Schedule for Tuesday, May 9


Continental Breakfast - Rotunda and Terrace Rooms


Registration and Information Area Open


Breakout Sessions

3a - Room 123 - Mackinaw
Wired to Connect: Linking Social Intelligence to Positive Student Involvement and Outcomes
Todd Wilmore - Central Michigan University  
“Although IQ is often associated with academic progress, social intelligence is a key element in a comprehensive education.” (Pappas, 2015). IQ is largely determined by genetics.  Social intelligence (SI) is learned through experiences and interactions, and Neuroscience has uncovered a “neural wiring” between our brain’s thinking center and our emotional center containing SI. Consequently, when students engage each other in classrooms or online, SI directly impacts their learning.  Plan to incorporate Social Intelligence into your future courses.

Track: Preparing students for the future 

3b - Room 125 - Lakeshore
Building Classroom Community to Improve Student Learning Outcomes
Mark Francek - Central Michigan University
We don’t have a lot of extra time when “covering” classroom content, right?  Why then should we make the goal of building classroom community and mutual respect a priority? Many active learning strategies involve collaboration, sharing, speaking, and critiquing.  Learning outcomes are enhanced when students feel comfortable collaborating with groups members, trusting both that they can be held accountable AND that they respectfully offer/receive feedback.  Various ice breaker and accountability strategies will be discussed to help build the ideal of a collaborative learning community.  Time will also be devoted to sharing what community building strategies have worked in your classroom.   Track: Student success 

3c - Room 218 - Maroon
The Power of Game-based Learning: Rapid Prototyping
Tony Morelli - Central Michigan University
Joe Packer - Central Michigan University
George  Perdikakis - Central Michigan University
Wendy Robertson - Central Michigan University
Daniela  Teodorescu - Central Michigan University
Jonathon Truitt - Central Michigan University

Ana Dias - Central Michigan University  
Daria Kluver - Central Michigan University  
I’ve heard about game-based learning, but how do I do it?  This rapid prototyping session will give participants the basic structure to use in designing educational games around learning goals. Participants will work in groups to develop, playtest, revise, and play educational games.  Materials will be provided and participants will keep the games they create.  Upon completion, participants will gain the skills and confidence to develop educational games for use in their classroom.
Track: Student engagement

3d - Room 220 - Chippewa
Leadership Competencies for the 21st Century 
Jennifer Sieszputowski - Central Michigan University
Diane Marble - Central Michigan University
Many students do not understand the competencies that employers are seeking and how their coursework connects to competency development. This session uses active learning activities to help participants identify the top competencies employers are seeking and ways to ensure they are reinforcing them with their students. Participants can use the information to help students understand the value of their coursework and how it connects to their future success.
Tracks: Preparing students for the future, Fostering Lifelong Learning

3e - Room 222 - Isabella
Reflection:  Perpetual.  Powerful.  Personal.
Sarah Prielipp - Michigan State University
Kimberly McVicar - Ferris State University
This session will review theoretical frameworks and engage participants in multiple reflective activities that can be incorporated into various classroom settings.  Participants will be inspired to consciously propel the reflection, critical thinking and personal conviction of their diverse student bases while simultaneously enriching such dynamics within themselves as instructors and learners.  
Track: Evidence-based teaching and learning




Breakout Sessions

4a - Room 123 - Mackinaw
Brain Rules for Student Success
Greg Sieszputowski - Mid Michigan Community College
Understanding the Brain Rules will not only help you engage your students but help them retain information and perform better in stressful situations. Practical applications of the brain rules will be shared, including a sample lesson plan template that was created by a faculty learning community.
Track: Student Success

4b - Room 125 - Lakeshore
Service Learning at CMU: Multiple Disciplines Making the Case for Community Engagement and Transformative Education
Sean Goffnett - Central Michigan University
Service Learning (SL) has gained considerable attention in recent years. Learn about SL experiences from first-hand accounts presented by faculty representing a variety of Colleges, including Health Professions, Communications and Fine Arts, Business Administration, Science and Engineering, and Education and Human Services. Faculty describe their SL courses, community partnerships, student experiences, best practices and lessons learned. Faculty explain SL's role in community engagement and the SL course designation process, a prospective benchmark for other institutions.
Track: Student engagement

4c - Room 218 - Maroon
Universal Design for Learning: Access and Engagement for ALL
Kelly Nack - Central Michigan University
Lynne L'Hommedieu - Central Michigan University

If a student in your course needed a disability accommodation, would you know what to do? Would you have to recreate all of your course materials? Join us as we introduce the three core Universal Design for Learning (UDL) principles. We’ll help you understand how applying UDL to your course now (before an accommodation request) can increase ALL students’ access to materials and improve their learning. You’ll come away with resources, best practices and an action plan for applying UDL.
Track: Student engagement, Student success 

4d - Room 220 - Chippewa
Diversity: Moving Beyond Awareness and Understanding to Action 
Pauline Tobias - Michigan State University
Madeline Shellgren - Michigan State University
Jessica Mestre - Michigan State University  

A necessary first step to creating inclusive learning environments is to develop an awareness of one’s own identity, privilege, biases, etc. Beyond this, however, inclusive teaching practices require the integration of this awareness into practice, which is often left to the individual with limited resources to understand and take action. In this session, we explore the Bailey Scholars model for fostering awareness to action in all learners. 
Tracks: Preparing students for the future, Fostering lifelong learning

4e - Room 222 - Isabella
From Ha-Ha to Ah-Ha! – The Role of Humor in Facilitated Learning
Robert W. Sopo - Central Michigan University 
Humor in educational settings serves a variety of positive functions beyond simply making people laugh.  According to Weimer (as quoted in Faculty Focus, 2013), “humor builds group (as in class) cohesion. People respond more positively to each other when humor is present. It brings them together. Humor can facilitate cohesion by softening criticism.”  Research also establishes that humor facilitates learning.  It helps individuals cope with stress. It relaxes them.   This session provides a foundation for the effective use of humor in the classroom/online, recommends good practices in the use of humor (taken from over 40 years of research), and then facilitates applying humor to realistic case vignettes.
Tracks: Student engagement, Evidence-based teaching and learning


Lunch - Rotunda and Terrace Rooms


Keynote Presentation

5a - Rotunda and Terrace Rooms
Follow Where the Research Leads: Optimizing Learning in the Higher Education Classroom 
Terrence Doyle - Ferris State University
Download the presentation
Almost daily neuroscience, biology and cognitive science researchers reveal new insights about how the human brain works and learns. The value of this research is its potential to elevate the learning success of all students regardless of their learning situations. This research about human learning requires changes in the way teaching is approached and in what students are told about how to be successful learners. This presentation will discuss many of these new research findings and suggest ways to apply them in a higher education setting. Topics will include findings on movement, exercise, diet and hydration, sleep, memory, attention, patterns and learning, mindset and multisensory learning.




Breakout Sessions

6a - Room 123 - Mackinaw
Crowd Learning: Enhancing the Learning Experience of Students
Linda Gunn - Western Governors University
Learning happens in a variety of forms.  Understanding the forms has been a major area of research in higher education. Crowd learning is a form in which educational institutions can enhance the learning experience by increasing student engagement that fosters student success. This learning process allows students to use their own experiences to build knowledge and prepares them for the future. Crowd learning also has implications on the instructor’s role in the learning process. 
Track: Student engagement

6b - Room 125 - Lakeshore
Facilitating Learning Across Various Cultures, Countries, and Classrooms
Tracy Weber - Kaleidoscope Learning Circle, LLC
The learning process, regardless of content, can be designed to create healthy, effective, and fulfilling exchanges.  This interactive session will engage participants through experiential learning, visual presentation, story-telling, small group dialogue, and large group debrief.  Participants will identify beliefs about learning and experientially challenge those beliefs, allowing for self-awareness, alternative approaches, and transference from the conference workshop to practical application in the ‘real-world.”  This session is grounded in learner-centered teaching, constructivism, experiential education, and neuroscience. 
Track: Student engagement

6c - Room 218 - Maroon
The Design Thinking Approach to Problem Solving
Jerry Schnepp - Bowling Green State University
Design Thinking is an approach to problem-solving that involves gathering insight, brainstorming, prototyping, and iterating. It has been used in many contexts to facilitate creativity and innovation. Attendees to this presentation will learn how to integrate design thinking into classroom lessons to help students solve problems and effectively communicate solutions.
Tracks: Student engagement, Preparing students for the future

6d - Room 220 - Chippewa
Promoting Linguistic Inclusion and Decreasing Linguistic Discrimination in the Classroom
Madeline Shellgren - Michigan State University
This presentation will explore how language diversity is positioned in the US educational system. Relying on our own understandings and experiences with standard forms of language, we will begin to understand the role standard language plays in education, including how it relates to issues of equity and inclusion. Together we will learn how to critically approach language and its intersections with identity and will discuss ways to address linguistic discrimination in the classroom and beyond. Track: Student success

6e - Room 222 - Isabella
Weathering the Storms of Student Team Projects: Utilizing The Tuckman Model for Positive Outcomes
Judy Jacobs - Central Michigan University
While student teams provide valuable learning opportunities, they can also be fraught with dissension and conflict, resulting in negative outcomes. The Tuckman Model is a five-step, easy to follow process that starts with introductions (often skipped over), to developing team rules (ensures everyone has a voice and actively engages in the project), and finally, celebrating the team’s successful completion of the project. Unfortunately, conflict often happens during this process, interrupting the learning opportunities. It is important for the Professors to initially introduce the steps of the process, expectations for each step, and assess/intervene in conflicting situations to ensure positive student experiences and completed projects. During this highly engaging presentation, The Tuckman model will be examined, and strategies for dealing with conflict that may interrupt the team dynamics will be discussed. All participants will have the opportunity to share their experiences and wisdom.  A handout developed in my recent FLC will be distributed.
Tracks: Student engagement, Student success




Breakout Sessions

7a - Room 123 - Mackinaw
Augmenting Student Learning with Aurasma: Engaging Students with Multiple Perspectives
Jennifer Weible - Central Michigan University
Scott Roberts - Central Michigan University
Have you heard of Augmented Learning? With the excitement surrounding Pokemon Go last summer, many educators are wondering if augmented learning has a place in their classroom. We will share how an easy-to-use, augmented learning tool can help you engage your students in multiple ways.  We have examples of how Aurasma, an augmented learning tool, has been used in classrooms to increase engagement, present information from multiple perspectives, and provide access to resources.    Tracks: Student engagement, Evidence-based teaching and learning

7b - Room 125 - Lakeshore
The Challenges of Preparing Graduate Students
Valerie Thweatt-McCoy - Central Michigan University
This session is designed to help educators develop new concepts and strategies to prepare Millennial students for the future workplace.  According to new Pew Research Center Analysis of U.S. Census Bureau data (2017), Millennials comprise more than one-in-three American workers and have now surpassed all generational workers to become the largest share of the American workforce. Do you know the characteristics of Millennials and their possible influence upon the world?  Do you understand how Millennials are changing the workplace? Attention will be given to generational differences, workplace that can result in barriers between educators and students within the classroom as well as within the workplace.
Track: Preparing students for the future

7c - Room 218 - Maroon
Using Simulations to Increase Student Engagement in Academic Programs – the Good, Bad and Ugly
Jay Griesser - Central Michigan University
Don Blouin - Central Michigan University
Global Campus
Project management is gaining in importance increasing the need for well-prepared project managers (Hartman, Wate & Treleven, 2013). Simulations provide feedback and the iterative nature of simulations help keep students engaged (Smith, 2001). Simulation software allows the student to learn in a hands-on environment with real-world scenarios, providing “a way for students to acquire experience about how things and systems in the world behave and react” (Saifudin, et al, 2015).   Millennials’ “teaching needs are more experientially focused,” and it is suggested that simulations meet that need (Saifudin, Zainuddin, Bahaudin, Zalazilah, & Jamaludin, 2015). Traditional methods of project management engagement will be compared to collaboration simulations. A collaborative exercise for the attendees will be shown highlighting the student engagement aspects.
Track: Student engagement

7d - Room 220 - Chippewa
A Simple Equation: Faculty Acculturation Equals Student Success
Lisa Fall - Pellissippi State Community College
Kellie Toon - Pellissippi State Community College
This presentation provides an overview of one institution’s New Faculty Academy program, which focuses on acculturating new faculty to the College. Results from a survey distributed among new and existing faculty demonstrate how the New Faculty program builds cohesiveness among all faculty. As a result of the acculturation, new faculty are able to use what they learn to assist students in academic success and campus-wide engagement.
Track: Evidence-based teaching and learning


7e - Rotunda
Active Learning Speed Dating: Which Strategy is Your Match?
Justin Bruner - Central Michigan University
Daria Kluver - Central Michigan University
What do speed dating and active learning have in common? This session, and you won’t want to miss it. Join us for ninety minutes of fast-paced and high energy activity focused on active learning pedagogy. Participants will make their way around the room and be introduced to six faculty who are excited to share a slew of strategies that they have proven to be successful in their own courses but can be used in any classroom. You never know who you might meet or what they may share that could potentially change your teaching. All participants will have the opportunity to have additional date time with the presenters and topics that they find particularly attractive to their teaching style at the end. The speed dating format is also an active learning pedagogy that can be adapted for any classroom topic. Come to potentially change your life, and teaching, forever!
Track: Student engagement 




Breakout Sessions

8a - Room 123 - Mackinaw
Incorporating SPEC Grading and Student Autonomy into an Online Graduate Course
Jean Bailey - Central Michigan University 
Faculty teaching online often struggle to find innovative ways to engage students. This session will discuss how SPEC grading and student autonomy in project assignments was used to create a learning experience that provided students with self-directed opportunities while holding them accountable for quality work. 
Track: Evidence-based teaching and learning

8b - Room 125 - Lakeshore
A ZPD-based Model of Student Evaluation to Start a Conversation About Grading: What’s next?
Natalia Collings - Central Michigan University 
In line with the conference theme, this session will ask the question “what’s next?” in terms of student evaluation and inspire its future by encouraging action on grades as evaluation custom.  The presenter will share a model of student evaluation theoretically grounded in Zone of Proximal Development (ZPD), originated by Lev Vygotksy and furthered by his contemporary followers, and engage the audience in discussing past, present and future role of grading in student success and engagement.
Tracks: Student engagement, Student success

8c - Room 218 - Maroon
Instructional Strategies That Promote Student Engagement and Help Build a Critical Thinking Environment
Beth Vander Kolk - Cornerstone University
Pamela George - Cornerstone University
Fostering learning requires rigorous intellectual work. Effective teachers intentionally design their course to promote student engagement and engineer a critical thinking environment. This session invites participants to take part in and reflect on a few teaching strategies that do both.
Track: Student engagement

8d - Room 220 - Chippewa
Tammi's Top Ten Ways to Stay Healthy
Tammi Kolski - Central Michigan University
Whether you are an instructor, administrator, student or a combination of these roles, stress is a part of your daily walk.  Learn (and better yet experience) 10 ways to effectively manage your daily stress so you can be the most effective instructor, administrator, student possible.  
Track: Fostering lifelong learning