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Schedule

2018 Wynalda Teaching and Learning Institute - August 15, 2018

Daytime events will be held in the Sneden Center Auditorium, meeting rooms and classrooms at the W.A. Lettinga Campus.  Many sessions will be available for online remote viewing and participation. 

The post-conference dinner will be held at the Grand Rapids DoubleTree, our selected conference hotel.   A discounted room block is also available at the DoubleTree as detailed on the TLI lodging page.

  • 8:45-9:30  AM in the Sneden Center:  Registration and Coffee/ Pastries
  • 9:30 AM- 11 AM in the Wilbur and Sharon Lettinga Auditorium:  Welcome from Davenport Leadership and opening keynote with Dr. Chris Kukk

  • 11:15-12 Noon in various rooms across campus—breakout sessions

  • 12:15-1:45 PM BBQ luncheon and networking (outside on campus, weather permitting)

  • 1:45- 2:30 PM in the Wilbur and Sharon Lettinga Auditorium—TLI Talks

  • 2:30- 3:00 PM  Snack Break sponsored by McGraw Hill

  • 3:00 - 4:00 PM in the Wilbur and Sharon Lettinga Auditorium:  Closing workshop and announcements

  • 4:15 - 5:15 PM College Meetings

  • 5:45 PM   Networking at DoubleTree Hotel

  • 6:30 PM   Dinner served at DoubleTree Hotel (dinner requires pre-registration)


Breakout Sessions 

Student Perception of Engagement and Learning (Room 214) 

By Jim Gort

Is there an association between students' perception of classroom engagement and students' perception of learning?  This session will present the results of data gathered from students in 2 Fall 2017 professional ethics class.  Students were asked to rate their engagement and learning from 17 classroom activities including lecture, video, role play, simulations, and other classroom activities. 

 

Student Legacy Project to Help Past and Future Students (Room 205)

By Andrea Shaw

The typical student devotes 4-5 years of their lives to one college. Living this life daily and engaging in academic and social events, they glean an in-depth perspective that is often overlooked and undervalued. Students are encouraged to give faculty and university feedback via evaluations, but students input and insight could be utilized in a different fashion.  Student Legacy projects permit them to research and revise question/topics/processes that they have been scratching their heads on for possibly the entire time as a student. Such topics as...Why is your math taught that way? Why don't you have a meditation lounge? Why can't we have a cafe' on our campus? Students are perpetually encouraged to be leaders, to think critically, to make a difference and evidence based practice supports this. This legacy project is just that opportunity to permit them to implement and exercise these qualities. By integrating this Legacy Project outline idea into your curriculum,  students can collaborate, research, and present their engaging legacy project with the intent of making things better for underclassmen and future students. 

 

Debunking the RTV horror stories: Sharing of Best Practices—A Roundtable (Room 215 and ONLINE) 

By Kimberly Corsi, Kriss Ferluga, Lesley Gale, Shubhada Sagdeo, Tamara VandenBerg, and Gabriela Zielger

As the enrollment in the RTV courses in all disciplines sees an improvement, it is crucial for us to take time to learn from each other’s experiences in teaching in the Real Time Virtual Classroom.  Compared to an in-seat teaching experience, teaching in an RTV environment presents a unique set of opportunities and challenges for the faculty. Those of us, who have taught a few classes in an RTV format, have experimented with ways to overcome some of the challenges, such as incorporating active learning, interacting one-on-one with students, encouraging students to network with each other and building a classroom community.   For this round table come prepared to share and to hear about strategies that worked, and that did not particularly go as expected, from the colleagues who are experienced RTV instructors. 

 

What's Next? Post-Millennial Students Explained (Auditorium and ONLINE) 

By Linda Goulet and Lorely Polanco

The Post-Millennial demographic group has been called Generation Z and Generation Next. The Pew Research Center has decided to refer to this group as Post-Millennials until a common name emerges. Researchers have conducted many studies on Millennials. Simon Sinek's YouTube video on Millennials in the Workplace has been viewed nearly 9,000,000 times. However, not much research has been conducted on Post-Millennials. In this session, we'll explore this demographic group. We'll review the differences and similarities of Millennials and Post-Millennials. Finally, we'll examine what motivates this group and how we might engage them in the classroom.  

 

G Suite for Collaboration and Engagement (Room 222c)

By Stefani Boutelier

Move your class toward a more student-centered and collaborative environment with purposeful technology. This session will introduce and explore G Suite tips, tricks and tools such as: Team Drive, interactive slide decks, collaborative assignments, embedding media, using the “explore” option for citations and hyperdocs. These tools can be utilized in any course across DU’s Global Campus. We will look at various frameworks of technology integration to evaluate and redefine social collaboration at DU and beyond.

 

Integrating Information Literacy Into Your Courses (Room 220c)

By Emily Hayes and Julie Gotch

Students need to understand the research process in order to be successful in their courses and later, in their jobs and life. Instead of the current sporadic one-shot library instruction sessions, the library would like to propose a more systematic, incremental approach. Embedding the more interactive Credo information literacy tutorials into courses at a point of need makes it more engaging to students and increases their understanding of good Information Literacy concepts and practices.

 

What if Davenport were a Research-Focused University? (Room 207)

By Laura Harris

Davenport primarily uses external internships for experiential learning. Here we explore how other universities use internal experiential learning through mentored-student research to create a different learning culture that can increase student critical thinking and self-confidence. This talk further examines how focusing on sharing research findings through internal talks, conference presentations, and paper publications advances student communication and leadership skills. Participants imagine Davenport as a research-focused university and brain-storm research ideas that could lead to publication.

Blackboard Ultra - An Initial Look (Room 213 and ONLINE) 

 
By Joel Allison and Mark Burris
 
See a high level presentation of Blackboard Ultra from the intuitive navigation to the new course look and feel and participate in a Q and A session. "Ultra" describes the transformation of the user interface and workflows in Blackboard Learn. With our responsive design, the interface adjusts to fit on any computer, tablet, or smartphone. The intuitive, fluid interactions in our modern design are simple and our efficient navigation puts everything at your users' fingertips. We offer a dual approach for courses. You can allow your instructors to have a mix of courses in the Ultra Course View and the Original Course View. Both course views appear seamlessly in their course lists. 

TLI Talks 

Online Synchronized Assessment (Auditorium and ONLINE) 

By Samer Hanoudi

In today’s online learning environment there are some challenges that are changing the way we teach. Millions of students are now taking online classes. In an online course, the interaction/communication between instructor and student is mostly limited via email or instant messaging. This fact distance the students from their teachers. Furthermore, it is difficult for the instructor to determine if the submitted work was done by the same student who was submitting it.

 

A Stool, the Pyramid and EoC – so what? (Auditorium and ONLINE) 

By Jack Cichy

What comprises a Three Legged Stool and Base of the Pyramid?  How do these concepts relate to a company’s desire to practice an Employer of Choice (EoC) mindset? Why are these models important for students to understand and apply as they enter the workforce and potentially pursue small business opportunities?

 

Bitcoin, Block Chain, and Fake News: Using Attention-Grabbing Headlines to Make Traditional Theory Relevant for Students (Auditorium and ONLINE) 

By Anne Cramer

Should you buy bitcoin? Can Block Chain affect the economy? How much money can Fake News “Click Bait” generate? (And do you really want to keep clicking?)
Traditional economic textbooks typically contain graphs, calculations, and theoretical numbers that students crunch through in order to learn economics. But we can also use current headlines to keep students engaged and to demonstrate the relevance of what they are learning.

 

 


 

College Meeting Locations

  • College of Arts & Science— Sneden Meeting Halls 1-3
  • Colleges of Business and Technology—MCOB Room 128
  • College of Health Professions—OT lab (Ground Floor Academic Building)
  • College of Urban Education—Academic Building Room 207