Ike Shibley, Ph.D.

Associate Professor, Penn State Berks

Ivan A. Shibley, Jr. (Ike), Ph.D., is associate professor of chemistry at Penn State Berks, a small four-year college within the Penn State system. He teaches introductory chemistry, general chemistry, organic chemistry, biochemistry, philosophy of science courses, first-year bioethics seminar, and senior science seminar. His research involves pedagogical approaches to improving science instruction at the college level. He has won both local and university-wide awards for his teaching including the 2009 Eisenhower Award presented to a tenured Penn State faculty member who exhibits excellent teaching as well as mentoring other teachers.

Ike has been teaching blended courses for almost a decade. He first became involved in blended design as part of an 18-month project to completely redesign the general chemistry course at Berks. As part of a team of six professionals who invested over 1,000 man-hours in the redesign Ike helped provide the pedagogical and subject matter expertise to help guide the redesign. The course has now been delivered in a blended format for seven years with an average GPA almost 25% higher than previous years. Every section of general chemistry taught at Penn State Berks now uses the same blended design. Ike has co-authored several manuscript about the results.  Ike has also redesigned a nutrition course that is offered in a blended as well as a fully online format. He and a collaborator have blended upper-level biology courses on cell signalling, neurobiology, and developmental biology. He presents his work on blended learning at numerous professional conferences and has become an ardent advocate of blended learning.


Products Featuring Ike Shibley, Ph.D.


10 Ways to Improve Blended Learning Course Design in 2014

10 Ways to Improve Blended Learning Course Design in 2014

A blended course offers flexibility and access, while enhancing the learning experience. This seminar will prepare you to create combinations of online and face-to-face teaching, the kind of combinations that keep students engaged in their own learning and driven toward improved outcomes, through 10 effective classroom-tested methods.


15 Practical Strategies to Re-energize Mid-career Teachers

15 Practical Strategies to Re-energize Mid-career Teachers

A challenging economy has resulted in larger class sizes, increased workloads and more stress for faculty at colleges and universities across the country. Times like these can make it tough for educators to stay enthusiastic, but it’s vital that they do so, for the sake of their students, their institutions, their careers and their own well-being. This seminar will teach you how you can innovate your way past career stagnation and engage your students like never before.


23 Practical Strategies to Help New Faculty Thrive

23 Practical Strategies to Help New Faculty Thrive

Bad habits picked up early in a teaching career can become self-defeating in the long term. Drawing upon our presenter's fifteen years of teaching and mentoring experience, we offer compelling and realistic advice on day-to-day teaching and improving student learning to guide new faculty members around predictable pitfalls and set them on the path to a rewarding teaching career.


23 Practical Strategies to Help New Teachers Thrive

23 Practical Strategies to Help New Teachers Thrive

New instructors need to know many things immediately. This 45-page Magna Publications white paper offers strategies on writing a syllabus, setting learning goals, managing a classroom, grading, and creating assignments, quizzes and tests.


Blended Learning 4-pack

Blended Learning 4-pack

Blended learning is one of the most talked about trends in higher education today, with a documented ability to improve student performance more than either face-to-face instruction or online technology can independently. Learn how you can design a course making the best of both worlds in this new 20 Minute Mentor Blended Learning 4-pack.


How Can I Learn Student Names?

How Can I Learn Student Names?

Learning and using names is probably the simplest, most direct way for you as a teacher to demonstrate interest in your students. By learning and using your students’ names, you succeed in building trust, increasing teacher-student rapport, and making it more likely that students will participate in class discussion—all factors that can contribute to student academic success. We help you understand the benefits of learning and using students’ names and will present specific techniques to help.


How Do I Assign Students to Groups?

How Do I Assign Students to Groups?

Despite the widespread acceptance and demonstrated success of group learning, many teachers do not know how to create small groups effectively. We discuss key factors involved in successfully facilitating group learning and teach you the benefits of group work.


In Blended Courses, What Should Students Do Online?

In Blended Courses, What Should Students Do Online?

For instructors interested in exploring blended learning, deciding which course elements to teach face-to-face and which to address through online technology can be a major stumbling block. Learn a framework for making those essential educational judgment calls.  Be confident that your selection of which materials to present online and which to present in the classroom will provide the best learning experience for your students. 


Is Team Teaching Right for Me?

Is Team Teaching Right for Me?

If you’ve thought about team teaching with a colleague, you’ve no doubt already considered some of the positives (collaboration, collegiality, work sharing) and the potential negatives (conflict, inconsistency, division of labor). Learn the benefits of team teaching for both you and your college students along with course types and other insights to determine if team teaching is right for your course.


Learner-Centered Technology: Aligning Tools with Learning Goals

Learner-Centered Technology: Aligning Tools with Learning Goals

Today’s teachers need a thorough understanding of how the available wide variety of technological tools can enhance learning. Knowing about the tools is the first step, but the most successful teachers become adept at creating courses that capitalize on the pedagogical benefits that technology can bring.


Should I Take Attendance?

Should I Take Attendance?

Trying to make a decision about taking attendance can quickly generate more questions than answers. We discuss how to make effective attendance decisions that do not result in creating a negative perception of you as a teacher. Explore giving students a reason to come to class rather than forcing them to attend and learn different techniques for taking attendance that won’t be viewed negatively by students.


Should I Use ADDIE as a Design Map for My Blended Course?

Should I Use ADDIE as a Design Map for My Blended Course?

ADDIE stands for Analysis, Design, Development, Implementation, and Evaluation.  It is a helpful course design format and a theory-driven, reality-tested approach to blended course design.  Use a research-based formula for designing your blended learning course and deliver an impactful learning experience.  


Teaching Online vs. F2F: 15 Differences That Affect Learning

Teaching Online vs. F2F: 15 Differences That Affect Learning

Online instruction will continue to grow rapidly on college campuses nationwide. This seminar offers thought-provoking insights on the best ways to structure online courses to promote deeper levels of student understanding. 


Teaching Strategies that Improve Retention 4-pack

Teaching Strategies that Improve Retention 4-pack

Discover how you can help keep students engaged, encouraged and enrolled in this Magna 20 Minute Mentor 4-pack Teaching Strategies that Improve Retention.


Ten Strategies to Improve Blended Course Design

Ten Strategies to Improve Blended Course Design

When properly employed, technology offers great teaching opportunities to instructors and schools. But it is not enough simply to shift components of traditional courses online. New tools require new tactics, new assignments, and new ways of teaching.  Gain the insights and tools you need to make the most of your blended courses in this white paper.


Using Clickers to Engage Students and Maximize Learning

Using Clickers to Engage Students and Maximize Learning

Classroom clicker student-response systems can be used in learner-centered teaching to prompt discussion, do practice problems, assess student preparation and understanding and to gather students’ opinions about the course and its content. We introduce clicker technology, show you how to craft questions to maximize student engagement and learning, and teach you how to design an entire course to make the most of this learner-centered teaching technology.


What Can I Learn From Student Ratings?

What Can I Learn From Student Ratings?

While student ratings are dismissed by some educators for having little to offer, these ratings can in fact be highly beneficial to teachers who want to improve their skills. Students can provide helpful and legitimate feedback on what they feel they learned, workload levels, and observable behaviors that include the teacher’s pace, volume, clarity and organization. We show you how to read student ratings to help make you a better teacher.


What Is Blended Learning?

What Is Blended Learning?

Blended learning, which combines face-to-face classroom instruction with supervised online activities, is one of the hottest topics in higher education today. Blended learning is here to stay. Learn how to take advantage of online technology to better your students’ learning experience and improve your instruction. Find out how you can fuse the best of traditional techniques and cutting-edge online technology. 


What Should I Do When a Student Challenges My Authority?

What Should I Do When a Student Challenges My Authority?

Students can challenge your authority in all sorts of ways. Some are overt (is he actually snoring?!), and some are not (that gentle pitter-pat you hear is most likely not rain on the roof … it’s texting). This content-rich program examines effective and appropriate responses when students cross the line.


What Three Things Could I Do to Improve My Blended Course?

What Three Things Could I Do to Improve My Blended Course?

Effective blended course design requires faculty to reconsider their role in learning. It calls for rethinking your approach to students, teaching, technology, and your colleagues. Whether you are new to blended learning or a seasoned pro, this program will take your course to the next level by exploring three avenues you can focus on for improvement.


Newsletter Articles Featuring Ike Shibley, Ph.D.

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