Poster Sessions


Active Learning and Technology in an Introductory Psychology Course

David Burrows, Lawrence University

This poster presents three active learning uses of technology: Metacognition using self-ratings and retake exams; engagement, using group projects and writing synopsis of important topics; and motivation through group projects and in-class writing. The uses of technology described here are can be applied to any discipline. These activities can help students improve their metacognitive skill, increase their interest and heighten their engagement. The examples are all from an introductory psychology course. They are potentially useful in a gateway or introductory course with large enrollments. The activities could be introduced into any introductory social science or natural science course and could be adapted for courses in other disciplines.


Electronic Collections Across US Academic Libraries in the Digital Era

Katerina Ivanov, Pfeiffer University

The poster session displays the analysis of trends affecting electronic collections across academic libraries using the data from Department of Education NCES (sample: 6919 US inst.). Universities and colleges located in south regions and western part of the US tend to utilize higher number of electronic librarian collections. Institutions which offer at least one master’s, doctor’s degree or post-baccalaureate or post-master’s certificate on average have lower number of electronic materials in academic libraries (beta = -125719). Same negative relationship holds for schools which offer medical degree (beta = -161457). The higher the number of total expenditures by academic libraries the higher the number of electronic collections in a certain academic institution (beta = .0277726). p<0.05. Although as of 2016 electronic collections across U.S. academic institutions exceed the physical materials, the point of complete turnover is still far away in the horizon.


Engaged Learners in a Virtual World

Martha Bramlett, Dana Martin, and Rachel Cozort, Pfeiffer University and Crystal Eaker, Central Piedmont Community College

Both the virtual online classroom and the traditional face to face environment today are comprised of students from multiple generations of learners requiring a variety of learning modalities. Additionally, students present with wide differences in their familiarity and skill in interfacing with technologies and virtual environments. We describe the use of multiple strategies and technologies to engage adult learners in a virtual online world and discuss our experiences with the utilization of technology in both environments. Included are descriptions of our successes as well as challenges we have experienced. Modalities utilized include virtual health fairs and poster presentations, digital clinical experiences, and electronic journals.


Hybrid Course Design in an Upper-Level Chemistry Course

Luanne Tilstra, Rose-Hulman Institute of Technology

This poster presents the strategy used to design the hybrid course and the relative merit of using a hybrid-approach when teaching an upper-level technical course. The topic of this study is a junior-level course in physical chemistry offered to chemical engineering majors. The content is conceptually difficult, requiring that students build on ideas presented in earlier classes. Two sections of the class (N = 37 students) were taught in a traditional format. One section (N = 34 students) was taught using a hybrid, not-quite-flipped format. The hybrid version of the course was created to reduce the amount of in-class time spent reviewing material and building skills that are required to master this course’s content. The relative merit of the two approaches was assessed by comparing student perception of learning as assessed by three surveys administered during the course and by comparing student performance on a variety of comparable evaluations.


Online Synchronous Virtual Classroom: Meeting Student Needs

Jara Dillingham, University of Southern Indiana

This poster session provides information on the design and implementation of an online synchronous social work seminar course. The course was designed to meet the needs of commuter students and evolved to allow students to expand their field placement options to areas across the country. Social work is a field in which communication and interaction is integral. It was imperative the design of the course allowed for high levels of interaction and communication among students as well as the instructor. The implementation of this virtual classroom has provided a way for students to feel connected to their classmates and instructor and has produced high levels of satisfaction with the course itself. Strategic approaches were utilized to decrease student and faculty apprehension and increase engagement. Information will be shared on the response of faculty, managing student angst, and how the course has used different forms of technology to achieve this successful virtual classroom.


PBLL on Moodle to Inspire Students’ Development of 21st Century Skills

Shu-Ju Diana Tai, School of International Education Beijing University of Chemical Technology

PBL is a pedagogical approach that engages students in learning essential knowledge as well as life-enhancing skills through an extended, student-centered inquiry process. Research has shown that the project-based language learning (PBLL) in effective in creating a learning environment promoting use of authentic language (Fried-Booth, 2002), development of students’ communicative competence (Hutchinson, 1991), learner autonomy (Carson, 2010), and students’ use of target language with other important skills (Li, 2010). PBLL is considered an innovative approach for students in China. The poster session will present how the PBLL approach was employed in the Advanced English course in one key university in Beijing, including the rationale of the course, detailed descriptions of how the modules was built on Moodle, design of the three major projects, and how the PBLL approach impacted students’ learning of English and the 21st century skills, the challenges, and the implications.


Preservation Education through Integrated Technological Programming and Design Pedagogy

Lisa Jordan, Southside Virginia Community College

The use of collaborative technologies in the field of historic preservation promotes a learner-centered examination of real-world application and enables students to gain experience and pragmatic competence. It affords students the opportunity to study technological programs and skills in detail through various software programs, tools, and integrative processes. This poster will introduce and briefly review the possibilities of incorporating technology into historic preservation, both as a field of research and as a pedagogical tool. It will mainly present the materials and activities for lessons on the current project used by the presenters, as well as images and other work produced by students. The objective of the presentation is to share information and resources relating to the use of the historic preservation theory and technology as a pedagogical tool. The ideas and materials can be adapted for use by various fields, settings and students.


Quality Online Learning and Teaching (QOLT)

Nanci Carr, California State University, Northridge

Learn how to use the California State University-developed best practices for Quality Online Learning and Teaching (QOLT), based on extensive research and careful consideration of existing models for assessing effective online teaching and learning. Each section contains multiple objectives that give instructors a close-up view of a quality online/hybrid course. The sections include: Course Overview and Introduction, Assessment of Student Learning, Instructional Materials and Resources Utilized, Student Interaction and Community, Facilitation and Instruction, Technology for Teaching and Learning, Learner Support and Resources, Accessibility and Universal Design, Course Summary and Wrap-up, and Mobile Platform Readiness. Each instrument is composed of 57 items across 10 sections. There is a formative rubric score given at the end of each section, as well as a summative score and rubric at the end of the instrument. QOLT is helpful for course design and evaluation.


Quiz-Style PowerPoint Games as a Teaching and Learning Pedagogy

Nikki Squire, Grand Canyon University

Past empirical studies that compared traditional versus active learning pedagogies, such as quiz-style PowerPoint games, have yielded greater results in promoting active learning, increasing student engagement, fostering critical thinking, encouraging problem-solving, supporting student motivation, improving course performance, and enhancing student satisfaction of learning experience in a course. In addition, quiz-style PowerPoint games have shown to be an effective teaching-learning pedagogy for various academic courses at the higher education level in both traditional and online learning formats. To improve information literacy outcomes for first-year college students, quiz-style PowerPoint games (Burzynski Bullard and Anderson, 2014) and other game-based learning methods such as video games (Gee, 2012, 2013; Squire, 2013), web-based games (Markey et al., 2008), and interactive online tutorials (Gonzales, 2014; Switner, 2013) have shown positive results.


Solutions for Too Much Technology

Karen Holley, Georgia State University-Perimeter College

There are so many technological tools available to engage students and enhance learning that selecting programs, applications, and upgrades can be overwhelming, both for the instructor and for the students. This session will offer practical ideas for quickly determining which technological tools deserve further exploration and the easiest methods for incorporating new technologies, including peer-to-peer collaboration. Additionally, ideas for modifying assignments and assessments to encourage students to incorporate their predominant learning styles, intelligences, and abilities will be presented. Suggestions for evaluative templates for digital literacies and methods to equate non-traditional submissions—videos, podcasts, websites—with more traditional submissions, such as essays, case studies and lab reports, will be presented.


Supporting Faculty Excellence in Teaching and Scholarship at New York University Rory Meyers College of Nursing

Emerson Ea and James Nguyen, New York University Rory Meyers College of Nursing

This presentation aims to: showcase the faculty development framework and programs at New York University Meyers College of Nursing for both full-time and part-time faculty and describe the pivotal role of an instructional technologist in supporting the mission and vision of Meyers’ Faculty Development Academy (FDA). The Meyers’ FDA offers high quality and engaging professional development programs and opportunities to assist faculty meet their professional and personal goals. Examples include workshops, round-table discussions and seminars on innovative teaching and learning strategies, simulation learning, diversity and inclusivity in teaching and learning, writing for publication, leadership skills enhancement, and mentoring. To further support and engage faculty in innovative teaching, the College’s instructional technologist collaborates with faculty to design and implement new learning experiences for students, typically with the use of technology.


Thinking Design for Design Thinking In An Online Graduate Course

Susan Bartel and Melissa Childers, Maryville University

Design thinking is a popular topic taught at many business schools to help in developing new products or service but less often used in education as a problem-solving tool. Maryville University faced the challenge of how to replicate the same interactive design thinking experience and prototype development process online as we have in an on campus doctoral level course in higher education leadership. In this electronic poster session participants will see how two applications were used to build a scenario-based project and live interactions to more closely create the face to face experience of the on-ground classroom. The applications were embedded in Canvas, the course management system, for seamless use by the students. Students reported this experience increased their learning and made design thinking as a process for problem solving come to life.