Monday, May 11
8:30 – 9:30 Keynote Address by Freeman Hrabowski (Ballroom)
Rethinking the Culture of STEM Education in America: Promoting Student Success and Minority Achievement
Rapid and dramatic demographic and technological changes present our nation’s schools and universities with enormous challenges for preparing students – particularly those from diverse backgrounds – for careers in science, technology, engineering, and math (STEM) fields. Over the past four decades, Freeman Hrabowski has studied minority student achievement, focusing special attention on the participation and performance of African Americans in STEM fields. Drawing on the success of UMBC’s Meyerhoff Scholars Program, a national model for preparing high-achieving minority science and engineering students, and the National Academies’ report, Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads, Dr. Hrabowski will discuss innovation in undergraduate STEM education that promotes student success, inclusive excellence, and achievement for all students in STEM.
9:30 – 9:45 Break (North Upstairs Lobby)
9:45 – 10:45 Concurrent Session I
Team-Based Learning (SC Terrace)
Daniel Preudhomme, Department of Pediatrics, University of South Alabama
TBL have become a significant strategy in undergraduate and graduate student education. Continuing education is mandatory for professionals in the health care workplace. Lectures are the preferred educational strategy for continuing education credits.
Obesity management is based on a biopsychosocial model. Environment, behavior modification and multi levels interventions are impacted by stakeholders such as health care providers, social workers and teachers.
This presentation describes the use of TBL in continuing education for professionals outside the “student” setting. The Pediatric Healthy Life center at USA COM has designed a learning activity directed towards professionals. This activity has been approved through the various regional or national organizations for accredited contact hours in the management of Obesity.
The design follows a typical TBL structure with content adapted to the audience prior knowledge. The challenges and solutions to developing effective TBL outside the classroom framework are reviewed. These challenges are: delivery and pre-reading of course content, attendees with different skills set or professional backgrounds, Team formation, description of the TBL mechanics (IRAT and GRAT) to unfamiliar attendees, motivation for teamwork in the absence of grades, design of effective application. The benefits of TBL in this setting are also described such as attendees’ retention, increased attendee’s knowledge and satisfaction scores.
This course has been provided to more than 200 Social workers and caseworkers, postgraduate or health care professionals (medicine and Nursing). I will present positive data on the evaluation of content, format and solutions to challenges. An additional 300 health care professionals will participate in this activity in 2015.
In conclusion, TBL is an effective strategy for Continuing education for the adult professionals and can be adapted for learners outside the classroom framework.
Chimène Gecewicz, English Language Center, University of South Alabama
One recurring challenge language instructors face is the creation of a classroom environment that encourages meaningful, authentic interactions and use of the target language. This presentation will examine ways Team Based Learning has been used at the University of South Alabama's English Language Center to not only encourage increased use of the target language during class time, but also to create a shift in student interactions. The focus will be on activities that have been used successfully with students in Reading, Composition and Oral Skills classes. Insights can be applied in any class that involves students from diverse linguistic or cultural backgrounds.
Christina Baughn, Adult Health Nursing, University of South Alabama
Team-based learning in the classroom has proven benefits for students’ ability to apply theoretical content and improve student accountability. In the clinical setting, nursing students are immersed in an application environment. The clinical student group embodies the spirit of the team, in that for the semester it is a permanent, small group of students that work together. However, in this format, students may operate in silos. They may be so focused on their patient assignment that they miss the additional learning opportunities within their clinical group. In an attempt to expose students to more and varied learning opportunities and, increase the accountability factor to team members, sub teams were developed within the clinical group. Permanent groups of two or three students were created. Each group was asked to select patient assignments that were in close proximity to one another, and to coordinate patient care activities so that team mates were available to assist each other. This structure more closely resembles the milieu of the professional nursing work environment. In addition each week, prior to submitting their clinical paperwork for the week, time was allotted for students to swap paperwork within their team to critique and offer assistance within their group. In this way, team mates were able to offer insight into possible errors or omissions before paperwork was submitted for a grade. Since students provided care and completed paperwork on different patients, this increased their exposure to different nursing plans of care and pathophysiology. While students reviewed paperwork, the instructor is available for questions that might have arisen after students had left the clinical setting. Students have found this additional team learning to be both fulfilling and beneficial in the clinical learning environment.
Pedagogical Strategies (SC 203)
Susan Martin, Leadership and Teacher Education, University of South Alabama
A review of recent literature demonstrates how much has been done and how much remains in terms of training teachers of English language learners to effectively lower the affective filters (inhibitions) of those learning English as a second language. This literature review spans several decades, considering earlier foundational literature that addresses student learning relatively generally and then progresses to a more detailed review of contemporary literature specific to language acquisition and, in particular, English language learning. Beginning with a discussion of Vygotsky’s theoretical zone of proximal development (ZPD) and how that concept may be viewed as the foundation of contemporary empirical research on language acquisition in classroom settings, the review of literature then moves into a discussion of Krashen’s Monitor Model, discussing the interrelatedness of Vygotsky’s and Krashen’s theories as well as their influence on more contemporary research and classroom practices pertaining to English language learners. The discussion continues into classroom issues of constructivist teaching and the transactional English language arts classroom and concludes with consideration of English language learners in content-area classrooms.
Zoya Khan, Foreign Languages and Literatures, University of South Alabama
In this presentation, I will compare my experiences using the Team-Based Learning format in two different classes: a third-year Business Spanish class (fall 2014); and, a fourth-year class Hispanic culture and civilization class (spring 2015). I will look specifically at how I adapted the TBL format to the requirements of the respective courses: a standard textbook in the Business Spanish class; and, an electronic course-pack on Sakai in the Hispanic culture and civilization class. This examination will allow me to reflect on how the TBL format helped me rethink my own expectations of student outcomes for the two classes. As part of this reflection, I will also present some of the readiness assessment and application activities that I used in the two classes. Finally I will focus on the team dynamics and cooperation in the two classes. This discussion will also entail conclusions as to the pros and cons of the TBL format for humanities and foreign languages classrooms.
Pedagogical Strategies (SC 205)
Using a Collaborative Approach to Training Preservice Teachers
Stephanie Hulon, Education, University of Mobile
Sue Gober, Education, University of Mobile
Karen Dennis, Education, University of Mobile
Sarah Schrenk, Campus Recreation, University of South Alabama
David Allison, Earth Sciences, University of South Alabama
GY 480 (Field Geology Course) is a six week summer field course (6 semester credits) emphasizing geologic field surveying and mapping. This course is typically the final course to complete the bachelor’s degree in Geology, and draws on all of the previous course work leading up to this capstone course. The majority of coursework is completed outdoors, with students hiking an average of 6 miles per day. If a student is unable to complete field camp for any reason, including being physically unfit to complete the hikes, s/he is unable to graduate. Of the six weeks of instruction, approximately four weeks are spent tent-camping.
In Spring 2011 a physical activity component was added to the lab portion of GY403, a class offered in the Spring that is a prerequisite to GY480. Students met once per month at the Student Recreation Center for a total of four times. Students completed an initial fitness assessment that measured weight, body fat percentage, body mass index, and cardiovascular fitness. Subsequent sessions focused on methods to improve cardiovascular endurance and muscular strength, nutritional concerns, and the body’s response to environmental changes.
The physical activity component of GY 403 has been repeated each spring semester, with Spring 2015 being our fifth year. In this presentation we will discuss how integrating the physical activity component has led to more successful academic outcomes. Particularly effective has been the identification of students who score poorly in cardio or BMI measures, and then counseling those students to begin an exercise program and/or lifestyle change that increases physical fitness.
Making Every Minute with Students Count
Julie Owen, SmarterServices
Learn more about how to evaluate student readiness and identify specific talking points on areas of challenge.
Interaction (SC 211)
Suhana Chikatla, eLearning, Wallace State Community College, Hanceville
Educators are constantly seeking strategies to lead students to a more meaningful educational experience. Education has nothing to do with what we teach; it is all about what students learn and how they learn it. Today every student has at least one form of smart device, either in the form of a phone or tablet that allows education on the go. Thus, making technology an integral part of teaching and learning. Can a simple blend of technologies such as Google Glasses, Smart devices and QR codes be the answer that supplements inquiry and interactions?
In this session the presenters will share smart technologies, innovative teaching techniques and strategies for both traditional as well as blended and online courses that can increase inquiry and interactions. Smart devices and QR codes have been in the classroom for a while. Now, many educators both in the K-12 and higher education are looking to revolutionize education via the latest invention, a personal portable device at breathtaking speed, the Google Glass. The wearable device looks like eye-glasses that has a built in computer, battery, camera, microphone, speaker, projector and touch pad in the frame. The screen allows a holographic image in front of the eye. The operation is activated via voice, touchpad, and head tilts. It allowing for hands free, eyes free, and ears free applications. The technology allows the teacher to demonstrate as well as precisely watch a student mimic demonstrations. Some call it the “James Bond-worthy technology” (Glauser, 2013). Interacting with students, seeing demonstrations through the teacher’s perspective, and being able to mimic teacher worthy demonstrations is one of the biggest benefits. Other dynamic features include providing voice activated feedback and instant videoconferencing and video documentation. Although driven by the course facilitator, this tool allows for student-centered teaching, learning and facilitates meaningful interactions.
Kelsey McKee, Surgery, University of South Alabama Medical Center
Medical students and residents are under increasing demand to retain information and learn procedures. Interactive bedside teaching rounds have been the foundation of medical education since the days of Hippocrates. But incorporating technology into traditional teaching rounds has not been well-established. The Mini-Module is a self-guided computer module used to teach healthcare workers and students specific details of a medical procedure. The modules are designed to highlight important learning objectives using videos and pictures of the actual procedure. The key to the Mini-Module is in its ease of creation requiring only a smart phone and basic computer skills.
Over the last three years, we have created and tested educational Mini-Modules to instruct healthcare workers how to perform, as well as understand, surgical procedures involved in treating patients. We expect our students to be able to describe the steps of a procedure, identify why, when, and where it should be used, and to discuss possible complications. When first introduced to a mini-module, students are given a pre-test and post-test to determine its effectiveness in achieving these goals.
We present our most recent Mini-Module: Central Venous Catheter Placement. This is a special intravenous (IV) line that requires specific techniques and sterility to work correctly. We have improved our Mini-Module format to allow for use on smart phones, which is essential in today's medical education. Teaching rounds are daily interactive activity between medical students, residents, and attending physicians. Smart phones have revolutionized this time-honored practice by allowing students to information access at their fingertips through the use of our mini-modules.
Inquiry (SC 212)
Sharrie Cranford, Continuing Medical Education, University of South Alabama
Angelia Bendolph, Instructional Design and Development, University of South Alabama
Peer assessment is critical to the small group transformation process that the team-based learning instructional strategy promotes. In a team-based learning classroom, students are assigned to groups at the beginning of a class term and these assignments last for the duration of the entire term. In addition to the same group/team assignment, two other factors are important for group transformation into teams: individual and team accountability and quality feedback. The CATME (Comprehensive Assessment of Team Member Effectiveness) system is a web-based tool that allows the instructor to monitor the individual and team accountability through its evaluation and feedback features. Instructors can monitor individual performance as well as team performance based on the feedback provided by team members.
This study will compare the peer evaluations given at the beginning of the semester to the peer evaluations given at a later time in the semester. The data from the evaluations will be collected and analyzed to determine whether the team improved in its effectiveness and to determine whether the groups evolved into teams from the first team evaluation to the last team evaluation.
Brenda Litchfield, Professional Studies, University of South Alabama
This is a three-phase model that can be applied to any subject area or topic. A primary benefit of this three-phase model is to present a structured problem-centered approach to learning that allows learners maximum flexibility to attain complex learning outcomes. The session will begin with an overview of inductive inquiry and its potential for use in a classroom learning situation. Inductive inquiry starts with specific questions formulated by the instructor to guide students through the process of inquiry. Through activities and investigations a person or group shapes a main idea or principle. Taba (1967) is credited with developing the inductive inquiry teaching model. It was designed to improve learners’ abilities to think, handle information, and synthesize ideas. By employing inductive inquiry to learning situations, learners are guided through concept formation, data interpretation, and application of principles. This progression develops higher-order thinking. Essentially any training or instructional topic can be designed and delivered using this method. Inquiry learning is the basis for several other teaching strategies and student activities: problem-based learning, project-based learning, and design-based learning. Inquiry learning is often thought of as strategy used primarily with science classes. It can, however, be used successfully in any class. An inquiry lesson will be demonstrated and the audience will participate in the activity giving them first-hand practice with the strategy. Guidelines will be given for how to implement this strategy in a classroom.
Sandra Rogers, Library and Instructional Resource Services, Spring Hill College
How can educators plan for a viable community of inquiry (COI) in their online courses that adequately addresses student-student (S-S), student-teacher (S-T), and student-content (S-C) interaction treatments (ITs)? At the most basic level, the online course syllabus serves as a plan of action. Many institutions of higher education provide a suggested (or required) format for course syllabi. Generally, its structure only addresses the basic course concepts (e.g., contact information, learning objectives, course schedule, and support services). What if these suggested syllabi formats included structure for engendering a COI? What would that structure look like? To address this issue, we created a rubric to evaluate planned interactions in course syllabi that could engender a COI. It is called the Rubric for Assessing Online Course Syllabi for Potential Development of a Community of Inquiry. It is based on general concepts from Garrison, Anderson, and Archer’s (2000) Community of Inquiry Coding Template, Roblyer’s (2004) Rubric for Assessing Interactive Qualities in Distance Courses©, California State University-Chico (2009) Rubric for Online Instruction , Johnson’s (2007) Ecological Assessment Tool, and the Quality Matters™ Rubric Standards 2011-2013 Edition, as well as significant findings from our literature review. It is used to review the planned ITs, not the actual behaviors that occurred in the courses. Its purpose is to determine the inclusion and strength of ITs (S-S, S-C, S-T, and S-LMS) in online course syllabi. Our theoretical underlying premise was the more interactive the course, the higher the level of student satisfaction and course achievement. A copy of the rubric, coding templates, and worked sample will be shared along with our findings from our content analysis of 23 online course syllabi from our university’s College of Education.
Promoting Relevance (SC 253)
Ellen Buckner, Nursing, University of South Alabama
Suzanne Bihan, Nursing, University of South Alabama
Mary Meyer, Nursing, University of South Alabama
Tom Meyer, Nursing, University of South Alabama
Susan Williams, Nursing, University of South Alabama
Registered Nurses (RN’s) comprise most of the nursing workforce; however, many have entered practice with an Associate’s Degree. Recognizing the importance of having a well-educated workforce, the Institute of Medicine began the “80 x 20” initiative to have 80% of nurses BSN prepared by 2020. In Alabama approximately 40% are BSN prepared, rendering this goal almost unreachable. Barriers to educational progression include time commitment, financial costs, and professional role transitions. Current curricula are 100% online presenting a flexible learning environment and tuition reimbursement by hospitals can help defray costs. The problem is deeper than flexibility and finances, however, with professional transitions at the heart of the process. Activities targeting the novice pre-licensure student have historically been a disincentive to many practicing nurses who would be otherwise inclined to educational progression. In a major curricular redesign, faculty developed Practice Integrated Experiences to meet criteria of the American Association of Colleges of Nursing for RN-BSN education (AACN, 2013). The Practice Integrated Experience is done in a work environment or community agency in which the RN-BSN student initiates the work in collaboration with an agency official or professional provider. The practice integrated experience is based on current evidence, requires collaboration, consists of a plan with deliverables, is implemented in a health care setting, and evaluated through objective methods (interviews, surveys). The educational experience is designed to build leadership and collaborative skills with high relevance for practice. Planning conference calls, online discussion forums, written plans, journals, logs of collaborations, and presentations of outcomes promote interactions as components of course design. Practice integrated experiences facilitate leadership, support development of professional values, and result in substantive changes in practice. These experiences build on the learning needs and strengths of the non-traditional student making a difference in how they perceive their education.
Racquel Raymundo, International Tourism and Hospitality Management, Lyceum of the Philippines University
In general the study explored coaching styles of manager in the Lyceum of the Philippines University’s teaching hotel, The Bayleaf Intramuros. The specific objectives of the study were (1) to determine the manager’s perceive definition of teaching hotel and (2) to determine the manager’s perceive coaching styles in line with the department’s goal, reality in the department, options to consider and will to achieve the goal. The Bayleaf Intramuros in Manila served as the study site. Qualitative and Quantitative Analysis were used in this study. The responses from the in-depth interview of the three (three) managers were analyzed according to the GROW Model (Withmore, 2002). The researcher looked into the pattern of variables and parts in relationship to the whole. In addition, the researcher used NVivo system to categorize the codes. In this study, there are 240 codes and categorized into 27 codes to further understand the content of the data. The manager’s perceived definition of teaching hotel are training institution where the manager teaches them what the student needs to survive, learns the standard services and develop his/her skills.
The managers in The Bayleaf Intramuros play a significant role in molding, sculpting, and shaping the behaviors and attitudes of their employee (Bragg, 1998). For this reason, an effective leader of the department should be a positive example through behavior and thus serve as role models to subordinates (Pacetta, 1994).
Thus, I recommend that future researchers should explore more about the hotel operations of The Bayleaf Intramuros. In this case, the public will know the services of the teaching hotel as an affiliate institution of Lyceum of the Philippines University.
10:45 – 11:00 Break (North Upstairs Lobby)
11:00 – 12:00 Concurrent Session II
Team-Based Learning (The Terrace)
Michael Odom, Communication, University of South Alabama
I will describe my trial-and-error (mostly error) efforts at teaching media law last fall with a team-based learning approach, while a first-semester adjunct in the USA communication department. I will also describe a few lessons learned (painfully) from the process, and some teaching resources being revised and developed in getting ready to teach the course again this fall. My goal is to describe honestly my failures in teaching media law with TBL the first time out, and my current efforts at planning for and attaining better learning outcomes and a more enjoyable classroom experience the second time around.
Despite my difficulties in teaching the course last year, I benefitted from the USA communication department chair’s having taught the course with TBL a year earlier, and the materials and approaches he developed. I also learned (or tried to) from the example, experience and resources of professors in New Hampshire and Tennessee. One uses TBL and less traditional methods in law school classes and has written extensively on the subject; and the other teaches media law “with TBL and a fictional character.” All of these faculty members generously shared their creative ideas, methods, and materials and answered many pedagogical and practical questions on short notice.
The workshop is aimed at teachers new to TBL or thinking of adopting such strategies, and those with more TBL experience. Questions from the former about what not do to and thus avoid my mistakes, as well as suggestions from the latter about what might be done instead and thus improve my teaching and course, will be invited and appreciated. Handouts and multimedia presentations, such as syllabi, readiness assurance tests, study guides, rubrics, peer-evaluation metrics, video, audio, and power point slides—with examples of how the resources might be improved and used more effectively—will be included.
Charles Brown, Psychology, University of South Alabama
Laura Powell, Psychology, University of South Alabama
In Introductory Psychology, a large enrollment, 100 level course, students are assigned to read and engage an interactive and integrated online publication (iOp) consisting of chapters with embedded animations, summary videos, and learning activities. The engagement analytics component of the publication tracks the duration of reading of the eBook text and the duration of usage of the supplemental materials over the course of the semester. Thus, the instructor can observe how long each student studies, on what days they study, and what content they engaged at any interval of interest during the semester. To compare TBL and traditional lecture engagement, we measured courseware usage for students enrolled fall semester 2013 (traditional lecture format), and fall semester 2014 (Team Based Learning format) taught by the same instructor. Summed across semesters 331 students participated in the study. In the traditional lecture course, 25% of the students never opened the eBook, and much of the courseware engagement was focused on usage of the supplemental materials. The courseware engagement time for the traditional course was low, and students on average studied just 15.4 hours for the entire semester. In the TBL course, 8.5% of the students never opened the eBook, and courseware usage tended to increase exponentially over the semester eventually reaching 32.7 hours, a 212% increase relative to the traditional lecture course. First semester freshmen do not initially change their study and rehearsal effort in alignment with the expectations of the Team Based Learning paradigm. However, over the duration of the semester, the need for developing greater academic accountability takes root, and a larger proportion of students study longer and more diligently than do their peers enrolled in a traditional lecture course.
Kristina Miller, Nursing, University of South Alabama
Bridget Moore, Nursing, University of South Alabama
Jennifer Styron, Nursing, University of South Alabama
Utilizing effective and well-designed application activities in the classroom is a vital part of promoting interaction between students and helping them obtain a deeper understanding of content (knowledge acquisition) and applying new knowledge to practical experiences (knowledge transfer). In an undergraduate nursing research and evidence-based practice course, engaging students and creating relevance for the subject is often difficult. Additionally, faculty have found it difficult to help students meet course objectives. Employing application activities is one successful way to promote this type of interaction and create relevance to real-world practice. Through following the Understanding by Design (UbD) framework, the faculty first identified objectives students should meet upon course completion and identified advanced concepts that students struggled with. Application activities were then developed using the 4 s’ (significant problem, same problem, specific choice, simultaneous reporting) approach to assess performance based tasks of teams and they were successfully implemented in a large class (N = 92) using team-based learning during Fall, 2014. This presentation will emphasize the importance of using a backward design approach to crafting application activities and discuss the development and delivery of application activities in a TBL environment. Presenters will also examine the experience of using these strategies with a large class, encourage participants to begin the brain-storming process for their own application activities, offer lessons learned, and provide attendees with a Do’s and Don’ts handout to consider during the development of application activities.
Pedagogical Strategies (SC 203)
Patricia Harris, English, Delta College
One of the most popular ways experiential learning is incorporated into the classroom is through service learning. Students engage in hands on, interactive work that results in meaningful outcomes, not only for them, but for the community they are serving. As more and more classes develop in exclusively online formats, we must figure out how to offer students a similarly affective and collaborative experience in asynchronous and geographically dispersed environments. Not only is this model necessary in order to offer online students a richer college experience, but it is necessary in order to prepare them for a global, informational work force and to give them the skills necessary to carry out and improve upon civic engagement and online activism. This session offers an approach to, and multiple templates for, service learning online or across multiple sections. The model requires students to work as members of cross-functional project teams to produce deliverables for local service organizations. These opportunities allow students to break apart the project into smaller tasks, some onsite and some offsite/offline, to make the projects more accessible for students with and without transportation without privileging only those who can drive to a site and spend time there. Students engage necessary community service projects as they are able and develop a deeper awareness of both community need and ways to address it. The student teams self-assign tasks including research, site visits and observations, note taking, bibliography maintenance and annotation, project management and record keeping, initial drafting, concept testing, rapid document prototyping, document formatting, Wordpress setup, and revision. Participants will learn how this model works, be provided CC-licensed templates for workflow documents and pre-/post-project assessment instruments, and come away with dozens of ideas for implementing distributed inquiry.
Vincent Cellucci, College of Art + Design, Louisiana State University
Will Doran, Architecture, Louisiana State University
The Writing-Intensive course, defined as a High-Impact Educational Practice (HIP) by Kuh in the AAC&U is modified in several ways in the School of Architecture at Louisiana State University, where communication-intensive courses are certified in two modes of communication. The Communication across the Curriculum Program improves undergraduate communication skills not by isolating modes of communication but by combining them, which refines student competencies in each mode but also allows them to examine their dynamic usage of multi-modal communication—arguably the most important communication skill necessary for twenty-first-century communicators.
The Architecture studio, besides being traditionally a “site of multimodal rhetorical education” also combines several HIPs for inquiry-based learning including “common intellectual experiences,” “collaborative assignments and projects,” and “undergraduate research.” The Architecture Studio we will present is an upper level design studio certified in writing and visual communication that relied upon hybrid text illustration exercises to synthesize project concepts for a variety of programs cited in New Orleans and Baton Rouge. High-Impact Practices were specifically applied in the course by ensuring ample faculty and communication-professional interaction with individual students, several off-campus site visits where students performed primary research and documented experiential sensory observations, and an intensive feedback revision process of pin ups and oral critiques of studio projects.
In design education, project-based learning is reflective of the professional world for which we aim to prepare students, and the most beneficial situated learning, tied to situation and context, happens in the field. Projects provide diverse site and programmatic parameters and challenge students to propose architectural solutions. Good architecture, however, is not achieved by simply following instructions and meeting functional requirements. Larger social, environmental and experiential contexts of a given locale and building program must be carefully considered. While architects rigorously deploy a set of representational tools to measure and document the site and program, it is equally critical to understand these things empirically. Thus, mental abstractions, like plans and sections, and bodily experience should both be central to comprehending and engaging the variety of contexts surrounding a given project.
This presentation will discuss the multi-modal impact of writing, especially the combination of dry, fact-based documentation (quantitative) with poetic descriptions (qualitative) as a means for students to achieve a broader, deeper sensibility of the places they work visually across a variety of scales and contexts (spatial, governmental, environmental and experiential). Combined with a variety of digital and analogue drawing exercises, the work helps students build a cohesive, descriptive analysis and interpretation of the site and building program. A final series of hybrid text illustrations aim to portray a layered reading of the site and building program. These become a place for students’ observations and intentions to condensate, building a relevant framework for their design work. Students add assigned information, drawings and writing exercises throughout the project and iteratively develop a concept statement. Through the production and subsequent presentation of their analyses, ideas and designs, students practice effective written and visual communication, which are critical to professional development as an architect. Through this, students begin to cultivate a strong design process as well as develop their own beliefs about architecture. Habits of self-guided investigation based on students’ individual convictions and world-view are absolutely necessary to navigate the dynamic, shifting nature of the contemporary world they enter upon graduation. These are important underlying goals of architectural education and critical skills for the development of future architects.
Terrence Harrington, eLearning and Professional Studies, University of Alabama at Birmingham
On the heels of mobile learning comes changes in personal learning spaces and networks. Understanding how these changes appear to be impacting education for the near future is challenging, but it is necessary to work out the possibilities. As students learn that they have more options, they will demand more from education, and in the way they desire, not the way academia wants to give it to them. This may present major implications for every aspect of education, including accreditation. This presentation covers what may be coming in the next 10-15 years, and what we can do to prepare for student-driven education.
Pedagogical Strategies (SC 205)
One Class. Many Modes
Kenley Obas, Applied Technology, Alabama State University
The Classroom as a Place of Truth and Reconciliation
Ed LaMonte, Political Science, Birmingham-Southern College
Melissa Gonzalez, University Libraries, University of West Florida
Brit McGowan, University Libraries, University of West Florida
Claudia Stanny, Center for University Teaching. Learning, and Assessment, University of West Florida
With the advent of the internet and electronic media, we must all manage and evaluate information delivered through an ever-expanding variety of media. University students must master information literacy (IL) skills to succeed in college and the workforce. Librarians at the University of West Florida have developed a comprehensive Library Instruction & Information Literacy Program that promotes information literacy skills critical for the exploration and evaluation of knowledge. This program aligns with the University learning goal to graduate students who are information literate and are equipped for lifelong learning in the 21st Century. As part of this program, we collaborate with faculty throughout the university to develop tutorials, library workshops, classroom instruction, and course assignments that promote information literacy within courses and programs. We conducted a comprehensive review of syllabi for all undergraduate courses offered during the Fall semester in 2014. From this, we created inventories of all courses that described course-level student learning outcomes on the syllabus and all courses that described one or more assignments related to information literacy on the syllabus. Librarians will use these inventories to strengthen existing collaborations with faculty and academic departments and initiate outreach efforts to faculty and academic departments with course syllabi that document a commitment to information literacy skills. This session will highlight specific examples of current IL collaborations with faculty from several disciplines, demonstrate some of the library’s online resources that promote IL skills, and describe examples of workshops designed to improve faculty and program efforts to assess IL skills.
Active Learning (SC 211)
Megan Sparks, Communication, University of South Alabama
Joél Lewis, Instructional Design, University of South Alabama
Sue Mattson, Innovation in Learning Center, University of South Alabama
Jack Dempsey, Innovation in Learning Center, University of South Alabama
Active Learning promotes the notion that in effective instructional environments, students should do more than just listen. Effective active learning aligns learning outcomes, assessments, and learning activities in which students do things and think about the things they are doing. The Innovation in Learning Center can help faculty design and develop active learning environments which encourage more student engagement.
In this session, ILC Director Jack Dempsey will introduce active learning and provide a research-based rationale for the instructional approach. Communications Instructor Megan Sparks will review the successful course redesign and development of a large-enrollment blended course. Education professor Joél Lewis will discuss the current development process of a new curriculum using active learning principles. Finally, ILC Course Development Manager Sue Mattson will discuss a new University-wide Active Learning Initiative and ways that faculty can become involved.
Inquiry (SC 212)
Matt Campbell, Computing, University of South Alabama
The ISC-545 course project required students to conduct a brief review of applicable literature to come up with four suggestions for information systems that could improve the operation of the USA Health System. These systems could be related to health care delivery, but could also include non-patient facing systems such as those in human resources or accounting. Students then met as a four person group. Each group compiled a list of all systems identified by its members. Throughout the semester, our class hosted a number of USA Health System employees (schedule available upon request) starting with upper management and continuing all the way through end users (MD and RN). Guests were not asked to make a formal presentation to the class; only to give a brief 10 minute overview of what their job entailed. After the brief introduction, the floor was opened to student questions that would help each group refine their list of potential projects from 16, to 8, to 4, and ultimately to a single project over the course of the semester. These class meetings lasted only as long as the students had questions. Some ended early, but many went past the normally scheduled end time. Guests scheduled later in the semester were chosen based on student requests. By the end of the semester, each group had selected a single project and developed a full proposal for that project. Proposals were ranked by the guests who had spoken to the class during the semester. Student project grades were based on their overall ranking.
Joyce Varner, Nursing, University of South Alabama
In June 2014 a HRSA grant was funded that allowed for the integration of interprofessional education into the Adult-Geron Primary Care NP program at the USA College of Nursing. The program will prepare Adult-Geron Primary Care Nurse Practitioners in a Doctor of Nursing Practice program. The program emphasizes developing interprofessional core competencies in students as identified by the Interprofessional Education Collaborative Expert Panel. Adult Geron Primary Care NP students and Occupational Therapy students are working together in select classes focused on building the skill sets they need to function in interprofessional health care teams. These blended courses are delivered in an online learning environment and incorporate emerging technologies. This partnership will produce a “real life” solution that will focus on critical issues faced by adults and elders with two or more chronic conditions. Through interprofessional activities, students will become more mutually respectful, maximise the use of collective resources, develop an awareness of individual accountabilities, and acquire competence and capabilities within respective scopes of practice. Sixty advanced practice nursing students and thirty occupational therapy students are now working together to learn about each other’s professions and work on group projects.
James Lower, ProctorU
The presentation will demonstrate how educators may prevent cheating, ensure the academic integrity of distance learning programs, and advance policies designed to reduce incidents of dishonesty online using a number of strategies. The presenter will also share industry research and best practices.
As students navigate through a plethora of available resources, plagiarism and academic dishonesty continue to be major problems in academia. In an effort to curb or redefine academic dishonesty, some instructors tailor their online exams so that outside resources are permitted, thus weakening the integrity and lowering the educational standards of their exams.
Most plagiarism comes from student’s sharing work, Wikipedia and other online resources. Approaches such as strategic exam design and online proctoring can help minimize some of these factors and ensure academic integrity.
Attendees can expect to learn:
• The differences between identity authentication and attendance verification
• How to employ anti-plagiarism tactics
• Ways to develop secure exam structures
• How to tighten proctoring requirements
Student Success (SC 253)
Improving Student Success and Retention
Nicole Carr, Student Academic Success and Retention, University of South Alabama
12:00 – 1:15 Lunch (Ballroom)
Engaging Students in the Twenty-First Century: A Panel of Master Teachers
1:15 – 1:30 Break (North Upstairs Lobby)
1:30 – 2:30 Concurrent Session III
Pedagogical Strategies (The Terrace)
What Impact Does an Interactive Team-Based Learning Activity and Student Perceptions of the Learning Environment Have on Nursing Students' Learning Outcomes Related to Dietary Management of Patients with Diabetes?
Theresa Wright, Nursing, University of South Alabama
Background: Nurse educators are faced with the challenge of equipping students not only to achieve academic success, but also to be competent as new graduates at the patient bedside in an increasingly complex and dynamic health care environment (Broome, Ironside, & McNelis, 2012; Sisk, 2011). Students’ perception of the learning environment (SPEE: Biggs & Tang, 2011); a learning environment focused on students (Schaefer & Zygmont, 2003); and the Team Based Learning (TBL) approach (Ching-Yu et al., 2014) have improved student learning outcomes.
Purpose: The primary purpose of this research is to determine the impact on learning outcomes of an interactive TBL approach utilized to teach dietary management of diabetes. Secondary outcomes to be measured include student perceptions of themselves and the learning environment and the relationship between student perceptions and learning.
Method: A convenience sample of participants will be utilized in a pre-test post-test design administered via Survey Monkey. Participants will be assigned the task of preparing a salad based on the dietary needs for a 70 kilogram patient with diabetes. The students, working in teams, will be directed to a meal planning website to aid planning the quantity and selection of items for the salad. Each student will then prepare and taste a salad based on the team created specifications. Following the activity, the participants will complete a post-test and the DREEM perception tool.
Data Analysis: Descriptive statistics will be utilized to determine participants’ perceptions. Data will be analyzed using a paired t-test to determine knowledge and confidence gained related to meal planning for patients with diabetes. Variance statistics will be utilized to determine the contribution perceptions make to learning.
Discussion: The results of the study will be discussed in relation to the impact the activity and student perceptions have on learning outcomes.
Nancy Howell, Arts & Sciences, University of South Alabama
This presentation will explore using TBL techniques and strategies with freshmen who are academically challenged in math, reading, writing, and/or critical thinking skills and therefore must also enroll in remedial/preparatory courses in one or more of these areas. While all are academically challenged, this group is extremely diverse, ranging from students who only need MTH 100, to those who need remedial help in every area, and are thus taking several DS courses. Students are also diverse in terms of socioeconomic and cultural backgrounds.
These students were in Learning Communities, but not everyone in the class was in the same LC, due to their differing needs for DS courses. In most cases, each student had a least two courses in common with other students.
Suggested modifications and activities will be offered in order to make TBL more effective with this selective but diverse population. These will include suggestions for forming effective teams, creating IRATs and TRATs that are engaging and assess readiness effectively, and modifications in scoring that I used with this group.
Jason Ezell, University Libraries, University of South Alabama
Beth Rugan Shepard, University Libraries, University of South Alabama
Angela Doucet Rand, University Libraries, University of South Alabama
Research can take radically different forms and occur at varied levels. Research complexity is further increased when considering discipline-specific methods and deliverables. Faculty don't always consider the pedagogical strategy of collaborating with a librarian to teach the relevant information literacy skills. Imagine seniors conducting a capstone project with a series of librarian workshops and consultations. On the other hand, imagine English composition or graduate students in their first year completing research skill inventories designed by both teaching faculty and librarians. These are just two examples of the assignment types, delivery modes, and student levels that librarians can work with faculty to address. In this session, Marx Library Instruction Team Beth Rugan Shepard, Jason Ezell, and Angela Doucet Rand will profile the range of instructional services they are prepared to offer to faculty interested in using a collaborative pedagogical approach. Presenters will also model their instructional design processes for attendees.
Pedagogical Strategies (SC 203)
Alma Hoffmann, Visual Arts, University of South Alabama
Routine in life and work are beneficial because it allows us to be productive. However, if not balanced with moments of chaos or anomalies, routines become not only predictive but sometimes they can hinder creative sparks. Students need both routine and anomalies in their class' day to day interaction. In this talk we will learn methods to jolt our students minds to think outside the routine. We will look at how design classes encourage creative thinking in their class' routines and consider ways to integrate those in our classrooms.
Eric Moody, Interdisciplinary Studies, University of South Alabama
Critical thinking is an attribute recognized by many in academia as a vital skill needed to be a successful student. Graduates with highly developed critical thinking skills undoubtedly go on to be top employees and leaders in the business world, government and non-governmental organizations, as well as many other fields. However, since students arrive in the classroom with a variety of different levels of critical thinking skills, the task of those in academia required to develop these skills can be a daunting one. One interdisciplinary approach that operationalizes the process of critical thinking development is an analytical tool called the “Thought Stance.” The “Thought Stance” is a simple, yet effective, “daily” writing assessment tool that requires students to critically analyze literary and/or scholarly articles. After reading a selected article, the student chooses three actual passages presented that they find to be Interesting, Critical, or Significant. The student then writes a Reflection of approximately 250-300 words in which they can explain why they chose each particular extract or they may summarize how the article is relevant to current classroom topics. An easy to follow template is used for the “Thought Stance” which allows students to focus more of their analysis on content and not format. The “Thought Stance” is purposely limited to one-full page to allow instructors to easily review and grade this assignment for quick turn-around feedback to the student. It also forces students to choose their words more carefully in order to analyze their article within the word count required; thus, improving critical writing skills while not including the “filler/fluff” of typical students’ papers. Students use 1st-person point-of-view in their analysis because it assists them in developing critical thinking skills and is easily translated to the 3rd person point-of-view required in most research papers.
Where We Are Headed
Claire Major, Higher Ed Administration, University of Alabama
Service-Learning (SC 205)
Making Service-Learning Work for You, Your Students, and the Community
Karen Peterson, English, University of South Alabama
Interaction (SC 211)
Racquel Raymundo, International Tourism and Hospitality Management, Lyceum of the Philippines University
This study aimed to look at path-goal theory as applicable to the identification of academic leadership behaviors, relations and styles between administrators and faculty members of the Lyceum of the Philippines University, Manila Philippines. Particularly, the path-goal theory emphasizes leadership relations that are observed between leaders and collegues. Despite the multiple facets of leadership, there was a need to advance literature on leadership within the context of the school’s administrators and faculty members’ population.
The four different leadership behavior classifications were path-goal clarifying behavior, achievement-oriented leader behavior, interaction facilitation and supportive leader behavior. The first thesis statement discussed how administrators rated themselves using the four classifications of the path-goal leadership theory. Based on the results, achievement-oriented behavior and interaction facilitation were rated as “high” in contrast to path-goal clarifying behavior and supportive leader behavior which were rated as average.
The second thesis statement discussed about how faculty members rated their school administrators using the same classifications. Results showed that path-goal clarifying behavior and achievement-oriented behavior were rated “high” which interaction facilitation behavior and supportive leader behavior were rated “average” and “low” respectively.
The finding of this study suggests that leadership should embrace transformation to achieve organization goals. Different leaders and subordinates organize and describe these functions in different ways.
These findings can be used for future monitoring mechanisms that will enhance the leadership gaps between administrators and faculty members.
The Effectiveness of Adaptive Teaching Tools: A New Approach for 21st Century Learning
Cheri Kittrell, Psychology, State College of Florida
Kimbra Sellers, Health and Physical Education, Mississippi Gulf Coast Community College
Successful student engagement in online, hybrid, and traditional courses enhances meaningful student participation, supports student mastery of course materials, and encourages the student in assuming the responsibility for constructing and managing their own learning experience. These objectives can be particularly challenging when dealing with students who seem reluctant to learn.
During this session, attendees will be exposed to a wide variety of methodologies, active learning strategies, scaffolding, and other strategies to make learning fun, meaningful, and non-threatening. This session will address the particular challenges that face faculty as they attempt to reach students who are unwilling, or seemingly, unable to learn. Other issues such as student boredom, inability to stay focused and student insecurity will be addressed as well.
This interactive session will demonstrate fun and easy techniques to help faculty develop strategies for improving motivation, increasing student engagement, and enhancing learning for all students in online, hybrid and traditional settings.
Inquiry (SC 212)
Jenny Manders, Interdisciplinary Studies, University of South Alabama
Joe Currier, Psychology, University of South Alabama
Susan Gordon-Hickey, Speech Pathology and Audiology, University of South Alabama
The number of veterans returning from the wars in Iraq and Afghanistan, as well as the increased support provided through the Veterans Educational Assistance (Post 9/11 GI Bill, 2008), has dramatically increased the number of veterans pursuing higher education. According to a National Survey of Student Engagement report (NSSE, 2013), however, veterans on college campuses often feel less engaged and supported than their non-veteran peers.
We currently have approximately 1,000 student veterans on our campus. This presentation will explore strategies to understand and engage veterans in the classroom, and increase their integration on campus. A panel of student veterans will present their experiences at USA and engage in discussion on strategies to support academic success and retention. Current and future activities of the USA Veterans Affairs Committee will also be discussed.
Interaction (SC 253)
Stephen Sullivan, Alabama School for the Deaf and Blind
Mobile Devices & ePortfolios: Your Passport to Success
Robert McWilliams, Center for Teaching and Learning, Bishop State Community College
Using BigBlueButton for Synchronous Online Learning
Jason Smith, Innovation in Learning Center, University of South Alabama
Fred Dixon, Blindside Technologies
2:30 – 2:45 Break (North Upstairs Lobby)
2:45 – 4:45 Mid-Conference Workshops
Team-Based Learning with Ron Styron (SC 203)
Active Learning Strategies with Sue Mattson (SC Terrace)
Student Success Collaborative with Nicole Carr (SC 205)
Flipping the Classroom with Julee Waldrop (Ballroom)
4:45 – 5:00 Break (North Upstairs Lobby)
5:00 – 6:30 Poster Session and Reception (Ballroom)
Jennifer Anderson, Nursing, University of South Alabama
Pam Johnson, Nursing, University of South Alabama
Kim Norris, Nursing, University of South Alabama
Loretta Jones, Nursing, University of South Alabama
The face to face model of classroom lecture has been the standard method of delivery of nursing information for decades. The National League of Nursing called for reform of traditional educational pedagogies in 2003. In 2010, nursing educators were again challenged to design new and innovative learning strategies to prepare new graduates for professional practice (Benner, Sutphen, Leonard, & Day, 2010).
Flipped learning allows students to take a more active role in their learning. The benefits of this approach are viewed as opportunities to reduce nursing student attrition rates and the gap between educational preparation and nursing practice (Missildine, Fountain, Summers & Gosselin, 2013).
Implementation of the flipped classroom method in a baccalaureate nursing health assessment course allowed examination of information regarding student exam grades, assessment check-off scores, and student satisfaction rates. It focuses on refining the traditional lecture through utilizing pre-taped videos for students to watch prior to class and answering questions related to the subject content. This allowed faculty more class time to reinforce lecture material through student centered activities, thereby allowing more focus on key concepts of the specific body systems. This provided an environment that both stimulated and promoted a higher level of clinical reasoning.
Application of the flipped classroom method to the health assessment course was an effective teaching/learning strategy. Faculty reported that students seemed better prepared for class and were more engaged in class activities. Utilizing the final student evaluations, the majority of students liked having access to the pre-class videos to view at their own pace and after class to reinforce assessment knowledge. They also reported increased satisfaction with having more class time for, “on hands assessment.” The overall scores on written exams and physical assessment check-off procedures have consistently improved, which indicates enhanced learning outcomes.
Alan Chow, Management, University of South Alabama
Gwendolyn Pennywell, Economics and Finance, University of South Alabama
Students should be able to define the efficient market hypothesis and explain its various degrees. The premise of the EMH is that markets are efficient from an informational point of view. Thus stocks are perfectly priced on average. As a result, it is impossible to "beat the market" since efficiency implies that the share price always incorporates and reflects all relevant information. Consequently, outperforming the market is essentially a game of chance as opposed to a game of skill.
Teaching Methods: Hypothesis - Is experiential learning superior to traditional lecture?
This method is based on traditional lecture in the form of podcast versus an in-class activity. One group of students watch a podcast lecture of an Instructor defining the theory and providing examples. Based on the content of the podcast, students are then quizzed on their understanding of the concept.
A second group of students play a simple game based on the concept of an efficient market. The game does not require an understanding of finance. Students' actions in the game are recorded and used as a basis for a discussion of the EMH. Based on the game and discussion, students are then quizzed on their understanding of the concept.
A third group of students play a simple game based on the concept of an efficient market. Students' actions in the game are recorded and used as a basis for a discussion of the EMH. The students then watch the podcast lecture of an Instructor defining the theory and providing examples. Based on the game, discussion, and podcast, students are then quizzed on their understanding of the concept.
Alan Chow, Management, University of South Alabama
Kelley C. Woodford, Management, University of South Alabama
In recent years, there has been a heightened emphasis on active service learning as a high impact education practice. A great deal of research has been conducted on the benefit to students who experience the practice and the practice is being integrated in different ways in different disciplines. A potential way to integrate active service learning into business curriculum is through small group consulting.
In a recent presentation to students in the Mitchell College of Business, the president of a small family-owned business described the experience of her family in transitioning the business from one led by her father to one in which the four children had to find common ground to move the business forward. That family business was thrust into the transition when the father sustained an injury and the siblings were forced into a transition with no prior planning. The presentation highlighted the need for family-owned businesses to engage in the type of long-term succession planning that have been a common staple in large corporations for many years. Unlike many large corporations in which leadership transition is planned years in advance to ensure continuity in management, smaller, family owned businesses often neglect to engage in advance succession planning. Having no plan for the transition from one leader to another, presents a number of problems that the family owned business may not be able to overcome.
Based on this presentation, several senior-level students developed a research and consulting project focused on identifying why family owned business failed to engage in long term succession planning, the areas in which family-owned businesses need to engage in succession planning, and strategies for implementing succession planning in family-owned businesses. The students then took their research and put the research into action by working with two family owned businesses – one in an unregulated setting and another in a regulated franchise. The students worked with the owners of both businesses to develop the outline for a long-term succession plan for each business thereby integrating their academic research with practical application for the benefit of both their own learning outcomes and the long-term strength of the businesses for whom consulting was conducted.
Kelly Dorgan, Marine Sciences, University of South Alabama
This exercise is designed for upper division biology and marine science students and is currently taught in the marine ecology course at Dauphin Island Sea Lab. Students work with data from a multi-investigator field study addressing the question of how community structure and tropic interactions in marine sediments depend on the physical environment (sandy versus muddy sediments). Students begin class by brainstorming a list of organisms that live in sediments, then are introduced to the key taxa from the study system. Students visually summarize abundance data for different species in two communities on a preliminary food web, then develop hypotheses to explain the abundance patterns. Specifically, students work individually then in small groups to hypothesize whether abundances of each taxa are lower in one environment than in the other because of resource limitation, predation, competition, or environmental factors. At this study site, muddy and sandy sediments are alternate stable states with positive feedbacks from the biological community stabilizing or destabilizing sediments. Students regroup for an instructor-led discussion about the differences between communities in muds and in sands and the concept of alternate stable states. Through this activity, students are introduced to marine sediment ecosystems and learn to interpret food webs, distinguish between biomass and productivity, and are introduced to the ecological concept of alternate stable states.
Andre Green, Leadership and Teacher Education, University of South Alabama
Susan Ferguson Martin, Leadership and Teacher Education, University of South Alabama
Noyce Pathways to Mathematics and Pathways to Science are collaborative programs between the University of South Alabama Colleges of Education, Arts & Sciences and Engineering, and the Mobile County Public School System. The program has allowed graduates of science and mathematics related fields the opportunity to enter graduate education programs in secondary education in an effort to increase the number of math and science teachers in Mobile County and surrounding school districts. The programs have generated several cohorts of graduates who may now mentor those who have more recently graduated and those who are new to the program. Starting with the Spring 2015 cohort, quarterly mentorship sessions will fortify the support system for scholars and strengthen the local education community. The first mentor session generated questions by the new cohort and advice at different levels of educator experience from those already teaching and those completing their final semester of graduate school as student teacher interns. The discussions during those mentor meetings, which will be shared during the poster session, will inform the way in which graduate education students in all content areas are mentored throughout their program and into their early careers.
Doug Haywick, Earth Sciences, University of South Alabama
Writing-across-the-curriculum classes were introduced to improve written communication skills for college-level students. At the University of South Alabama, All students majoring in Arts and Sciences programs must complete two ‘W’ classes, at least one of which must be in the student’s major. W classes must meet certain minimum requirements including frequent writing assignments (preferably weekly with opportunities for revisions), library research activity(s) and student peer review exercises. In lab-based courses which require additional classwork, the addition of W components becomes an extra burden for both the students in the class and the faculty assigned to teach them. In USA’s Geology program, students take two W classes as part of their core classes; GY 304 (stratigraphy) in their junior year, and GY 402 (Sedimentary Petrology) in their senior year. Based upon internal assessment of writing exercises and postgraduate GRE results, there is little evidence demonstrating improved writing skills in our students after taking these required W classes. Moreover, students justifiably complain that the writing components on top of the other required laboratory components makes our W classes “way too busy” for typical 3 credit hour classes. Beginning in the fall of 2015, we are going to attempt to spread some of the W requirements to other GY core courses to minimize the work load in our two W classes. Since Geology majors must take all of their GY classes in sequence, writing components themselves can be offered in a logical sequence. Sophomore-level classes would have writing assignments stressing basic concepts, whereas junior-senior classes would offer more comprehensive exercises that incorporate both communication and critical thinking components. In effect, we are attempting to make the entire Geology program writing-across-the-curriculum. This poster presentation will summary our plan of attack and the possible mechanisms by which to evaluate the success/lack of success of our approach.
Kimberly Jordan, Nursing, University of South Alabama
Introduction: Think back to when you were a new graduate Registered Nurse (RN) and you experienced your very first code blue. Remember, your heart racing as fast as a cheetah. Did you know how to interact? Where you fully prepared for the code? Most likely, the answer is “no. New nurses lack the confidence and experience of a seasoned nurse, which often leads to failure to recognize key symptoms that ultimately result in a crisis situation (Fero, O’Donnell, Zullo, Dabbs, Kitutu, Samosky, & Hoffman, 2010). Simulation provides nursing students with the knowledge, clinical skills, and critical thinking abilities to effectively intervene in crisis situations.
Background: Simulation is gaining popularity in nursing education as an avenue to foster student learning and interaction, promote confidence, and critical thinking skills among nursing students. Simulations are activities that mimic reality. Simulation involves the use of Human patient Simulators (HPS) which are mannequins that are capable of responding in real time to specific interventions and treatment. Simulation also utilizes Standardized Patients (SP) which is actors that role-play a patient scenario.
Implementation: Four to five nursing students interplay a realistic clinical scenario. Students interact with peers, patients, and family members. Students also communicate with physicians and exert critically think skills to implement care for critically ill patients. Faculty monitors student interactions in a control room. After the simulation, students are debriefed. Debriefing focuses on questions such as: What were strengths/weaknesses? What did you learn from your experience?
Conclusion: Simulation in baccalaureate undergraduate nursing students proves to be an effective teaching and learning strategy. Simulation allows students to practice nursing skills in a safe, controlled environment. This in turn lowers student anxiety and allows learning to occur. Students enjoy the experience, gain confidence, and learn critical thinking skills needed to provide safe and effective patient care.
Anita Salinas, Curriculum and Instruction, Mobile County Public Schools
The Environmental Studies Center is jewel within the Mobile County Public School system. The 450 acre property includes upland pine and bottomland bay forests, a pine savanna and carnivorous bog, freshwater streams and an 18 acre lake. Man-made facilities include nature trails, live animal exhibits, native plant garden, pavilion, amphitheater, instructional building with classroom, laboratories, natural history displays and a STARLAB planetarium. The center offers experiential learning programs for grades K through 12 which range from native plant and animal programs and STARLAB planetarium for all grade levels to specific programs such as Inside the cell for 5th grade, Native Americans and Alabama’s Plants, Animals, and Skies for 4th grade, and SEA ICE (Student Enrichment Activities in Coastal Ecology) for high school biology students. Programs at the Environmental Studies Center are designed to enhance the topics that students are learning in their classrooms. Students are given the opportunity to interact with trees, animals, wetlands, microscopic creatures, and even stars with the hope that they will better internalize concepts being learned in class. The center also participates in school outreach with the STARLAB program, a Raptor Road Show program, and a Wildlife of Mobile program which benefits schools within the system that have difficulty visiting the center due to distance or time constraints. The center also focuses on educational experiences for educators as it provides workshops for teachers throughout the year on topics such as science fair preparation, climate change, project WET, and Leopold Education Curriculum. These programs are offered to provide teachers with resources that can be used in their classroom to increase student interest and learning. In 2013, 9,419 students participated in programs at the center, public outreach reached 3,232 people, school outreach reached 4,173 students, and teacher workshops reached 283 teachers.
Corina Schulze, Political Science and Criminal Justice, University of South Alabama
The provision of student housing is an established practice that is common among colleges and universities in the United States. Originating in the form of austere dormitories secluded from the world, student housing has since evolved to meet the needs of modern-day students. Yet while housing now offers many amenities demanded by students, a monastic remnant of the outdated dormitory persists. Due perhaps to their ubiquity and antiquated nature, housing policies tend to be heteronormative and are often entrenched in gender role stereotypes in that roommates are assigned, floors are designated, and even entire building are appropriated on the basis of the gender binary. While these instituted obstacles to cohabitation may satisfy some societal norms averse to prurience, they fail to take into account the unique experiences of students that identify as LGBTQ (Lesbian, Gay, Bisexual, Transgender, Queer/Questioning). Beyond espousing heteronormative values, these policies are often entrenched in language that perpetuate and reinforce stereotypes. This study aims to shed light on the prevalence of these policies and examines alternative student housing arrangements that are gender-neutral.
Paige Vitulli, Leadership and Teacher Education, University of South Alabama
Susan Ferguson Martin, Leadership and Teacher Education, University of South Alabama
Cross-cultural collaboration between University of South Alabama College of Education faculty in the United States and visiting faculty from Shaoxing University in Shaoxing, China has resulted in a collection of recorded conversations about the connection between art and language. Among the topics discussed are how cultural artifacts, including both historical and contemporary art, literature, food, and customs may be used to advance both the understanding of culture and linguistic fluency. Further, exploration of cultural misunderstandings and overgeneralizations are explored, and potential uses of art and language to overcome such barriers are discussed, including extensions of art that have worked in actual cross-cultural classroom contexts. The conversations, which include demonstration and discussion of cultural artifacts and customs as they relate to language and learning, will be used in Art Education and ESOL Education courses.
Tuesday, May 12
7:30 – 2:30 Registration
8:30 – 9:30 Keynote Address by Elizabeth Barkley (Ballroom)
Concern over student engagement is now central to conversations regarding quality in higher education, but what does 'student engagement' really mean? And once we know, how do we achieve it? This keynote will offer a model for understanding what 'student engagement' means as well as strategies for promoting it in our varied teaching and learning contexts.
9:30 – 9:45 Break (North Upstairs Lobby)
9:45 – 10:45 Concurrent Session IV
Pedagogical Strategies (SC Terrace)
Jeff Landry, Computing, University of South Alabama
Dawn McKinney, Computing, University of South Alabama
Harold Pardue, Computing, University of South Alabama
Two faculty members in the School of Computing participated in the initial implementation of team-based learning (TBL) during the University of South Alabama’s pilot year of its Quality Enhancement Program (QEP). The faculty members, using TBL in two very different courses for somewhat different purposes, have continued to use the pedagogical strategy in these and other courses for three years now. The purpose of this paper is to provide a progress report on the use of team-based learning in the School of Computing using multiple perspectives, including innovation adoption and diffusion, faculty member experience, and student success. The paper will make recommendations for TBL adoption and use.
James Aucoin, Communication, University of South Alabama
Critical thinking skills in a non-literature team-based learning course can be exercised by the use of literature. In my communication ethics course, CA445, I assign students to read, in addition to their textbook, a novel. It is Thank You for Smoking, a satirical novel by Christopher Buckley, a national bestseller that follows the adventures of a public relations spokesperson for the tobacco industry. I chose this novel because nearly every character exhibits unethical behavior at some point in the book, and the main character, who starts out as a wholly immoral character, evolves through self-reflection of his immoral ways. After administering a bonus 20-question i-rat and t-rat, I give students the choice to use the grade on the test to replace their lowest test grade. This is an incentive for them to take reading the novel seriously. Then, each team works on a case study of the book, in which they are directed to determine which of three characters in the book is the most unethical. Discussions occur about how to weigh one unethical act against another and whether a character intended to do something unethical. Also discussed is whether a character who is a professional person violated that profession’s code of ethics. This exercise incidentally develops appreciation for literature and moreover leads the students to a deeper understanding of ethical behavior.
Laura Powell, Psychology, University of South Alabama
Charles Brown, Psychology, University of South Alabama
Psychology: Science and Applications by Brown, Foster, Gordon, and Yates (2015) is an eTextbook that has the ability to track student engagement time both for text reading (eBook) and interactive embedded learning activities (Webcom). Prior research has shown that the correlation between courseware engagement and learning outcomes is 0.97, and it is important for educators to strive to promote increased engagement. The current study explored the link between student eBook engagement, gender, and enrollment in learning communities. In Fall 2014 at the University of South Alabama 540 students were enrolled in PSY 120 (Introduction to Psychology) and Psychology: Science and Applications was the required eTextbook. Of those 540 students, 230 were also enrolled in a learning community. A two way ANOVA found a significant interaction between Gender and Learning Community enrollment for eBook engagement. Learning community enrollment had no effect on eBook engagement for male students, but for female students, enrollment in a learning community significantly increased eBook engagement. Team based learning (TBL) was also involved in two sections of PSY 120 this semester and most of those students were also enrolled in a learning community. The interactions between Gender and eBook engagement was still found when the 32 students enrolled in the TBL sections were excluded from the analysis. Courseware engagement is a strong predictor of learning outcomes, and it is important to explore how students in different demographic categories respond to institutional strategies designed to improve student learning outcomes and student retention.
Pedagogical Strategies (SC 203)
John Hope, Instructional Design and Technology, Columbia Southern University
Jacqueline N. Beverly, Instructional Design and Technology, Columbia Southern University
Thomas C. Heitman, Instructional Design and Technology, Columbia Southern University
Jacqueline Pica, Instructional Design and Technology, Columbia Southern University
Columbia Southern University (CSU) is a 100% online, accredited, for-profit institution offering degree programs at the undergraduate and graduate levels to approximately 30,000 students. Degree offerings include the areas of occupational safety and health, emergency services, and business administration. These fields of study appeal to working adults who are seeking additional vocational training and possible career changes. As a result, the average student age demographic falls between 35-40 years. This student demographic experiences unique family and professional pressures, which can influence learner persistence through a degree program. CSU has identified the assumptions of andragogy and adult persistence literature as important factors in meeting adult learner needs and has attempted to address them in online course design.
This best practices session demonstrates how CSU reduces barriers adult learners face by focusing on three areas in course design: (a) consistency, (b) relevancy, and (c) flexibility. In an effort to reduce student anxiety, CSU establishes consistency through a standardized instructional design process. This course design incorporates a faculty-driven course writing process that prescribes a reliable, easy-to-follow course structure for students. In addition, CSU attempts to address the literature on andragogy through offering relevant degree programs, the acknowledgement of the learner’s experience, and authentic assessments. Finally, as distance/online education appeals to adults primarily because of the flexibility of time, the convenience of working from home, and the ability to take care of family or work from the office, CSU offers learners the flexibility they seek through asynchronous learning, time management flexibility, and flexible start and end dates.
Rob Dixon, English, University of South Alabama
Beth Rugan, University Libraries, University of South Alabama
Too often students rely on Google to find resources for freshman composition research papers on the same tired subjects like legalizing marijuana, the death penalty, and gun control. While internet search engines can yield valuable results, students need to understand that productive research comes in many forms and that it’s a process requiring navigation through various channels. While it’s pretty standard to have composition students attend a library session to learn research strategies, these sessions are not always as productive as we hope. To address these shortcomings, we’ve worked to use our separate strengths as writing instructor and librarian to get students more invested in research, make the most of library sessions, and meet learning outcomes. Thinking of our students and considering unique holdings in our library, we assigned a “living history argument,” limiting potential topics to materials in our campus library’s “Gulf Coat Collection.” The assignment satisfies the objectives of both the composition instructor and the librarian: it incorporates research into the creation of an argument and uses special collections to get students in the library where they have greater access to unique research materials and people who can help them find those materials. It also enables them to explore subjects and topics of local, immediate relevance to their own lives and experience that can be viewed from a variety of academic perspectives, refine their research strategies, and produce an argument based on a wide range of information sources. While often met with groans from students at the beginning of the semester, this assignment has been completed with a great sense of accomplishment and a changed perspective about research in the end. Sometimes students even experience something more intangible: the wonder of finding something they didn't know they were looking for in the first place.
Priming, Portioning, and Probing: An Effective Model for Video-Based Instruction
Mary McCall, English, University of South Alabama
Dave Walker, Innovation in Learning Center, University of South Alabama
Service-Learning (SC 205)
Catherine Swender, English, Spring Hill College
According to Kenneth Koch in Wishes, Lies and Dreams, “The power to see the world in a strong, fresh and beautiful way is a possession of all children. And the desire to express that vision is a strong creative and educational force” (45). In my ENG 240 “Introduction to Poetry” class, I connect my college students with elementary school children in order to write original poetry together. My students share their discoveries of the power and pleasure of language; at the same time, the children share their discoveries with my students. Over the course of the semester, both groups develop into stronger readers and writers of poetry.
Once a week throughout the term, groups of my students visit elementary school classrooms where they lead the children in reading and writing poetry. Using Kenneth Koch’s Wishes, Lies, and Dreams, my students select sample poems and design creative writing activities to share with the children. At various points during the term, my students reflect on their service learning experiences and apply them to their own continuing study of poetry in our classroom. As the semester goes on, I notice that my students take more risks in their own writing, become better critical thinkers, and see themselves as having a more important presence and “voice” in the world around them. Additionally, their involvement with inner-city children opens them up to greater issues of social justice.
Dawn McKinney, Computing, University of South Alabama
Students choosing computer science as a major generally lack understanding of the field. At the University of South Alabama in the School of Computing, CSC 108, Introduction to Computer Science, is a course where students complete a team project where they explore the course of study, research areas, and career options in the field of computer science. Each student focuses on the area of most interest and the team creates a presentation demonstrating how each of these areas of interest relates to the others. Creativity is encouraged and the goal is a team presentation which is entertaining, informative, engaging, and demonstrates how each chosen area of computer science fits into the bigger picture. Service-learning is incorporated through the School of Computing’s Computing Day, which is an event where industry partners, faculty, and students present topics, projects, and career opportunities in the field of computing to visiting high school students at a half-day event on USA’s campus. The CSC 108 students compete for places in the student presentations portion where the best teams will be invited to present. The service-learning experience is designed to help remedy the problem of the lack of understanding of the field so that high school students are better able to make informed decisions about choosing a computing major and these new college students benefit by learning, though inquiry and discovery, where each of them fit in the field which also promotes a sense of belonging, known to promote student retention.
Josh Duplantis, Center for Continuing Education, University of South Alabama
A common strategic initiative in higher education prioritizes connection to communities. Universities envision engaged citizens who genuinely invest in their university community and their host communities (locally, regionally, nationally, and globally.) These engaged citizens internationally build community through learning and working together inside and outside the university in order to create and sustain a culture of respect and civility.
Academic Service-learning is a pedagogical approach to engaged student learning that has grown exponentially over the past twenty years. The Learn and Serve America National Service Learning Clearinghouse defines Service-learning as a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.
This presentation will discuss the structure of meaningful service-learning experiences citing published research conducted by the presenter identifying skills gain through diverse service-learning experiences using The Civic Attitudes and Skills Questionnaire (CASQ). CASQ was developed to assess students’ self-evaluations. The CASQ yields scores on four scales, developed through factor analysis, and for which reliability and validity evidence has been presented (Moely, Mercer, Ilustre, Miron, & McFarland, 2002). The four scales reflect goals described by Stukas et al. (1999): Interpersonal and Problem-Solving Skills and Leadership Skills are aspects of Self-Enhancement; and a scale measuring plans for Civic Action reflects Value-Expression.
Interaction (SC 211)
Kenneth Hudson, Sociology, University of South Alabama
The advent of sophisticated meeting software has made it possible to have high quality face-to-face interaction in real time between individuals in different geographic locations. This technology is now widely used in business and industry and its use can be observed nightly on almost any cable news show. In this session we demonstrate how WEBEX can be used in conducting graduate seminars in research methods and statistics. By using WEBEX we can now discuss the class material with members of the class who are separated by great distances.
Henry Roehrich, Marketing / Management, Park University
Julie Grabanski, Occupational Therapy, University of North Dakota
Donald Fischer, Computer Networking and Unmanned Aerial Systems, Northland Community and Technical College
Asperger Syndrome is one of the most common developmental disabilities and is characterized in three developmental areas, communication, socialization and emotional/behavior difficulties (Dillon, 2007). Students with learning disabilities caused from Asperger Syndrome face many challenges in reaching educational and career goals. These challenges can derive from difficulties pertaining to social interaction in the classroom and collaboration when working in a group environment. Despite demonstrated capabilities and gifts, impairment in communication, socialization, and behavior can lead to significant problems and failure for students (Dillon, 2007). Technology is available to aid instructors in creating a learning environment that provides opportunities for students with Asperger Syndrome. Instructors can incorporate this technology so that students with Asperger’s disorder can utilize their skills and interact in the classroom with peers as they work to reach their potential. By creating a community of acceptance for students with Asperger Syndrome, classmates can also demonstrate their ability to work with someone that has a learning disability. The presentation will provide a strategy as to what technology can be used and what indicators may signal the need for additional instructor intervention. The technology that will be addressed during the presentation can provide a positive learning environment for all students and enable the instructor to encourage communication and collaboration similar to what can be expected in their career field.
Dillon, M. (2007). Creating supports for college students with Asperger Syndrome through collaboration. College Student Journal, v. 41 (2), 499-504
Matt Campbell, Computing, University of South Alabama
In order to provide a more traditional classroom experience in the blended and online formats, Web-Ex video conferencing software was used to conduct weekly synchronous online class meetings for a new course created for the Health Informatics certificate program. Class times were scheduled once a week. Although students did not need to come to campus for a weekly meeting, they were strongly encouraged to attend the live online class session remotely. Students who chose not to attend the live session or were unable to attend because of a schedule conflict, were required to watch a recording of the live session and then submit written answers to questions that were discussed during the online class meeting. Students were required to come to campus in order to take exams.
Attendance for the live sessions averaged around 70%. Students tended to engage in lively discussion through the use of the text-based chat feature. Although students were able to address the class vocally through the use of their microphones, students overwhelmingly chose to use the chat feature to communicate.
In order to successfully accommodate this delivery method, I used a dual monitor setup in my office that allowed me to see what was being broadcast to students on one screen and to be able to monitor the chat window, participant list, and the recording control on a second screen. Having easy access to the participant list allowed me to call on students who were not regularly contributing to the conversation. I found it helpful to lecture on a single slide and then stop and address all of the comments that had been posted to the chat window before moving on to the next slide. Overall, student response to the synchronous online class was very positive.
Inquiry (SC 212)
Alison Rudd, Health Sciences, University of South Alabama
Julie Estis, Speech Pathology, University of South Alabama
Susan LeDoux, Medicine, University of South Alabama
Clista Clanton, University Libraries, University of South Alabama
Interprofessional education (IPE) occurs when students from 2 or more professions learn about, from, and with each other (World Health Organization, 2010). Health professions educators are answering the call for IPE because it has been shown to enhance collaborative care in practice, thereby improving patient outcomes. In addition, accrediting bodies require evidence of IPE within health professions curricula. Faculty members of the Health Sciences IPE Executive Committee at the University of South Alabama will present a panel discussion on the advancement of IPE with health professions students. An overview of IPE will be presented, along with how it evolved at USA and the basic infrastructure as it exists now. Specific examples of IPE within instructional and clinical settings will be presented. Measurement of student learning outcomes and IPE core competencies will be described.
Teaching Online (SC 253)
Valarie Williams, Division of eLearning and Professional Studies, University of Alabama at Birmingham
With the increase of online course offerings, the diverse population of students that higher education serves continues to grow. This growth in student diversity begs us as educators to ask the important questions “Is my online course accessible?” and “Why should I care?” The increase in litigation involving online courses offered by higher education institutions reminds us that it is not a sustainable option to ignore the Americans with Disabilities Act and The Rehabilitation Act (Section 508). These laws mandate compliance with the minimum requirements for accessibility. Providing effective communication (through accessible online content) in a proactive manner is not only the right thing to do, but it can be financially beneficial as well.
Have you ever had a difficult time understanding an instructor that speaks differently than you? Captions fix that. Have you ever experienced poor audio quality during a speech? Transcripts and captions can assist! Designing accessible courses is not only the law, but it lends itself to the proactive method of Universal Design in which all learners can benefit. There are many types of student populations that use handouts, transcripts, captioning, alternative text, and other accessible methods to ensure that they are getting the most out of their classes. There are many benefits of Universal Design besides assisting people with disabilities. English language learners actually use captions more than people with a hearing impairment.
In just a few months, our nation will celebrate the 25th Anniversary of the ADA. The ADA is not just an issue about disabilities, it is a civil rights issue and it’s not going away. We are mandated to provide students of all ages and all abilities equal opportunity for an education. This includes providing equal access to the online course content (at the same time as students without disabilities). Relying solely on accommodations after the course has been released to the public can be argued as a reactive approach and has been found by DOJ to be inadequate. Building accessibility into the course during the planning and design phases can enhance the learning experience for everyone and only requires some simple changes.
Online Test Security: How It Just Keeps Getting Better All the Time
Brendan Bellefeuille, Software Secure
Carolyn Corliss, Education, University of Mobile
Education Preparation Programs are continually looking for ways to improve their programs. Dr. Bice, State Superintendent, for the State of Alabama would like to implement a statewide performance assessment as a criterion for earning an initial professional educator certificate. Many performance assessments were researched however, edTPA will most likely be the performance assessment presented to the State Board of Education for approval.
edTPA was built around three to five days of standards-based, subject-specific classroom instruction delivered by a candidate, near the end of the their clinical (student teaching) experience. edTPA is a multiple measure assessment of teaching that addresses planning, instruction, assessment, and analyzing teaching. edTPA will include unedited video recordings of candidate teaching. The candidate must also include examples of teaching materials, such as, lesson plans and teaching tools that demonstrate how the candidate planned instruction, adapted it for diverse learners, and assessed student work.
We will attempt to demonstrate how the University of Mobile began preparing our faculty, P-12 partners, and candidates for implementing edTPA.
10:45 – 11:00 Break
11:00 – 12:00 Concurrent Session V
Service-Learning (SC Terrace)
Philip Carr, Anthropology, University of South Alabama
Chimène Gecewicz, English Language Center, University of South Alabama
Job opportunities and professional skill development are less obvious for some majors than others. For example, Anthropology majors often have a vague notion of working for an international non-profit or in a museum, while professional skills might include tomb raiding for all our students know. Here, we describe two different on-campus paths to gain experience relevant to specific careers. First we will discuss the Peer Mentor Internship at the English Language Center. Then we will focus on the Center for Archaeological Studies and a similar program which was recently begun at the USA Archaeology Museum. While the historical development of each differs, we are working toward a model in which students would progress from a semester of volunteer service to enrollment in an internship for course credit with the possibility of a culminating paid internship. Providing students with the possibility of paid work following the sequence of volunteer work and an unpaid internship gives an important incentive. Importantly, once students are in the internship and/or paid work, there is a synergy between their classwork and experiences which deepens student learning and enriches their experience. We will provide examples of how these experiences develop essential job skills while providing a springboard to future careers.
Robin Risling-de Jong, Nursing, University of South Alabama
Henri Brown, Nursing, University of South Alabama
The purpose of this project initiative is to teach interprofessional collaborative practice skills to health care students through the use of interprofessional health professional student teams. Our program is unique because it introduces interprofessional experience within community-based settings as opposed to the traditional classroom educational setting. This particular program focuses on community-based health and wellness services to improve health and wellness outcomes among homeless individuals. We understand that in order to be able to do this effectively, our teams of interprofessional students need to be educated before stepping foot onsite. Orientation is a key step in this process. Prior to onsite learning, the students attend an orientation to understand interprofessional collaboration using the four core competencies for interprofessional collaborative practice adapted from the Interprofessional Education Collaborative Expert Panel (2011):
1. Values/Ethics for interprofessional practice- work with individuals of other professions to maintain a climate of mutual respect and shared values;
2. Roles and Responsibilities- use the knowledge of one’s own role and those of other professions to appropriately assess and address the health care needs of the patients and populations served;
3. Interprofessional Communication- communicate with patients, families, communities, and other health professionals in a responsive and responsible manner that supports a team approach to the maintenance of health and the treatment of disease and;
4. Teams and Team Work- apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan and deliver patient/population centered care that is safe, timely, efficient, effective and equitable.
These four competencies are embedded into the clinical curriculum and carried out with activities, projects and discussions at 15th Place: a day shelter for people who are homeless. Interprofessional teams consist of Nursing, Medicine and Physician Assistants students. Students learn, hands-on, the skills and knowledge required to work with this underserved and underrepresented population through an interprofessional team approach.
Using Peer-Leaders in an Interdisciplinary First Year Experience
Catherine Dearman, Nursing, University of South Alabama
Julio Turrens, Allied Health Professions, University of South Alabama
Pedagogical Strategies (SC 203)
Steven Todd, English, Foreign Languages, and Philosophy, Henderson State University
A perennial problem with introductory philosophy courses is not only getting students to do the readings, but also helping them understand the readings. Inspired by work in the psychology of learning, I have re-designed my introductory philosophy courses in order to retain struggling students and help them succeed, without “watering down” the course.
Some psychologists have argued that introducing “desirable difficulties” in the learning process actually helps students learn the material at a deeper level. Such difficulties include careful “interleaving” of different course topics, varied feedback, and the use of multiple-choice testing as a learning tool. Further, research in meta-cognition reveals that students often suffer an illusion of competence wherein they mistake familiarity of course material with comprehension of that material.
With this in mind, my course design now includes methods such as the following:
(a) I give detailed, randomly-graded, weekly writing-to-learn assignments as well as random "pop" quizzes. If students complete the assignment, they may use it as a "cheat sheet" when taking the quiz. By mid-semester most students are completing all of the assignments.
(b) I give short but difficult multiple-choice quizzes as a way to interleave previously covered material. I then have students retake quizzes as additional assignments. Students write short explanations as to why their incorrect answer choices are incorrect, and must accurately cite course material. In this way, students are always reviewing while covering new material.
Methods such as these provide varied feedback as well as promote better study habits and more accurate self-assessment.
Derek Lowe, English, University of South Alabama
Although Turnitin.com started out as a plagiarism detection service, its basic text-matching function can be an extremely powerful tool for teaching source use and integration when it is used in the composition classroom in a student-centered way. To enable students to benefit from the potentially useful feedback of their own originality reports, however, the service needs to be integrated into the actual writing process and the interpretation of the originality reports needs to be taught in class as well. The most effective and powerful way to do this is to screen live examples of Turnitin.com originality reports to the whole class in live time, while the assignment is in progress and the students have an active stake in the results and can do something meaningful with them. This sort of direct, live interaction regarding source-use skills can feel tense and even confrontational—especially since improper or even illicit instances of source use are often exposed—but it is an incredibly powerful way to engage the entire class and point them toward better and more effective source use practices. The live screening and discussion of the reports can help them with everything from avoiding plagiarism and patchwriting to using and integrating quotations accurately and effectively. When used in a direct, transparent, and interactive way, the reports help the class write better, not just avoid error or impropriety.
Heather Wilkins, English, University of South Alabama
Academics and students alike often see the study of science and English, specifically composition, as disparate; they are fields divisive and mostly separate from each other in the college classroom. Yet, when faced with teaching a composition course full of science majors, different techniques and approaches to teaching methods must be considered. How can an English instructor successfully reach a classroom full of science-oriented students? In order to implement effective instruction and link the two disciplines, it is essential to understand that both science and writing can be seen as processes. Both fields of study require specific methodologies in order for progress to be made in their respective areas, and these methodologies are surprisingly similar. Science is seen as a series of ongoing processes, and writing is also a process. By integrating this concept of process as a relevant factor for success in the composition classroom, students might see how science and writing are connected, and are not disparate disciplines, thereby benefitting them in both fields to help them gain critical thinking skills synchronously.
It is imperative that instructors of English composition facilitate collaboration between the two academic disciplines. Approaching English composition instruction in this interdisciplinary way opens doors for students to succeed in the course by becoming stronger writers, but also understanding the significance of the field, despite their studies in the sciences. Also, an interdisciplinary approach allows composition to become interactive and engaging, helping students from all fields of study to connect the passion for their discipline with the critical components of critical thinking and writing. By connecting the lines between composition and science with the approach of both disciplines being processes, students with more scientifically driven minds will be able to see how writing reflects the goals and key methods that their field(s) of science does.
Interaction (SC 205)
Elizabeth VandeWaa, Nursing, University of South Alabama
Alison Rudd, Nursing, University of South Alabama
Julie Estis, Speech Pathology and Audiology, University of South Alabama
Susan Gordon-Hickey, Speech Pathology and Audiology, University of South Alabama
In patients with communication disorders, interactions among the health care team, and those between the health care team and patients, become challenging and can lead to patient knowledge deficits related to medication use. This may compound medication side effects, interactions, and lead to poor adherence; producing undesirable patient outcomes. In the patient receiving services for communication disorders, medications may impact therapy; causing the patient to miss appointments, take incorrect dosages, or misunderstand side effects. In this study, nursing, Speech-Language Pathology (SLP), and audiology students worked together in teams of 3 with standardized patients (SPs) in a simulated clinical setting. The goals of this interprofessional simulation were to allow students to understand the roles of SLPs, audiologists, and nurses in helping patients with communication disorders manage and understand medications; identify high-risk medications with implications for patients receiving therapeutic services from the SLP or audiologist; demonstrate appropriate patient education related to medication management in patients with communication disorders; and evaluate interdisciplinary collaboration and teamwork in patient care. To accomplish these goals, SPs were assessed as to educational needs patients may have as they take top-prescribed and certain high-risk medications. To measure outcomes, students completed a knowledge pretest, online modular training, the interprofessional simulation, debriefing facilitated by faculty experts, and participant knowledge post-test and impressions survey. SPs were debriefed and recommendations were recorded. Results indicated high satisfaction with teamwork and interprofessional interactions from both student and SP perspectives. Student knowledge of high-risk medications was improved as a result of this exercise as well, with SLP and audiology students demonstrating statistically significant improvements in post-test results compared to pre-test. While deficits in knowledge of some high-risk medications were still evident in all student groups after the exercise, the overall effects showed benefit of the interprofessional exercise for student groups.
Mandy Gunnell, Senior i>clicker Specialist
i>clicker, USA’s supported student response system, has been proven to increase student engagement, attendance, and performance in the classroom. It also has a little-known secret: REEF Polling by i>clicker. REEF Polling is a new mobile-first engagement solution, replacing i>clickerGO. With this solution, students may use their devices (ie: phone, tablet, laptop) instead of a physical clicker. Giving instructors the ability to offer more choices to students, they can have a mix of both devices and remotes in their i>clicker classroom. REEF Polling by i>clicker will send screen captures of in-class questions to the students’ device, creating a study guide for them to access at any time. REEF Polling is a cheaper alternative to the physical remote, but does require sufficient wifi in the classroom. This interactive demonstration will show the features and functionality of REEF Polling alongside physical, i>clicker remotes. BYOD (Bring Your Own Device) to this demonstration if you’d like to join in the fun!
Robyn McKenzie, Instructional Design and Technology, Columbia Southern Education Group
Online learning can seem like a lonely and faceless experience, but does it have to be this way? Research supports the idea that learners desire interaction, whether in a traditional classroom setting or an online environment, and that interaction can actually increase learning and decrease the ineffective perception of online learning. With this in mind, how do we strategically plan and create interactive elements for our online courses? As educators, we can help to fill this inevitable disconnect for virtual students through the use of audio and video. Studies show that the way we speak and present information to students can greatly increase interaction and learning through sensory capabilities. While video can provide helpful body language cues, audible voice tone and inflections can provide clarification and understanding that might not transfer in written-word-only communication.
Online students should no longer feel secluded or disconnected as learners. Tools and resources are now available for educators to use in ways that can significantly improve our online courses. Exploring the supporting research and ways in which audio and video can promote interaction among students to increase their experience, engagement, and learning is the first step.
This presentation will specifically identify and demonstrate audio and video-based strategies that increase interaction in online learning environments by focusing on the three available types of interaction in a virtual course: learner-instructor, learner-content, and learner-learner. Participants will view audio and video examples of best practices for instructor video announcements, audio instructor feedback, audio assignment instructions, and many more.
Jones, P., Naugle, K., & Kolloff, M. (2008, March 31). Teacher presence: Using introductory videos in online and hybrid courses. Learning Solutions Magazine. Retrieved February 26, 2015 from http://www.learningsolutionsmag.com/articles/107/teacher-presence-using-introductory-videos-in-online-and-hybrid-courses
Mayes, R., Ku, H., Akarasriworn, C., Luebeck, J., & Korkmaz, Ö. (2011). Themes and strategies for transformative online instruction: A review of literature and practice. Quarterly Review of Distance Education, 12(3), 151-166.
Interaction (SC 211)
Gurupreet Khalsa, Developmental Studies, University of South Alabama
Colleges all over the country struggle to assist underprepared students who are admitted with inadequate writing skills. Underprepared students entering a university have decided to pursue a college education, but because they are not ready for the writing demands of college, they are assigned to remedial courses, sometimes based on a single test score. They are novice writers and have not yet mastered the language, discourse patterns, and critical analysis that are typical of writing in the academic domain, nor do they typically identify themselves as belonging to an academic community.
The challenge of all remedial writing courses is to help the students make the transition from being novices to being more practiced. Unfortunately, most remedial writing courses focus on grammar reviews. Instead, students need to build an identity as legitimate members of an academic community, with valued voices and the skills to communicate in a new domain. Improving students’ dialogical interactions could be the key.
Underprepared students may come from backgrounds where dialogical interactions, the foundation of academic thinking and writing, have not been emphasized, either at home or in school.
My study explored the experiences of novice writers in a remedial freshman writing class where dialogical interactions were the core of student activities. Bakhtin, a Russian literary critic, defined dialogism as the foundation of human experience. People learn about the world, construct identities, and learn to navigate in different and unfamiliar domains by engaging in reflective conversation with others.
In this study, students participated in guided dialogical interactions exploring complex societal issues and practicing academic discourse structures. While learning about writing, they were also actively engaged in dialogues that advanced their understanding of how academics communicate.
Initial results suggest that students’ self-confidence for academic writing and sophistication of some dimensions of epistemic belief improved after experiencing dialogical practice.
Lori Aultman, Education, Spring Hill College
This session will present research on how college students go about reading their textbooks. Students who participated in the study were asked to read a chapter on the topic of learning in three different psychology textbooks. The chapters had differing levels of pedagogical aids. Results of the study indicated that the majority of the students overlooked the pedagogical aids as well as important information in the text. However, there were patterns evident in what they chose to skip over and what they chose to read. We will discuss these patterns and effective strategies that instructors may use to help students read with better comprehension of text. Comprehension of content has the potential to lead to better interactions and discussion in the classroom.
Making Instructional Videos that Are Possible for You to Make and that Actually Instruct
David Walker, Innovation in Learning Center, University of South Alabama
Ryan Eash, Techsmith
Interaction (SC 212)
Peggy Delmas, Leadership and Teacher Education, University of South Alabama
A sense of community has been identified as one of the factors contributing to greater student satisfaction and persistence in online programs (Park & Choi, 2009). VoiceThread is a web-based platform that allows users to upload images, documents, or videos into a slideshow, to add video, audio, or text comments, and also to invite other users to comment on the slideshow. This presentation examines the use of VoiceThread as a way to encourage a sense of community among online learners. Specifically, the presentation will focus on the experiences of graduate students using VoiceThread in blended and fully online courses. Resources will be provided for attendees interested in incorporating VoiceThread into their classes.
Ola Fox, Nursing, Spring Hill College
VoiceThread, is a cloud-based audio and video comment sharing technology adds authenticity to the asynchronous online communication and collaborative process. Asynchronous online discussion using VoiceThread allows learners to see and hear their fellow learners and helps makes the discussion more engaging by emulating the face-to-face interaction. This current study explored eighteen graduate students experiences of using VoiceThread for online discussions and knowledge sharing. The results of the study revealed that students had very positive experiences using VoiceThread and preferred VoiceThread over text-based discussions. Students reported an increase in their feelings of being part of a group, improvement in their verbal communication skills, and improved self-confidence. The ability to communicate effectively with online communication was rated as an important 21st century skill. The highly positive experiences of the graduate students in this study supports the consideration of VoiceThread as a learning and collaboration tool in online graduate courses.
Glen Borchert, Biology, University of South Alabama
The sequencing of whole genomes and the analysis of genetic information continues to fundamentally change biological and medical research. Unfortunately, the people best suited to interpret this data (biologically trained researchers) are commonly discouraged by their own perceived computational limitations. To address this, we developed a course to help alleviate this constraint. Remarkably, in addition to equipping our undergraduates with an informatic toolset, we found our course design helped prepare our students for collaborative research careers in unexpected ways. Instead of simply offering a traditional lecture- or laboratory-based course, we chose a guided inquiry method, where an instructor-selected research question is examined by students in a collaborative analysis with students contributing to experimental design, data collection, and manuscript reporting. While students learn the skills needed to conduct bioinformatic research throughout all sections of the course, importantly, students also gain experience in working as a team and develop important communication skills through working with their partner and the class as a whole, and by contributing to an original research article. Remarkably, in its first three semesters, this novel computational genetics course has generated 45 undergraduate authorships across three peer-reviewed articles. More importantly, the students that took this course acquired a positive research experience, newfound informatics technical proficiency, unprecedented familiarity with manuscript preparation, and an earned sense of achievement. Although this course deals with analyses of genetic systems, we suggest the basic concept of integrating actual research projects into a 16-week undergraduate course could be applied to numerous other research-active academic fields.
Interaction (SC 253)
Sue Gober, Education, University of Mobile
As we train pre-service teachers at the University of Mobile, our goal is to show students how to teach effectively with interactive technology, less textbooks and more student involvement. But, that topic is not the focus of this session. This session will take on all of the tenets of a flipped classroom because it will include no presentation at all… that’s right… no power point slides and no lecture. In fact, YOU will do most of the talking and sharing if you attend this session. Bring your expertise about what you are experiencing on a daily basis with the use of cell phones, ipads and laptops in the college classroom. This session is about YOU.
Students often make poor choices in the classroom by texting, snap chatting, facebooking, and tweeting with no real engagement in the learning. Is that important? Should faculty care? Should faculty have guidelines for use of technology in the classroom while teaching? What tips can you share for keeping students involved?
The facilitator will guide the discussion so that YOU can talk, discuss, share ideas and walk out with new thoughts on a current hot topic.
Demetrius Semien, Sociology and Criminology, Spring Hill College
Harold Dorton, Sociology and Criminology, Spring Hill College
This paper serves as a survey of how to teach, inform, and engage college students in research related to community policing. Students examine recent actions taken by the police in Mobile, AL, to create a diversion program and transform a community in order to lower the crime rate and recidivism rate in the area. The diversion program draws upon existing diversion programs and adds its own unique twist on how to incorporate community collaboration on a wider scale. It has the potential to change community policing efforts throughout the city of Mobile, the state of Alabama, and the nation. Students get to be on the ground as events unfold. They also learn participant observation methods as they play an active role in assisting with the success of this program. For example, students engage in community neighborhood clean-up projects, serve as “coaches” as former inmates learn and practice soft skills in order to seek employment, and in dyads serve as co-mentors for people in transition from prison to society. Additionally, as part of the Criminology courses offered at our college, we offer opportunities for community-based learning and research methods to be taught as students earn college credit for participating in and attending community policing forums and events.
Classroom Engagement for the Twenty-First Century: Pearson’s Learning Catalytics
David Williamson, Learning Technology Consultant, Pearson Higher Education
12:00 – 1:15 Lunch (Ballroom)
Ensuring Student Success in the Changing Landscape of Higher Education
1:15 – 1:30 Break (North Upstairs Lobby)
1:30 – 3:30 Special Workshop (Ballroom)
Filmmaking as an Active and Multidisciplinary Teaching-Learning Strategy
Michele Forman, Media Studies, University of Alabama at Birmingham