2018-Annual-Summit-Program-Full-Program

Participants in this session will:  Understand and apply a framework for inquiry-guided learning  Analyze and evaluate course materials in light of that inquiry-guided learning framewo

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GREETINGS

FROM THE ACA PRESIDENT

BETH RUSHING

We are pleased you are joining us at the 2018 Appalachian College Association Summit One of the

fundamental tenets of our association is the recognition that we are stronger and better when we work

together The Summit offers an important environment within which faculty, staff, and students from

ACA institutions can learn from each other, find common cause, and take home innovative ideas that

will support our campuses’ work

Whether this is your first Summit or the most recent of many you’ve attended, I think you will find that

this meeting offers an exciting array of opportunities to connect with others who share your passion for

excellent learning opportunities for students

FROM THE ACA VICE PRESIDENT FOR ACADEMIC PROGRAMS

LARRY M HALL

Welcome to the 2018 ACA Summit This year marks a concerted effort both to expand and to diversify

conference attendance Participants come from practically every corner of campus life, and the variety

of presentations furnishes discussions of both interest and relevance to any ACA faculty and staff

charged with student learning and/or student success

With over 90 presentations and extended workshops, over 160 total presenters and co-presenters,

nearly 30 Ledford Scholar presentations, multiple Communities of Practice sessions, and the concluding

workshop of this summer’s Teaching and Leadership Institute’s Leadership Track, this year’s Summit is

the largest in at least recent memory We have the incredible opportunity for widely diverse

conversations among our faculty and staff colleagues built around our member institutions’ common

missions to support student learning and success

ACA colleges and universities are special places Through the Summit specifically and the ACA generally, we learn from each other

to make our students’ educational experiences—both in and out of the classroom—better We are very pleased you have joined us for the Summit!

FROM THE CHAIR OF THE 2018 SUMMIT PLANNING COMMITTEE

MARVIN ELLIOTT, KENTUCKY CHRISTIAN UNIVERSITY

I am pleased to add words of welcome to all participants in the 2018 Summit The Appalachian

College Association is a treasured partnership for all of our colleges and universities, and the Summit is

one of the most important functions of the association

I want to extend my appreciation to the two individuals whose pictures are above mine Dr Beth

Rushing and Dr Larry Hall, both new to their roles at the ACA, have already proven to be extremely

valuable to the work of the association and our member institutions With regard to the Summit, the

progress made this year as far as scope and diversity of offerings at the event is largely a result of

their relentless work and promotion Please join me in expressing your thanks to them

As a native of the Tri-Cities area, albeit one who hasn’t lived here in many years, I welcome you to

Kingsport and to the 2018 Summit Have a great conference!

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MAP OF THE MEADOWVIEW CONFERENCE CENTER

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G ENERAL I NFORMATION

MEADOWVIEW CONFERENCE RESORT INFORMATION

The MeadowView Conference and Resort Center provides great convenience for Summit attendees, as the lodging is directly adjacent (same facility) to the conference center Hotel check-in is after 4:00 pm, and check-out is before 12:00 pm each day Ample, complimentary parking is available on-site; valet parking is an option for a daily fee The MeadowView is located in easy access of I-26 in Kingsport, and the Tri-Cities Regional Airport is 12 miles northwest of the Conference Center Airport shuttle is available for a fee on request Wireless internet services are available in the hotel areas (i.e., hotel rooms and main lobby)

REGISTRATION AND HELP DESK

The Summit Registration and Help Desk is located just inside and to the left past the coffee stand inside the lobby on the

conference center side of the facility Hours of operation:

 Thursday, September 27—3:00 pm – 5:00 pm

 Friday, September 28—7:00 am – 5:00 pm

 Saturday, September 29—7:00 am – 10:00 am

WIRELESS INTERNET ACCESS

There is wireless internet service available in the hotel area of the Center, as well as the general lobby at the front of the hotel Presenters who require wireless access for their session(s) should confer with ACA staff at the registration booth for additional information

PHOTO RELEASE

Photographs and video may be taken by ACA staff during the conference Registration and attendance constitutes an agreement by the registrant to the ACA’s use and distribution, now and in the future, of the attendee’s image, videotapes, and electronic

reproductions

OPPORTUNITIES FOR FEEDBACK

The ACA values your perspectives as do the Summit presenters Attendees will have the opportunity following the Summit to complete our brief online evaluation of sessions you have attended, as well as a general survey of the overall conference

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THE CONFERENCE SCHEDULE

The ACA’s Annual Summit furnishes faculty, staff, and administrators from member institutions opportunities to come together and share ideas, best practices, innovations, and applications in a forum of practice emphasizing improvement and collaboration This year marks an intentional effort to expand participation in the Summit, as we both appreciate and cultivate student lear ning in

a broader context entailing the traditional classroom, co-curricular programming, and student services Accordingly, the general workshops and the many concurrent sessions emphasize the several components of our campuses that promote student learning and student success

Registration and Conference Assistance

All attendees to the Summit must register prior to or upon arrival to the conference Admission to any conference activity requires appropriate credentials, which should be worn at all times while attending Summit events Several meals are included in the registration fee, including breakfasts on Friday and Saturday mornings, Friday lunch, and Friday evening dinner

If you have any questions or concerns while at the Summit, please stop by the registration desk during the day (registration hours are included in the program), or speak with an ACA staff member, and we will do all we can to answer your inquiry and/or addr ess your concerns We always appreciate any suggestions you can furnish regarding improvement of the Summit, as well

Concurrent Sessions

The concurrent sessions focus upon four themes of practice:

A Pedagogy: Innovations and Best Practices

B Student Success: Innovations and Best Practices

C Student Learning Programs: Innovations and Best Practices

D Co-Curricular Programs: Innovations and Best Practices

These presentations are scheduled as stand-alone 50-minute sessions To help attendees navigate their options, this program provides the emphasis of each presentation related to these four categories Of course, all sessions are open to all attendees (unless otherwise noted); these denotations are simply to assist in selection of presentations that may be of most interest and/or relevance to you Each session also includes a brief abstract of the presentation, furnishing a description of the session, its learning objectives, and its most likely audience Each of the four themes is represented in each bloc of the ten concurrent session with at least one presentation—helping to ensure topics of relevance to all Summit attendees each hour

General Workshops

The Summit’s General Workshops furnish participants opportunities for more extensive and interactive development (as two and a half hour sessions) These overlap the concurrent sessions—one on Friday morning, one on Friday afternoon, and one on Saturday morning The workshops continue the concurrent sessions’ themes, focusing on innovative teaching approaches, student success and support, and integration of learning in and out of the traditional classroom

Communities of Practice Session

Over the past several months, the ACA has been building networks around the many components of campus life focused upon student learning, success, and services Over the coming months, we will continue to cultivate these “communities of practice.” This year’s Summit marks our first formal effort to bring these many affinity groups together to begin to build networks of support and information among their colleagues across the ACA member institutions On Friday afternoon, an extended session is set aside for both staff and faculty groups to come together to begin (or, in the case of several faculty disciplines, to reinvigorate) these

relationships

Ledford Scholar Presentations

Each year, the ACA provides Ledford Scholarships to worthy ACA undergraduate students to support summer research projects Undergraduate students from all disciplines are eligible, and a variety of fields of study have been supported in the past This year, ACA was please to provide support to approximately 30 students, who have worked on their projects across the summer A very special thanks goes to each of our students’ faculty mentors, who have worked with these Scholars

The final component for the Ledford Scholars is their presentations of their final research at the Summit We hope you will stop in and see these students’ poster presentations on Saturday morning and also consider attending the Ledford Scholars recognition ceremony afterwards Our students have done some exceptional work!

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S CHEDULE OF E VENTS FRIDAY, SEPTEMBER 28, 2018………

Convention Center Foyer

Workshop 1: Inquiring Minds Want to Know: Using Inquiry-Guided Learning to Enhance Your Teaching

Devon Fisher: Lenoir-Rhyne University, Associate Dean for Teaching Innovation

Anyone who has watched children learn knows that deep learning happens best through active inquiry – imagine teaching a toddler

to eat by telling her how to pick up a fork and use it! Research has demonstrated time and time again that this principle holds true

in the college classroom as well; students learn best when they are actively pursuing answers to genuine questions Despite that research, our educational practices often fail to integrate student inquiry as effectively as possible, in part because we lack a clear framework for what, exactly, constitutes inquiry-guided or inquiry-based learning

This workshop will introduce participants to a framework for understanding inquiry-guided learning, exploring how that framework enables multiple modes of learning Furthermore, it will provide participants time to develop strategies for integrating into their own classes genuine inquiry that will lead to deeper student learning Participants in this session will:

 Understand and apply a framework for inquiry-guided learning

 Analyze and evaluate course materials in light of that inquiry-guided learning framework

 Create course materials that incorporate inquiry-guided learning strategies

1-A: Creating a Multimodal Lecture

Grand Ballroom 1

Chessica Cave: Lincoln Memorial University, Assistant Professor of Undergraduate Education

This presentation examines how to revitalize instruction through the integration of active learning strategies that facilitate

interaction with students A hands-on approach will demonstrate teaching techniques that have multiple benefits and are more efficient than a typical lecture for elevating student’s attention and engagement Using the constructivist approach, the presenter will provide environments, resources, and strategies that promote student-initiated learning through multiple modalities This presentation will be beneficial for any content area with class sizes up to 50 students

1-A: Leading With Emotional Intelligence in the Classroom

Meadowview Ballroom D

Kevin Auman: Montreat College, Assistant Professor of Music Business

This presentation examines the concept of emotional intelligence (EI) and considers its potential to enhance instruction and to increase student engagement in the classroom Attendees will learn how EI concepts and tools can be applied in environments where students exhibit diminished social skills, disrespectful behavior, and poor engagement This session will be particularly useful

to instructors who regularly encounter students who are underprepared, lack social skills, or are generally difficult to engage in discussion

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1-A: The Politics of Political Discussion: Strategies for the Classroom

Meadowview Ballroom A

Jay Bourne: University of the Cumberlands, Associate Professor of Communication & Director of Debate

Michael Dickman: University of the Cumberlands, Professor of Communication

Susan Weaver: University of the Cumberlands, Professor of Education

This session will share ideas for the constructive use of political discourse to teach critical skills in information literacy and

argumentation Attendees will participate in discussion of the fundamentals of teaching about logical fallacies and decision trees as well as principles of debate to engage and empower students even if they are currently unengaged or seriously enraged This presentation will be especially useful to instructors in the humanities, social sciences, health sciences, or related areas

1-A: A New Tool to Teach Clinical Decision Making in Nursing

Blue Ridge Conference Room

Kathleen S Rose: Lee University, Assistant Professor of Nursing & BSN Chair

This presentation will discuss how to accelerate nursing students' learning of clinical judgment by practicing the decision-making process through use of the flow chart tool Attendees will learn about use of the learning tool, value of using the tool, and ways to use the tool in class, clinical and lab settings Nursing faculty especially can benefit from this presentation

1-B: Coaching for Student Success: A Lee University Story

Angela Waltrip: Lee University, LEAP (Trio) Community Coordinator

This presentation highlights the efforts of Lee University’s TRIO/SSS Project-LEAP (Learn, Engage, Achieve, Program) and how it uses coaches to implement a comprehensive program designed to improve the persistence, academic performance, and completion rates

of high-need students Attendees will learn about the effectiveness of individualized coaching students toward graduation This presentation will be helpful to other small colleges/universities who wish to implement or enhance coaching as a student success strategy

1-B: How to Launch a Family Program in Three Months

Bays Mountain Conference Room

Mathys Meyer: University of Pikeville, Dean of Student Success

Stephanie Stiltner: University of Pikeville, Director of Family Connections

Hear how UPIKE established a Family Connections program by inviting campus collaboration Attendees will learn to identify opportunities to engage families on campus and the community and recognize the value of communicating with families of

students This presentation will be useful to those who are interested in establishing a family program and family program

professionals who are new to the process or open to the idea of developing meaningful partnerships with departments on campus

1-C: An examination of the relationship between teaching presence, social presence, learner

motivation, and self-reported learning among online MBA students

Herbert Pollard: Tusculum University, Associate Professor of Accounting

This presentation examines whether instructor and social presence are associated with self-reported learning Additionally, the study explores learner motivation as a mediator Attendees will learn about the potential of teaching and social presences as a tool for course design and review This presentation will be especially helpful for instructors who wish to better link course design with learning outcomes

1-D: Co-Curricular Education within a Living and Learning Community

Meadowview Ballroom C

Kristal Dove: Milligan College, Assistant Professor of Business Administration

This session will center on lessons learned through the implementation of a living and learning community, a focused classroom experience intentionally translated into practical application outside of the classroom within the context of a shared living

environment Attendees will gain insights into this form of learning environment and will have the opportunity to brainstorm ways they might implement this type of experience This presentation will be useful to student development professionals and faculty who are interested in developing a program of this nature

2-A: Integrating Movies into Class Presentations to Gain Student Attention

Thomas E Roberts: Johnson University, Affiliated Faculty of Business

This presentation describes how integrating relevant segments from hit movies can assist in gaining student attention Participants will learn how to apply key messages contained in movie fragments as a way to segue into more robust discussion of course content This presentation will be especially helpful to those social science and business instructors wanting to generate student interest in course material that directly applies to current day issues and concerns

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2-A: Innovation in Nursing Program Delivery

Nolichucky Conference Room (First Floor)

Chuck Tucker: Mars Hill University, Associate Professor of Nursing

This presentation shares an innovative method of sequencing didactic, laboratory, and clinical education in a nursing program Attendees will be able to describe this new method of sequencing and identify the benefits and challenges identified during the first two years of use This presentation will be useful to instructors in nursing and other professional healthcare programs as they explore innovation in their programs

2-A: Legacy Pedagogy in Agriculture Education: The Liberal Arts Tradition Informs Experiential

Learning

Tim Durham: Ferrum College, Assistant Professor of Agronomy

Nancy Brubaker: Ferrum College, Assistant Professor of Animal Science

This presentation outlines the development and benefits of informal, integrated learning experiences in agriculture and aligned disciplines Attendees will learn how classical “differentiated delivery” in the liberal arts tradition can foster educational ownership and enhance student learning, as well as the intangibles it offers post-graduation Though agricultural applications are stressed, this presentation will also be useful to faculty in the biological and environmental sciences

2-A: Open Online Laboratory Science: Designing online science teaching for openness, exploration and permanence

Chuck Pearson: Tusculum University, Associate Professor of Natural Sciences

This talk proposes a set of practices for engaging the student in laboratory science in the online context in a fashion that is tangible and that retains an amount of permanence A person attending this talk should become acquainted with both online applications and strategies for interrogating student learning in the sciences; the presenter is open to additional perspectives from attendees as well Science instructors at universities with online programs are the obvious target, although all online instructors with limited resources should be able to take away useful pedagogical strategies

2-B: A Longitudinal Study of Hiring Patterns and Correlation with Student Success and Financial

Responsibility in Institutions of the Appalachian College Association

Jason G Caudill: King University, Associate Professor of Business

This presentation shares research into the organizational outcomes of hiring patterns of faculty versus staff over time by ACA institutions Attendees will learn about academic hiring practices, strategic human resource management, and the financial and student success outcomes that result from particular hiring strategies in higher education This presentation will be especially useful for members of administration as well as business faculty with research interests in strategic or human resource management

2-B: Building Bridges, Not Walls: How cross-training faculty/staff helps first generation and rural students’ transition to college

Kristy Bay: Lincoln Memorial University, Special Assistant to the Vice President for Enrollment, Athletics, & Public Relations Amiel Jarstfer: Lincoln Memorial University, Vice President for Academic Affairs

Jody Goins: Lincoln Memorial University, Vice President for Enrollment, Athletics, & Public Relations

This presentation will look at ways to build bridges between traditionally segmented departments of a university system by training faculty and staff and developing holistic enrollment strategies Attendees will be presented with one holistic model for enrollment and retention, with particular case studies and anecdotal evidence given regarding the implementation of this mentality

cross-In addition, sample training days/curriculum pieces will be shared This presentation will be useful for those looking to facilitate paths between Admissions Counselors, Academic Support Counselors, Faculty Academic Advisors, and professional University staff

2-C: From On-Campus to Online: A Trajectory of Innovation

Burton Webb: University of Pikeville, President

Lori Werth: University of Pikeville, Provost

Great online teaching results from blending new and innovative pedagogy with technology in ways that aid students in meeting educational outcomes The objective of this presentation is to provide ten benefits to teaching online and describe how these will benefit not only the student and institution, but the faculty member as well! In this session, a President and a Provost share why everyone should learn to teach online and how it is inspiring an academic community The presentation will be of benefit to

instructors who are presently teaching online, who are new to or who are considering this pedagogical approach

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2-D: Practices and Benefits of Inclusion & Diversity Engagement on a Small Liberal Arts Campus

Cathy Eldahan: Lincoln Memorial University, Director of Inclusion & Diversity Engagement

This session shares information about LMU’s efforts to teach and support an understanding of and the value of diversity at a private, small, liberal arts campus Attendees will learn about the challenges we face, how we are overcoming them, and the benefit to students and the larger campus community This session will also provide opportunities for sharing the benefits and best practices of your institution’s multicultural initiatives and will be helpful to student services and academic affairs staff or other administrators looking to build on existing multicultural programs or implementing new multicultural programming

3-A: Technology in Teaching and Learning: A New Pedagogy for UPIKE Nursing

Tauna Gulley: University of Pikeville, Associate Professor of Nursing

Bethany Sullivan: University of Pikeville, Instructor of Nursing

Connie Workman: University of Pikeville, Instructor of Nursing

This presentation describes ways nurse educators can use technology in the classroom and nursing skills laboratory setting

Attendees will learn about current pedagogical practices in nursing education including simulation and inter-professional education This presentation will be useful to instructors in the health sciences or related disciplines

3-A: Effective Teaching Practices for Student Engagement

Donna Summerlin: Lee University, Professor of English

Delia Price: Lee University, Assistant Professor of Education

This session will provide examples of best instructional practices to encourage active student engagement and collaboration both with and without technology regardless of class size Participants will walk away with effective strategies that can be implemented immediately to facilitate student engagement Teachers in all disciplines will find these strategies useful for increasing student participation in classroom learning

3-A: To Infinity and Beyond! How to Use Expressive Writing to Develop a Thriving and Sustainable Professional Teaching Practice

Jeff A Russell: Pellissippi Community College, Associate Professor of English

Kellee R Vess: Tennessee Wesleyan University, Associate Professor of Nursing & RN-BSN Program Director

This session provides participants with a research based expressive writing method that will aid in the participant’s ability to reflect, analyze, theorize, and formulate new ways to strengthen/improve his or her own teaching practice Participants will develop an action plan for improving practice based on reflection and expressive writing method Educators from a variety of backgrounds and experience levels are encouraged to attend this interactive session not only to gain a better understanding of how expressive writing can improve practice, but also to learn how to improve daily practice through reflection

3-A: Effective Instructional Strategies for Adult Learners in the Higher Education Classroom

Ashley Stanley: Lincoln Memorial University, Assistant Professor of Graduate Education

This presentation shares ways to engage the adult learner in the higher education classroom Attendees will learn about a number

of research-based instructional strategies to engage the adult learner, and will hear from the presenter regarding how active learning leads to retention of information taught This presentation will be especially useful to instructors who are looking to learn instructional strategies to implement in their courses in order to engage the adult learner

3-B: Creative Ways to Develop a Vibrant University Counseling Center

Jenny Smith: Lenoir-Rhyne University, Associate Dean of Students & Director of Counseling Services

Jennifer Drum: Lenoir-Rhyne University, Assistant Director of Counseling Services

This presentation will look at how Lenoir Rhyne University’s counseling services have been able to provide quality mental health services through the use of multiple creative and cost effective methods Attendees will walk away with multiple methods of

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enhancing services in their counseling centers with minimal impact to their budget This presentation will be beneficial to

counseling services staff, as well as other areas of student life

3-B: Forging New Paths against Failure: Pedagogy and Best Practices in Developmental Math and English

Vicky Johnson: Tusculum University, Assistant Professor of English & English 105 Coordinator

Deborah Gietema: Tusculum University, Assistant Professor of Mathematics & Coordinator for Developmental Math Merve Kester: Tusculum University, Assistant Professor of Mathematics

Kelsey Trom: Tusculum University, Assistant Professor of English

This panel discussion will discuss best practices and interesting and tested pedagogies for ensuring success among developmental math and English students Attendees will learn new ways to imbue their courses with successful strategies to assist their

developmental students toward success Topics will include: philosophical foundations to reassure under-prepared learners, classroom guidelines to increase learning and retention among student athletes and students with disabilities, close reading and its importance in the writing process, and how to improve basic math skills for frustrated students Professors who work with

developmental students and/or who are looking for fresh ways to engage reluctant learners will find this session of interest

3-C: Making it Personal: Integrating Personal Librarians into the First-Year Experience

Haley Fannin: University of Pikeville, Reference and Instruction Librarian

Edna Fugate: University of Pikeville, Archivist and Reference Librarian

Danielle Kelly: University of Pikeville, Circulation Supervisor

This presentation discusses steps to incorporate the personal librarian program into the First Year Studies course Attendees will learn what worked and what did not, as well as plans on how to revise the program in the future This presentation will be useful to librarians wanting to integrate new techniques for student learning and acclimation

3-C: Building a First Year Studies Program: Successes and Challenges in Engaging First Year Students Nolichucky Conference Room (First Floor)

Hannah C Freeman: University of Pikeville, Professor of English & Director of Experiential Learning

Jenna Steigerwalt: University of Pikeville, Associate Professor of English

This session explores redesigning a First Year Studies program with an eye toward student engagement and retention We will present on 1) the organizational guidance we received from third party consulting firm CREDO, 2) the design of a FYS course reader 3) curriculum design 4) the establishment of course objectives, 5) creation of sections for cohorts of majors and 6) the

incorporation of service learning

3-D: Imagining Honors beyond the Curriculum: Establishing a Co-Curricular Honors Program

Chandra K Massner: University of Pikeville, Associate Professor of Communication

Stephen Budney: University of Pikeville, Professor of History

This session will focus on how one small, liberal arts and sciences institution established a co-curricular honors program that emphasizes the following areas: critical thinking, experiential learning, leadership, social justice, and creativity Attendees will learn about the co-curricular program’s design and the process of establishing the program on campus This presentation will be

especially helpful to those stakeholders seeking to begin or revitalize honors programs on their campus

Jessica O’Brien: Lenoir-Rhyne University, Coordinator of Instructional Technology & Associate Librarian

Monica Campbell: Lenoir-Rhyne University, Professor of Education

This session introduces participants to the Breakout EDU concept and program, summarizes research on the underlying pedagogy, describes case studies from conceptualization to implementation, and invites participants to think about how Breakout EDU could be used in their classrooms Attendees will be able to describe the Breakout EDU program, summarize research supporting game-based, active learning, reflect on their teaching and learning using Breakout EDU case studies, and apply the Breakout EDU model

to a lesson or training This presentation will be pertinent to anyone teaching or conveying information to someone else; that is to say it is applicable to everyone

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4-A: Teaching Ethics & Information Literacy: An IEDO Grant Impact Story

Jennifer A Brown: Mars Hill University Librarian & General Studies Instructor

Daniel Koster: Mars Hill University, Reference & Instruction Librarian

Elizabeth Pierce: Mars Hill University, Assistant Professor of the Philosophy/Director, Center for Ethics (not attending) This presentation discusses the use of an ACA IEDO grant to create animated tutorials for first year students to encourage them to evaluate information using specific criteria Attendees will learn about the pilot project implemented in an Introduction to Ethical Discourse Seminar as well as the outcomes of the experience This presentation will be useful to instructors curious about the IEDO grant process as well as those who struggle with students’ tendency to trust sketchy information sources

4-A: A Picture Is Worth A Thousand Syllabi

Wendy Beavers: Bluefield College, Assistant Professor of History

In this session we will look at creating a visual syllabus which is more meaningful and memorable for students Included in the presentation will be methods for creating a visual syllabus, a discussion of what we might include in this visualization, and feedback from students Faculty from all areas may benefit from the approach to syllabi in this presentation

4-A: Perceptions of the Importance and Integration of High-Impact Practices in Traditional Versus Online Learning

Melissa Farrish: University of Charleston, Assistant Professor of Business

This presentation shares the results of a mixed methods study examining the differences in perceived importance and level of integration of high impact practices in traditional versus online courses/programs by faculty and administrators at institutions in the Appalachian College Association Attendees will learn about the challenges identified by participants in engaging students in traditional and online courses/programs as well as alternative strategies for engaging students Findings from this study have significance to faculty, course designers, policy makers, administrators, and researchers as they seek to design courses

incorporating high-impact practices proven to engage and retain students

4-A: Don’t Call the Hulk; Call Dr Strange: Smart Practices in Classroom Management for College

Professors

David A Fiensy: Kentucky Christian University, Ph.D., Emeritus Professor of Religion

This presentation focuses upon classroom management for millennials Teaching in the contemporary post-secondary education environment can be quite a challenge Faced with certain poor student classroom behaviors, some instructors lose patience and vent their frustration openly to the class; others believe they must practice a laissez-faire pedagogy in order to fit in with society’s ethos This presentation explores techniques designed to diminish unproductive classroom behaviors It presents strategies that hold each student accountable, that does not tolerate repeated disrespect, but that also teaches students proper behavior for life success This session should be of interest to anyone actively involved in teaching in an in-seat environment

4-B: Conditional Admittance Programs: A Cornerstone for Success

Roger Holtsclaw III: Lincoln Memorial University, Academic Support Coordinator

Ted Booth: Lincoln Memorial University, Director of Academic Support Services

This presentation provides insight into the benefits and challenges of conditional admittance programs Attendees will learn the benefits, challenges, criteria, and results of Lincoln Memorial University’s conditional admittance program Attendees involved in administration, admissions, academic affairs, and academic support would benefit from this presentation

4-B: The Use of Early and Frequent Feedback to Improve Student Success in Two Freshmen Level Courses

Sarah A Maveety: Brevard College, Assistant Professor of Biology

Kathryn E Rasmussen, Brevard College, Associate Professor of Mathematics

We will share our experiences with early feedback aimed to increase student learning and success in introductory mathematics and biology courses Attendees will learn how to use an exam as a touchpoint assignment to assess student progress A description of the assignment, results, and follow up support will be discussed This presentation will be especially useful for anyone who teaches

or oversees courses that have high failure rates or other historically challenging courses It will be beneficial for those looking to implement strategies to increase student success

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4-C: Teaching Students to Fish: Self-Directed Writing with Grammarly and the Digital Fellows

Experience

Amanda Jo Slone: University of Pikeville, Associate Professor of English

Lori Werth: University of Pikeville, Provost

Johnny Fleming: University of Pikeville, Assistant Professor of Mathematics

As part of the Gates Foundation’s Digital Fellows Program, the University of Pikeville explored technology which could assist faculty

in helping students become better and more independent writers Faculty partners chose the Grammarly software and piloted use

of the program in Foundational Writing and First Year Studies courses The purpose of this session is to share our experience with the program and how it has since been utilized across campus Presenters will discuss the Digital Fellows experience as w ell as share creative and innovative ways to utilize the Grammarly software across the curriculum Presenters will demonstrate how Grammarly works and engage participants in a discussion on how to use the software to encourage students to become self-directed and effective writers

4-C: Using Lecture Capture to Promote Independent Learning and Classroom Concept Application Grand Ballroom 3

Rebecca Hergert: Lee University, Assistant Professor of Nursing

C Michael Sturgeon: Lee University, Research Coach

This presentation reveals statistically significant correlations between viewing habits of lecture capture and a number of other factors Attendees will discover and discuss student comprehension of concepts and benefits and drawbacks of lecture capture as part of a flipped classroom This presentation will benefit attendees who teach face to face or online courses, serve in administrative capacities in learning institutions, or are invested in student-centered learning

4-D: Compassion Fatigue, Burnout, and Compassion Satisfaction: An Examination of a Prevention Intervention for Students in Campus Volunteer Centers

Amanda J Wyrick: Berea College, Assistant Professor of Psychology

Ashley Cochrane: Berea College, Director of the Center for Excellence in Learning through Service

This presentation will focus on outcomes from a research study where students were equipped with strategies to prevent burnout and compassion fatigue in their present service positions and in their post-graduation lives of engaged citizenship As a result of this presentation, participants will be able to describe the concepts of compassion fatigue, compassion satisfaction, and burnout along with receiving tangible coping strategies they can implement with students in volunteer or service programs Attendees who are interested in designing co-curricular programs that focus on resilience, engaged citizenship, and healthy coping skills are

encouraged to attend

Grand Ballroom 4-9 (for all Summit Registrants)

Join colleagues from ACA member institutions for lunch, to learn about ACA programs, and to hear reports on current initiatives from our ACA officers

Communities of Practice Breakout Sessions: Disciplinary Groups/Student Services Groups

This bloc is set aside to provide opportunities for organizational sessions—to share introductions, explore possibilities for

collaborations, and to build networks of communication across member institutions ACA “Communities of Practice” are designed for both faculty (around disciplines or clusters of disciplines) and staff (around position functionalities) Given the similarities of

institutional missions, student profiles, strategic opportunities, and challenges among ACA member schools, there are incredible opportunities for fruitful dialogue, information sharing, and support within these communities We hope you will join together with your group during this extended session Special thanks go to our colleagues who volunteered to serve as discussion facilitators

(Note: there is a small chance one or two of these communities may not achieve a critical mass adequate for fruitful dialogue If this occurs in your chosen community, please choose a secondary community and participate!)

We believe these communities find their value organically and self-defined from the “bottom up”—with whatever “light handed” coordinating support the ACA stands ready to furnish Accordingly, we envision these initial sessions to be open-ended and defined

by attendees in each particular community Still, we imagine several general topics to get conversations started:

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a In what ways do the affinities within this community (or communities) furnish opportunities for collaborations across ACA schools—of resources, of courses, of staff, of professional development, of information, etc…?

b Within this community, what are the common challenges across most/all ACA schools, and how can this network support efforts to address these issues?

c As members of small (and often remote) campuses, in what ways can this network support our work in ways otherwise not (readily) available to us? Are there immediate opportunities we can explore?

d In what ways may this community be best “seeded” to ensure sustainability furnishing long-term benefits to its members?

Disciplinary Communities of Practice:

Business & Entrepreneurship

Facilitator: Sharon Perot (Bluefield College)

Blue Ridge Conference Room Computer Science, Information Technology, & Mathematics

Facilitator: Johnny Fleming (University of Pikeville)

Grand Ballroom 3, rear section Education

Facilitator: Delia Price (Lee University)

Meadowview A, front section Fine Arts

Facilitator: Kim Willard (University of Pikeville)

Grand Ballroom 1, front section Foreign Languages

Facilitator: Bruce Cory (Union College)

Grand Ballroom 2, rear section Health Sciences & Professions

Facilitator: Michael McGee (Lenoir-Rhyne University)

Meadowview B, front section Humanities (including History and Religious Studies)

Facilitator: Lana Whited (Ferrum College)

Grand Ballroom 2, front section Human Services, Counseling, & Social Work

Facilitator: Rebecca Sapp (Milligan College)

Meadowview A, rear section Library Sciences

Facilitator: Jennifer Brown (Mars Hill University)

Bays Mountain Conference Room Mass Communication/Journalism

Facilitator: Chandra Massner (University of Pikeville)

Grand Ballroom 1, rear section Natural Sciences

Facilitator: Tom Hess (University of Pikeville)

Grand Ballroom 3, front section Social Sciences

Facilitator: Mary Cooper (Tusculum University)

Meadowview B, rear section

Student & Special Services Communities of Practice

Academic Success, Retention, Advising, and Tutoring

Facilitator: Keri Magana (Lees-McRae College)

Meadowview C, front section

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Career Services

Facilitator: Megan Owens (Lincoln Memorial University)

Meadowview C, rear section Disability Services & Title IX Compliance

Facilitators: La-Juan Bradford (Lee University) & Kristi Strode (Bryan College)

Meadowview D, front section Diversity & Multicultural Affairs

Facilitator: Emma Sellers (Lenoir-Rhyne University)

Grand Ballroom 4-9 (designated tables) Enrollment Management (Academic Records, Financial Aid, and Admissions)

Facilitator: Stacey Brackett (Lenoir-Rhyne University)

Grand Ballroom 4-9 (designated tables) Institutional Effectiveness, Assessment, and Research

Facilitator: Kala Perkins-Holtsclaw (Lincoln Memorial University)

Grand Ballroom 4-9 (designated tables) Instructional Technology

Facilitator: Kelly Griffith (Milligan College)

Grand Ballroom 4-9 (designated tables) International Education

Facilitator: Jenny Weatherford (Lees-McRae College)

Grand Ballroom 4-9 (designated tables) Personal Counseling

Facilitator: Jenny Smith (Lenoir-Rhyne University)

Meadowview D, rear section Student Life (Co-Curricular, Community Engagement, Residence Life, Religious Life)

Facilitator: Rick Stowe (Lincoln Memorial University)

Nolichucky Conference Room (first floor)

La-Juan Bradford: Lee University, Director of Academic Support

Kristi Strode: Bryan College, Director of Academic Success & ADA Coordinator

In this interactive workshop, participants will learn about how the Americans with Disabilities Act (ADA) service provision is

changing to meet the needs of students The ADA and other applicable laws “in a nutshell” will be presented along with information about current trends – like emotional support animals and web accessibility The presenters will also cover how to serve students with different learning needs and high-risk students The presentation is ideal for faculty, administrators, and others wishing to know more about how their ADA Services department works and how we can all work together to serve students optimally

 Participants will learn about the laws that impact how we work with students who have self-referred for services

 Participants will learn about the current trends impacting colleges

 Participants will learn about web accessibility and Web Content Accessibility Guidelines (WCAG) rules

 Participants will learn about emotional support animals

 Participants will learn about students who have different learning needs and high-risk students

 Participants will learn how to meet the needs of these students in classroom settings

 Participants will discuss and decide which strategies to implement upon returning to his/her campus

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3:30 pm –6:00 pm (F RIDAY ) TLI L EADERSHIP F ORUM (C LOSED S ESSION ) (9.28)

TLI Track II Leadership Session (open only to 2018 TLI Track II attendees)

Katie Fisher: Lenoir-Rhyne University, Assistant Provost & Dean of Student Life

Jason Pierce: Young Harris College, Provost

Larry Hall: Appalachian College Association, Vice President for Academic Programs

Participants from the 2018 Leadership Track will discuss the findings of their post-Institute research projects regarding specific leadership issues Please note: this is a closed session, open only to faculty and staff who attended the TLI Track II in

LeAnne Forquer Epling: University of Pikeville, Associate Professor of Psychology

This presentation examines the use of in-class debates of controversial issues on students’ learning and engagement with the course material Attendees will learn how to implement a similar assignment in their course Additionally, the presentation will examine what has worked and not worked regarding this assignment and how the presenter has revised her approach to deal with some of these problems This presentation will be especially useful for instructors who have been struggling with how to discuss controversial issues in their courses in a civil and meaningful way

5-A: Creative Laboratory and Clinical Strategies: Teaching Students How to Think Like a Nurse

Rebecca Hergert: Lee University, Assistant Professor of Nursing

Kathleen Rose: Lee University, Assistant Professor of Nursing & BSN Chair

This presentation demonstrates how the vital skill of clinical decision making can be developed in students in labor atory courses and didactic courses with clinical components Attendees will explore a variety of creative teaching strategies that can be easily

implemented This presentation will benefit attendees who teach in clinical venues, didactic courses with clinical components, or laboratory courses

5-A: Integrating Creative Practice into Standards-Based Instruction

Patricia Murphree: Lincoln Memorial University, Professor of Education

This presentation demonstrates ways to use content in multiple ways for intrinsic motivation and to strengthen student interests through novelty and engagement Attendees will experience creative strategies that support standards-based instruction The presentation will illustrate research-based teaching strategies that integrate the cognitive, affective and psychomotor domains

5-A: Deploying Awareness of Appalachia’s Past to Create a Positive Future

Susan J Marnell Weaver: University of the Cumberlands, Professor of Education & Assistant Director of Assessment This session presents models of classroom activities that integrate Appalachia’s rich history, diversity, values, and resourcefulness in order to provide a counter narrative to internalized negative popular images Participants will hear and share ideas to create learning experiences that engage students in seeking solutions to contemporary local and regional challenges This session will be

of interest to faculty from humanities, social sciences, and health sciences who are interested in creating student centered learning, reflection, and critical thinking

5-B: Using Students’ Narratives and the College Student Inventory as an Early Alert Tool for Student Success

Mathys Meyer: University of Pikeville, Dean of Student Success

Megan Childress: University of Pikeville, Director of the Center for Student Success

This presentation provides an overview of how the Center for Student Success at the University of Pikeville collaborated with the Office of Institutional Research to combine self-reported data from the College Student Inventory with students’ narratives and campus collaborations in an effort to increase retention of first-time full-time students Attendees will learn how College Student Inventory (CSI) indicators, personal narratives, and collaborations across campus helped the University of Pikeville target retention efforts and how we plan to move forward with this approach This session will be most useful to individuals in professional and faculty advisor roles, specifically for first-time full-time populations

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5-C: Extending Orientation through Common Programming: A First Year Seminar Model

Keri Magaña: Lees-McRae College, Director of the Burton Center for Student Success

Sue McGuire: Lees-McRae College, Learning Specialist

In this presentation, we will explore the need for extending first year orientation to ensure student success and retention as well as ways to offer such programming through First Year Seminar/Experience courses Attendees will learn about Lees-McRae’s solution

to this problem: Common Programs The presentation will include why this program was developed, how it works, and results of running Common Programs This presentation will be of interest to First Year Seminar/Experience instructors, specifically those who see a need for holistic approaches to student success

5-C: Do Not Cross: Breaking down the Barriers of Interdisciplinary Partnerships

Rachel Little: University of Pikeville, Assistant Professor of Communication

Timothy Roberts: University of Pikeville, Assistant Professor of Criminal Justice

This presentation will showcase how collaboration between two different disciplines within courses can motivate students to become engaged in courses beyond their major area(s) of study Attendees will learn planning and collaborating techniques to develop courses between two unlikely disciplines (Communication and Criminal Justice) This presentation will be useful to instructors wishing to engage and inspire students to learn the value of areas of study separate from their own

5-D: Purposeful Engagement through the LRU Engaged Scholars Program

Janet Painter: Lenoir-Rhyne University, Professor of Education & Director, Engaged Scholars Program

Carla Fowler: Lenoir-Rhyne University, Director, Lohr Learning Commons & Academic Support Programs

Jennifer Fisher: Lenoir-Rhyne University, Graduate Assistant of the Engaged Scholars Program

This presentation describes the Lenoir-Rhyne University Engaged Scholars Program, which promotes undergraduate students' academic development, active learning, and leadership development beyond the classroom In the session, participants will discuss and discover the components and evolution of a blended curricular and co-curricular program, the Engaged Scholars program at Lenoir-Rhyne University This session is beneficial for faculty, student life staff, and administrators interested in innovative ways to increase undergraduate students’ engaged participation across curricular and co-curricular areas

6-A: Pursuing Passions to Invigorate the Classroom

Jonna Kwiatkowski: Mars Hill University, Associate Professor of Psychology

Yael Baldwin: Mars Hill University, Professor of Psychology

Ann Peiffer: Mars Hill University, Assistant Professor of Psychology

Kelly Spencer: Mars Hill University, Associate Professor of Art Therapy

All faculty eventually face the problem of how to keep the classroom interesting for both instructor and students; one solution is incorporating personal interests to create viable and rewarding classroom innovations In this session, we will each discuss how we have integrated yoga, positive psychology, women’s and gender equality, and photography into our courses As part of the session,

we will offer an exercise to develop one’s own passion plan This session will particularly benefit seasoned faculty who might be looking for some rejuvenating ideas

6-A: Zombies, Superman and Public Policy

Michael P Bobic: Alderson Broaddus University, Assistant Professor of Social Sciences

This presentation shares ways to use modern horror and superhero films to engage students in thinking about the challenges of public policy The Allegorical approach has many applications Attendees will learn how to use modern films as allegories for modern public policy problems This presentation will be especially useful for instructors who want to integrate modern allegory and story-telling into classes on history, political science or sociology

6-B: Using NSSE Data to Understand First Year Student Retention

Meg Wright Sidle: University of Pikeville, Director of Institutional Research & Effectiveness

A small university combined student-level internal data with student-level data from the National Survey of Student Engagement (NSSE) to determine if there was any difference in the average scores of the ten engagement indicators between first year students who returned to the institution and those who do not Attendees will learn effective practices for combining external data with internal data in order to run statistical analyses to answer research questions and cultivate data-informed decision making

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6-C: Sequential Core Curriculum to Improve Dissertation Skills in a Doctoral Program

Andrew Courtner: Lincoln Memorial University, Program Director & Assistant Professor of Education

Cherie Gaines: Lincoln Memorial University, Assistant Professor of Education

Writing and completing a dissertation can be a challenge that can deter program graduation for doctoral students To address the problem of low dissertation completion rates, EdD program faculty at Lincoln Memorial University developed a sequential core curriculum in hopes of developing and increasing doctoral candidates’ readiness that would be helpful in the dissertation phase This presentation discusses the sequential core, the purpose, assignments, rubrics, and benefits the program faculty have experienced already The session is ideal for administrators and faculty working with a doctoral program

6-C: Climbing together: Training future counselors while serving current students

Shauna Nefos Webb: Milligan College, Assistant Professor of Counseling

Christine Browning: Milligan College, Associate Professor of Counseling

Rebecca Sapp: Milligan College, Associate Professor of Counseling

In this session, the presenters will share the hands-on pedagogical strategies that move beyond the classroom in order to instruct master’s level counselors-in-training Attendees will learn a method for organizing a counseling center that trains future counselors while serving the mental health needs of current students, identify strategies for collaboration with stakeholders, and discover operational strategies for providing comprehensive counseling services This presentation will be particularly useful for counseling faculty or directors of college counseling centers

6-C: Honors in Appalachia: A Roundtable Conversation

Veronica McComb: Lenoir Rhyne University, Associate Professor of History & Director, Honors Academy

Lana Whited: Ferrum College, Professor of English & Director of the Boone Honors Program

Andrew Smith: Carson Newman University, Associate Professor of Religion & Director, Honors Program

Mary Cooper: Tusculum University, Assistant Professor of Political Science & Director, Honors Program

This roundtable discussion features new and seasoned Honors Directors in conversation with one another about the challenges and opportunities associated with working with high-achieving students in Appalachia The session will compare and contrast

recruitment philosophies; curricular and co-curricular programs; pedagogical strategies; and persistence initiatives based on the respective experiences of the members of the panel The session will be of interest to new or current directors of existing Honors programs looking to enhance their offerings as well as faculty, staff, and administrators who may be interested in beginning an Honors program at their respective institutions

6-D: Fostering Student Ownership in Campus Life

Rick Stowe: Lincoln Memorial University, Director of Student Activities and Engagement

This presentation explores several initiatives that have proven to inspire and strengthen student ownership in a variety of campus life settings by examining the strategies used with each student group and the outcomes of those plans Attendees will learn about the strategies used to create buy-in and responsibility within each student group, the importance of collaboration between

departments during these initiatives, and the plans to expand these strategies into other areas of campus life This presentation will

be useful for any professionals that are interested in increasing excitement and student involvement in a particular area of their campus community

Grand Ballroom 4-9 (for all Summit Registrants)

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