Schedule for Monday, May 8


TIME EVENT
3:30pm-  9:00pm

Registration and Information Area Open

5:45pm-  7:00pm

Welcome & Opening Keynote Presentation

1a - Rotunda and Terrace Rooms
The A, B, C’s of X, Y…now Z? The Tides of Change with the Next Generation of Students in our 21st Century Universities  
Carolin Rekar-Munro, Royal Roads University
Download the presentation
In this interactive session, we explore the shifting dynamics in our 21st-century universities with the arrival of the next generation of students - Generation Z (GenZ). Born after 1995, GenZ represents the greatest and most profound generational shift in post-secondary education, which will test us and challenge us -- more so, even, than the shift experienced by millennials. We will examine the most current research on Gen Z’s perceptions, experiences, and expectations of post-secondary education. As well, we will explore how we – as educators, administrators, and staff - can exercise our leadership to co-create meaningful and enriching learning experiences for our newest post-secondary entrants. The session encourages us to be forward-thinking, innovative, and collaborative in how we design curriculum, engage students in face-to-face and online learning, and offer support services, and to carry our new thinking and emerging questions with us as we learn together at this conference over the next few days.

7:00pm-  9:00pm

Opening Reception & Poster Session

2a - Rotunda Lobby
Developing Data Analysis Tutorial Videos for Research Methods Course
Tzu-Fen Chang - Central Michigan University
One objective of research method course is to help students obtain statistical-software operation skills. Students are often faced with difficulty in memorizing all the operation steps in class. Since past research indicates that tutorial videos can help students be familiar with software operation (Guo et al., 2014), I will develop SPSS-based data analysis tutorial videos for a Research Methods course. The tutorial videos will help students practice SPSS operation, and use SPSS for homework/research project.
Track: Preparing students for the future

2b - Rotunda Lobby
Incorporating the Flipped Classroom in an Online Graduate-Level Course
Jack Logomarsino - Central Michigan University 
Online students potentially have lower levels of engagement than their on-campus counterparts. The flipped classroom was adopted as a component of an online graduate nutrition course to produce active learning and student engagement. The flipped classroom is a pedagogical model where the classic lecture and homework elements of a course are inverted. Lessons are reviewed by students at home.  The effectiveness of this method in liberating online class time for active learning and engagement is demonstrated.
Track: Student engagement

2c - Rotunda Lobby
Innovative Collaboration Anchored Annotation Strategies for Asynchronous Learning Online
Justin Plevinski - Central Michigan University 
Online forum discussions support knowledge construction; however, they often require extraneous effort due to the visual distance between the reading and the location of the discussion about the reading. Innovative anchored annotation systems, where discussions are embedded in the reading itself, are useful at decreasing this extraneous effort. Examining 1,148 student comments using anchored discussion of course readings we found that anchored discussion reduces coordinating activities and fosters knowledge construction. 
Track: Evidence-based teaching and learning

2d - Rotunda Lobby
Interventions in a Flipped Organic Chemistry Lecture that Lead to Higher Learning
Anja Mueller - Central Michigan University 
This project involves a flipped two-semester Organic Chemistry lecture that uses active and collaborative learning. A variety of interventions were used to help students study more effectively and learn on a higher level instead of rote memorization. The most effective interventions will be described. Qualitative and quantitative data shows improved metacognition and study habits of the students. An increase in group skills was effective in raising grades for some of the students.   
Track: Evidence-based teaching and learning

2e - Rotunda Lobby
Reflexive Learning – Engaging Students Using Reflection and Meaningful Dialogue
Melissa Haswell - Davenport University
Self-reflective study is one of the most important elements of academic work for both teacher and student.  The incorporation of reflexive learning assignments into my courses, as well as my own self-reflections recorded in a laboratory-notebook style journal, has provided students with a platform to create meaningful dialogue with me, as well as with their classmates.  This session will share the results of a preliminary qualitative study regarding my work on self-reflection in the classroom.
Track: Student engagement

2f - Rotunda Lobby
Millennium Graduate Students in the Future Workplace
Michael Stacey - Central Michigan University 
Students more than ever need to prepare for a competitive environment that is relevant to their skills and strengths. That means as instructors material should not only be relevant for lifelong learning but also flexible enough where it fits their skills and strengths as well as their passions. Otherwise there is little motivation on their part--there is considerable research evidence on this. This poster covers several tools teachers can use that allow for a student to direct their learning , a missing ingredient, which results in highly motivated and passionate learners.
Track: Preparing students for the future

2g - Rotunda Lobby
Using Evidence to Explore Gaps in Student Perceived Education Quality
Beverly Dabney - University of Michigan-Flint
Mary Linton - University of Michigan-Flint

Discrepancies between student expectations of higher education programs and their perceptions of actual program experiences can lead to negative outcomes such as decreased student satisfaction, increased attrition and student reluctance to recommend a program to others. This study measured students’ perceived service quality by exploring student expectations of an online RN-to-BSN nursing program, and their perceptions of service received.  Additionally, gaps between faculty perceptions of student expectations and student actual expectations were explored.
Track: Evidence-based teaching and learning

2h - Rotunda Lobby
STEM Education Journal Club as a Faculty Learning Community
Shane Cavanaugh - Central Michigan University
Julie Cunningham - Central Michigan University
Jennifer Weible - Central Michigan University
Kevin Cunningham - Central Michigan University
Dennis St. John - Central Michigan University
Mark Francek - Central Michigan University
Rebecca Renirie - Central Michigan University
Stacey Kerr - Central Michigan University

Journal club serves as an authentic bridge between STEM Education and STEM faculty through the exploration of research articles in the area of STEM Education. These discussions have led to additional conversations and collaborations among faculty, as well as providing new CMU faculty with a place to meet like-minded peers.
Track: Fostering life-long learning, Preparing Students for the future.

2i - Rotunda Lobby
Secondary Education Program
Shane Cavanaugh - Central Michigan University
Sheila Roupe - Central Michigan University
Larry Corbett - Central Michigan University

The Secondary Teacher Preparation program at CMU, like nearly all secondary programs across Michigan, is in need of review and updating to match the standards for teacher preparation as set forth by the Michigan Department of Education. The InTASC Model Core Standards for educator training were adopted by the Michigan State Board of Education in February 2013. To address the concepts and changes introduced in the adoption of these standards the FLC is examining current Student Teaching Preparation Programs.
Track: Preparing Students for the Future

2j - Rotunda Lobby
Active Learning in Online and Hybrid Formats
Troy Hicks - Central Michigan University
Jeremy Bond - Central Michigan University
Ming Zhang - Central Michigan University
Michael Dillon - Central Michigan University
Melissa Vervinck - Central Michigan University
Kerri Raymond - Central Michigan University
Geoffrey Johns - Central Michigan University
Eric Whitmore - Central Michigan University
Our faculty learning community convened to look at Active Learning in Online and Hybrid Arenas. Affectionately entitled “ALOHA,” we investigated “problems of practice” and teaching strategies that were, from the very beginning, meant to move beyond traditional approaches to teaching found too often in online settings. We explored topics such as building community, enhancing discussion forums, and engaging in substantive peer review. 
Track: Student engagement

2k - Rotunda Lobby
MSA Alternative Capstone
John Zapalla - Central Michigan University
Jim Schiro - Central Michigan University
Trish Chase - Central Michigan University
Patricia Freeland - Central Michigan University
Joshua Whicker - Central Michigan University
Milan Chonich - Central Michigan University
Richard Hayes - Central Michigan University
Jennifer Rundels - Central Michigan University
Marty Meloche - Central Michigan University
Michael Dillon - Central Michigan University
Steve Hinshaw - Central Michigan University
The Master of Science in Administration (MSA) program at Central Michigan University is piloting a new alternative to the traditional capstone (MSA699) class. In this new option (MSA698), students bring forth an issue and write five comprehensive research-based papers that effectively integrate their learning. This presentation delineates the pulling together the current concepts and best practices that underlie fielding the new course.
Track: Student engagement

2l - Rotunda Lobby
Considerations for Effective Academic Social Media Use in Higher Education
Mark Deschaine - Central Michigan University
Judith O'Dell - Central Michigan University
Patricia Williamson - Central Michigan University
Emmanuel Akanwa - Central Michigan University
Students are continuing to adopt and utilize social media at an increasing pace, and it makes it difficult for faculty members to keep up with the adoption and utilization rate of our students. Today’s undergraduate and graduate students first choice for socialization, information, research and recreation often is a social media platform, and faculty need to be aware of these technological capabilities to help facilitate relationships with and understandings of their students. University faculty often find themselves at a disadvantage due to the lack of information they have about the technology and its capabilities.  This FLC focused on the utilization of social media as a tool for instruction, research, and information gathering.
Track: Student engagement

2m - Rotunda Lobby
Collaborative Augmented Reality Game Development for Student Learning
Tony Morelli - Central Michigan University
Joe Packer - Central Michigan University
Daria Kluver - Central Michigan University
Wendy Robertson - Central Michigan University
Daniela Teodorescu - Central Michigan University
Ana Dias - Central Michigan University
Andrew Dunn - Central Michigan University

A group of Central Michigan University faculty worked together to build a learning game for new students.  This poster describes the process of creating a usable game - from brainstorming concepts to implementation.  This process demonstrates how people with little or no game development experience can contribute, create and implement a fun game that people will actually want to play!  
Track: Student engagement

2n - Rotunda Lobby
Investigating High-Leverage Teaching Practices to Ensure the Quality of First-Year Teachers
Kevin Cunningham - Central Michigan University
Dennis St. John - Central Michigan University
Teacher educators have identified specific, instructional practices that are most likely to support effective learning for all students. Leading group discussions is one such “high-leverage” practice (HLP). Our poster will describe efforts to identify the key components of this HLP and devise methods for developing and assessing those skills among teacher candidates.
Track: Preparing students for the future

2o - Rotunda Lobby
Creating a WIMS Group using a Faculty Learning Community (FLC) Model
Jamie Alan - Central Michigan University
Michelle Steinhilb - Central Michigan University
Jamie Johansen - Central Michigan University
This Faculty Learning Community (FLC) created a Women in Medicine and Science (WIMS) professional development group (an Association of American Medical Colleges affiliated group) that supports women pursuing careers in medicine and science disciplines.  The WIMS group hosted events to address challenges and seek solutions that enhance professional growth and development of women in multiple fields.
Track: Preparing students for the future