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2014 Breakouts C

Breakouts C - Friday from 9:00 - 10:00 a.m.

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Competency-Based Education: The Future is Now in Davenport’s New MBA Program
Jim Gort, Dr. Wayne Sneath, & Dr. Frank Novakowski

This session will explain the changes coming to Davenport’s MBA program which are grounded in a national movement towards Competency-Based Education (CBE). CBE explodes traditional models of course credit hours and seat time in favor of greater student self-directed learning and direct assessment of competencies. The implications for faculty teaching and student learning roles, as well as a preview of the new DU MBA curriculum, will be presented.

Competency Based Education


Collaborate Workshop
Al Gunther and Kathy Finkler
Rm 230c

Bring your questions and learn some cool things about using Collaborate.  While this session will include some valuable tips and tricks to using Collaborate, we hope that you will bring your challenges and questions for us to work through together.


How to Train Your Starter Files:  Yearlong Schedule (YLS) Wizardry
Michael Case, Academic Technology Resources Coordinator
Rm 236c

Attention all Department Chairs and ADCs-- are your starter files for Yearlong scheduling (YLS) misbehaving? Need advice on when to use filter and when sort is better?  In this hands-on session, Michael Case, the file keeper himself, will show you how to save time and minimize re-do's when working to create your schedules.  

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Institutional Research Board:  Myths vs. Facts
Lonnie Decker and Michele Davis
Rm 207

We will explore the myths and facts of IRB and faculty responsibilities with research, including:

  • Surveys - Risk or no risk?
  • Institutional Approval vs. IRB Approval ?
  • The IRB hates me!
  • It’s not research ... Or is it?
  • My research is exempt!
  • My research isn’t important, so I don’t need IRB … right?

Bring your burning questions and we’ll explore the solutions in this informative session.  We’ll investigate these topics and more.

IRB: Myth or Fact

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Can the 21st Century Goals of Cooperation, Critical Thinking & Creativity Flourish Alongside the Current Emphasis on Standardized Curriculum? 
Joyce F. Elferdink, MA
Rm 214

As higher education focuses on more inclusive pedagogy, instructors and students perceive fewer opportunities to use creative and critical thinking skills. Yet these are some of the most needed skills in the marketplace and society.

As Davenport University revises curriculum to make courses accessible to everyone, it is an opportune time to review research and examples, and join the discussion on ways to make pedagogy more inclusive AND more focused on 21st century education goals. 

Imagination and Inclusive Pedagogy


The Flipped Classroom: Session II Tools of the Flip
Karen Clark & Sharon Long
Rm 215

This second session in the two-part series on The Flipped Classroom will start with an activity so you can experience a flipped classroom. Remember you are the student, so you need to come prepared! We will each share the technology we used in our classes and provide additional resources.\ 


Leading By Example: Building Community Identity Among Faculty to Develop and Support Students
Sandra Welling Ph.D., RN, Kriss Ferluga Ph.D., Sue Offenbecker MSN, and RN
Rm 204

Feeling like part of a community is an integral part of student success. Combining a theoretical framework of social identity plus social construction with the use of collaborative technology, we prepare ourselves as an empowered and engaged faculty community to provide positive role models for students.
Using both virtual tools and face-to-face discussions to build a supportive environment, we seek to create an iterative mentoring process to foster student success. 


Nuts and Bolts of Doing an Edited Book
Dean Karen Daley, Ph.D.
Rm 205

This presentation will describe the process from conceptualization to publication of publishing an edited book. This presentation will include creating a book proposal, negotiating contracts with the publisher, creating templates of authors, implementing a system for collecting and editing chapters, final steps to publication. Examples with practical tips for moving through the nuts and bolts of this process. Participants should bring ideas for creative projects and possible publishers for brain storming session.

  Authentic Assessment - Creating a Program Exit Exam
Kimberly Corsi, MSA, LRCP, CCS & Yvonne Alles, MBA, DHA
Rm 212

Assessment is clearly the process of collecting information about student learning and performance to improve education. The session will focus on an overview of the process to develop a program exit exam with the collaboration of content experts to create questions utilizing revised Bloom’s, matching the questions to course outcomes and accrediting body standards, and include the process to test for validity and reliability prior to final implementation as a final assessment of the program. 


Taking a Descriptive Perspective in a Prescriptive world: Working towards a model of linguistic inclusion in Davenport University classrooms
Madeline R. Shellgren
Rm 213

Why uphold the rules/expectations of Standard English in classrooms? The assumption is that “professionalism” and “success” are linked to standard/prestigious language. Thus, to prepare students for the competitive world beyond, we must instill in them the ability to command such language. This session proposes, however, that rather than enforcing the prescriptive perspective of “right” and “wrong,” an inclusive, descriptive perspective of “useful in certain contexts” will foster improved, more motivated learning in DU classrooms. 


TechSmith: Thinking Beyond Tools
Brian Bennett and Matt Dennis
Rm 222c

As educators, we need to be able to not only make wise teaching decisions with digital content, but our students should also reap the benefits. This session will talk about best teaching practice based on research and anecdotal evidence and model how tools can be used in various ways to maximize student outcomes.