Friday, September 9, 2016 8:30-3:00, JSAC Conference Rooms
Key Note Speaker: Dr. Linda Nilson Director emeritus of the Office of Teadling Effectiveness and Innovation, Clemson University

Recent Submissions

  • Faculty Development Day Program

    Cooke, Judith; Office of Faculty Development and Teaching Excellence (2016-09)
    Program for 2016 Faculty Development Day on Friday, September 9, 2016
  • Videos in Teaching

    Zuckerman, Eric J.; Department of Chemistry and Physics (2016-09)
    The use of videos as enhancements or major aspects of content dissemination has become widespread in the last decade. In the symposium, the tools for creating educational videos, enhancing those videos, and pedagogical applications of videos will be discussed from the context of 11 years of using video tutorials in the chemistry and physics curriculum at AU. Eric has been at AU since 2001 as the resident physical chemist. Eric has been strongly involved with science education pedagogy that extends from the use of technology in learning, to assessment practices, to Process Oriented Guided Inquiry Learning (POGIL). Since 2003, Eric's classes have been primarily student centered, where POGIL, flipped learning and problem based learning methods are employed to build lifelong learners, while covering the course content.
  • Copyright Crash Course

    Mears, Kim; University Libraries (2016-09)
    This session will focus on two copyright issues of interest to educators: 1) copyright basics and the fair use guidelines that allow you to use copyrighted materials in your presentations and courses and 2) copyright and publishing. Can you decipher the terms of a copyright transfer agreement (CTA) from a journal? We will examine a CTA and breakdown the legalese. Ms. Mears provides consultations on all things copyright and open access and maintains the University Libraries' institutional repository. Her office is located on the health sciences campus at the Greenblatt Library.
  • Learning by Doing (QEP)

    Gray, Kimberly; Office of Experiential Learning (2016-09)
    Learning by Doing is Augusta University's Quality Enhancement Plan (QEP) and it is now LIVE! Learn about Learning by Doing and how to get involved - whether it's being a part of the Certificate of Leadership or experiential learning, there's a place for you. Before arriving at AU, Kimberly worked at a private software firm, lntermedix, managing small group projects and proposa Is. Prior to that, Kimberly worked at Augusta University as the Director of Grants Administration and Sponsored Programs. After serving in the U.S. Air Force, Kimberly grad uated from Augusta University with her Master's degree in public administ ration (MPA). Kim berly earned her doctorate in public administ ration (DPA) from Valdosta State University with her culminating project entitled: The Greater Augusta Healthcare Network (GAHN): An Impact Evaluation. Kimberly is also an experienced grant writer, grant administrator and program evaluation consultant to nonprofits, government and community groups.
  • Creating Self-Regulated Learners: Strategies to Strengthen Students' Self-Awareness and Learning Skills (Keynote Address)

    Nilson, Linda B.; Office of Teaching Effectiveness and Innovation (OTEI); Clemson University (2016-09)
    Dr. Nilson is the director emeritus of the Teaching Effectiveness and Innovation (OTEI) at Clemson University and author of Teaching at Its Best: A Research-Based Resource for College Instructors (Jossey-Bass), now in its fourth edition, The Graphic Syllabus and the Outcomes Map: Communicating Your Course (Anker/JosseyBass, 2007), Creating Self-Regulated Learners: Strategies to Strengthen Students' Self-Awareness and Learning Skills (Stylus, 2013), and Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time (Stylus, 2015). Her next book, Online Teaching at Its Best, with co-author Ludwika A. Goodson, is in progress for Jossey-Bass. She is also beginning a book on discussion with Jennifer Herman for Stylus. Dr. Nilson's career as a full-time faculty development director spans over 25 years. In this time, she has published many articles and book chapters and has given over 450 keynotes, webinars, and live workshops at conferences, colleges, and universities both nationally and internationally on dozens of topics related to college teaching and scholarly productivity. She has also taught graduate seminars on college teaching. You will be able to explain what self-regulated learning (SRL) is and how it enhances student learning. You will be able to induce your students to practice SRL. You will be able to induce your students to practice SRL. You will be able to adapt and integrate SRL activities and assignments in your courses.
  • Teaching with Technology

    Armstrong, Jennifer; Instructional Resource Center (2016-09)
    Fasten your seatbelts and get ready to learn! In this fast paced session participants will explore a variety of innovative tools that are useful for productivity, assessment, and classroom creativity. Ms. Armstrong is the Manager of the Instructional Resource Center at Augusta University. Jennifer is also a Google for Education Certified Innovator and Certified Trainer. Previously, she has worked in professional learning in K-12 and as a middle school math teacher. Jennifer's passion is helping teachers learn about new instructional technology tools that will encourage innovation and creativity. Jennifer provides customized professional learning to meet the needs of the individual, school, or system.
  • Institutional Review Board (IRB)

    Slade, Catherine P.; Department of Management and Marketing (2016-09)
    The purpose of this session is explain the Social Behavioral Educational Research Institutional Review Board (IRB) process at Augusta University. We will address federal guidelines for social science research and how we address those through our Research Administration and IRB organization, and their policies and procedures. The role of the IRB in protecting human participants in research will be explored, but most of the session will deal with helpful hints for researchers and faculty advisors to ensure efficient and effective IRB submission, review, approval, and follow up. First-hand experience with IRB submissions and approval will be described by the speaker. New and improved resources for one-on-one and classroom assistance with the IRB process will be presented. Dr. Slade joined the Augusta University faculty as Assistant Professor of Management at the Hull College of Business in Fall 2010 after earning her PhD in public administration, management, and policy from the joint program of the Georgia Institute of Technology and Georgia State University in 2008. Dr. Slade specializes in teaching, research, and community service related to health science management, policy, and ethics. She has nearly 30 years of health care management experience working with the spectrum of health care services entities and several state and federal agencies. She has worked as a hospital executive, an industry consultant, and a researcher addressing the science of science policy development, the social construction of science, and academic researcher productivity and ethics. She is currently the chair of IRB B, the Social, Behavioral, Educational Institutional Review Board at Augusta University.
  • The Well Professor

    O'Keefe, Susan; Department of Communications (2016-09)
    Research shows an exponential value for people who eat well, exercise well, and sleep well. Find out how these simple, yet difficult-to-implement, daily tasks can improve your efficiency and effectiveness as a "Well Professor". Our presenter, Susan O'Keefe, serves as an adjunct professor in the AU Department of Communication. She also instructs various fitness classes throughout the CSRA. In addition to a degree in Communication/Health and Wellness from the University of Louisville, she holds several certifications in group exercise, nutrition training, and wellness. Eat Better. Feel Better. Live Better.
  • SoTL Scholars Speak

    Schwind, Jessica Smith; Weeks, Thomas; Reich, Nickie; Johnson, Melissa; Armstrong, Rhonda; Hartmann, Quentin; Department of Biostatistics and Epidemiology; University Libraries; Department of Mathematics; University Libraries; Department of English and Foreign Languages; Department of English and Foreign Languages; Department of Psychological Sciences (2016-09)
    Jessica Smith Schwind, Learning is Contagious: Lessons in Online Course Design: Online learning environments are a key platform for teaching and learning in the 21st century, but they often try to simply recreate the classical in-person classroom. Our goal was to develop, implement and evaluate an immersive, online course where students are key players in a captivating epidemiologic outbreak investigation using a multidisciplinary team approach.; Thomas Weeks, Using threshold concepts in information literacy instruction: While "threshold concept" is a buzzword in information literacy instruction, can it be useful for single-session information literacy instruction? This project evaluated students who received instruction based in threshold concepts to see if they did better than their peers who received traditional skills-based instruction.; Nickie Reich, Lessons Learned From My First Son Project Traditional vs. Discovery Learning in College Algebra: Ms. Reich will step the audience through the planning, implementation, and analysis of her first So TL project. Knowledge gained from the experience and from the project data will be shared.; Melissa Johnson and Rhonda Armstrong, Using Freely Available Texts in a Literature Classroom: Rhonda Armstrong and Melissa Johnson will present their So TL project and discuss the challenges of creating an American Literature survey (pre-colonial to present) using freely-available texts. They will also discuss the students' attitude toward and level of engagement with digital texts.; Quentin Hartmann, Can peers improve performance? An investigation of the Think-Pair-Share teaching strategy: The Think-Pair-Share teaching strategy was tested with a class of psychology majors in a Senior Capstone course. All students did the same assignment alone, then one half of the students provided feedback to each other; the other half worked alone and all were given the option to revise their work. Performance between groups was compared.
  • Writing Grants

    White, Sarah (10/24/2016)
    This presentation will focus on how faculty can identify potential sponsored research opportunities. Each sponsor, federal or private, has a mission to fulfill; whether it be solving a particular societal issue, advancing K-12 education, or finding the cure for cancer. Researchers need to think strategically about how to develop their proposals so that they will be successful in obtaining extramural funding. The presentation will walk researchers through a request for proposal, focusing on the development of standard documents which will need to be incorporated into the proposal submission. Lastly, the presentation will touch on the how and why of the internal Augusta University proposal and routing process. Ms. White currently serves as the Associate Vice President for Research Administration for Augusta University and the Executive Director of the Augusta University Research Institute, Inc. She oversees all aspects of sponsored program administration including proposal development, pre-award, post-award administration, and the negotiation of the indirect cost rate agreement as well as several compliance functions. Prior to coming to AU in 2012, she held senior level positions in research administration at Harvard University, the University of Virginia, Emory University, and Rice University. At Rice University she oversaw regulatory compliance as well as sponsored programs. Because she began her own career in academia, with a relevant corollary to research administration having expertise in Byzantine art and history; she understands first- hand the challenges and stumbling blocks getting grants and managing them present to the researcher. She has spent her career trying to find ways to make doing research and the regulatory compliance associated with it simpler and reduce burden. She often feels like a salmon.
  • Creating a Culture of Mentoring Within our Diverse University

    Chatto, Charlotte; Quinn, Molly; Department of Physical Therapy; Department of Teacher Education (2016-09)
    The presenters will share the path they took to create an evidenced-based pilot mentor training program designed to serve our faculty in liberal arts and health science colleges. During their year as Faculty Development Fellows, they created and delivered a pilot program that consisted of three weekly, two-hour workshops with six faculty from the College of Nursing. The audience will engage in several of the engaging activities that were used in the program. Results from participant surveys and self-assessments will be reported, as well as literature illuminating the benefits of mentoring and characteristics of effective mentors. Dr. Charlotte Chatto and Dr. Molly Quinn were the 2015-2016 Faculty Development Fellows in the Office of Faculty Development and Teaching Excellence (OFTDE). They have been working on a major initiative that involves piloting a research-based mentor program in each of their respective colleges, as well as, developing a university-wide mentor training program.
  • Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time (Workshop)

    Nilson, Linda B.; Director Emeritus, Office of Teaching Effectiveness and Innovation Clemson University (2016-09)
    Colleges and universities generally require that we submit letter grades to represent student performance, but how we determine those grades is up to us. Unfortunately, the way we have been grading student work for many decades earns low marks on a list of 14 criteria for assessing grading systems. This workshop presents an alternative system, specifications ("specs" ) grading, that does better, especially in motivating students to achieve outcomes and produce high-quality work. Better yet, it saves faculty time. The system works effectively because it gives students more choices and control while holding their work to high academic standards. The purest form of this new system offers a new gestalt on assessment, combining three elements: satisfactory/unsatisfactory grading of all assignments and tests, a token system that lets students "buy" limited flexibility, and "bundles" of assessments associated with sets of learning outcomes and final letter grades. By the end of the workshop, participants will be able adapt one or more of their courses to a pure or synthetic version of specs grading, including turning assignment directions into specs, bundling assessments, developing a token system, and revising their syllabus accordingly.