• 2017 Celebration of Teaching & Learning Symposium Abstracts

      Center for Excellence in Teaching and Learning
    • 2017 Celebration of Teaching Learning Symposium Program

      Center for Excellence in Teaching and Learning
    • 2018 Celebration of Teaching & Learning Symposium- Abstracts

      Center for Excellence in Teaching and Learning
    • 2018 Celebration of Teaching Learning Symposium Program

      Center for Excellence in Teaching and Learning
    • 2019 Celebration of Teaching & Learning Symposium - Abstracts

      Center for Excellence in Teaching and Learning
    • 2020 Celebration of Teaching Learning & Symposium- Abstracts

      Center for Excellence in Teaching and Learning
    • 2021 Celebration of Teaching & Learning Symposium Abstracts

      Center for Excellence in Teaching and Learning
    • 3rd Annual 2020 Graduate Student Colloquium

      USI Graduate Studies
      In an effort to make this third annual Graduate Student Colloquium more accessible to our increasingly large number of students, both online as well as those on-campus, we have selected as its theme Accessibility. This theme also reflects the University of Southern Indiana’s 2015-2020 Strategic Plan, which included “access by design” as one of its three strategic goals. As the university transitions to its third strategic plan, we take this opportunity to celebrate Accessibility in all of its manifestations.
    • 3rd Celebration of Teaching & Learning Symposium Program

      Center for Excellence in Teaching and Learning
    • 4th Celebration of Teaching & Learning Symposium Program

      Center for Excellence in Teaching and Learning
    • A Case Study in Deploying Experiential Learning in Fast Paced, Large Online Classroom Environment

      Bačić, Dinko
      Online education is rapidly gaining momentum in higher education. Online delivery mode is especially gaining tractions with professionals looking to further their career by obtaining Master of Business Administration degree. This student segment is actively seeking for flexible learning environment to allow them to successfully balance professional career, family commitments and school obligations. Furthermore, they expect immediate benefit and practical application of newly acquired knowledge in their professional life. On the other hand, MBA granting institutions are meeting the growing demand by introducing programs and courses allowing for large enrollments (30 -250) and intensive/shorter duration (7-8 weeks). The faculty is under pressure to deliver intensive, practical, rigorous, and scalable courses. Information Visualization & Dashboarding course was offered as a newly created course in USI's rapidly growing online MBA; data analytics track. This seven-week course could meet its five main objectives by adopting highly structured experiential learning. Experiential learning is the process of learning through reflection on doing (Kolb 1984). While the value and need for experiential learning in business programs is noted in higher education (McCarthy & McCarthy 2006), successful implementation in 100% online and intensive environment that requires acquisition of technology skill to allow for 'doing' is rare. The course was delivered to 44 students of various backgrounds though 7 modules, each consisting of module overview, 6 lessons, lesson quizzes, module exam & experiential hands-on assignment with brief reflection. All instructional materials (videos, readings and assessments) were highly customized, closely coupled and reinforcing each other. The emphasis was placed on practical value of the content and immediate applicability. Students were provided the avenue for continued feedback on course structure and effectiveness. Early feedback suggests this is one of most intensive (15-20+ hours of work per week), practical and effective courses in the MBA curriculum. Early indication is that this course structure can scale to hundreds of students with incremental investment in academic coaches and technology mentoring. Kolb, D (1984). Experiential Learning as the Science of Learning and Development. Englewood Cliffs, NJ: Prentice Hall. McCarthy, P. R., & McCarthy, H. M. (2006). When Case Studies Are Not Enough: Integrating Experiential Learning Into Business Curricula. Journal of Education for Business, 81(4), 201-204.
    • A Furry Friend: An Autoethnography on the Relationship Between Gender Identity and Fursonas

      Pfingston, Ben
      Transgender people identify as a gender other than the one assigned to them at birth, whether this is male, female, or something else entirely. Furries are people who have an interest in anthropomorphic animals, and many have a “fursona”, or an animal representation of the self. Furries often use fursonas to reflect a sexual or gender identity. LGBT+ people are a majority in the furry fandom, and there are more transgender people than in the general population. Given that transgender people are more common in the furry community, research looking into the relationship between gender development and furry identity could yield interesting insights. The following project is an autoethnography done by a trans man who is a furry. His previous and current fursonas were dated and redrawn. Then, these fursonas were analyzed based on appearance and the author’s life events at the time, with a focus on his relationship to his gender. The analysis indicates that, not only did his fursonas change with his gender, but that the fursonas themselves were used as a tool for gender exploration. The use of a fursona to explore gender was useful in many ways, including it being risk-free in terms of internal discomfort as well as externally. These findings may be significant for people who are looking for a safe way to explore their relationship with their gender.
    • A Graduate Degree Program Remodel for Academic Success, Differentiation and Access

      Valadares, Kevin; Reynolds, Erin; Nimkar, Swateja; Ward, Zach; Diekemper, Karla; Weagley, JD
      Problem/Issue and Context: The Master of Health Administration at USI was initiated in 2001 as a 39 credit-hour hybrid leadership program. The intended student base is adults working in healthcare. All facets of the program, including its curriculum, delivery method, admission standards and goals, remained largely unchanged until 2019. While a steady stream of students graduated, the program lacked innovation and breath. A program remodel was needed. Grounding: Transformation to an accelerated format is a rapidly growing change in graduate education. Literature shows that online accelerated programs are associated with high student satisfaction and retention rates (Gazza & Matthias 2016). Additionally, instructional design and interactive teaching tools play a critical role in the success of accelerated graduate courses (Gardner et al., 2019). Additionally, project-based learning increases student’s interests in a subject by creating connections to authentic, meaningful and real-world learning, and ensures deeper learning outcomes (Lathram, Lenz & Ark, 2016). Project-based learning pedagogical methods are growing in their use throughout education Helle, Tynjala & Oikinuoua (2006). Project-based learning, as defined by Mills & Treagust (2003), involve projects that focus on application and integration of previous knowledge within the learning environment. Additionally, Mills & Treagust state that project-based learning focuses on several key concepts: the application of knowledge [gained in the course], projects that align with professional reality, and are usually “self-directed” (p. 8-9). Approach/Methods: Three overall methods were incorporated to remodel the MHA program: (a) use of Quality Matters (QM) framework to revise all online courses, (b) addition of project-based learning thread to all courses, and (c) creation of a differentiation strategy to allow additional concentrations and certificates. All MHA courses will be revised and restructured into 7-week online courses through the USI Online Course Development Program using the QM framework. This moved the program to an online- accelerated format with multiple entry points. Prior to the remodel, the program required an exiting Capstone project course which has now been replaced with an emphasis on project-based learning as a curricular thread through all courses. This allowed the program to be converted to a 36 credit hour option. A differentiation strategy was initiated allowing a new Post-Acute Care concentration to be developed along with two adjacent post-baccalaureate certificate programs. The latter allows non- degree seeking students exposure to the facets of the MHA program. The methodology for program evaluation is currently evolving. Metrics used in the outcomes analysis of the remodeled program will include enrollment, retention, graduation, salaries, and job placement rates. Discussion/Lessons Learned: The remodeled program was partially launched in August 2020 with full implementation in August 2021. The QM framework allows for an organized structure and consistent expectations in all MHA courses which enhances student success. The project-based learning component of each course allows for real-world analysis related to the content. The differentiation strategy increases access to the program though new channels – a Post-Acute Care concentration and two new certificate learning opportunities. From an outcomes perspective, we immediately experienced an enrollment increase once the redesigned program was launched. Additionally, we will track job placement, alumni and employer satisfaction and salaries of our graduates for a more comprehensive outcomes analysis of the program as it matures. References Gardner, J., Barclay, M., Kong, Y., & LeVally, C. (2019). Designing an accelerated graduate evaluation course using the first principles of instruction and interactive media. Journal of Educational Technology Systems, 48(4), 493-517. DOI: 10.1177/0047239519893049 Gazza, E. A., & Matthias, A. (2016). Using student satisfaction data to evaluate a new online accelerated nursing education program. Evaluation and Program Planning, 58, 171-175. DOI: 10.1016/j.evalprogplan.2016.06.008 Helle, L., Tynjala, Paivi, & Olkinura, E. (2006). Project-Based Learning in Post-Secondary Education – Theory, Practice and Rubber Sling Shots. Higher Education. 51, 287-314. Lathram, B., Lenz, B., & Ark, T.V. (2016) Preparing students for a project-based world. Getting Smart/Buck Institute for Education. Mills, J.E, & Treagust, D.F. (2003). Engineering education—is problem-based or project-based learning the answer? Australasian Journal of Engineering Education, 3(2), 2-16
    • A Process for RN-BSN Program Evaluation

      Connerton, Charlotte; Doerner, Mary
      Topic/Problem Statement Evaluation of a programs outcomes is necessary to support a programs curriculum. Nursing programs are accredited by various bodies, yet each accrediting body expects the nursing program to evaluate itself to ensure the students are meeting the program outcomes. The purpose of this project is to develop the process for Registered Nurses Baccalaureate of Science in Nursing (RN-BSN) program assessment through mapping of key assignments to program outcomes and assessment rubrics development to demonstrate student achievement of program outcomes. Faculty use of assessment rubrics will determine student learning and achievement of program outcomes. Context The University of Southern Indiana on-line RN-BSN program has six program outcomes. While regulatory bodies look at prelicensure programs and NCLEX pass rates, it is also essential to evaluate the effectiveness of RN-BSN programs. There was no clear data to demonstrate achieve of program outcomes. Licensed RNs are required to complete nine nursing courses. Specific courses assignments were identified with key evidence to demonstrate the students achievement of program outcomes. Grounding A search of literature using three online databases revealed limited published research related to nursing program evaluation. Literature reviews reveal much of the published evaluation research focuses on evaluation of individual courses or instructional methods rather than systematic program evaluation (Horne & Sandmann, 2012; Russell, 2015). Research related to use of rubrics in program evaluation focused on interrater reliability for grading individual student written assignments (Kilanowski & Bowers, 2017), mapping competencies to course assignments (Laux & Stoten, 2016). The lack of overall program evaluation research supports the need for study and development of effective processes for documentation of outcomes and program evaluation. Approach The project was submitted for Institutional Review Board for approval. The project was identified as a quality improvement project. Two workshops were conducted in May 2019. Day 1 was to examine the courses for key assignments and identify evidence that would demonstrate achievement of program outcomes. Day 2 was the development of the assessment rubrics with the assistance of an Assessment Consultant. Assessment rubrics were piloted in six classes in Summer 2019. Face validity of assessment rubrics were determined by two faculty not participating in the workshop. Assessment rubrics were revised based on the comments from the faculty reviewers and will be piloted in additional courses. Reflection/Discussion/Lessons Learned The piloting of the rubrics by faculty identified concerns with the provision of evidence needed to demonstrate achievement of program outcomes. The face validity reviewers provided vital feedback and suggestion on how to modify the assessment rubric ensure the measurement of identified outcomes. Assessment rubrics were revised based on feedback from the faculty participating in the pilot and face validity reviewers. Face validity review and discussion provided clarity on how the assessment rubrics needed to be modified to demonstrate the evidence of students achieving program outcomes. This was a collaborative effort between the faculty of the RN-BSN program. The face validity reviewers taught outside of the RN-BSN program. Measurement of student learning and achievement of program outcomes will begin Summer 2020. References Horne, E. M. & Sandmann, L. R. (2012). Current trends in systematic program evaluation of online graduate nursing education: An integrative literature review. Journal of Nursing Education, 51, 570-578. https://doi.org/10.3928/01484834-20120820-06 Kilanowski, J. F. & Abbott, M. B. (2017). Investigating interrater reliability in an online RN-to-BSN program: Disparate conclusions. Journal of Nursing Education, 56, 360-363. https://doi.org/10.3928/01484834-20170518-08 Laux, M. & Stoten, S. (2016). A statewide RN-BSN consortium use of the electronic portfolio to demonstrate student competency. Nurse Educator, 41, 275-277. https://doi.org/10.1097/NNE.0000000000000277 Russell, B. H. (2015). The who, what, and how of evaluation within online nursing education: State of the science. Journal of Nursing Education, 54, 13-21+sup. https://doi.org/10.3928/01484834-20141228-02
    • A virtual approach to experiential learning: Using free web-based resources within the classroom to enhance students’ learning

      Wanjugu, Sabinah
      Traditionally, students within my digital marketing class have had an opportunity to work with a real client from the community to develop a digital marketing strategy. An approach that gave the student an avenue to enhance their learning process through a hands-on experience. However, due to challenges caused by COVID-19, I had to adjust this approach to experiential learning by use of free web-based resources that I incorporated within my classroom. These web-based resources ensured enhanced students' learning throughout the semester. Simulations: Previous studies on the use of simulation in business education have shown that simulations enhance students' learning process and boost student’s confidence and employability (Avramenko, 2012). I incorporated Mimic pro, a computer-assisted simulation within my digital marketing class to give students a simulated real-life learning opportunity. In Mimic Pro, the students assumed a digital marketer's role for an online digital camera store. Over the course of 6 rounds, students worked to improve the effectiveness of their online advertising campaigns. The simulation's goal was to provide students with a better understanding of paid marketing platforms, strategic keyword research, targeted ads, landing page management, email marketing, and key performance indicators (metrics). The students mentioned that the simulation helped provide them with an opportunity to promote concept attainment, allow for interaction between teams, and feedback to improve their knowledge and skills. Third-party certifications: I also incorporated third-party certifications within the class to back up the skills learned throughout the semester and within the Mimic Pro simulation. One challenge within the business field is balancing the concepts learned within the classroom with the specific skill needed by students to be successful in their business-related careers. Third-party certifications play a part in integrating the emerging techniques and technologies within the industry into existing business courses as part of the overall course learning outcomes (Kim et al., 2019). The current free online certification programs in marketing include Google Analytics certification, Google Ads certification, Hootsuite Social Marketing certification, and HubSpot’s certifications. In my digital marketing course, students took the Google Analytic Certification and Google Ads Certification, and by the end of the semester, they were able to add the two certifications into their resume, boosting their employability. Participants will be encouraged to reflect on the various free web-based resources available that could be implemented within their business courses to enhance students' learning experience and make them career ready. References Avramenko, A. (2012). Enhancing students' employability through business simulation. Education+ Training. Kim, D. H., Hettche, M., & Spiller, L. (2019). Incorporating third-party online certifications into a marketing course: The effect of learning style on student responses. Marketing Education Review, 29(3), 193-206.
    • Accent Reduction Strategies for Higher Employability

      Morgan, Virginia
      Foreign accents can sometimes have an impact on the credibility of an individual trying to obtain employment. Accents of certain individuals may change the way ones views their intelligence and trustworthiness. There are many strategies that one can take for accent reduction in order to highlight employability. The judgements of those that are interviewing candidates often is reliant upon what they have been exposed to in their own lives. In order to teach those that are interviewing, one must look at those strategies that lessen the gap between the foreign languages at hand. One must look at strategies for not only those that are interviewing, but also the employers and teachers. Many case studies showcase that the majority of those that have an accent are often presented with stating false statements than those that do not. We see this in employment rates where US immigrants have higher unemployment rates. One must look at this correlation between credibility and trustworthiness and accents during the interview process. Language characteristics of the interviewee may allow the future employer to identify the speaker’s ethnicity, creating a blockage in the employability due to lack of knowledge or stereotyping. The American Council on the Teaching of Foreign Languages (ACTFL) is devoted to teaching those with foreign language accents. We can use the levels the ACTFL has created with the accents in individuals looking for employment in order to train those interviewing to fully understand how and why they answer questions the way that they do. Displaying the level that a foreign accent speaker has can allow for proper employability when interviewing for a new position. With these strategies, among others, we can value those that have foreign accents and allow them to highlight their employability and diminish the higher rates of unemployment. "
    • Accessibility, Inclusivity and the Bottom Line

      Head, Jennifer
      Rationale: Corporate culture aspires to maximize the collective productivity and synergy of its employees as a means to achieve desired financial results. Objectives: This poster examines the influence of Critical Disability Theory on corporate values and hierarchies, and the deliberate and balancing force that mindful, sustained cultures of inclusivity and accessibility have on the ultimate success of corporations.  Methods: The methodologies reflected in this research include surveys, interviews, case studies and analysis of public financial results. Results: There is a positive relationship between inclusivity and organizational performance.  Deloitte reports organizations with inclusive cultures are twice as likely to meet or exceed financial targets and Gompers and Kovvali found venture capital firms with a 10% increase in female partner hires translated to a 1.5% increase in overall fund returns and 9.7% more profitable exits, where the baseline is 28.8% profitable exists for venture capital investments. Conclusions: Active commitment to a culture of inclusivity and accessibility makes a measurable and sustained impact on both productivity and innovation.  The most successful organizations have not only reexamined and adjusted their policies, but have most critically committed to ongoing, purposeful training and exercises reinforcing the tenets of inclusivity.  
    • Accessibility: ADA Compliance through the Professional Practice of Interior Design to Accommodate Americans with Hidden Disabilities

      Anderson, Alyce
      The professional practice of Interior Design encompasses the integration of functional building systems with the aesthetic application of materials. It often requires significant research and the understanding of all facets of human interaction and needs. One key aspect of such functionality relates to the concept of the physical accessibility of building spaces. A major component of the Americans with Disabilities Act (ADA 1990) existed in an inclusive approach to provide for the populous possessing physical limitations by removing barriers to those disabilities. More recently, a rise in the prevalence of conditions, although considered more hidden and often possessing less-physical limitations, yet still pose accessibility challenges has forced the development of an extensive list of disabilities to be covered under the ADA umbrella. Many of these conditions were included in the updated ADA Amendments Act (2008). Separately, as licensing requirements for the professional practice of Interior Designers has also grown, the National Council for Interior Design Qualifications developed a more expanded definition of the professional practice in 2018. Specifically, as shown on the organization’s website, Interior Designers are tasked with not only addressing code-compliance and physical accessibility but also should consider the mental and emotional needs of people. These expansions blow open the limited understanding of accessibility as previously addressed simply by removing physical barriers towards inclusivity. Many reasonable accommodations for these hidden disabilities require specific boundaries and often fall under federal privacy protections presenting unique challenges to inclusivity. Examples of such conditions include Autism, PTSD, ADHD and food allergies. With such a complex list of more than 55 hidden conditions under the umbrella, the functional practice of Interior Design requires a new approach. Significant research should be conducted to understand the relationship between the protection of this continuously growing segment of the population and the numerous privacy issues that preclude precaution. An approach of identifying the interconnective requirements of the hidden disability population into sets could provide the means of constructing a balanced solution of inclusive sets of boundaries within the construction of public spaces.
    • Advanced Care Planning: An Option for Quality End-of-Life Care

      Oliveira de Almeida, Taynara
      What is it? It would be inconceivable to any American to be forced to do something or be subjected to any treatment they disagree about. This is not the reality to many Americans, however, who face their last moments. Unfortunately, many Americans are still subjected to treatments, procedures, and medication they have not authorized. Advance Care Planning (ACP) is a process about reflection of goals and values and communicating them to family or friends to guarantee a patient’s wishes can be met if they are incapable in a life threating illness or an unexpected event. ACP is for every patient, their family, and the healthcare professionals involved in their care (McMahan, Knight, Fried & Sudore, 2013; Howard, et al., 2015; Respecting Choices, 2011). Legality According to the Universal Declaration of Bioethics and Human Rights (2006), no interest should overcome the well-being of an individual. The Declaration of Human Rights (1998), states that no one should go under inhumane or degrading treatment. The right to choose what treatments patients would like to receive or not is also defended by the bioethical principle of autonomy and the Patient Self-Determination Act (PSDA) (1990), a federal law that should be complied in order to people can control decisions that affect their health. Benefits Allowing patients to choose what care they would like to receive in their final moments of life guarantees dignity. By preventing unwanted treatments and procedures and guaranteeing their most important wishes. Preventing them to go under treatments that are not beneficial for them and guaranteeing they will have things that are really important to them (Houben, Spruit, Groenen, Wouters,  & Janssen, 2014). It is not possible to scientifically prove the benefits of ACP, but considering that ACP proposes a dialogue between a patient and those involve in their care, it shows benefits their relationship and prevents disagreements when the time to call for actions arrives (Kolarik, Arnold, Fischer & Tulsky, 2002, Sudore, et al., 2017). Howard, M., Bernard, C., Tan, A., Slaven, M., Klein, D., & Heyland, D. K. (2015). Advance care planning: Let’s start sooner. Canadian Family Physician, 61, 663–665. https://doi.org/10.7748/nop.29.4.19.s20 Houben, C. H. M., Spruit, M. A., Groenen, M. T. J., Wouters, E. F. M., & Janssen, D. J. A. (2014). Efficacy of advance care planning: A systematic review and meta-analysis. Journal of the American Medical Directors Association, 15(7), 1–13. https://doi.org/10.1016/j.jamda.2014.01.008 Kolarik, R. C., Arnold, R. M., Fischer, G. S., & Tulsky, J. A. (2002). Objectives for Advance Care Planning. Journal of Palliative Medicine, 5(5), 697–704. https://doi.org/10.1089/109662102320880516 McMahan, R. D., Knight, S. J., Fried, T. R., & Sudore, R. L. (2013). Advance care planning beyond advance directives: Perspectives from patients and surrogates. Journal of Pain and Symptom Management, 46(3), 355–365. https://doi.org/10.1016/j.jpainsymman.2012.09.006 Organização das Nações Unidas. (1998). Declaração Universal dos Direitos Humanos. Brasília. Respecting Choices. (2011). First Steps ACP Interview Tool. United States of America. Sudore, R. L., Lum, H. D., You, J. J., Hanson, L. C., Meier, D. E., & Pantilat, S. Z. (2017). Defining advance care planning for adults: a consensus definition from a multidisciplinary delphi panel. Journal of Pain and Symptom Management, 53(5), 821–832. The Patient Self-Determination Act. A matter of life and death. - PubMed - NCBI. ([s.d.]). Retrieved February 17th ,2020, from https://www.ncbi.nlm.nih.gov/pubmed/10141946 UNESCO. (2006). Declaração Universal sobre Bioética e Direitos Humanos. Lisboa. U.S. Congress: Patient Self-Determination Act. Omnibus Budget Reconciliation Act (OBRA), Pub L 101- 508 (1990).