2018-Annual-Summit-Program-Full-Program

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! Page | MAP OF THE MEADOWVIEW CONFERENCE CENTER Page | GENERAL INFORMATION 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 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 Page | 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 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 B C D Pedagogy: Innovations and Best Practices Student Success: Innovations and Best Practices Student Learning Programs: Innovations and Best Practices 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 T his 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! Page | SCHEDULE OF EVENTS FRIDAY, SEPTEMBER 28, 2018……………………………… 7:00 AM –5:00 PM REGISTRATION & HELP DESK OPEN (FRIDAY) (9.28) Convention Center Foyer 7:00 AM –8:00 AM BREAKFAST BUFFET (FRIDAY) (9.28) Grand Ballroom 4-9 (for all Summit Registrants) 8:00 AM –10:30 AM GENERAL INTERACTIVE WORKSHOP (FRIDAY) (9.28) Meadowview Ballroom B 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 8:00 AM – 8:50 AM CONCURRENT SESSION (FRIDAY) (9.28) 1-A: Creating a Multimodal Lecture Grand Ballroom 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 Page | 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 Grand Ballroom 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 Grand Ballroom 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 9:00 AM – 9:50 AM CONCURRENT SESSION (FRIDAY) (9.28) 2-A: Integrating Movies into Class Presentations to Gain Student Attention Grand Ballroom 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 stud ent interest in course material that directly applies to current day issues and concerns Page | 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 Blue Ridge Conference Room 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 Grand Ballroom 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 atte ndees 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 Grand Ballroom 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 Meadowview Ballroom C 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 crosstraining 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 ment ality 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 staf f 2-C: From On-Campus to Online: A Trajectory of Innovation Meadowview Ballroom A 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 Page | 2-D: Practices and Benefits of Inclusion & Diversity Engagement on a Small Liberal Arts Campus Meadowview Ballroom D 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 bes t 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 9:50 AM – 10:00 AM BREAK (FRIDAY) (9.28) Meadowview Foyer 10:00 AM – 10:50 AM CONCURRENT SESSION (FRIDAY) (9.28) 3-A: Technology in Teaching and Learning: A New Pedagogy for UPIKE Nursing Blue Ridge Conference Room 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 Grand Ballroom 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 str ategies 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 Meadowview Ballroom D 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 Grand Ballroom 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 Bays Mountain Conference Room 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 Page | 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 Meadowview Ballroom C 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 Grand Ballroom 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 Meadowview Ballroom A 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 Attend ees 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 11:00 AM – 11:50 AM CONCURRENT SESSION (FRIDAY) (9.28) 4-A: Escape this Presentation: Break out of the Box and Break into a New Way of Engaging Learners Meadowview Ballroom B 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 gamebased, 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; tha t is to say it is applicable to everyone Page | 4-A: Teaching Ethics & Information Literacy: An IEDO Grant Impact Story Blue Ridge Conference Room 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 Grand Ballroom 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 Grand Ballroom 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 i n 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 Nolichucky Conference Room (First Floor) 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 Meadowview Ballroom C 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 Meadowview Ballroom D 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 Page | 10 7-A: Building a Foundation for Critical Thinking Grand Ballroom Melinda Rice: Union College, QEP Director Bruce Cory: Union College, Assistant Professor of Spanish and Humanities In a new, multidisciplinary, freshman course associated with our QEP, we are using a sequence of increasingly complex activities to engage students in real-world problems that involve interpreting information and drawing conclusions Participants in this session will have the opportunity to experience some of our course activities first hand and discuss efforts to foster critical thinking on their campuses This presentation will be especially useful to instructors who are seeking ways to support the development of skills and mindsets necessary for critical and creative thought 7-A: Listening to Our Students: Using Student Evals to Promote Learning Grand Ballroom Devon Fisher: Lenoir-Rhyne University, Associate Dean for Teaching Innovation & Associate Professor of English Michelle Lukomski: Lenoir-Rhyne University, Instructor of Nursing Veronica McComb: Lenoir-Rhyne University, Associate Professor of History & Director, University Honors Academy This workshop will enable faculty to make better use of student evaluations, identifying in them useful information to help promote better teaching Participants will learn a process for sifting through the information in evaluations and will apply that process to at least one set of evaluations This workshop will be of interest to any teaching faculty who seek to make better use of student evaluation data 7-A: Science and Religion in Symbiosis Meadowview Ballroom D James C Browning: University of Pikeville, Professor of Religion Darla French: University of Pikeville, Associate Professor of Biology (not attending) This presentation describes how a biology professor and a religion professor linked their two courses in an innovative way through co-enrollment, embedded instructors, and experiential learning Attendees will explore ways to design learning experiences that help students make connections between academic disciplines This presentation will be useful to all instructors involved in integrative learning, and especially useful to instructors engaged in building connections between the sciences and the humanities 7-B: Why Collaboration Matters: Working with Regional Colleagues to Develop Best Practices 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 session, participants will learn why working with regional partners will benefit them in their everyday w ork The presenters will cover how to form collaborative efforts and how to share information so that best practices are accessible and achievable Managing and assessing the progress of these collaborative efforts will also be covered This session will be especially useful for student services professionals (e.g., ADA Services, Tutoring, etc.) who want to develop or to contribute to a collaborative effort 7-B: Relationships between Institutional Characteristics and Student Retention and Graduation Rates at SACSCOC Level III Institutions Grand Ballroom Kala J Perkins-Holtsclaw: Lincoln Memorial University, Assistant Vice President for Planning & Institutional Effectiveness This presentation summarizes the results of a quantitative, non-experimental study examining the extent that specific institutional characteristics predict first-year, full-time, fall-to-fall undergraduate retention rates and six-year graduation rates at SACSCOC Level III institutions Participants will learn to what extent institutional characteristics predict student retention and graduation rates at SACSCOC Level III institutions, including recommendations for practice and recommendations for further research Administrators, Institutional Effectiveness and Institutional Research personnel, and Student Success advocates would benefit from this presentation 7-B: Turning “Talkers” Into Writers: Student Success in Human Services Scott Erin Wais-Hennen: Lindsey Wilson College, Assistant Professor of English & QEP Director This presentation examines how changes in Lindsey Wilson College’s undergraduate human services and counseling degree program and its student co-curricular activities resulted in a significant improvement in student writing and greater student success Our approach to improving student writing included both programmatic changes (in curriculum and assignments) as well as the implementation of a writing fellows program, which consists of writing tutors who have disciplinary knowledge and are placed in specific courses to tutor students outside of class time Attendees will gain an understanding of how ACA students can become successful writers in programs like human services and counseling 7-C: Honors Student Roundtable (Open to Students Attending the Summit) Meadowview Ballroom A Quentin Montgomery: Ferrum College, Honors Student This will be a roundtable discussion for honors students to learn more about how other honors programs function The honors students who attend will learn more about other honors programs, so that they can better their own programs This meeting will be Page | 18 most beneficial for honors students of various colleges who attend the Summit, or other faculty or staff who work with honors programs on their campuses 7-D: Career Services and Alumni Affairs: Together We Can Reach the Summit! Meadowview Ballroom C Amanda Gardner: Emory & Henry College, Director of Career Services Monica Hoel: Emory & Henry College, Alumni Director Emory & Henry College’s Career Services Director and Alumni Director share ways they have collaborated to connect students and alumni for career exploration and professional networking Attendees will leave inspired and with tangible ideas to make sim ilar connections at their own institutions This session will be of benefit to staff in Career Services or Alumni Affairs, and any faculty or staff member interested in learning about harnessing the power of inter-departmental collaboration to bolster career engagement among students and alumni 9:00 AM – 9:50 AM CONCURRENT SESSION (SATURDAY) (9.29) 8-A: Student Engagement: Challenging Student’s Misconceptions and Shifting their Paradigms Meadowview D Kevin W Cooper: Lincoln Memorial University, Assistant Professor of Physics Ashleigh L Thomas: Lincoln Memorial University, Assistant Professor of Chemistry Adam W Rollins: Lincoln Memorial University, Dean of the School of Mathematics & Sciences This session demonstrates best practice pedagogical techniques and tools with which the authors have had success in helping students make conceptual shifts to their mental models These approaches include peer instruction, interactive lecture demonstrations, group discussion, and use of the “Plicker” system to facilitate the implementation of pedagogical strategies This session will be useful to instructors wishing to implement these approaches and tools, or gain pedagogical examples from the physical and life sciences 8-A: Faculty as Creators: Digital Tools for Enhanced Active Learning with Interactive Content Grand Ballroom Bethany Sargent: Lee University, Faculty Coordinator of Instructional Technology This session will share ways to engage students through interactive content, by becoming creators and active participants in the learning process with students Attendees will learn about several digital tools that can be used to creatively involve students in learning and will discuss how each technology can be used to challenge and engage students on different levels Any instructor interested in creating innovative opportunities for their classes will find much they can take away from this presentation 8-A: #RetweetSharePinLike&Snap: Integrating Innovative Social Media Techniques in the Classroom Grand Ballroom Chandra K Massner: University of Pikeville, Associate Professor of Communication Sumer Bingham: University of Pikeville, Assistant Professor of Religion Amanda Slone: University of Pikeville, Associate Professor of English Kim Willard: University of Pikeville, Assistant Professor of Theatre The purpose of this session is to provide proven instructional techniques for implementing varying social media into college courses across the curriculum Attendees will learn techniques for integrating social media into college classrooms, including innovative, engaging assignments in religion, communication, English, theatre, and the humanities This presentation will especially ben efit faculty members who are looking for practical ways to integrate various social media into their courses 8-A: Enhancing “Generation Z” Student Accountability and Learning in and out of Class Meadowview Ballroom C Marc Mullinax: Mars Hill University, Professor of Religion This presentation may help instructors who find themselves (1) wanting to learn current learning styles of Gen Z, (2) adapt their pedagogy to fit them, and (3) enhance students’ classroom leadership at the same time Attendees will learn insights into how Gen Z learns, and how one can adapt one’s pedagogy to fit this learning culture Two specific examples (each infinitely adaptable) of shaping students’ learning behavior outside the classroom will be shown, and how each brought students closer to (a) daily accountability for classroom material, and (b) developing their own native student leadership skills inside the class Though this was created for Humanities and Social Sciences classes, adaptability of these two examples can be transferred to any classroom that invites class discussion as part of the learning pedagogy 8-B: Getting Beyond Google: How Using ACA Libraries’ Resources Can Improve Student Research Nolichucky Conference Room (First Floor) Julie Adams: Tennessee Wesleyan University, Library Director Alex Sharp: Tennessee Wesleyan University, Information Services Librarian We will demonstrate core databases in the Bowen Central Library of Appalachia that are available at our ACA schools Attendees will learn about these sources of online articles, e-books, primary sources, and reference materials available for student research Page | 19 assignments with tips for improving students’ information literacy and encouraging them to explore beyond Google This presentation will be helpful to ACA faculty who are less familiar with BCLA offerings or who are incorporating information literacy into student assignments 8-B: Career Exploration and Vocational Identity at an Appalachian University: Interventions and Predictors Grand Ballroom Christen T Logue: University of the Cumberlands, Associate Professor of Clinical Psychology Sarah Flynn: University of the Cumberlands, Associate Professor of Clinical Psychology (not attending) This presentation will summarize the results of a program of research aimed at understanding vocational identity and career decision-making self-efficacy among students at an Appalachian university Attendees will be able to identify evidence-based interventions for increasing career self-efficacy; identify variables that predict vocational identity; describe the role of major decidedness and Appalachian identity in predicting vocational identity; and identify relevant policy implications This prese ntation will be especially helpful to instructors who teach career exploration, first year study, or personal development courses along with student affairs practitioners in counseling, career, or advising centers 8-B: Factors affecting student success in Rural Appalachia Meadowview Ballroom A Kathy Blaydes-Walczak: Union College, Associate Professor of Psychology Katie Flynn: Union College, Assistant Professor of Psychology This presentation will explore special issues that lead to social, economic, and personal barriers to success in Appalachian College students, how they present in the students, and how to address these barriers Participants will learn specific “red flags” that may hinder the success of the student and ways to help This course will benefit student services staff, professors, and other college staff who deal directly with students 8-C: Examining an Online Doctoral Program in the Context of the History of Doctoral Education Scott P Mark Taylor: Carson-Newman University, Associate Professor of Education In this session we highlight historical features of doctoral programs as they developed over centuries Those attending this session will learn about how the doctoral programs at CNU have attended to the critical features while doing so in a completely online program The session will allow for comments, questions, and critical feedback as well as challenging peers to think about their own doctoral programs through this historical lens 8-D: Honors Students Serving the Community and Exploring the World Sullivan Irina V Rodimtseva: Alderson Broaddus University, Associate Professor of English & Honor Program Director To prepare Honors students for being responsible citizens of our diverse society and of our complex world, Honors Program requirements at Alderson Broaddus University include service engagement and international experience Attendees will learn how ABU Honors students fulfill these requirements and how they benefit from them This presentation will be especially beneficial for directors of Honor Programs 9:00 AM – 10:15 AM LEDFORD SCHOLARS POSTER PRESENTATIONS (SATURDAY) (9.29) Grand Ballroom 4-9 (open to all attendees) Please drop by and learn about our ACA Ledford Student Scholars summer research projects This year, 29 students from ACA member institutions received support to work on research, with their findings shared in these poster presentations A special thanks goes to each student’s faculty mentor from home institution, who oversaw the student’s work Aspect and Elevational Diversity Gradients of Appalachian Mountain Tree Species Forrest Brown: Ferrum College Mentor: Bob Pohlad, Professor of Biology & Horticulture Development of a Novel Smoking Cessation Device Kaitlyn Brown: University of Pikeville Mentor: Benjamin Clayton, Associate Professor of Chemistry Pseudolaric Acid B (PAB) Induces Apoptosis and Increases Gemcitabine Chemosensitivity in Pancreatic Cancer Cells Amber Crawford: University of Pikeville Mentor: Kartick Pramanik, Assistant Professor of Pharmacology Page | 20 The Chemical Arsenal of Fraser Firs Taylor L Darnell: Ferrum College Mentor: Laura Grochowski, Assistant Professor of Chemistry Using EDX to find the Nutritional Quality of Elk forage Tanner Denton: Lincoln Memorial University Mentor: LaRoy Brandt, Assistant Professor of Biology Snake Diversity Study on Kentucky Natural Lands Trust Property Kiersten Dunaway: Lincoln Memorial University Mentor: LaRoy Brandt, Assistant Professor of Biology The Effects of Neurofeedback on Working Memory and Attention Rachael Ellis: Ferrum College Mentor: Megan St Peters, Assistant Professor of Psychology Herpetological Biodiversity Surveys in Western North Carolina Jess M Evans: Montreat College Mentor: Joshua David Holbrook, Instructor of Natural Sciences Immunohistochemical Localization of the Human Gallbladder Cassie Gearles: University of Pikeville Mentor: Phillip Jen, Professor of Biology Determining the presence of heavy metals in an intertidal grass and several seagrass species Kayla Howard: Lincoln Memorial University Mentor: LaRoy Brandt, Assistant Professor of Biology Herpetological Biodiversity Surveys in Western North Carolina Ben Jakobowski: Montreat College Mentor: Joshua David Holbrook, Instructor of Natural Sciences Tick-transmitted pathogens (Borrelia spp and Babesia spp.) detected in blood-fed and questing ticks from the Cumberland Gap region Elizabeth Maggard: Lincoln Memorial University Mentor: Barbara Shock, Assistant Professor of Biology An Analysis of the Water Quality and Common Pesticide Presence in the Streams of the Maryville College Woods Alan Miramontes Flores: Maryville College Mentor: Nathan Duncan, Assistant Professor of Chemistry The HDAC6 dependent mechanism underlying the synergy between experimental drug E64FC26 and HDAC inhibitors Katelyn Moats: Maryville College Mentor: Nathan Duncan, Assistant Professor of Chemistry Habitat and Population study of the Plethodon yonahlossee in southern Greene County, Tennessee Levi Morgan: Tusculum University Mentor: S Conor Keitzer, Assistant Professor of Environmental Science Capsaicin Inhibits Epithelial-to-Mesenchymal Transition Process in Pancreatic Cancer Cells Dalton Mullins: University of Pikeville Mentor: Kartick Pramanik, Assistant Professor of Pharmacology Immunohistochemical Localization of the Human Uterus Nathan Pray: University of Pikeville Mentor: Phillip Jen, Professor of Biology The Distribution and Diversity of Plethodontid Salamanders in Southern Greene County, TN Megan Amber Southerland: Tusculum University Mentor: S Conor Keitzer, Assistant Professor of Environmental Science Page | 21 The Variation in Caffeine and Chlorogenic Acid Content in Starbuck's Sumatra Coffee with Regards to Brewing Technique Madelyn Suddreth: Lenoir-Rhyne University Mentor: Andrew Steele, Associate Professor of Chemistry Assessing nesting box location preferences to improve conservation of Northern Saw-whet Owls (Aegolius acadicus) in the Highlands of West Virginia Levi Summe: Alderson Broaddus University Mentor: Ross Brittain, Assistant Professor of Environmental Science Detecting the Presence of Black Bears (ursus americanus) in Potential Habitat Fragment Using Baited Camera Traps Ashely Timian: King University Mentor: Joshua Rudd, Instructor of Biology The Book of Diverse Heresies: A Study in the Christian Heresy Catalogue Nicole Tripp: Lee University Mentor: Aaron Johnson, Associate Professor of Humanities & Classics Detecting Fecal Coliforms in Campus Waterways: Implications for Water Quality and Student Health Jessica Vargo: King University Mentor: Joshua Rudd, Instructor of Biology The New Way to Discriminate: Colorblind Racism and Socio-Political Ideologies Ana Karina Villa: Lee University Mentor: Bryan Poole, Assistant Professor of Psychology The Book of Diverse Heresies: A Study in the Christian Heresy Catalogue Ashley Walker: Lee University Mentor: Aaron Johnson, Associate Professor of Humanities & Classics Investigating the impact of sTLT-1 on fibrinogen thermal stability and its susceptibility to coagulation and fibrinolysis Alyssa Ward: Maryville College Mentor: Angelia Gibson, Associate Professor of Chemistry Integrating technology into blood spatter analysis Kyra Williams: Lee University Mentor: Lori West: Associate Professor of Biology Leave History Alone: Redefining Collective Memory among Southern Historic Preservationists Kelly Wnuk: Lee University Mentor: Arlie Tagayuna, Associate Professor of Sociology Larval development in treated wastewater confers an advantage in adult anuran populations Emma Zeitler: University of the South Mentor: Kristen Cecala, Assistant Professor of Biology 9:50 AM – 10:30 AM BREAK (SATURDAY) (9.29) Meadowview Foyer Page | 22 10:00 AM – 10:50 AM CONCURRENT SESSION (SATURDAY) (9.29) 9-A: Deliberative Dialogues in College Classrooms on the Role of Business in Society Scott Joshua L Ray: Tusculum University, Assistant Professor of Management & Director of the MBA Program Dr Susan Aloi: West Virginia Wesleyan College, Director of the Thomas H Albinson II School of Business Glenn King, Jr.: Wallace Community College Selma, Career Coach, Office of Workforce Development & Adjunct Instructor of Business Administration This symposium explores the questions, “What is the role of business in society?” and “What is the responsibility of business schools in facilitating these roles?” Attendees will learn about student responses from three small, private schools and the process by which they were solicited This presentation will be especially useful to instructors in business schools or related areas looking to integrate these pedagogical approaches in their classes 9-A: Teaching about Latinx Immigration through Literature and other Media Sullivan Gregory A Clemons: Mars Hill University, Professor of Spanish This presentation showcases approaches and materials for an upper division Latin American literature class about the current Latinx immigration situation in the United States In addition to providing methodology and examples, this presentation examine data about Latinx immigration currently in the United States This presentation is in English with some examples in Spanish The presentation will be useful especially to instructors of Spanish, ESL, English, and the social sciences 9-A: The joy in listening: a look at the use of podcasts to reinforce learning outside the classroom Grand Ballroom Lisa Sams Ebner: Lincoln Memorial University, Assistant Professor of Veterinary Anesthesiology This presentation will discuss the use of podcasts to engage students outside the classroom Attendees will learn the basic equipment and software program needed to create high quality podcast content and also acquire tips for making them a memorabl e educational experience for students A brief summary of a recent research project involving the use of podcasts, with or without concurrent physical activity, to determine if they led to retention of knowledge in veterinary students will be presented T his presentation may be useful to instructors in both the undergraduate and graduate level as well as individuals interested in promoting student wellness 9-A: The Funny Side of Building Engaged Students Grand Ballroom David Hite: Bluefield College, Assistant Professor of Business Tim Stover: Bluefield College, Adjunct Instructor (not attending) Humor has been demonstrated to energize students, create a positive learning environment, and build stronger learner identity within the classroom In this session, attendees will explore the benefits of using humor in the college classroom to break down barriers, enhance student desire to learn, create a stronger classroom culture, and enhance student interaction This session is primarily a theoretical discussion for teachers wanting to explore new methods in building an engaged college classroom environment and the benefits of using (and when not to use) humor in the classroom 9-B: Victories and Lessons Learned through Academic Coaching Meadowview Ballroom D Anne Blevins: Campbellsville University, Academic Coach Clara Mudd: Campbellsville University, Academic Coach Kimberly Thomas: Campbellsville University, Academic Coach Academic Coaching is growing in popularity among colleges and universities for its effective model of fostering success skill s among first-year students Are you thinking about starting an Academic Coaching program at your institution? Or, looking for ways to enhance an existing program? This session will provide a detailed review of the Academic Coaching model at Campbellsville University, including victories and lessons learned 9-B: Online doctoral student perceptions: A longitudinal analysis Meadowview Ballroom C Julia Price: Carson Newman University, Associate Professor of Education Kelly Price: East Tennessee State University, Associate Professor of Marketing Jamie Price: East Tennessee State University, Assistant Professor of Math Education This presentation will demonstrate doctoral students’ perceptions throughout their online doctoral program regarding specific components of the program such as technology and professor impact Attendees will discover program variables that online doctoral students find are most and least concerning Finally, participants will learn how these perceptions can help faculty and administrators design, adjust, and market their programs Page | 23 9-C: Incorporating Spirituality into the Classroom Meadowview Ballroom A Rob Musick: University of Pikeville, University Chaplain and Instructor of Religion Sumer Bingham: University of Pikeville, Assistant Professor of Religion Join the presenters as they lead a time of reflection, meditation, and centering which will lead into learning new and creati ve ways to incorporate spirituality into your classroom As Dr Parker Palmer says, “spirituality of education is not about dictating ends It is about examining and clarifying the inner sources of teaching and learning, ridding us of the toxins that poison our hearts an d minds (Spirituality of Education, 1983).” This session will help faculty to learn new and diverse spiritual tools which will empower both the teacher and the learner to cleanse oneself and be transformed into one who has a new level of harmony and integrity of being Attendees will be invited to participate in various activities while also learning a little about differing forms of spirituality and how students at UPIKE have experienced these practices in the classroom setting 9-D: Embedded Community Service Encourages Student Learning and Engagement Grand Ballroom Marjorie Smith: University of Charleston, Associate Professor of Business This presentation shares ways to embed community service in upper level management courses Attendees will learn how embedded community service encourages student learning and engagement while creating relationships with loc al businesses The presentation will be helpful to business and other faculty who wish to integrate activities into their courses that encourage students to apply theory learned in the classroom and to become involved in community service 10:30 AM –12:00 PM LEDFORD SCHOLARS RECOGNITION CEREMONY (SATURDAY) (9.29) Crockett Amphitheatre (open to all Attendees) C Joy Jones: Ohio Valley University, Provost and Chief Financial Officer (Facilitator) Beth Rushing: Appalachian College Association, President 11:00 AM – 11:50 AM CONCURRENT SESSION 10 (SATURDAY) (9.29) 10-A: Integrating Big Ideas into Small Classrooms Meadowview Ballroom D Hongyou Lu: Milligan College, Instructor of East Asian Studies & Engineering Program Associate This presentation introduces the concept of integrating Big Ideas into curriculum development Using examples from multiple disciplines (language teaching and social sciences), this presentation provides examples of and ways to integrate Big Ideas, and discusses potential challenges in their use This presentation will be especially useful to instructors in language learning, social sciences, or related areas who would like to have their students apply their learning in real life 10-A: In with the New: Considering and Stretching Students’ Critical Reflection Meadowview Ballroom B Tracy Lauder: Emory & Henry College, Director, Ampersand Center & Quality Enhancement Plan Joe Vess: Emory & Henry College, Ampersand Center Advisor and Programs Coordinator Bradley Hartsell: Emory & Henry College, Integrative Learning Technology Coordinator This presentation will elaborate on the well-regarded pedagogical tool of critical reflection, particularly in regard to ePorfolios Attendees will see an overview of how critical reflection assignments supported by structure, intentionality, and technolog y can enhance student learning This presentation will be beneficial to any instructor integrating critical reflection in their pedagogy, as well as instructors incorporating more use of technology and/or ePortfolio into their courses 10-A: Increasing the Appreciation of the Appalachian Region via Team-Based Learning Grand Ballroom Peter H Hackbert: Berea College, William and Kay Moore Entrepreneurship and Management Chair, Director of the Entrepreneurship for the Public Good Program, & Professor of General Studies The Entrepreneurship for the Public Good Program at Berea College blends an understanding of how modest economic projects encourage entrepreneurial development by thinking in terms of how to tailor resources to solve particular problems To address certain challenges regarding student learning, EPG has adopted a team-based learning (TBL) approach, an innovative teaching strategy using semi-formalized guidelines aimed to enhance student engagement and improve teamwork This presentation examines the use of TBL in an undergraduate intense summer session for interdisciplinary students The results indicate that TBL has a positive influence on student engagement and on appreciation and understanding of the Appalachian region The sessions offers practical advice for all educators desirous of developing and implementing effective and engaging pedagogy via TBL Page | 24 10-A: Making Pharmacology Fun and Memorable: The Pharmacology Coffeehouse Grand Ballroom Karen R Damron: University of Pikeville, Professor and Dean of Nursing, This presentation shares a strategy in the use of positive humor to augment learning that is grounded in learning theory and evidence-based teaching Attendees will learn about an engaging and innovative student pharmacology assignment that is entertaining and supports retention of information This presentation will be useful to instructors in any discipline seeking ways to create a positive environment that respects student’s diverse talents and ways of learning while promoting achievement of desired cognitive outcomes 10-B: Engaging First-Year Students: Best Practices for Utilizing a Student Co-Facilitator in the Classroom Meadowview Ballroom A Megan Owens: Lincoln Memorial University, Director of Career Services Elise Syoen: Lincoln Memorial University, Associate Dean of Students This presentation shares best practices to engage incoming first year students in the classroom by using a student co-facilitator Attendees will learn how to train and utilize student co-facilitators in student success courses, including tools and methods to promote active learning and engagement for students bringing confidence for the instructor This presentation will be especially beneficial for anyone interested in using student co-facilitators and those who participate in first-year experience programs on campus with the goal to enhance student success and engagement 10-B: Training Library Student Workers for Long-Term Success in the Workplace Sullivan Dawn Behrend: Lenoir-Rhyne University, Instruction and Reference Librarian, Caryn Sumic: Lenoir-Rhyne University, Library Specialist for Circulation and Materials Services Staci Wilson: Catawba Valley Community College, Director of Library Services (not attending) This panel will explore the mutual benefits of employment to student library workers and the library, and techniques for traini ng and retaining student workers Attendees learn effective strategies for hiring, training, and retaining student library workers as well as ways to incorporate opportunities for building vital skills that will assist student workers in successfully transitioning in to the workplace upon graduation This presentation will be of particular benefit to academic librarians who supervise student workers, as well as faculty and staff in non-library roles who are involved in supervising or otherwise engaging with student workers 10-C: What a Small Private College Learned from Assessing Their New WAC/WID Initiative Meadowview Ballroom C Allison Harl: Ferrum College, Associate Professor of English This presentation analyzes assessment results after the pilot year of a WAC/WID initiative, in which Ferrum College students were measured to what extent (or if) they showed evidence of thinking more critically as a result of the initiative Developed through a QEP grant, this assessment study helps develop best practices toward providing opportunities for students to make connections as they transfer their learning across disciplines Instructors and administrators of first-year writing programs will be especially interested in the importance of not only creating, but assessing and adapting a WAC/WID initiative to facilitate transfer of writing skills across disciplines 10-C: Development of an Innovative DNP Program at Lee University Scott Barbara Richardson: Lee University, Assistant Professor of Nursing Rachel Tolliver: Lee University, Assistant Professor of Nursing This presentation describes the collaborative process used to develop a DNP program and the desirability of innovative focus in rural and disaster response Attendees will be able to explain the unique process used to develop the program and describe the valu e of a rural focus in the FNP program University administration and faculty will find this presentation especially useful when considering the development of new programs of study 10-D: Leveraging Student Workers to Expand Career Center Operations: A Student Professional Development Enhancement Program Grand Ballroom Katie Wohlman: Lenoir-Rhyne University, Assistant Dean of Students for Academic, Professional & Co-Curricular Support/Director of Career and Professional Development This presentation illustrates the Career Education Office’s student worker program, which was developed to enhance the reach of a one-person career center while developing students’ professional development experience as a work study student Learning Objectives include understanding the opportunity that work study supervisors have when designing their work study training programs and crafting them intentionally with an eye toward students’ professional development Faculty and staff who supervise work study students are most likely to benefit from this presentation 12:00 PM 2018 ANNUAL SUMMIT ENDS (SATURDAY) (9.29) Page | 25 ABOUT THE APPALACHIAN COLLEGE ASSOCIATION The Appalachian College Association is a non-profit consortium of 35 private four-year liberal arts institutions spread across the central Appalachian Mountains in Kentucky, North Carolina, Tennessee, Virginia, and West Virginia Collectively these higher education institutions serve nearly 65,000 students The mission of the Association is to serve Appalachian communities through the transformational work of its faculty, staff, and students Programs offered by the Association are designed to promote cooperation and collaboration among member institutions, and to support scholarly and creative activities of faculty and students The ACA developed from a grant-funded project at the University of Kentucky over a 10-year period between 1980 and 1989 In 1990, the ACA became an independent organization, and in 1993 became its own tax-exempt classification under Section 501(c)(3) of the 1986 Internal Revenue Service Code The ACA's purpose is exclusively educational under this designation Governance is by a board comprised of the presidents of all member institutions, and an executive committee with representation from presidents and chief academic officers The assets of the ACA have grown to over $30 million due primarily to the generosity of the foundations that have continued to fund its programs to benefit central Appalachia Member institutions also contribute annual general dues as well as fees in support of the collaborative Bowen Central Library ACA member institutions are critical contributors to their local and regional communities Each campus serves as a “beacon” for its particular region, providing its students and its surrounding community access to exceptional educational and cultural experiences, often in areas facing serious economic distress and lacking in relative educational attainment Serving nearly 65,000 students annually, with over 3,000 full-time faculty, ACA schools collectively generate nearly $1.3 billion in direct annual expenditures, further supporting Central Appalachia The colleges and universities of the Appalachian College Association work diligently to make higher education accessible to the students of this region According to the most recent IPEDS data, over 77% of member institutions furnished institutional aid to all or virtually all of its undergraduate students; over 91% provided aid to more than 90% of these students Member institutions are also dedicated to making post-secondary education available to students with financial need Nearly half of the ACA schools had first-year cohorts receiving federal Pell grants at levels greater than 50%; 80% of our institutions had rates greater than 40% ACA MEMBER INSTITUTIONS Kentucky Alice Lloyd College Kentucky Christian University University of Pikeville North Carolina Brevard College Mars Hill University Tennessee Bryan College King University Maryville College Tusculum College Virginia Bluefield College West Virginia Alderson Broaddus University Ohio Valley University Wheeling Jesuit University Berea College Lindsey Wilson College University of the Cumberlands Campbellsville University Union College Lees-McRae College Montreat College Lenoir-Rhyne University Warren Wilson College Carson-Newman University Lee University Milligan College University of the South Johnson University Lincoln Memorial University Tennessee Wesleyan University Emory & Henry College Ferrum College Bethany College University of Charleston Davis & Elkins College West Virginia Wesleyan College Page | 26 ACA PROGRAMS OF INTEREST TO FACULTY & STAFF The Teaching and Leadership Institute June 3-7, 2019 at Emory & Henry College The colleges and universities of the Appalachian College Association share a common commitment to support their students through exceptional teaching and learning opportunities To these ends, each summer, the ACA hosts an intensive, week-long workshop delivered by national experts and master-teachers from ACA institutions, designed to promote pedagogical development and innovation among member institution faculty The Institute emphasizes integrated learning, student-centered learning theories, and best teaching practices 2019 will mark the TLI's seventeenth year At the request of the ACA Deans’ Council, the Institute began in the summer of 2003 at Montreat College to provide professional development for faculty on pedagogical techniques, which remains an emphasis of the TLI today In 2017, upon the recommendation of the Council of Chief Academic Officers, the Institute added a much needed additional track focusing upon leadership development Track II is designed to benefit practically all parts of the campus but is especially valuable to faculty or staff new to their leadership positions Going forward, the plan is to sustain two tracks at the newly conceptualized Teaching and Leadership Institute: Track One will continue our traditional focus upon teaching and learning, while Track Two will furnish opportunities for leadership development We encourage all ACA faculty and staff to consider participating in the TLI The workshops are inexpensive and (according to previous attendees) exceptionally valuable learning experiences! More details on the 2019 TLI, including registration information, will be provided in the spring Note also that for the first time, some ACA institutions may have scholarship support to send faculty or staff to the TLI The Faculty Fellowship Program The Appalachian College Association's Faculty Fellowship Program is the longest running program of the ACA The Fellowship Endowment is supported by foundations (notably the Andrew W Mellon Foundation, the William Randolph Hearst Foundation, and others), member schools, and individual contributions The fellowships provide from $3,000 to $30,000 for pre- or post-doctoral study Fellowships are awarded for a short term (generally summer, maximum $6,000), one semester (maximum $15,000), or an academic year (maximum $30,000) To be eligible to apply for and receive a fellowship, applicants must be full-time faculty members at an ACA institution, have held their current teaching position for at least two years, agree to return to their ACA institution to teach for at least twice the term of the fellowship (a minimum of one academic year), and arrange leave time for the fellowship Fellowship recipients are selected by the Fellowship Review Committee of the Council of Chief Academic Officers (CCAO) elected by the Council for rotating, three-year terms Fellowship funds are paid to the institution, not to the fellowship recipient For one-and two-semester fellowships, the funds help to cover the costs of adjunct faculty replacements and other expenses while the fellowship recipient is not teaching The institution continues to pay the recipient’s salary Funds for short-term fellowships are also sent to the school and are distributed in accordance with that institution’s policies Applications require the endorsement of the institution’s CAO Applications for the Faculty Fellowship program are currently open Deadline for full applications for the 20192020 academic year is October 31, 2018 Please review the ACA website for further information Page | 27 The Bowen Central Library of Appalachia The Bowen Central Library of Appalachia (BLCA) has been and remains a centerpiece of the ACA, furnishing member institutions access to resources through cooperative purchasing and other collaborations that would otherwise not be available to faculty, students, or staff The Bowen Library has a core collection of more than 100,000 ebook titles, which could be estimated to be the equivalent of 120,000 volumes or more in print format The BCLA provides a shared catalog on an Innovative Interfaces technology platform for 28 institutions As a combined unit, more than 1.5 million unique holdings are represented reflecting almost seven million physical and virtual items Beyond the Core Collection listed above, the BCLA also provides ebook collections and databases through group purchasing The BCLA constantly strives to seek out new options for group purchasing that will benefit as many member institutions as possible The Library Directors and other campus librarians are essential to the success and ongoing expansion of the BCLA Oversight of the Shared Catalog is provided by the BCLA Shared Catalog Group, which includes all of the directors of BCLA libraries that participate in the Shared Catalog The Digital Library of Appalachia provides online access to archival and historical materials related to the culture of the southern and central Appalachian region The contents of the DLA are drawn from special collections of Appalachian College Association member libraries Finally, through the BCLA, library faculty and staff has access to several development opportunities each year, including mini-grants, support for conferences, and professional development workshops For more details on the BCLA, please visit the ACA website Ledford Scholars Program The ACA’s Ledford Scholarship, named for Colonel Lee B Ledford, offers financial assistance for summer research projects to undergraduate students enrolled at ACA member institutions Undergraduate students from any disciplines are eligible, and a variety of fields of study have been supported in the past in the natural and health sciences, the social sciences, the humanities, and so forth, applying various methodologies, e.g., laboratory research, field work, interview/oral history, archival/library research, participant observation, etc The Ledford Scholarship provides stipends for students at a rate of $10.00/hour for up to 360 hours ($3,600 maximum) over the course of the summer (which may be allocated in a reasonable manner during the summer period) and an allotment of up to $1,000 for reasonable equipment and travel needs Applications must have the support of a faculty member who will agree to serve as a mentor to the student throughout the project The application period for the 2019 summer period is adjusting this year to the beginning of the 2019 calendar year For full details, including application protocols, please visit the ACA website Barbara Paul Robinson Scholarships The Barbara Paul Robinson Scholarship is named in honor of a New York City attorney who provided services to the association A scholarship in the amount of $2,500 will be awarded annually to an ACA college student who shows great interest and potential to be an attorney and dedicated to making a positive change in Appalachia Full details regarding this student scholarship, including the application process, can be found on the ACA website This year, the ACA will be accepting applications from January 29 until March 24, 2019 Page | 28 Workshops Over the course of each year, the ACA coordinates and/or hosts multiple short workshops designed to furnish professional development or special training for various communities of practice across member institutions For example, in the last several months, ACA has hosted workshops focused on grant writing with the National Endowment for the Humanities, a Community of Practice workshop for disability services coordinators from member campuses, a training workshop for persons responsible for coordinating campus emergency planning, and its ongoing professional development workshops for ACA librarians We encourage any ACA community of practice to consider collaborating with ACA staff to develop these important development opportunities Our goal is to all we can to provide opportunities for collaboration and development among our faculty and staff If you have any ideas regarding potential workshops, please contact the ACA Communities of Practice One of the major current initiatives of the ACA is the establishment (or, in the case of some faculty disciplinary groups, the reinvigoration) of “Communities of Practice,” networks of staff who share similar responsibilities on their campuses, or faculty from similar disciplinary backgrounds We have built contact lists for nearly 25 staff groupings from our member institutions in an effort to cultivate networks of support and information sharing among ACA colleagues across campuses (We cannot have a community of practice until we first have a defined community!) This year’s Summit is the first major formal effort to “seed” these networks, as we are devoting a bloc of the conference to a Community of Practice session on Friday afternoon We hope you will join your colleagues from other campuses for this initial effort We believe these communities find their value organically and selfdefined from the “bottom up”—with whatever “light handed” coordinating support the ACA office can furnish The ACA office stands ready to provide space for workshops and organizational meetings and to assist in coordinating these development opportunities We are also presently developing tools for virtual networking to allow colleagues opportunities for direct communications (as a part of our website redesign) Our 35 member institutions share many similarities: student profiles, opportunities, challenges, and constraints Together, through the cooperation, communication, and support that can occur through our consortium, we can all be stronger as institutions and more effective in cultivating our students’ educational experience and success Faculty Tuition Discount Program One of the most important components in ensuring sustainable and high quality academic programs among ACA schools is the hiring and ongoing development of terminally qualified faculty across the institution’s curriculum This need among our colleges and universities becomes even more prevalent as our institutions expand increasingly into graduate education and into academic areas in which location of terminally qualified faculty can prove to be more difficult The growing diversity of academic program offerings among ACA institutions provides an excellent opportunity to collaborate in ways that both serve member institution needs and reduce costs for our faculty seeking this important professional development and credentialing opportunity The ACA is pleased to announce the establishment of a cooperative tuition discount program among participating member institutions We expect the program to begin with the 2019-2020 academic year Any program designated by an institution furnishing a terminal degree for discount reduces the standard tuition rate by 40% For example, if Page | 29 the regular per credit hour tuition were $800, the ACA faculty member would pay instead $480 an hour In a 50 hour program, for instance, it would save the student $16,000 ($40,000-24,000) in tuition costs Please note that only some institutions are participating in this discount program, and availability of the reduced tuition may not apply to all programs at an institution For full details regarding the program and participating institutions and/or programs, please visit the ACA website Course Sharing Consortium Through the special partnership of the ACA and technology company College Consortium (CC), participating member institutions have access to consortial online course sharing among ACA schools Through an online portal, students from the “home institution” can easily register for online courses offered by the “host institution.” (Availability of options is strictly controlled by the particular home or host institution.) CC facilitates the admissions and registration processes for the students, provides syllabi for all courses and necessary documentation for “home” institutions to satisfy all federal and regional reporting, and helps the students remain enrolled in their home institutions and graduate on time ACA institutions sustain full discretion—in specific cases and generally—regarding when and how they participate in the partnership Through this collaboration/academic sharing, ACA colleges and universities can accomplish a number of strategic goals, including, among others:  Developing new degrees and programs  Combining (and making viable) under-enrolled sections (and possibly even programs) on our campuses  Helping students make progress toward graduation and eligibility (enhancing retention)  Providing students access to hours in which we have greater confidence regarding quality and mission “fit” (in the summers and otherwise)  Generating additional tuition revenue and grant possibilities  Offering more hybrid and online options across our communities  Providing our students access to courses that otherwise would not be available at our institutions, e.g., foreign languages, in ways that work in harmony with financial aid protocols The ACA Course Sharing Consortium is managed by the Council of Chief Academic Officers through its Executive Committee As a special consortium, schools are able to apply grades, credit hours toward full-time status, and financial aid to courses shared across our members as if the course were offered internally Exploring New Initiatives From resource sharing efforts, to grant opportunities, to a myriad of supportive networks across our colleges and universities, to spotlighting our members’ essential educational and cultural roles in our communities, the Appalachian College Association continually seeks to locate new means to support our member institutions’ educational missions Our recent strategic planning efforts captures our purposes well—as well as alliteratively!     Collaborate: Building on the success of the Bowen Central Library, offer member institutions new opportunities to collaborate with one another to support institutional vitality Cultivate: Promote scholarship and student learning that supports our colleges’ capacity to address challenges and opportunities in Appalachia Communicate: Publicize the transformational work of ACA institutions, both collective and individual Connect: Leverage partnerships with other organizations and entities focused on Appalachia and higher education We have several new initiatives underway at the ACA And we always welcome feedback from our ACA faculty, staff, and leadership If you have any ideas for new programs or for improving the ACA’s current work, please let us know Page | 30 NOTES Page | 31 NOTES Page | 32