Schedule for Wednesday, May 10


TIME EVENT
7:30am-
8:30am

Continental Breakfast

7:30am-
2:00pm

 Registration and Information Area Open

8:30am- 
9:45am





 Breakout Sessions

9a - Room 123 - Mackinaw
Leadership Assessment in the Most Unexpected Places: Leveraging a Government Simulation
Linda Mallory - US Military Academy at West Point
West Point has developed an interactive, multi-disciplinary simulation exercise (SIMEX) for a core course in government whereby students assume the roles of members of Congress who work to pass a bill. During the exercise, students test not only their political knowledge, but also their negotiation, communication, leadership, and ethics skills (all institutional outcomes).  This presentation will explain the SIMEX process and how the assessment efforts inform not only curriculum change but also departmental and institutional outcomes.
Tracks: Student engagement, Evidence-based teaching and learning

9b - Room 125 - Lakeshore
Personal Knowledge Management for Higher Education Professionals: Staying Fresh in the Field
Michael Dillon - Central Michigan University 
Information is growing at an increasingly high pace and keeping track of changes in our field can be a daunting task. Utilizing a systematic approach to knowledge management can help us to keep up-to-date. The session will explore the three aspects of personal knowledge management, which are seeking, sensing, and sharing. Live demonstrations of current digital tools will take place to show how a knowledge management systems can be implemented. Track: Fostering lifelong learning

9c - Room 218 - Maroon
Tips for Flips: Boosting Student Engagement Through Inverted Course Design
Michael Callahan - Michigan State University
Would you like to boost student engagement and free up more class time for active and deep learning? This session offers a rationale and practical advice for flipping (or partially flipping) your course. Through demonstration and small- and large-group discussion, participants will leave with concrete best practices, links to helpful technology, and a plan for how inverted course design could impact them and their students. Tracks: Evidence-based teaching and learning, Student success

9d - Room 220 - Chippewa
From an Island to the Mainland: Connecting your Course to Programmatic Outcomes
Kaleb Patrick, Shelly Boardman - Central Michigan University
As faculty, we become very proficient teaching our courses.  The subject matter aligns with our area of research and we are experts in the field of study.  However, what do we know about the other courses that are being taught in our majors, minors, or in our department?  How do my courses fit into the programmatic level learning objectives of the broader program?  In this session, we will look at steps to identify the connections between courses in a larger program and how to help students receive the integrated experience of one program.  Please come with the learning objectives from your course and other courses taught in your department along with program level learning objectives.
Track: Evidence-based teaching and learning

9e - Room 222 - Isabella
Flipping a Graduate Level Class and Using the Jigsaw Methodology to Inspire Interactive Learning 
Marcia Mackey - Central Michigan University
Jennifer Sieszputowski - Central Michigan University
Successfully encouraging and holding students accountable for reading course material continues to challenge faculty.  The flipped classroom combined with the Jigsaw method of instruction creates an environment in which students become the subject matter experts and thereby ensure peers comprehend course material.  The best way to master pedagogy is to teach it to another individual.  Participants will leave with practical experience in the Jigsaw methodology, instructions for use, and a renewed excitement for engaging students. 
Tracks: Student engagement, Student success

9:45am-10:00am

Break

10:00am- 
10:45am





Breakout Sessions

10a - Room 123 - Mackinaw
Driving Learning Interactions:  Essential Elements of An Effective Online Teaching Model
Dale Fowler - Central Michigan University
This session is about developing a comprehensive teaching model that structures how students go about their learning. A successful example teaching model will be discussed that is based upon what we know from the research results in more effective student learning, greater satisfaction, and is less work for the instructor to manage.
Track: Evidence-based teaching and learning

10b - Room 125 - Lakeshore
The Struggle is Real: Poverty as a Teaching Tool
Jaime Crabb - Northern Michigan University
Kristen Smith - Northern Michigan University
The number of individuals living in poverty is staggering and it affects everybody.  Anyone can tell you about poverty, but the struggles of survival are best understood with first-hand experience.   There is a lack of insight from our students in dealing with poverty, unless they have dealt with it first-hand.  This powerful tool can evoke emotions and real-life struggles related to living in poverty; making each participant a vessel of potential assistance.
Track: Preparing students for the future

10c - Room 218 - Maroon
How to Make Service Learning Counts in Academic Curriculum in Higher Education
Abalo Adewui - Central Michigan University
Service learning is gaining momentum in Higher education.  This presentation provides practical ideas, suggestions, and examples for colleagues considering service learning within their courses.
Track: Student engagement

10d - Room 220 - Chippewa
The “T” is Not Just in STEM: Technology to Support Learning in All Classes
Jennifer Weible - Central Michigan University
Mark Francek - Central Michigan University
Shane Cavanaugh - Central Michigan University
Dennis St. John - Central Michigan University
Rebecca Renirie - Central Michigan University
Kevin Cunningham - Central Michigan University
Presenters will share multiple technologies that they use to support learning in their math, science, technology, and education classes. These apps and websites are used to support collaboration, communication, visualization, creativity, and assessment within the classroom using a variety of devices. Please join us as we discuss how you can deploy these technologies in your classroom immediately to improve student learning. You will walk away with strategies and ideas to implement tomorrow. 
Track: Evidence-based teaching and learning

10e - Room 222 - Isabella
Open Education Resources: Flexibility + Savings = Student Success!
Marnie Roestel - Central Michigan University
Tim Peters - Central Michigan University
This session will introduce attendees to open educational resources (OERs), explaining what they are, how to find them, and the benefits they can deliver not only to students but to the faculty who teach with them and the institution that utilizes them. With OERs, the impact goes well beyond the cost savings!
Track: Student success

10:45am- 11:00am

Break

11:00am-
12:00pm





Breakout Sessions

11a - Room 123 - Mackinaw
Getting comfortable with Failure and Vulnerability to Facilitate Learning and Innovation in the Game of School
Szymon Machajewski - Northcentral University
Schools should teach students how to fail fast and safely in order to learn and to allow innovation through vulnerability.  The lessons that the gaming culture has for learning will define future strategies of teaching and learning. Games are sometimes called well-designed work.  As a result people flock to them.  The secret of engagement in games can be adopted in academia as soon as courses become well-designed games.

11b - Room 125 - Lakeshore
Engaging Adult Students: Impacting Adult Learning through Creative and Intentional Online and Face to Face Teaching Practices
Betsy Diegel - Central Michigan University
Do you teach adult students or are an adult student? Attend this session to put theory to practice in creating meaningful, relevant, and intentional applications so adult students can thrive. Stay engaged by absorbing information related to andragogy, technology and adult students, and self-directed learning practices. Be ready to add ideas and activities to your academic toolkit. 
Tracks: Student engagement, Student success

11c - Room 218 - Maroon
Active Connections: Means for Faculty to Create an Environment in which Students WANT to Engage!
Donald Forrer - Central Michigan University
Richard Hayes - Central Michigan University
Todd Wilmore - Central Michigan University
Linda Gunn - Central Michigan University
Lisa Fall - Central Michigan University
Jose Mabesa - Central Michigan University
This interactive, cross-disciplinary session will explore face-to-face and online strategies for faculty to deploy in the classroom that encourage connections beyond forced engagement methodologies commonly used. Concentration will be on methods of connecting that are “out of the mainstream” and benefit both students and faculty.  Findings indicate that the more a student feels part of the learning community, the more they engage in the class activities.
Track: Student engagement

11d - Room 220 - Chippewa
Increasing Student Engagement in Online Courses thru the Strategic Use of VoiceThread
Scott Smith - Ohio University
This presentation explores various methods to utilize VoiceThread in online courses, helping to increase student engagement.  Specifically, participants will get a first-hand look at VoiceThread as a tool for students to create individual and group presentations and participate in ongoing Discussions within the course.  The audience will also see how an instructor can utilize VoiceThread as an assignment feedback mechanism, allowing the instructor to increase both quantity and quality of feedback in a timely fashion.
Track: Student engagement

11e - Room 222 - Isabella
Teaching Critical Thinking through Argument Writing
Troy Hicks - Central Michigan University
Evaluating an author's argument and using source material to create and bolster one's own thesis is crucial for students to know in all of their coursework, no matter what the discipline. In the session, we will discover strategies to help move students from discovering initial sources to crafting their final draft, all the while scaffolding the process of argument through the lens of critical thinking.
Track: Student engagement

12:00pm- 
12:45pm

Lunch

12:45pm-
2:00pm

Closing Keynote Presentation

12a - Rotunda and Terrace Rooms
Why Don't Our Students Seem to be Learning Much? Lessons from Student Development and Critical Theory
Matthew Johnson - Central Michigan University
Download the presentation
This thought-provoking presentation will explore why college student learning and development remain relatively stagnant despite the rise of teaching and learning scholarship, technology, assessment practices, and documented best practices. Drawing on research from student development and critical theories, we will explore this phenomenon more carefully, and what we can do as educators to reverse this trend.