic learning and conflict resolution in a nonthreatening manner. (ID #104/Track 1)
Friday, April 12, 2013, 9:30-10:15 a.m., PC Multimedia Room



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