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USG Teaching and Learning Conference: Best Practices for Promoting Engaged Student Learning

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Concurrent Session [clear filter]
Wednesday, April 13
 

9:00am EDT

Awaken the Force in Your Students: Advising with a Purpose
Paula Bryant, Teresa Teasley

Colleges and universities are being challenged to increase the number of students who complete college on time in the state of Georgia. The purpose of this presentation is to describe how one school of nursing created an advising and counseling center focused on retention and graduation as a new approach to Complete College Georgia. This presentation will describe an innovative approach for student retention based on individual counseling, intrusive advising, and engaged learning strategies to improve progression and retention rates. This session will address best practices for promoting critical thinking skills by using engaged student learning strategies, which support institutional plans for Complete College Georgia. The audience will be involved by participating in one of the active learning strategies used across our curriculum, adaptive quizzing promoting critical thinking skills.

Speakers
avatar for Paula Bryant

Paula Bryant

Associate Professor of Nursing , Graduate Program Chair, Georgia Southwestern State University
TT

Teresa Teasley

Georgia Southwestern


Wednesday April 13, 2016 9:00am - 9:45am EDT
Room Y/Z

9:00am EDT

Creating a Living Learning Community to Promote Engaged Student Learning
Roberta Berry, William Berry, Joseph Levy, Hailey Loehde-Woolard, Benjamin Rapsas, Laura Winalski

Living learning communities (LLCs) can enhance learning across disciplines, foster holistic learning, and promote peer and faculty-student interaction. How can faculty and campus partners create an LLC that delivers these benefits? Building the LLC infrastructure requires cross-campus collaboration. Students, faculty, and other partners also must collaborate in sustaining and continuously improving an LLC whose members are strongly tied together and in which the benefits of an LLC, in fact, are realized. An LLC director will describe building an infrastructure tailored to students who share an inquiry-driven approach to learning. Students will describe the LLC's benefits and most effective aspects and their partnership in sustaining and improving the LLC. Presenters will participate with audience groups in imagining the design of an LLC, followed by discussion and questions.

Speakers
RB

Roberta Berry

Georgia Institute of Technology
WB

William Berry

Georgia Institute of Technology
JL

Joseph Levy

Georgia Institute of Technology
HL

Hailey Loehde-Woolard

Georgia Institute of Technology
BR

Benjamin Rapsas

Georgia Institute of Technology
LW

Laura Winalski

Georgia Institute of Technology


Wednesday April 13, 2016 9:00am - 9:45am EDT
Room F/G

9:00am EDT

Crossing the Digital Bridge: Digital Librarianship and Graduate Programming, A History
Aaron Wimer, Laura Palmer, Morgan Rhetts

Aaron Wimer, Laura Palmer, Morgan Rhetts This presentation will take a look at the 5 years of the "Embedded Librarian Program" at the former Southern Polytechnic State University. This will include its beginnings, growth, expansion, and transition to the "New U" of consolidation. We will also discuss issues that occurred during planning and implementation, as well as issues that arose later in the process. We also consider the importance of faculty buy-in for digital librarianship and examine the importance of faculty involvement both at the start and throughout the program's development. Finally, we will share our evaluation and analysis of the 5 year program, along with suggestions for starting a Digital Librarian Program at other institutions.

Speakers
avatar for Laura Palmer

Laura Palmer

Department Chair, Digital Writing and Media Arts, Kennesaw State University
MR

Morgan Rhetts

Kennesaw State University
AW

Aaron Wimer

Kennesaw State University


Wednesday April 13, 2016 9:00am - 9:45am EDT
Room L

9:00am EDT

Moving Out of the Classroom with Field-Based Student Consulting Projects
Kirk Heriot, John Finley

Kirk Heriot, John Finley The purpose of this session is to describe a unique active learning pedagogy we use. Micro Student Consulting Projects" are an alternative to traditional active learning experiences. In our session, we describe how we take students outside the classroom to complete "consulting" projects for local organizations, both businesses and not-for-profit organizations. We will also describe the process we use to administer our program. Lastly, we will present examples of student projects and address how variations of student consulting projects might be used by faculty in other academic disciplines."

Speakers
JF

John Finley

Columbus State University
KH

Kirk Heriot

Columbus State University


Wednesday April 13, 2016 9:00am - 9:45am EDT
Room R

9:00am EDT

National Initiatives Working with OER – ALG Invited Speakers Panel
Mark Jenkins, LWill Cross, Carli Spina, Erin Walker, Lauren Fancher

Affordable Learning Georgia will facilitate this session featuring panelists from across the nation who will discuss the initiatives they have supported working with Open Access and lower cost learning materials. The experiences they represent include use of OER in competency-based courses and programs, management of copyright and open access, commercial textbooks, and supporting higher education systems and institutions initiatives for more affordable learning materials.

Moderators
avatar for Affordable Learning Georgia - OER Conference Track Sponsor

Affordable Learning Georgia - OER Conference Track Sponsor

Director, GALILEO Support Services, BOR-USG
OER, GALILEO, libraries, affordable learning materials, University System's efforts to improve student success through affordable learning materials, questions about Athens, and why OER NOW...

Speakers
avatar for Mark Jenkins

Mark Jenkins

Director, eLearning | Open Education, Washington SBCTC
Always happy to talk about OER initiatives, open policy contexts, technology accessibility and flexible learning delivery, including competency-based approaches.


Wednesday April 13, 2016 9:00am - 9:45am EDT
Room K

9:00am EDT

Showcasing Online Student Presentations
Nicole Lynch

Today's technology engages students by providing a stage for students to deliver presentations and collaborate in the online classroom. This presentation will highlight a variety of online tools including video assignments for students to demonstrate practical skills and give student presentations using video and webinars. The presenter will share examples of student assignments leveraging technologies that not only educate, but also inspire student learning and collaborative problem-solving. Step-by-step instructions will be provided on how students can seamlessly share uploaded media, recorded videos, recorded screenshot videos, and live webinars. These tools encourage rich student-teacher and student-student interaction in the online classroom. This presentation will benefit faculty utilizing online learning platforms for distance, blended, and seated environments.

Speakers
avatar for Nicole Lynch

Nicole Lynch

Perimeter College Georgia State University


Wednesday April 13, 2016 9:00am - 9:45am EDT
Room Q

9:00am EDT

Ways to Engage Students in Total Online Courses
Vanessa "Paige" Crump, Lauri Walters

This session will address student engagement in fully online courses where there is no face-to-face instruction between the instructor and students. The presenters, with eight plus years of online development and instruction combined, will explain how the personalization of their online courses has aided their students to maintain engagement in these courses. Some examples include audio and video, discussion questions and posts, and reflections. Two different disciplines will be discussed and examples of these activities and personalization of fully online courses within these disciplines will be addressed.

Speakers
VQ

Vanessa "Paige" Crump

Associate Professor of Spanish, Middle Georgia State University


Wednesday April 13, 2016 9:00am - 9:45am EDT
Room V/W

9:00am EDT

What the Tech? Using Digital Tools in the 21st Century Classroom
Rebecca Cooper, Amy Farah, Katharine Page, Ruth Caillouet, Tiffany Coleman, Dawn Souter

Rebecca Cooper, Amy Farah, Dawn Souter, Katharine Page, Tiffany Coleman, Ruth Caillouet This interactive session explores 13 digital tools for use in the classroom by students and teachers at any educational level. These tools can be used to review, assess, present and organize a variety of educational concepts as well as promote collaboration and student engagement through the creation of authentic products. Come see how the Teacher Education faculty at GGC have implemented these tools in order to model best practices for future teachers.

Speakers
RC

Ruth Caillouet

Georgia Gwinnett College
TC

Tiffany Coleman

Georgia Gwinnett College
RC

Rebecca Cooper

Georgia Gwinnett College
AF

Amy Farah

Georgia Gwinnett College
KP

Katharine Page

Georgia Gwinnett College
DS

Dawn Souter

Georgia Gwinnett College


Wednesday April 13, 2016 9:00am - 9:45am EDT
Room T/U

10:00am EDT

Building Relationship Webs in the Classroom (may Boost Student GPAs)
Josh Pfiester

David Brooks stated in a 2011 TED talk that "the fact is, people learn from people they love. And if you're not talking about the individual relationship between a teacher and a student, you're not talking about that reality. But that reality is expunged from our policy-making process." This presentation will discuss research literature, strategies, and lessons learned in building student-instructor relationships in a face-to-face multicultural undergraduate course. Strategies to be discussed include use of the Panorama Education Survey, autobiographical presentations, and a (literal) web-building activity. Relationships promote trust and trust is necessary for risk-taking. The intended audience are all instructors (whether face-to-face, hybrid, or online), but especially those who struggle with building relationships with their students.

Speakers
JP

Josh Pfiester

Dalton State College


Wednesday April 13, 2016 10:00am - 10:45am EDT
Room Y/Z

10:00am EDT

Level Up! Using Badges and Gamification Strategies to Increase Student Engagement in Online and Blended Courses
Neil Rigole

Digital badges are a method of showcasing a learner's earned skills or competencies in education. The idea of utilizing a visual representation of achievement is not new, and utilizing methods of rewarding behavior or achievement, as a means to further motivation, is not an unknown concept in education. Gamification as well, is often seen as a way to motivate people to do something they are not intrinsically motivated to do. This session will focus on the use of the "Awards" tool in the D2L/Brightspace Learning Environment (available in version 10.5) as a gamification strategy in online and blended courses to increase student engagement. Beyond showcasing the badge creation and awarding process, the session will examine student perceptions of the use of badges and gamification in courses currently being taught in the School of Information Technology at Middle Georgia State University.

Speakers
NR

Neil Rigole

Middle Georgia State University


Wednesday April 13, 2016 10:00am - 10:45am EDT
Room L

10:00am EDT

Making It Real: Putting Life into the Lived Spaces of the Past
Glenda Swan

This session presents some of the approaches and activities used to engage students in the study of domestic architecture as part of an upper-division topics course in Art History on the ancient Roman city of Pompeii. Students were transformed into "Century 1" Real Estate Agent Trainees and, after learning about the ideal Roman house plan, explored the non-ideal residential environments that Pompeians actually occupied. Real houses and archaeological data were used to create oral and written "realtor reports" that emphasized the good - and underplayed the negative - features of actual houses from the region. Students also made proposals to imagined house-builders about the best way to design and decorate houses for irregular and/or small plots of land that I adapted from actual Pompeian homes. Through these activities, students were able to relate the space, decor and social use of these ancient spaces with their own experiences of modern environments.

Speakers
GS

Glenda Swan

Valdosta State University


Wednesday April 13, 2016 10:00am - 10:45am EDT
Room F/G

10:00am EDT

Making Perfect 10's in Online Discussions: Defining Processes and Assessing Outcomes
Danilo Baylen

This presentation will describe a framework, identified as DECI, used to design online discussions for stronger engagement between students, and with course content and technology. It will discuss how each component of the DECI framework (Demonstrate, Engagement, Contribution, and Insights) supports the flow of an engaging and productive online discussion. Examples of online discussion prompts or scenarios will be shared during the presentation. Also, assessment of student learning within this framework will be addressed. This presentation will be of interest to those who teach online or use online discussions to supplement face-to-face instruction.

Speakers
DB

Danilo Baylen

Professor, University of West Georgia


Wednesday April 13, 2016 10:00am - 10:45am EDT
Room R

10:00am EDT

Quality, Creation, and Use: OER Experiences in Undergraduate Education Courses
Deanna Cozart, Brian Dotts

This presentation is aimed at faculty, librarians, and higher education staff interested in increasing and promoting the use of OER on campus. This session will highlight the experiences of faculty from the College of Education at UGA who created new OER materials to implement with undergraduate Foundations of Education students. The discussion will include a display of the new materials, challenges encountered during creation, and impacts to instruction and student performance. As concerns over quality of OER are often a barrier for more widespread implementation by faculty, attendees will have an opportunity to participate in an activity for quality review of OER versus traditional textbook content.

Speakers
DC

Deanna Cozart

Coordinator of Open Educational Resources, The University of Georgia
BD

Brian Dotts

Associate Professor, The University of Georgia


Wednesday April 13, 2016 10:00am - 10:45am EDT
Room K

10:00am EDT

Reframing Student Engagement: Creating a Supportive Learning Environment and Increasing Active Learning in Face-to-Face, Blended, and Online Courses
Cher Hendricks, Beth Rene' Roepnack

For students to be active, engaged learners, faculty need to create a supportive learning environment that encourages students to engage with course materials, reflect on their learning, and engage with others as they learn new concepts and skills. Whether you are teaching face-to-face, blended, or online, this interactive, hands-on session will provide a number of strategies to encourage students’ active learning with materials, with others, and with their own learning. Following best practices for engaged learning, participants will work collaboratively to develop activities that increase student engagement—beyond in-class and online discussions—that they can implement in their own courses and that are aligned to student learning outcomes. To get the most benefit from this session, participants are encouraged to bring a course syllabus or student learning outcome to share and discuss as we consider ways to help students actively engage in their learning.

Speakers
avatar for Cher Hendricks

Cher Hendricks

University of West Georgia
avatar for Beth René Roepnack

Beth René Roepnack

Online Faculty Mentor, USG eCampus
I think that online discussions, done well, are the heart of any online course. However, I would love to learn about alternatives that maintain a sense of engagement and community while encouraging learning.


Wednesday April 13, 2016 10:00am - 10:45am EDT
Room T/U

10:00am EDT

Underpinning Technology with Theory in the Online Classroom
Renita Luck, Dorea Hardy

We are educators because we are passionate about sharing information and helping others discover the joy of learning. And, while the cognitive processes for learning may not have changed over the years, how we engage those processes most certainly has. The demand for 21st-century skills such as digital literacy, collaboration, and critical thinking mandate that we infuse our lesson plans with technological resources and engage our students in collaborative, interactive environments. Whether or not the thought of using technology in your classroom fills you with excitement or dread, this workshop is for you. By exploring principles of the Cognitive Theory of Multimedia Learning and freely available Internet resources, this workshop will help guide you in the process of incorporating technology into your existing lesson plans in ways that will engage the student and maximize the use of cognitive processes to enhance active learning. Attendees who desire to interact with the resources highlighted during the workshop are encouraged to bring a laptop.

Speakers
avatar for Dorea Hardy

Dorea Hardy

Web Application Administrator, Darton State College
I am a student at Valdosta State University, pursuing an Ed.D. in Adult and Career Education. I am in my final year of coursework and am looking for resources towards my dissertation, focused on Online Faculty + Technology Acceptance (TAM) + Technology Burnout.
avatar for Renita Luck

Renita Luck

Director, Online Learning, Darton State College
I am passionate about online learning, committed to students - especially the adult learner, and enamored with learning theory especially as it relates to distance education. When I'm not working I enjoy reading, working with Legos, and spending time with my family.


Wednesday April 13, 2016 10:00am - 10:45am EDT
Room V/W

10:00am EDT

Using Dichotomous Meaning Dimensions to Cultivate Students' Critical Thinking Skills
Joseph Mayo

Teaching undergraduate classes presents special challenges. In addition to covering much content in an organized manner, instructors attempt to stimulate critical thinking and student engagement in learning. To accomplish these goals, an innovative and evidence-based pedagogical strategy that I have found effective highlights dichotomous meaning dimensions within the framework of personal construct theory (PCT). Personal constructs are hierarchically linked sets of bipolar meaning dimensions (e.g., central-peripheral) that each person uses to interpret knowledge. Based on my own previously published reports in which I systematically validate the pedagogical efficacy of applying PCT, I will summarize my instructional methodologies and findings in teaching life-span development and the history of psychology. I will conclude by discussing implications of using PCT as a heuristic and assessment tool in interdisciplinary and other undergraduate classes outside of the psychology discipline.

Speakers
JM

Joseph Mayo

Gordon State College


Wednesday April 13, 2016 10:00am - 10:45am EDT
Room Q

11:00am EDT

5 Weird Disruptions Already Changing Your Future
Myk Garn

If you think you know where change is coming from -- think again. Or better yet -- start running! These disruptions are not just distributed -- they can be disturbing. Find out what 60 experts from across the USG think the future will look like in 2030. From CBE to CRM and LRM for your SIS and students PLEs -- find out what you need to be doing to prepare for the future. This session will help you identify, evaluate and work with the trends and emergent developments that are nudging us today -- and could be driving us tomorrow.

Speakers
MG

Myk Garn

Vice Chancellor for New Learning Models, University System of Georgia


Wednesday April 13, 2016 11:00am - 11:45am EDT
Room R

11:00am EDT

ALG Grantees Panel: What We Did, What We Learned, and What We Would Do Differently: Affordability with OER’s in Action
ALG Panel Presentation

In this panel presentation Affordable Learning Georgia Grantees will discuss the following three projects and share their experiences in developing and using open and low cost textbooks and materials.

 

OERs, GA View, and Small Groups: Engaged Hybrid Learning in Theatre 1100

Deborah Liss-Green, Caryl Nemajovsky

It's a given that Open Education Resources (OER) save students money, but they can also be used in introductory arts courses to promote student engagement, challenge their capacity for critical analysis, and allow for differentiated instruction. When included in an organized and accessible LibGuide and GA View support page, OERs are a cost efficient, readily adaptable, and genuinely exciting alternative to the traditional (and expensive) publisher's textbook and E-pack. This presentation will share the use of a variety of OER along with hybrid learning activities in THEA 1100.

 

Open Educational Resources Through a Social Justice Lens

Lauren Johnson, Kelly McFaden, Sheri Hardee, Deanna Cozart

Social justice, the idea all people should be treated with fairness, respect, dignity, and generosity regardless of their background and identity (Nieto & Bode, 2012), is often conceptualized in education from the content perspective or the action perspective (Brown & Kraehe, 2010; Swain, 2013). This presentation for tertiary level educators describes our work to incorporate social justice education into teacher preparation through the use of open-access online resources. Through our work with Affordable Learning Georgia, we lay the groundwork for approaching social justice education through both content and action for Social Foundations of Education courses. The open access materials we utilize can be taken and adapted by any institution.

 

You Had Me at Free: Creating an E-Textbook from Open Source Materials to Motivate, Engage and Inspire Today's Learners

Susan Willey, Emerson Stewart, Zoe Salloom

Today’s students prefer “chunks” of information presented in a variety of formats, instead of reading traditional, and often expensive, textbooks. In response to the learning styles and preferences of these millennial students, we created a free e-textbook for undergraduate legal environment of business students that uses more than 250 open source videos, multi-media materials, readings, websites, and author-created content and exercises. After we describe how we selected content and designed the book to allow students to personalize their learning experiences, we’ll share data on student website usage and performance, as well as their comments. Finally, we’ll address how we ensure that the e-book is ADA-compliant, current, doesn’t violate copyrights, and other technical issues for those who want to create their own OER-based teaching materials.

Moderators
avatar for Jeff Gallant

Jeff Gallant

Program Director, Affordable Learning Georgia, Board of Regents of the University System of Georgia

Speakers
DC

Deanna Cozart

Coordinator of Open Educational Resources, The University of Georgia
SH

Sheri Hardee

University of North Georgia
avatar for Deborah Liss-Green

Deborah Liss-Green

Assistant Professor, Darton State College
Deborah Liss-Green teaches and directs at Darton State College in Albany, GA. She is a two-time recipient of the Meritorious Achievement Award for Directing from Region 4 of the American College Theatre Festival. She can be reached at deborah.lissgreen@darton.edu.
KM

Kelly McFaden

University of North Georgia
CN

Caryl Nemajovsky

Darton State College
avatar for Zoe Salloom

Zoe Salloom

Instructional Design, Georgia State University
ES

Emerson Stewart

GSU Student
Majoring in Film with a minor in Risk Management & Insurance.
SW

Susan Willey

Clinical Professor, Georgia State University


Wednesday April 13, 2016 11:00am - 11:45am EDT
Room K

11:00am EDT

Curriculum Design Academy: Fostering Student Success through Guided Curricular Innovation
Robert Bledsoe, Deborah Richardson, Gina Hammock, Eric Zuckerman, Adam Wyatt

This panel describes a Complete College Georgia initiative that helps academic programs engage in curricular changes and faculty development aimed at improving student success. In the Curriculum Design Academy, teams from designated programs review the principles of learning and work through the principles of course design. Programs subsequently submit proposals for curriculum change that are eligible for internal grant support. Courses targeted by the first cohort experienced an average 10 point decrease in percentage of students receiving a D, F or W. Presenters will describe the program, present evidence of its effectiveness, and feature projects from Chemistry and the Psychological Sciences. The session should appeal to administrators of CCG initiatives, faculty developers, and individuals engaged or interested in course- or program-level curricular innovation.

Speakers
RB

Robert Bledsoe

Augusta University
GH

Gina Hammock

Augusta University
DR

Deborah Richardson

Director of Faculty Development, Augusta University
avatar for Adam TM Wyatt

Adam TM Wyatt

Associate Vice President for Academic Affairs and Student Success, Augusta University
EZ

Eric Zuckerman

Augusta University


Wednesday April 13, 2016 11:00am - 11:45am EDT
Room Y/Z

11:00am EDT

Medium Matters: Faculty and Student Reflections on How the Delivery Channel Impacts Student Engagement and Academic Success
Meredith Ginn, Sarah Johnson, Karen Huggin

Three faculty members from two USG institutions will discuss their experiences teaching the same course using different mediums, including a comparison of online, hybrid and face-to-face delivery formats. The presentation is intended for faculty members teaching both lower and upper-level undergraduate courses in a variety of disciplines. Student success and course evaluation data along with student video testimonials will be shared as a starting point for reflection and discussion among participants. Pros and cons of course delivery formats will be debated, and strategies for improving distance education will be shared.

Speakers
MG

Meredith Ginn

Georgia Highlands College
KH

Karen Huggin

Georgia Highlands College
avatar for Sarah Johnson

Sarah Johnson

Lecturer, School of Communication & Media, Kennesaw State University
I worked in nonprofit public relations for six years where I created campaigns, marketing plans and graphic design pieces for the following industries: healthcare, community outreach and higher education. Five years ago, I transitioned my career toward teaching so that I could share... Read More →


Wednesday April 13, 2016 11:00am - 11:45am EDT
Room L

11:00am EDT

Online Science Courses Without Sacrificing the 'Hands-On' Component
Stephanie Songer

Science education has been challenged by the rapid growth of online instruction. Using lab kits as part of a hands-on approach to online science avoids the sacrifice of student engagement. We will explore ideas to adopt and adapt a hands-on, inquiry model for online science labs that achieve essential lab skills and learning outcomes. Participants will actively take part in hands-on lab investigations developed for online science courses. These investigations have been designed for the off-campus setting while maintaining the college-level rigor.

Speakers
avatar for Stephanie Songer

Stephanie Songer

Distance Learning Specialist, Carolina Biological Supply Company
As a Distance Learning Specialist, I develop and manage kits that enable online college students to carry out hands-on laboratory science investigations at home. Prior to joining Carolina Biological Supply Company, I taught university-level biology courses for over 15 years.


Wednesday April 13, 2016 11:00am - 11:45am EDT
Room V/W

11:00am EDT

Opening the Classroom Door: A Hands-On Approach to Study Abroad Programs
Elissa Auerbach, Stephen Auerbach, Craig Pascoe

This session features two innovative study abroad programs that utilize a blended learning experience which promotes critical thinking skills. These programs emphasize hands-on learning opportunities only possible through study abroad while providing the equivalent content knowledge students encounter in an online course. The first is an interdisciplinary program in Amsterdam and Paris examining the art history and history of the Netherlands and France from early modernity to the present; the second in Florence and Tuscany explores Italian foodways and culture. The audience will engage with a former student about her project on a major funerary monument in Delft that culminated in a scholarly research paper. The audience will also participate in an olive oil tasting that illuminates an Italian community's history and culture. Although the programs are focused primarily on art, history, and culture the model can easily be implemented in other disciplines.

Speakers
SA

Stephen Auerbach

Georgia College & State University
avatar for Elissa Auerbach

Elissa Auerbach

Associate Professor, Department of Art, Georgia College
Associate Professor of art history with a specialization in seventeenth-century Dutch and Flemish art. I teach courses in Renaissance and Baroque art history, introductory art history, Art and Ideas, and Writing about Art. I also direct a summer study abroad program in Amsterdam and... Read More →
CP

Craig Pascoe

Georgia College & State University


Wednesday April 13, 2016 11:00am - 11:45am EDT
Room Q

11:00am EDT

Promoting Student Engagement Through the Use of Animated PowerPoint Presentations
Sheryne Southard

This presentation addresses an issue many online instructors encounter: how to more effectively engage the online student in the instructional material? The presenter will demonstrate strategies for developing animated PowerPoint presentations with audio to accomplish this goal. It outlines strategies for transforming material that can be perceived as mundane into engaging presentations. Free or inexpensive tools for creating animated presentations to enhance online informational and instructional materials will be reviewed. Specific examples will be included for orientation materials, instructional content and student assignments. Participants attending this session will receive instruction on how to create these materials and how to teach students to create them to produce PowerPoint presentations. The intended audience is anyone that seeks to improve student engagement in the learning process, as these resources can be applied in an online, hybrid or traditional classroom environment.

Speakers
SS

Sheryne Southard

Clayton State University


Wednesday April 13, 2016 11:00am - 11:45am EDT
Room T/U

11:00am EDT

Solving Two Common eLearning Problems: Student Retention & Proctoring Process Management
Tara McLaughlin

Boosting student retention and providing a robust testing environment are two challenges facing eLearning leaders. In this presentation a review of literature will reveal that students often drop out due to non-cognitive factors such as procrastination, time management, and technology skills. The SmarterMeasure Learning Readiness Indicator is the leading assessment of non-cognitive skills. Score reports from the assessment map the student's scores to resources for support. Testing integrity and learner authentication continue to be challenges. SmarterProctoring is the first Proctoring Process Management System, which allows schools to provide multiple proctoring modalities such as testing centers, human proctors, and virtual proctors. Through dashboards embedded into the LMS faculty, students, administrators and proctors can all track the full proctoring process for multiple modaliaties in real time for each student.

Speakers
avatar for Tara McLaughlin

Tara McLaughlin

National Account Manager, SmarterServices
SmarterMeasure account manager for over 8 years. Work with over 200 schools across the country to assist in getting SmarterMeasure off the ground and running. Love helping schools and their students meet their success goals.


Wednesday April 13, 2016 11:00am - 11:45am EDT
Room F/G

3:00pm EDT

Adaptive Learning: The Possibilities of Doing More with Open
Sarah Mergel, Tammy Byron, Matt Haldeman

OERs are a great way to lower the costs of a college education for twenty-first century students, but are they enough to engage students in the material and promote learning? In this presentation, participants in a pilot at Dalton State College share how they have created an adaptive learning tool with an OER solution and will present on their experience (so far). The team will discuss the science behind adaptive learning, the process of authoring the learning objectives and probes, the potential benefits to students and faculty, how it is setting up the OER materials for future revisions and finally, the initial reaction of students using the adaptive product.

Speakers
TB

Tammy Byron

Dalton State College
MH

Matt Haldeman

McGraw-Hill Higher Education
SM

Sarah Mergel

Dalton State College


Wednesday April 13, 2016 3:00pm - 3:45pm EDT
Room L

3:00pm EDT

CANCELLED - Finding New Perspectives: The Transformative Power of Service-Learning in Higher Education
Maya Clark

Universities seek to provide graduates transformative learning experiences to facilitate both lifelong learning and the acquisition of career-related knowledge. This presentation will describe the use of service learning as a transformative learning tool which integrates discipline specific learning objectives, practical experience, and structured opportunities for students to think critically. Reflective student writings and surveys associated with a service learning experience designed to promote literacy development in economically disadvantaged communities will be discussed. Results suggest service learning provided an opportunity for students to think critically while engaged in team-oriented experiences, widen cultural perspectives, and value community involvement. This presentation is intended for individuals interested in promoting active learning, cultural competence, and civic responsibility within the university curriculum.

Speakers
MC

Maya Clark

Armstrong State University


Wednesday April 13, 2016 3:00pm - 3:45pm EDT
Room V/W

3:00pm EDT

Community Health Issues: A Model for Collaborative Performative Engagement
Karen Berman, Kristi Papailler

Utilizing local spaces in the community and community member interaction, students in Georgia College Theatre for Social Change classes and their partners in Early College, a program for at-risk teens, collaborate in active student engagement on health issues to create best practices for promoting engaged student learning. From performances at museums on the topic of race and education such as the Sallie Ellis Davis House, where an early 1900s African-American teacher began a local school, to out-of-doors performances at the Clothesline Project to advocate against violence against women, a diverse group of students engage members of the community to participate in solving social issues. The students themselves will demonstrate the product of this unique scholarship of teaching and learning method. Portfolio assessments of critical thinking are explored.This program will be helpful for students in and professors in all disciplines interested in community interactive engagement.

Speakers
KB

Karen Berman

Georgia College, 922
KP

Kristi Papailler

Georgia College & State University


Wednesday April 13, 2016 3:00pm - 3:45pm EDT
Room F/G

3:00pm EDT

Contribute a Verse: Adopting OER for First-Year Composition
Diana Edelman-Young, Tanya Bennett, Donna Gessell

This interactive workshop will present a newly available open-access resource for teaching composition: Contribute A Verse: A Guide to First-Year Composition. Written collaboratively by eleven experienced professors at the University of North Georgia, this text presents best practices for teaching college-level writing. An open educational resource, this text was recently leased by the Board of Regents and is freely available via Galileo and can be printed on-demand. The text integrates the principles of classical rhetoric with practical exercises in a tone that readily connects with college students. The text also includes a section on writing in the physical and social sciences and a reader with themes for writing, features that demonstrate the diverse, interdisciplinary nature of the text. From planning to publication, Contribute a Verse also offers a model for how departments in other disciplines and institutions can collaborate to create their own materials.

Speakers
avatar for Tanya Bennett

Tanya Bennett

Dean of the Honors Program, University of North Georgia
DE

Diana Edelman

University of North Georgia
DG

Donna Gessell

University of North Georgia


Wednesday April 13, 2016 3:00pm - 3:45pm EDT
Room K

3:00pm EDT

Experiencing Undergraduate Student Research: Active Collaboration and Engagement
Danilo Baylen, Kendal Lucas, Runeshia Parker

This panel presentation focuses on the successful experience of undergraduate students as participants in a research and mentoring project. The faculty facilitator will describe the design and management of the experience including initial challenges. The student panelists will discuss their profiles (knowledge and skills sets), individual projects and outcomes (presentations and publications), and insights in becoming researchers, critical thinkers, and active and engaged collaborators. They will also share stories about personal growth and decision-making towards potential professional career paths. This session will benefit those interested in mentoring undergraduate students in co-producing scholarly works and will provide opportunities for the audience to share their own experiences in working with undergraduate students as well as viewpoints in socializing them to the research process.

Speakers
DB

Danilo Baylen

Professor, University of West Georgia
KL

Kendal Lucas

University of West Georgia
RP

Runeshia Parker

University of West Georgia


Wednesday April 13, 2016 3:00pm - 3:45pm EDT
Room R

3:00pm EDT

Innovative Advising Practices: How to Transform Your Institution Through Pro-Active Advising
Dustin Worsley, Stephanie Lahnala

Pro-active Academic Advising has contributed to the increase of retention and progression of students at Columbus State University (CSU). The Academic Center for Excellence (ACE) and Preceptorship Advising and Clinical Experience (PACE) advising centers at CSU are leading efforts with regards to pro-active advising. Best practices in pro-active advising by professional staff advisors at CSU includes using technology to pro-actively identify at-risk students and provide timely interventions, five intentional contacts with advisees per semester, participation in the "15 to Finish" initiative, and supporting students holistically. Join representatives from ACE and PACE as they present proven strategies that utilize technology and innovative advising practices that have positively impacted Complete College Georgia (CCG) and transformed the culture of advising at CSU. Discussion will include how you can incorporate these practices at your home institution.

Speakers
SL

Stephanie Lahnala

Columbus State University
avatar for Dustin Worsley

Dustin Worsley

Assistant Director / Adulty Re-Entry Coordinator, Academic Center for Excellence


Wednesday April 13, 2016 3:00pm - 3:45pm EDT
Room Y/Z

3:00pm EDT

Use of Open Source Software for Teaching Digital Media Content Creation Skills at Georgia Gwinnett College
Kairui Chen, Shuhua Lai

Digital Media is a general education course at Georgia Gwinnett College in which students learn about different types of media in sound, graphics, video and animations and their digitization processes. Students are required to use various software to create and manipulate digital documents of those media types. In this session I will present how open source software such as GIMP, Audacity, Inkscape and Blender and some free software are used for teaching digital media production and editing skills and how hands on activities are designed and used to effectively engage students in this course.

Speakers
KC

Kairui Chen

Georgia Gwinnett College


Wednesday April 13, 2016 3:00pm - 3:45pm EDT
Room Q

3:00pm EDT

YouTube University: Fostering Intellectual Curiosity and Critical Thinking with Online Media
Natalie James

Online multimedia texts such as YouTube videos, TED talks, and Podcasts are not only free and engaging for students, they can also model "popular intellectualism," curiosity, cultural criticism, and information literacy. This presentation demonstrates how to effectively use online multimedia to model critical engagement in a variety of disciplines.

Speakers
avatar for Natalie James

Natalie James

Lecturer, Georgia Southern University


Wednesday April 13, 2016 3:00pm - 3:45pm EDT
Room T/U

4:00pm EDT

College on the Move: Hands on Learning
Niels Eichhorn

This presentation is based on my experiences with an experimental summer travel course in which students were on the road for 16 days and visited a series of historical locations in Georgia, Tennessee, Mississippi, Louisiana, and Alabama. The presentation will show the importance of hands on learning. Students gained a better appreciation for the topography of battlefield in the outcome of fights, why battles were fought in certain places, and how southern plantations worked during the antebellum years. Even more, students learned about new job opportunities within museums, historic sites, and with the National Park Service. While a long 16-day trip might be beyond the capacity of many students and professors, classes can engage in small daylong fieldtrips to gain at least a basic appreciation and provide knowledge impossible to convey in a conventional classroom.

Speakers
NE

Niels Eichhorn

Middle Georgia State University


Wednesday April 13, 2016 4:00pm - 4:45pm EDT
Room R

4:00pm EDT

Critical Thinking and Social Coding: Killing Two Birds with One Stone
Laura Hanna

This presentation stems from a frustration with students' decreasing ability to heed social cues in professional settings (such as standing up and shaking the mayor's hand when he walks into the room) and an attempt to help students remedy that lack through exercises in critical thinking and role playing in the classroom. Using Louis Althusser's theories about the social constructions of meaning and behavior (including ideological state apparatuses) to undergird the theoretical aspects of the presentation, I argue for the importance of teaching students how to respond to different social situations and how to connect this lesson back to understanding the importance of making meaning from social contexts, which ultimately strengthens students' critical thinking skills and propensity for success in the real world. This presentation provides attendees with some concrete ideas for classroom discussions and scenarios for successful interactions that can be implemented in any classroom.

Speakers
avatar for Laura Hanna

Laura Hanna

Valdosta State University
Laura Hanna advises honors students at Valdosta State University's Honors College and is earning a doctorate in education at the same institution. She also teaches English at Wiregrass Georgia Technical College. Laura's previous degrees are in English literature; she holds an MA... Read More →


Wednesday April 13, 2016 4:00pm - 4:45pm EDT
Room L

4:00pm EDT

Engaged Student Learning through Course-Based Experiences: Identifying Impact
Kyle Frantz, Cheri Kersey

xperiential learning is a classic approach to student engagement, based in experience, reflection, and application. At Georgia State University, over 350 'signature experience' courses offer experiential learning in formats such as field studies, internships, clinical rotations, student teaching, and service learning. Identifying the impact of experiential learning across an institution is a challenge, one that requires a multifaceted approach. For example, institutional research can test for contributions to academic trajectories or correlation with student competencies. Surveys can quantify student assessment of their own learning. Individual interviews can describe the experiences and effects. Outcomes at Georgia State confirm that students identify gains in critical thinking, communication, networking, and career goals. Based on impact analysis, developing value propositions for students, faculty, and staff may be critical to enhancing course-based experiential learning.

Speakers
KF

Kyle Frantz

Georgia State University
CK

Cheri Kersey

Georgia State University


Wednesday April 13, 2016 4:00pm - 4:45pm EDT
Room F/G

4:00pm EDT

Student Well-Being Matters: Towards a Balanced Interactive Model of Teaching and Learning Process
Barbara Karwacinski

Positive psychological functioning in a social context is an important factor for students' academic and personal success. There are two main theoretical perspectives, which focus on addressing the questions of what makes people feel good and happy. Hedonic well-being is based on the notion that increased pleasure and decreased pain lead to happiness. Eudaimonic well-being, on the other hand, is based on the premise that people feel happy if they experience life purpose, challenges, and growth. From this perspective, by engaging students in eudaimonic pursuits, subjective well-being will occur as a by product of the development of individual strengths and virtues. Seventy-four undergraduate sociology students at Southwestern Michigan College learn and apply principles of eudaimonic well- being during the Spring Semester of 2016. Samples of students' work will be presented and discussed.

Speakers
BK

Barbara Karwacinski

Southwestern Michigan College


Wednesday April 13, 2016 4:00pm - 4:45pm EDT
Room Q

4:00pm EDT

The Mission: Help Military and Veteran Students Succeed in College
Mark Eister

Veterans arguably represent one of the most complex and diverse populations on campus. This session will present the current situation and trends surrounding student veterans. You will be presented with examples of proven strategies, practices, and policies that promote successful transition of veterans to postsecondary education, including training developed specifically for campus faculty and staff who interact with them. You will hear from a student veteran who has experienced the challenges of transitioning from military life to college and civilian life and how they were able to overcome those challenge and succeed academically. Finally, you will have the opportunity to ask the presenter and the student pointed questions to better understand how you might be able to improve the learning success and overall outcomes of student veterans on your campus.

Speakers
ME

Mark Eister

Georgia Perimeter College


Wednesday April 13, 2016 4:00pm - 4:45pm EDT
Room Y/Z

4:00pm EDT

Using Kahoot! for Student Learning and Engagement in the Classroom
Abby Noble, Cassie Daniel, Hope Wheeler

This presentation explores the classroom use of Kahoot!, a free, web-based app for creating interactive quizzes. Kahoot! can enhance the learning environment by reinforcing content knowledge while encouraging student involvement and engagement. (It's also a lot of fun!) We will discuss the technical aspects of Kahoot!, including how to create one and facilitate it, as well as best practices from our experiences using it in math courses. Participants are encouraged to bring a tablet or mobile device to the presentation.

Speakers
CD

Cassie Daniel

Middle Georgia State University
AN

Abby Noble

Middle Georgia State University
HW

Hope Wheeler

Middle Georgia State University


Wednesday April 13, 2016 4:00pm - 4:45pm EDT
Room T/U

4:00pm EDT

Worst Online Discussion Practices (and their remedies)
Beth Rene' Roepnack

Online discussions are ideal places for engaging students with content, peers, and the instructor, but they can be onerous for students and faculty. While they offer the opportunity for deep social and cognitive engagement if students are prompted by thoughtful opening questions and effective follow-up questions and scaffolding techniques, they can be time intensive. We will consider various worst practices and then explore tools and techniques for remedying these practices and reducing the (often) cumbersome nature of online discussions. Then we will briefly review foundational work on cognitive and social engagement. Participants will work in small groups to apply tools learned and to develop a question set for their own classes (initial questions, follow-up, scaffolding). Finally, we will look at how we can follow Heidegger’s dictum to ‘let students learn’ while maintaining an online presence. Bring a course objective for discussion development.

Speakers
avatar for Beth René Roepnack

Beth René Roepnack

Online Faculty Mentor, USG eCampus
I think that online discussions, done well, are the heart of any online course. However, I would love to learn about alternatives that maintain a sense of engagement and community while encouraging learning.


Wednesday April 13, 2016 4:00pm - 4:45pm EDT
Room V/W
 
Thursday, April 14
 

8:00am EDT

A Practical Guide to Creating an OER Text
Terri Bell, Deborah Prosser, Allison Galloup

This session is directed toward faculty who want to produce an open textbook and need practical advice on how to begin and progress through the project. Topics to be covered include: assembling a team, project planning and management, organizing content, licensing and copyright clearance, and formatting and publishing options.

Speakers
avatar for Terri Bell

Terri Bell

Copyright compliance, University of North Georgia
AG

Allison Galloup

University of North Georgia
DP

Deborah Prosser

Dean of Libraries, University of North Georgia


Thursday April 14, 2016 8:00am - 8:45am EDT
Room K

8:00am EDT

An Online Database as a Textbook Alternative in Freshman-level Geology and Astronomy

Dion Stewart, Mary Ann Cullen, Bayard Stringer

Online alternatives to traditional textbooks lower educational costs for students and provide immediate access to the text. However, free, high-quality, online texts are not readily available in most science disciplines. This presentation explores the solution of using readings from a science reference database (AccessScience) to replace all or some of assigned textbook readings in freshman-level geology and astronomy classes.

A quantitative comparison of student performance on exams and quizzes is used to assess the relative learning experience of the database readers compared to the traditional textbook readers. Class surveys were used to determine student satisfaction and self-reported compliance with course reading assignments. A librarian collaborating on the project will join the science instructors to discuss the benefits and challenges of using a database in lieu of a textbook and the issues associated with the possible expansion of this approach into other disciplines.



Thursday April 14, 2016 8:00am - 8:45am EDT
Room L

8:00am EDT

College Success is Everybody's Business: First-Year Workshops in a Blended Learning Environment
Robert Bleil, Lisa McNea

In Fall 2015 the College of Coastal Georgia eliminated its College Success Seminar requirement for all new first-year students. This two-credit course, in place for more than a decade, introduced students to the expectations of and the resources provided by the College, but the course was also widely viewed as a financial burden for students and faculty participation was at a historic low. College Success Seminar was replaced by a three-part system that included a summer orientation, two days of workshops at the beginning of the semester, and a seven-week blended learning experience facilitated by student leaders. This session, led by the director of e-learning and a member of the English faculty, will demonstrate the online components of the system, examine the challenges of leading with online tools in at an access institution, and will demonstrate a research technique that faculty in any discipline can use in their classes.

Speakers
RB

Robert Bleil

College of Coastal Georgia
avatar for Lisa  McNeal

Lisa McNeal

Director of eLearning, College of Coastal Georgia
Online learning, student engagement, faculty development


Thursday April 14, 2016 8:00am - 8:45am EDT
Room V/W

8:00am EDT

Highly Engaged Learning - How Can We Make It Happen?
Julie Hentges, Elizabeth Dierking, Lesi Smart

During this session, presenters will provide student engagement techniques to encourage constructive time on task behavior. Conference attendees interested in promoting critical thinking and student engagement will appreciate the organized format of this session. Conference members will be encouraged to be active participants in this setting. The structured format of the session is designed to promote critical thinking which will enhance student engagement and achievement. Purposefully, the objective of this workshop is to provide conference attendees with solid take-away strategies; such as, total participation techniques appropriate for application in their classroom setting.

Speakers
avatar for Elizabeth Dierking

Elizabeth Dierking

Instructor, University of Central Missouri
30+ years as an elementary teacher and 5 years as an instructor at UCM. Literacy coach and beginning teacher program facilitator. Training includes reading and writing workshop as well as presenter for using interactive graphic organizers as an instructional strategy.
avatar for Dr. Julie Hentges

Dr. Julie Hentges

Associate Professor, University of Central Missouri
Dr. Julie Hentges, Associate Professor, University of Central, MO (UCM) is a certified teacher and a certified K-12 reading specialist in Missouri. Dr. Hentges holds a Bachelor’s and Master’s degree in Education as well as an earned Doctorate with an emphasis in teacher education... Read More →
LS

Lesi Smart

University of Central Missouri


Thursday April 14, 2016 8:00am - 8:45am EDT
Room Q

8:00am EDT

Using Multiple Note Taking Strategies to Enhance Assessment Performance in Biology Courses: Blue, Green or Yellow Notebook?
Danilo Baylen, Erin Duckett

This presentation describes and discusses ways of improving comprehension, retention and recall of concepts in introductory Biology courses using multiple note taking strategies. Using color-coded notebooks (blue, yellow or green), students were asked to employ one of the note taking strategies (traditional, concept mapping, or visual mapping) in creating study guides for each chapter included in the course assessment. Relationships between a specific note taking strategy and student performance in multiple end-of-unit assessments were investigated. This presentation will engage interested audience through the sharing of experiences based on data collected during a 14-week term. Presenters discuss the challenges experienced from data collection and analysis. This presentation session will be beneficial to those working with college students who are interested in designing strategies, techniques, and efforts that support institutional plans for Complete College Georgia.

Speakers
DB

Danilo Baylen

Professor, University of West Georgia
ED

Erin Duckett

Lecturer, University of West Georgia


Thursday April 14, 2016 8:00am - 8:45am EDT
Room Y/Z

8:00am EDT

Using Risk and Intervention to Increase Student Success
Carrie Carmack

The purpose of this presentation is to describe a method for identifying students at risk of earning a D, F, or withdrawing from a course by placing them into a Risk Category (Low Risk, Moderate Risk, or High Risk) based on a pre-assessment. Once a student has been categorized, intervention can begin for those that need it, based on their level of need. I will discuss which on-campus resources are most effective for each Risk Category and how faculty can begin intervention within the first week of classes. Evidence shows that using this intervention technique can increase student success and create a more confident and happy student.

Speakers
avatar for Carrie Carmack

Carrie Carmack

Math Lecturer, University of West Georgia


Thursday April 14, 2016 8:00am - 8:45am EDT
Room R

8:00am EDT

What Students Want: Collision or Collaboration in the Multimodal Classroom?
Jo Anne Harris, Gina Foster, Elizabeth Vance

In an age in which technology changes at light speeds, pedagogies have become kaleidoscopes of shifting, adapting, and sometimes colliding methods for teaching students who are multi-cultural, multi-technological, multi-generational, multi-gender . . . multi-everything. This begs the question of how to bring order to a disorderly space in which "differentiation" has become a buzzword for providing students with individualized pedagogical space to explore their individual multiplicities. In order to answer this question and provide attendees a collaborative model for engaging students, this session is led by a team of three presenters, two students and the instructor of an upper level English Literature course required for Teacher Certification. By focusing on the use of multimodality and active learning techniques we provide attendees with three different perspectives for scaffolding texts and technology using techniques that work well for any discipline.

Speakers
GF

Gina Foster

Georgia Gwinnett College
JA

Jo Anne Harris

Georgia Gwinnett College
EV

Elizabeth Vance

Georgia Gwinnett College


Thursday April 14, 2016 8:00am - 8:45am EDT
Room T/U

9:00am EDT

'You mean, I don't have to come there?' Advisement and Orientation at a Distance
Jessie Daniels

This presentation introduces opportunities to rethink advisement and orientation in the light of online learning. While it seems easy enough to decide to do advisement over the phone or through video chat, documenting and sharing constantly changing information has been a challenge for this new online undergraduate program. Many programs often require a face to face orientation, but is it worth the cost to you and your students? Learn what didn't work, what's working for now, and share your own ideas for advisement and orientation at a distance. This presentation is designed for those who are or plan to be involved with distance learning programs or students.

Speakers
avatar for Jessie Daniels

Jessie Daniels

Online BBA Program Coordinator, University of Georgia
Online teaching and learning, new media and digital literacies, TED and/or TEDx talks and events


Thursday April 14, 2016 9:00am - 9:45am EDT
Room T/U

9:00am EDT

Adaptive Courseware and Its Power to Improve Student Success and Retention

Hank Bowman, Ric Rebne

This session will allow attendees to look beyond adaptive learning as a buzzword by giving thorough insights into its definition, implementation and potential to improve classroom results. By analyzing the successful Adaptive Courseware pilots at Arizona State University, this session provides attendees with unprecedented insight into the promise of adaptive learning. Not only will the attendees learn how to introduce adaptive learning technologies into their teaching but also see the strong evidence of its positive effect on the learners' experience.


Speakers
avatar for Hank Bowman

Hank Bowman

Vice-President of Academic Partnerships, CogBooks
At CogBooks we’re committed to transforming the way you teach and your students learn, by applying science-based methods to education. Through our unique advanced adaptive learning technologies, we’re changing the way secondary and further education students learn – in the... Read More →


Thursday April 14, 2016 9:00am - 9:45am EDT
Room F/G

9:00am EDT

Coping with Challenges of Online Learning by Promoting Self-Regulated Learners
Jackie Kim

Adopting Zimmerman's (1986, 1989, 1998, 2000) social cognitive model of self-regulated learning (SRL) as a theoretical framework, this presentation will discuss how students use SRL strategies in a learning community to complete tasks and cope with challenges in a Web-based course. Therefore, the goal of this research project was to transform the online class into a "community of survival" where students could learn self-regulatory skills by becoming models for their peers and by learning from both their peers and their instructor. This study provides the intended audiences, such as online educators and online designers, with a set of practical, empirically based guidelines to promote self-regulatory skills in online environments and recommends they consider their students' needs for self-regulation training as they strive to provide engaging and effective learning and instruction.

Speakers
JK

Jackie Kim

Armstrong State University


Thursday April 14, 2016 9:00am - 9:45am EDT
Room V/W

9:00am EDT

Everything you wanted to know about OERs but were afraid to ask: From Ground Zero to Implementation and Beyond
Loleta Sartin, Molly Kimsey

Are you thinking of utilizing open education resources (OERs), in lieu of a textbook? Do you want more information of how to start the process? Are you wondering about the benefits and barriers? If you answered yes, this interactive presentation is for you. Participants will discuss redesigning a course using OERs, examine benefits and barriers, and review student and faculty feedback about the pros and cons. This session is designed for the person relatively new to the OER process. The presenters will present lessons learned and discuss the steps involved in compiling OERs.

Speakers
MK

Molly Kimsey

Middle Georgia State University
LS

Loleta Sartin

Middle Georgia State University


Thursday April 14, 2016 9:00am - 9:45am EDT
Room K

9:00am EDT

Increasing Engineering Student Success and Engagement Through an Integrated, Collaborative First-Year Seminar
Nirmal Trivedi, Hillary Steiner, Lori Lowder, Laura Ruhala, Ruth Goldfine

This presentation describes the result of a collaboration between several faculty members on two campuses to develop a course that will equip first-year engineering majors with the skills and strategies they need to succeed in STEM courses. Supported by a Complete College Georgia Incubate grant, this course, to be offered in fall 2016, is rooted in literature on self-regulation and active learning and is based on a similar model that promoted student success and engagement among first-year biology and chemistry majors. Conference participants interested in learning more about engaging first-year programs and how they can adapt them for their own institutions are invited to attend.

Speakers
LL

Lori Lowder

Kennesaw State University
avatar for Laura Ruhala

Laura Ruhala

Kennesaw State University
avatar for Hillary Steiner

Hillary Steiner

Associate Director for SoTL, Kennesaw State University
avatar for Nirmal Trivedi

Nirmal Trivedi

Kennesaw State University


Thursday April 14, 2016 9:00am - 9:45am EDT
Room Y/Z

9:00am EDT

Isn't it Just a Story? Promoting Critical Thinking in Psychology through Community Engaged Learning with StoryCorps
Christina Grange, Dianna King, Ryan Smith, Jasmine Threatt

Public media provides exciting opportunities to bring the diverse complexities of the world to the psychology classroom. It can challenge students to apply psychological concepts to a range of global and individual experiences. StoryCorps (www.storycorps.org) is one public media production that can aid in this effort using an instructional paradigm grounded in community, cooperation, and applied learning. This conference presentation will be an exemplar of this approach, demonstrating how students are guided to work in groups to develop multi-media projects reflecting their understanding of psychological concepts applied to StoryCorps stories. Student perspectives will be integrated into the presentation to reflect perceived illuminate benefits and challenges present when using public media as a stool for teaching and learning. Finally, audience members will be invited to participate in exchanges about how public media can creatively be integrated into a range of content areas.

Speakers
CG

Christina Grange

Clayton State University
DK

Dianna King

Clayton State University
RS

Ryan Smith

Clayton State University
JT

Jasmine Threatt

Clayton State University


Thursday April 14, 2016 9:00am - 9:45am EDT
Room Q

9:00am EDT

Modeling Critical Thinking in Asynchronous Discussion Forums
Justin Garcia

This presentation will introduce a model of critical thinking and demonstrate how professors can use it to model critical thinking in online asynchronous discussion forums. Learning goals for this session include: (1) Understand the model of critical thinking, (2) Exemplify the “moves" of the professor in an asynchronous discussion forum guided by the model of critical thinking and (3) Recognize how to ask questions that encourage students to recognize the patterns of their thinking, that is, the inherent assumptions in their thinking, the implications that follow from their thinking, and the clarity of their thinking. In this session attendees will have 3-4 opportunities to discuss and practice the concepts and techniques.

Speakers
avatar for Justin Garcia

Justin Garcia

Professor and Department Chair, DeVry University, Fresno California


Thursday April 14, 2016 9:00am - 9:45am EDT
Room L

9:00am EDT

This will NOT be on a test: Meditation and Maintaining Student (and Faculty) Self-care
Marquita Jackson-Minot, Gissia De Moya, Cristina Pinheiro

This interactive presentation is for anyone who experiences stress in his or her life. The following questions will be addressed: What are the largest stressors college students face, what are effective ways that instructors can help students handle stress, and do techniques such as exercise, deep breathing, and meditation assigned in a specific course during a semester help decrease student stress? During this presentation preservice teachers will discuss ways in which participating in specific relaxation techniques influenced their stress levels as related to their general self-care. Participants will create an interactive graphic organizer based upon the information garnered in the presentation.

Speakers
MJ

Marquita Jackson-Minot

Georgia Gwinnett College
GD

Gissia De Moya

Georgia Gwinnett College
CP

Cristina Pinheiro

Georgia Gwinnett College


Thursday April 14, 2016 9:00am - 9:45am EDT
Room R

10:00am EDT

Assessing Writing Self-Efficacy of Students in Graduate Nursing School
Lisa Robinson, Mary Bishop

Scholarly written expression is a difficult skill for many graduate-nursing students, as it is not a topic generally taught in undergraduate nursing programs. The acquisition of writing skills is a long term learning process requiring personal practice, considerable effort and the involvement in training activities (Zimmerman & Kitsantaas, 1999). This study describes the implementation and evaluation of a one credit-writing course developed for an online graduate nursing program in the southeastern United States. The study summarizes students' perceptions of their writing self-efficacy before and after the writing course. During the third week of class and during the last week of the fall semester the first year graduate students were asked to complete the PSWSES: Post-Secondary Writing Self-Efficacy Instrument. Additionally, students and faculty were interviewed to evaluate the course and the extent to which the course and program learning outcomes were met.

Speakers
avatar for Mary Bishop

Mary Bishop

University of West Georgia
avatar for Lisa Robinson

Lisa Robinson

Assistant Professor, University of West Georgia


Thursday April 14, 2016 10:00am - 10:45am EDT
Room V/W

10:00am EDT

Dual enrollment in the High School: Faculty Perspectives
Katherine Kipp, Laura Ng, David Slutzky, Steve Smith

Our university offers Accel, or dual-enrollment, college courses that are taught by university faculty in the high school. The program supports Complete College Georgia by offering core courses tuition free to high school students so that they can enter college after high school with a year's worth of credits accumulated, thus reducing the time and expense needed to complete their degree. We are presenting a panel discussion of our experiences as faculty teaching these courses. We will discuss the obstacles we encountered in the high schools and how we dealt with these issues to create an engaging learning experience for the students. Our panel consists of English, Economics, Math, and Psychology instructors. The audience will have the opportunity to engage in discussion and we will provide a Tip Sheet of issues to expect and ways to ease the transition from college classroom to high school classroom.

Speakers
KK

Katherine Kipp

University of North Georgia
avatar for Laura Ng

Laura Ng

Assistant Professor of English, University of North Georgia
Dr. Laura Ng is an associate professor of English at the University of North Georgia. Her research interests include gender, peace studies, and the scholarship of teaching and learning.
DS

David Slutzky

University of North Georgia
SS

Steve Smith

University of North Georgia


Thursday April 14, 2016 10:00am - 10:45am EDT
Room Y/Z

10:00am EDT

Engaging Students in the Digital Age
Perry Samson

On average, today's college students bring 2 digital devices to their learning environment. These devices present both an opportunity and an obstacle to learning. The opportunity is to engage the students through their devices, to use the technology to help students achieve higher academic outcomes, and to collect meaningful, actionable data on what is occurring during the "learning moment". The potential obstacle is competing with their social connections via their digital devices. This presentation will address both subjects, and demonstrate how the presenter has overcome the obstacle and embraced the opportunity.

Speakers
avatar for Perry Samson

Perry Samson

Professor, University of Michigan/Echo360
I am an Arthur F. Thurnau Professor at the University of Michigan in the Department of Atmospheric, Oceanic and Space Sciences. I enjoy teaching and was honored in 2010 as “Distinguished Professor of the Year” by the President’s Council of Universities in the State of Michigan... Read More →


Thursday April 14, 2016 10:00am - 10:45am EDT
Room T/U

10:00am EDT

Graduate Students' Critical Thinking Skills: Effects of a Service-Learning Experience
April Garrity, Jan Bradshaw

Service-learning holds promise for helping develop critical thinking skills among college students. Reflective writing, a key component of service-learning experiences, is also tied to critical thinking skills. This presentation will focus on descriptions of a successful graduate level service-learning experience and the preliminary findings from data collected on reflective writings within that experience. Our findings suggest that students' involvement in service-learning led to increases in critical thinking skills. The service-learning experience will be discussed, along with the implications of our findings in light of the relationships between self reflection and critical thinking. This presentation is intended for those who are interested in the development of critical thinking skills and service-learning as a pedagogical approach in higher education.

Speakers
JB

Jan Bradshaw

Armstrong State University
avatar for April Garrity

April Garrity

Associate Professor and Clinic Coordinator, Armstrong State University


Thursday April 14, 2016 10:00am - 10:45am EDT
Room Q

10:00am EDT

Investigating the Benefits of Visual Python Computational Activities in Introductory Calculus Based Physics Course
Trinanjan Datta, Deborah Richardson

The objective of the presentation will be to share our findings about student perceptions of a hands-on computational approach to learning physics. Computation is the use of a computer to numerically solve, simulate, and visualize a physical problem. However, STEM majors enrolled in traditional introductory calculus based physics courses have minimal or zero exposure to computational physics tools and ideas. Our research study is motivated by the growing body of scientific literature from the physics education research community which is actively interested in assessing the potential benefits and or risks of implementing a computational physics environment in an introductory physics course. Using two surveys developed by our research team - Computational Physics Attitude Survey (CPAS) and VPython Attitude Survey (VPAS) - we have collected and analyzed student attitude towards learning and enjoyment of computation. We find that students expressed a positive attitude towards learning a physics concept, irrespective of whether they enjoyed the activity or not. The results will offer valuable guidance to the STEM community.

Speakers
TD

Trinanjan Datta

Augusta University
DR

Deborah Richardson

Director of Faculty Development, Augusta University


Thursday April 14, 2016 10:00am - 10:45am EDT
Room L

10:00am EDT

Students' Perceptions and Uses of Textbooks: Open-source, Electronic and Traditional
Brad Bailey, Tom Cooper

With the increasing costs of printed textbooks along with the increasing availability of open-educational resources (OER), faculty may be tempted to consider adopting open-access materials. But how do our students feel about these options? Does the format of the text influence how and how often the students use their textbooks? Are students using free or online texts just as satisfied with the quality of these resources as other students? The speakers administered an electronic survey to students in four introductory classes that included a range of questions including items that addressed the above research questions. In this presentation, the speakers will reveal and discuss the results of this survey.

Speakers
BB

Brad Bailey

University of North Georgia
TC

Thomas Cooper

University of North Georgia


Thursday April 14, 2016 10:00am - 10:45am EDT
Room K

10:00am EDT

Thinking Critically About Learning: Engaging Students in Metacognitive Regulation Through Active Study Strategies
Aaron Beedle, Joan Monohan Watson

Just as we instruct students in the development of habits that encourage them to think critically about the content of our courses, we must also teach them to critically consider the ways in which they come to learn and to know new information. This "thinking about thinking" or "knowing about knowing" or, simply, metacognition, enables students to regulate their study behaviors by discerning and adopting strategies that are most impactful to their own learning. Appropriate for all faculty and administrators, this interactive session explores the development of metacognitive regulatory skills among third-year Human Physiology students through a three-fold intervention involving the use of active study strategies. The presenters will illustrate the impact of the intervention on the development of metacognitive regulation and the subsequent impact on student performance by sharing, discussing, and evaluating data collected throughout the semester.

Speakers
AB

Aaron Beedle

University of Georgia
avatar for Joan Monahan Watson

Joan Monahan Watson

University of Georgia


Thursday April 14, 2016 10:00am - 10:45am EDT
Room R

10:00am EDT

Writing Fellows: Using Embedded Tutors to Enhance Student Writing
Leigh Dillard, Kim Griffin, Laura Rosche, Jim Shimkus

From campus writing centers to online tutoring services, a range of options exist for students seeking assistance with writing assignments. While some modes rely on students to ask for help, others provide a more direct approach. Embedded tutor programs offer one alternative, implemented to improve student writing by placing tutors in closer proximity to students, resulting in a collaborative, active environment for learning. The Writing Fellows Program launched at the University of North Georgia creates a focused, peer-tutoring setting for students in writing-heavy courses. A discussion of this program reveals the experiences of its participants---organizers, a faculty implementer, student tutor, and student participant. This panel is intended not only for those interested in similar programs but also those engaged in collaborative models to improve active learning and communication.

Speakers
LD

Leigh Dillard

Associate Professor of English, University of North Georgia
KG

Kim Griffin

University of North Georgia
LR

Laura Rosche

University of North Georgia
JS

Jim Shimkus

University of North Georgia


Thursday April 14, 2016 10:00am - 10:45am EDT
Room F/G

11:00am EDT

ALG Grantees Panel: STEM and OER: Strategies, Online Homework and Lab Solutions, and Effectiveness
ALG Panel Presentation

In this panel presentation Affordable Learning Georgia Grantees will discuss the following three projects and share their experiences in developing and using open and low cost textbooks and materials.


Use of Open Educational Resources in the Survey of Chemistry I Course (CHEM 1151)
 

Estelle Nuckels

General, Organic, and Biology (GOB) textbooks and online homework systems are costly, causing many students to forgo purchasing either or both. In an attempt to lower student costs, we have opted to use the OpenStax Chemistry textbook, a free online resource, with Sapling Learning, a lower cost online homework system. In this talk, we will discuss using a Principles of Chemistry textbook for the Survey of Chemistry I course, challenges that we have encountered, and student feedback. Reorganization of the material and strengthening the course curriculum to better support students entering the nursing program has also occurred. Lecture design hybridizes typical lecture with a flipped-classroom approach, drawing from the strengths of both teaching styles.


A Look at the Use and Effectiveness of OER in an Upper-Level Psychology Course
 

Judy Grissett

The purpose of this presentation is to describe one instructor's experience using open educational resources (OER) in an upper-level psychology research methods course (PSYC 4431: Experimental Psychology). The presenter will outline her experiences using an OER textbook and supplemental activities (e.g., homework and in-class activities), focusing on the 1) use and 2) effectiveness compared to a traditional publisher's textbook used the previous semester. Specifically, it will cover the selection and implementation of OER, a description of the materials used, and a report of students' grades and perceptions of the OER, such as their willingness to engage with the materials.


Teaching Calculus with OER, including WeBWorK
 

Shaun Ault

As part of the Affordable Learning Georgia Grant, the author and co-PI, Sudhir Goel, developed and used free open-access materials for the course Analytical Geometry & Calculus I at Valdosta State University. Two pilot courses were run with no-cost materials in Fall 2015, and results collected. This presentation focuses on the OER materials chosen and created for the pilot courses, including a library of WeBWorK problems modeled on exercises in a free textbook called APEX Calculus (ver. 3).

 

Moderators
avatar for Jeff Gallant

Jeff Gallant

Program Director, Affordable Learning Georgia, Board of Regents of the University System of Georgia

Speakers
SA

Shaun Ault

Valdosta State University
avatar for Judy Orton Grissett

Judy Orton Grissett

Director of Experiential Learning and Associate Professor of Psychology, Georgia Southwestern State University
EN

Estelle Nuckels

Middle Georgia State University


Thursday April 14, 2016 11:00am - 11:45am EDT
Room K

11:00am EDT

Assessing the Development of Critical Thinking: An Undergraduate Political Science Course
Clemente Quinones

This research study focuses on assessing the development of critical thinking of students in POLS 2401-Current Global Issues. The general assumption is that students in this course in particular (and in other social science courses in general) develop a critical thinking/analysis (of global issues) as the course progresses. Based on this, the study focuses on explaining such a development. This study is of particular interest for college/university instructors (professors) who already use or are willing to use critical thinking in their teaching.

Speakers
CQ

Clemente Quinones

Assistant Professor, Georgia Gwinnett College


Thursday April 14, 2016 11:00am - 11:45am EDT
Room Q

11:00am EDT

Driving Active Learning from the Superhighway to the Dead-End Road
Sara Selby, Molly Smith, Lisa Howel

Many of the current techniques for promoting engaged student learning rely on technology, and many institutions of higher learning are fortunate enough to have technologically advanced campus networks and highly skilled and motivated faculty members who embrace cutting-edge strategies. What happens, though, if the digital superhighway is full of potholes due to lack of funding? Or, what happens when the superhighway suddenly collapses altogether and technology fails completely? In this presentation, participants will review their own teaching styles; view multidiscipline demonstrations of how technology can be used to facilitate student engagement in any environment; and leave with a multitude of resources for designing active learning strategies suitable to their own academic disciplines. This presentation will be beneficial for anyone wishing to incorporate active learning strategies using current technology with limited resources.

Speakers
LH

Lisa Howell

South Georgia State College
avatar for Sara Selby

Sara Selby

Professor of English, South Georgia State College
MS

Molly Smith

Professor of Biology, South Georgia State College
I am a Professor of Biology using OER and various active learning strategies in my courses.


Thursday April 14, 2016 11:00am - 11:45am EDT
Room Y/Z

11:00am EDT

Engaging Students in Online Courses: Alignment Matters
Kathy Dolan

Engaging online students in a meaningful way can be tricky. A well-designed and aligned course can make all the difference. In this interdisciplinary session we will explore the concept of alignment in online courses. We will discuss how course and module learning outcomes should be clear and measurable, how they should align with instructional materials, instructional design, and assessment, and how we can present this process to students in a helpful way. We will practice creating and evaluating meaningful, measurable course and module-level learning objectives. We will discuss ideas for accurately assessing learning outcomes- are we measuring what we say we want the students to learn? And we will share ideas for presenting materials and activities that support achievement of the stated learning outcomes. Participants will leave the session with a clear framework for strengthening alignment in their own courses.

Speakers
avatar for Kathy Dolan

Kathy Dolan

Associate Professor, Georgia State University


Thursday April 14, 2016 11:00am - 11:45am EDT
Room V/W

11:00am EDT

Pinterest as a Tool to Learn Spanish Culture
Alicia Arribas, Reilly Lerner, Katherine Rowland

This session will present a Pinterest project done in a face-to-face Spanish Literature and Culture course at the University of Georgia. The use of Pinterest helps to promote students' engagement with collaborative learning, enhances student cultural and language proficiency, encourages student-student and student-teacher interaction and brings authentic resources into the course. The presenter will be accompanied by students who will discuss their learning experiences with this social media tool. Pinterest can be used in online, blended and face-to-face courses.

Speakers
AA

Alicia Arribas

University of Georgia
RL

Reilly Lerner

University of Georgia
KR

Katherine Rowland

University of Georgia


Thursday April 14, 2016 11:00am - 11:45am EDT
Room T/U

11:00am EDT

Tension: an essential agent of effective teaching
Larbi Oukada, Aran Mackinnon, Costas Spirou

The presentation considers the importance of tension as a catalyst for creating developmental change and traces its inevitability to a set of four teaching constraints that convert teaching into dueling confrontations (1) between the teacher's pursuit to understand knowledge and to represent it in an ontologically congruous manner and the endless possibilities of such a pursuit (epistemological constraint); (2) between the teacher's attempt to frame his or her accumulated understanding of the target knowledge into a relatively transmittable linguistic statement and the reality that language is an imperfect medium (semiotic constraint); (3) between the teacher's presentation and the apprehension that its organization might be grounded on a psychologically invalid premise (learning constraint); and (4), between the teacher's expected forward progress and the many reversionary forces exerted by local factors (environmental constraint).

Speakers
AM

Aran MacKinnon

Georgia College
LO

Larbi Oukada

Georgia College & State University
CS

Costas Spirou

Georgia College & State University


Thursday April 14, 2016 11:00am - 11:45am EDT
Room R