Previous Events

Spring 2013

Faculty Leadership Program

"Extended and Distance Education," by Dana Willet, Julia McGee, Elizabeth Coriell, Katherine Bailey, and Feleesha Johnson; co-sponsored by Academic Affairs and Center for Extended and Distance Education. FLP members learned about the APSU Center for Extended and Distance Education.

"APSU Fort Campbell Center," by Dr. Bill Cox, Taylor Emery, John Byrd, Dr. Chin-Zue Chen, and Adel Salama; co-sponsored by Academic Affairs and Center for Extended and Distance Education. FLP members learned about the APSU Fort Campbell Center.

"QEP," by Dr. David Major, co-sponsored by Academic Affairs and Center for Extended and Distance Education. FLP members discussed the Quality Enhancement Plan.

"University Budget," by Mitch Robinson, Sonja Stewart, Dr. Jaime Taylor, and Andrew Shepard-Smith; co-sponsored by Academic Affairs and Center for Extended and Distance Education. FLP members discussed the funding formula, the university budget, and the role of grants.

"Campus Culture," by Dr. Sheryl Byrd, Dean Dixie Webb, Dr. Jill Eichhorn, Elaine Berg, Lori Buchanan, Dr. Uma Iyer, and Dr. Marsha Lyle-Gonga; co-sponsored by Academic Affairs and Center for Extended and Distance Education. FLP members discussed campus culture, with an emphasis on gender.

"Time and Stress Management," by Margaret Rennerfeldt and Marcus Hayes; co-sponsored by Academic Affairs and Center for Extended and Distance Education. FLP members partook in a Somatic Movement Experience and a workshop on office meditation techniques and discussed time- and stress-management strategies.

"Teamwork," by Elaine Berg, Dr. Jack Deibert, Dr. Chad Brooks of the Senate Executive Committee and Dr. Melissa Gomez of Health and Human Performance; co-sponsored by Academic Affairs and Center for Extended and Distance Education. FLP members learned about the Senate Executive Committee and the importance of recognizing their own and their teammates' strengths in teamwork.

"Deans Day," by Dean Dixie Webb of the College of Languages and Literature, Dean Bill Rupp of the College of Business, and Dean Carlette Hardin of the College of Education; co-sponsored by Academic Affairs and Center for Extended and Distance Education. FLP members learned about the different experiences and leadership styles of three academic deans.

"Shadow Reflections," co-sponsored by Academic Affairs and Center for Extended and Distance Education. FLP members discussed their shadow experiences and reading assignments.

"Shadow Day," co-sponsored by Academic Affairs and Center for Extended and Distance Education. FLP members shadowed an administrator of their choice.

"What Is Leadership?" co-sponsored by Academic Affairs and Center for Extended and Distance Education. FLP members evaluated and discussed each other's perspectives on leadership.

ILSI Teaching Academy

"Classroom Management in Bundled Courses," by Dr. Gray Kane, co-sponsored by Academic Affairs. The event promoted knowledge of common classroom-management problems in course bundles and strategies for preventing or responding to them.

"Designing Integration," by Dr. Gray Kane, co-sponsored by Academic Affairs. The event promoted knowledge of how to determine what students need to know prior to integration, how to integrate courses, how to develop a feasible integration plan, and how to revise the plan for sustainability.

"Outcomes-Based Course Design," by Dr. Gray Kane, co-sponsored by Academic Affairs. The event promoted knowledge of how to design multidisciplinary objectives, assessments, and rubrics--as well as how to promote productive collaborative behaviors in course bundles.

RASI Teaching Academy

"IRB Application," by Dr. Gray Kane; co-sponsored by Academic Affairs. This event promoted knowledge of the following:

• the components of the IRB application process
• what to complete in the CITI training
• how to write the Informed Consent Statement
• where to download the IRB application
• ideas for how to complete each section of the IRB application

"Ten Teaching Strategies," by Dr. Gray Kane; co-sponsored by Academic Affairs. This event promoted knowledge of the following:

• the ten teaching strategies devised under the advisement of the Faculty-Development Planning Committee
• at least one example of how to apply each of the ten teaching strategies
• the RASI requirement that grant recipients complete the Teaching Strategies Form

"Formative and Summative Assessments," by Dr. Gray Kane; co-sponsored by Academic Affairs. This event promoted knowledge of the following:

• the meaning of "summative assessment"
• ideas for summative assessments
• the meaning of "formative assessment"
• ideas for formative assessments
• the formative and summative assessment requirements for the RASI grant

Service-Learning Teaching Academy

"Community Partner Reflections." Service-learning grant recipients and previous community partners discussed the community partners' experiences with and perspectives on service-learning.

"Student Reflections." Service-learning grant recipients and students who had taken prior service-learning courses discussed students' experiences with and perspectives on service-learning.

"Faculty Reflections." Service-learning grant recipients and prior service-learning faculty discussed previous experiences and advice for faculty new to service-learning.

New Faculty Workshops

"Classroom Management," by Dr. Gray Kane. This event promoted knowledge of the following:

• how to manage potentially disruptive situations without escalating tensions
• how to determine whether to speak with a student about attitudes or behaviors
• how to determine what type of referral a student needs
• how to identify behaviors or characteristics that indicate students in distress
• how to handle a disturbance in class

"Teaching Students with At-Risk Characteristics," by Dr. Gray Kane. This event promoted knowledge of the following:

• four at-risk characteristics
• three strategies to overcome at-risk characteristics
• at least two ways to emphasize relevancy of course content
• at least two ways to increase student responsibilities without creating menial tasks
• at least two ways to promote a sense of community

Collaborative Events

"Teaching and Learning: Work Done and Lessons Learned," by Dr. Vic Montemayor, Professor of Physics at MTSU; co-sponsored by the College of Science and Mathematics. The event promoted knowledge of the following:

• at least one common but ineffective way faculty spend time with students
• at least two best practices in teaching according to Physics Education Research (PER)
• how those two best practices from PER relate to psychological research on teaching and learning
• at least one best practice from PER that attendees can apply in their courses

"Online Homework: Lessons Learned," by Dr. Diana Mason, Professor Emeritus of Chemistry at University of North Texas, co-sponsored by the Department of Chemistry. The even promoted knowledge of the influence of e-homework systems on mastery, grades, success, knowledge decay, and students' perceptions.

"Workshop on Basics of LaTeX," by Dr. Ramanjit Sahi of the Department of Mathematics, co-sponsored by the Department of Mathematics. The event promoted knowledge of how to design presentations and posters in LaTeX, a particularly useful program for creating presentations with scientific formulas.

"Service-Learning Workshop," by Ms. Tracy Nichols, Ms. Liza Kurtz, and Dr. Gray Kane, co-sponsored by Student Life and Engagement. The event promoted knowledge of the following:

• the definition of "service-learning"
• how to get started in developing a service-learning course
• the importance of planning reflection opportunities
• how to assess service-learning
• at least one way service-learning can improve student success

Teaching Showcase

CoSM Pre-Semester Teaching Showcase, co-sponsored by the College of Science and Mathematics and Academic Affairs. This event promoted knowledge of the following:

• how at least two other departments in the CoSM determine the structure of their core courses
• how at least two professors from other departments teach their core courses
• the reasoning behind a pedagogical decision of least two professors in other departments in the CoSM
• at least one common reason for students not passing core courses in the CoSM
• at least one teaching method that might improve student success in core courses in the CoSM

Fall 2012

Faculty Teaching Program

"Adapting Effective Classroom-Teaching Strategies to Online Teaching," by Dr. Emily Crane of the Department of Music and co-sponsored by Academic Affairs and Distance and Extended Education. The event promoted knowledge of the following:

• key similarities between on-ground and online learning
• effective strategies for engaging online learning
• how to transfer effective classroom teaching strategies to the online classroom
• at least 3 activities for the online learning environment

"Promoting Student Engagement in the Classroom," by Dr. Christine Mathenge of the Department of Geosciences and co-sponsored by Academic Affairs and Distance and Extended Education. The event promoted knowledge of the following:

• the difference between engaged and unengaged students
• at least 2 approaches to engaging students
• the challenges to the presented approaches

"Body-Mind Connections: An Exploratory Workshop on the Role of the Body in Classroom Learning," by Dr. Jill Eichhorn of the Department of Languages and Literature and co-sponsored by Academic Affairs and Distance and Extended Education. The event promoted knowledge of the following:

• neuroscientific research connected to movement and learning
• the impact of body-mind connections in learning
• the impact of shifting the current paradigm of education
• at least one activity to try in the classroom

"Motivating Millennial Students with Online Quizzes," by Dr. Tom O'Connor of the Department of Criminal Justice and Public Management and co-sponsored by Academic Affairs and Distance and Extended Education. The event promoted knowledge of the following:

• how to assess Millennial student motivations
• ways to fit teaching and learning
• tailoring online quiz questions
• making learning fun

"The Exciting Mathematics Classroom," by Dr. Folashade Agusto of the Department of Mathematics and Statistics and co-sponsored by Academic Affairs and Distance and Extended Education. The event promoted knowledge of the following:

• the importance of active learning
• types of active learning
• obstacles to active-learning strategies
• ways to overcome the obstacles to active-learning strategies

"Flipping Out with Statistics," by Dr. Stephen Truhon of the Department of Psychology and co-sponsored by Academic Affairs and Distance and Extended Education. The event promoted knowledge of the following:

• the difference between flipped and traditional courses
• a typical exercise for a flipped course
• the factors affecting the success of a flipped course
• the software that can aid in developing a flipped class

"Exploring Classroom Assessment Strategies," by Dr. Karen Meisch of the Department of Biology and co-sponsored by Academic Affairs and Distance and Extended Education. The event promoted knowledge of the following:

• how to identify personal goals for student learning
• the benefits of utilizing Classroom Assessment Techniques (CAT's)
• some common CAT's
• how to determine which CAT to use

"Effective Lecturing," co-sponsored by Academic Affairs and Distance and Extended Education. The event promoted knowledge of the following:

• at least two factors impeding student memory during lectures
• at least two factors that can aid student memory in lectures
• at least two organizational structures for lectures
• the importance of using organizational signals in lectures
• the importance of variation in a lecture

"Flipped-Classroom Design," by Drs. Mercy Cannon and Ellen Smyth and co-sponsored by Academic Affairs and Distance and Extended Education. The event promoted knowledge of the following:

• the meaning of "flipped-classroom design"
• different ways of implementing flipped-classroom design
• potential benefits of flipped-classroom design
• how to generate ideas for "flipping" a course

"Classroom Technology," co-sponsored by Academic Affairs and Distance and Extended Education. FTP members discussed the following:

• how to promote student involvement,
• how to instantly survey student attitudes or perceptions,
• how to correct misunderstandings in real time,
• how to deliver a self-paced assessment, and
• how to encourage peer instruction.

"Active-Learning Opportunities," co-sponsored by Academic Affairs and Distance and Extended Education. FTP members reflected on their favorite active-learning activities, researched a new active-learning activity to try, and discussed active-learning activities with their colleagues.

"Ideas from Cognitive Psychology," co-sponsored by Academic Affairs and Distance and Extended Education. FTP members discussed Daniel Willingham's Why Don't Students Like School? and an excerpt from Susan A. Ambrose et al.'s How Learning Works.

"Diversity of Learning Styles," co-sponsored by Academic Affairs and Distance and Extended Education. FTP members discussed the following:

• how to accommodate cultural diversity in a course
• how to accommodate non-traditional students in a course
• how to accommodate first-generation college students in a course
• how to accommodate low-income students in a course
• how to accommodate students with un-diagnosed disabilities in a course

"Preventative Measures for Academic Dishonesty," co-sponsored by Academic Affairs and Distance and Extended Education. FTP members discussed the following:

• reasons other than dishonesty for students' "cheating"
• reasons for treating less egregious forms of plagiarism as learning opportunities
• course contributors to academic dishonesty
• strategic solutions to prevent academic dishonesty
• how to confront a student with accusations of academic dishonesty

"Classroom Management," co-sponsored by Academic Affairs and Distance and Extended Education. FTP members discussed their responses to various classroom-management scenarios, their experiences in the classroom, and different classroom-management strategies.

"Classroom Assessments," co-sponsored by Academic Affairs and Distance and Extended Education. FTP members discussed the following:

• how student involvement with grading criteria can affect ownership over the learning process
• how to assess the effectiveness of course-delivery methods
• how to develop measurable learning objectives
• the difference between "learning objectives" and "student learning outcomes"
• the importance of intentionally designing student learning

"Teaching Goals," co-sponsored by Academic Affairs and Distance and Extended Education. FTP members reflected on the relationships between their teaching goals and what transpires in their courses.

New Faculty Workshops

"Academic Policies and Advising Tools," by Mark Gray, Kacie Hutson, and Lorneth Peters. This event promoted knowledge of the following:

• the university advising structure and policies
• the differences in developmental advising and course-registration advising
• how to use an advising syllabus in the advising process as a teaching tool
• how to interpret information on a student's One Stop Advising Page and academic transcript
• how to interpret a degree evaluation and the Degree Compass course recommendations program

"Course Design and Assessments," by Dr. Gray Kane, co-sponsored by Academic Affairs. This event promoted knowledge of the following:

• how assessment strategies can reduce the likelihood of academic dishonesty
• how assessment strategies can improve student learning
• how assessment strategies can improve the sense of classroom community
• how assessment strategies can improve the effectiveness of course delivery
• the value of assessments

Collaborative Events

Fall Composition Workshop: "Repeatable Online Quizzes," by Dr. Gray Kane; co-sponsored by the Dept. of Languages and Literature.

Provost Lecture Series: "Intended Audience and Critical-Thinking Skills," by Dr. Gray Kane; co-sponsored by the Dept. of Languages and Literature. This event promoted knowledge of the following:

• the value of an audience-based teaching strategy
• how to develop an audience-based teaching strategy
• how an assigned audience can affect students' critical-thinking skills
• how to devise an intended audience that can help a student develop critical-thinking skills
• common student responses to an assigned reader

"Service-Learning Training for Faculty," by Dr. Clark Maddux; co-sponsored by Student Life and Engagement. The event promoted knowledge of the following:

• APSU's definition of "service-learning"
• how to develop service-learning activities that fulfill an identified course objective
• how to identify community needs that service-learning can fulfill
• what "reflection" means in service-learning
• how to develop reflection activities for a service-learning course

Pre-Semester Composition Workshop: "Intended Audience and Critical-Thinking Skills," by Dr. Gray Kane; co-sponsored by the Dept. of Languages and Literature. This event promoted knowledge of the following:

• the value of an audience-based teaching strategy
• how to develop an audience-based teaching strategy
• how an assigned audience can affect students' critical-thinking skills
• how to devise an intended audience that can help a student develop critical-thinking skills
• common student responses to an assigned reader

Pre-Semester Composition Workshop: "Panel: Teaching Online Classes," by Pamela Magrans and Drs. Clark Maddux, David Major, and Gray Kane; co-sponsored by the Dept. of Languages and Literature.

Other Events

"Flipped-Classroom Design," by Drs. Mercy Cannon and Ellen Smyth. The event promoted knowledge of the following:

• the meaning of "flipped-classroom design"
• different ways of implementing flipped-classroom design
• potential benefits of flipped-classroom design
• how to generate ideas for "flipping" a course

"Experiences with Flipped-Classroom Design," by Drs. Mercy Cannon of Languages and Literature and Ellen Smyth of Mathematics. The event promoted knowledge of the following:

• the meaning of "flipped-classroom design"
• different ways of implementing flipped-classroom design
• potential benefits of flipped-classroom design
• how to generate ideas for "flipping" a course

Spring 2012

Faculty Leadership Program

"Shadow Day," co-sponsored by Academic Affairs and Center for Extended and Distance Education. FLP members shadowed an administrator of their choice and then discussed their experiences.

"Project Conclusions," co-sponsored by Academic Affairs and Center for Extended and Distance Education. FLP members evaluated each other's projects and methods for developing them.

"Developing Satellite Campuses," by Julia McGee; co-sponsored by Academic Affairs and Center for Extended and Distance Education. FLP members met at the Highland Crest to learn about and discuss the steps involved in the development of satellite campuses.

"MTSU's Center for Women and Nontraditional Students"; co-sponsored by Academic Affairs and Center for Extended and Distance Education. FLP members met with Anne Fraley, Interim Director of MTSU's Center for Women and Nontraditional Students, to learn how another university promotes nontraditional-student engagement.

"The University Budget," by Mitch Robinson, Sonja Stewart, and Andrew Shephard-Smith; co-sponsored by Academic Affairs, Center for Extended and Distance Education, Finance and Administration, and Grants and Sponsored Research. FLP members learned about and discussed the university's budget and the importance of grants.

"Nontraditional Students," co-sponsored by Academic Affairs and Center for Extended and Distance Education. FLP members met with Dr. Tucker Brown and various members of Alpha Sigma Lambda, the nontraditional student honor society, to learn about and discuss the needs of nontraditional students.

"Team Projects," co-sponsored by Academic Affairs and Center for Extended and Distance Education. FLP members finished their team projects and prepared their presentations.

"Developing the Service-Learning Initiative," by Dr. Clark Maddux and Liza Kurtz; co-sponsored by Academic Affairs, Center for Extended and Distance Education, and the Service-Learning Office. FLP members studied the leadership issues behind the development of the service-learning initiative.

"Team Projects," co-sponsored by Academic Affairs and Center for Extended and Distance Education. FLM members worked on their team projects.

"Developing the PASS Program," by Kay Haralson; co-sponsored by Academic Affairs and Center for Extended and Distance Education. FLP members learned about and discussed the leadership issues behind the development of the PASS program.

"Developing Student Access and Opportunities," by Lynette Taylor and Dr. Chris Gentry; co-sponsored by Academic Affairs, Center for Extended and Distance Education, the Office of Disability Services, and the Office of Undergraduate Research. FLP members learned about and discussed the leadership issues behind the Office of Disability Services and Undergraduate Research.

"Assessment-Based Initiatives," by Melissa Hunter; co-sponsored by Academic Affairs, Center for Extended and Distance Education, and Institutional Research and Effectiveness. FLP members learned about and discussed the value of assessment data in developing initiatives.

"Cultural Center Development," by Henderson Hill and Daisy Torres; co-sponsored by Academic Affairs, Center for Extended and Distance Education, African American Cultural Center, and Hispanic Cultural Center. FLP members learned about and discussed the leadership issues behind cultural-center development.

"Strengths Quest," by Dr. Melissa Gomez and co-sponsored by Academic Affairs and Center for Extended and Distance Education. FLP members learned about and discussed their StrengthsFinder talents. This event promoted knowledge of the following:

• an understanding of one's own StrengthsFinder talents
• how to apply one's StrengthsFinder talents to work
• how to recognize when one uses StrengthsFinder talents
• how to recognize other people's StrengthsFinder talents
• how knowing one's strengths can impact effectiveness as a campus leader

"Developing Leadership," co-sponsored by Academic Affairs and Center for Extended and Distance Education. FLP members reflected on their own leadership attributes.

New Faculty Workshops

"Degree Compass," by Mark Gray, co-sponsored by Academic Affairs. This event promoted knowledge of the following:

• the development and use of Degree Compass
• the new Degree Compass updates
• the Academic Alert program
• the advisor's role in Academic Alert
• the online undergraduate bulletin

"Learning Styles," by Dr. Gray Kane, co-sponsored by Academic Affairs. This event promoted knowledge of the following:

• what is a "learning style"
• different types of learning-style inventories
• how to accommodate different learning styles
• the debate surrounding learning-styles inventories
• why to design content delivery for different learning methods

"Advising as Teaching," by Kacie Hutson, co-sponsored by Academic Affairs. This event promoted knowledge of the following:

• the concept of advising as teaching
• theories supporting advising as teaching
• the impact of the advisor on student success
• 6 components of advising as teaching
• the value of advising as teaching

"Clicker Pedagogy," by Dr. Gray Kane, co-sponsored by Academic Affairs. This event promoted knowledge of the following:

• the potential benefits of using a classroom response system when teaching
• at least two reasons not to ask excessive recall questions with clickers
• at least two ways to use clicker questions to promote higher-order thinking skills
• at least two ways to use clicker questions to promote student engagement with course content

"Intrusive Advising and Advising Liaison Snapshots," by Mark Gray, co-sponsored by Academic Affairs. This event promoted knowledge of the following:

• the intrusive advising model
• benefits of using intrusive advising
• Title III Faculty Advising Liaison Program
• the difference in retention between all APSU first-year, full-time students and Title III targeted students
• trends reflected in first-year, full-time students' responses to campus-wide advising survey

"Preventing Academic Dishonesty," by Dr. Gray Kane, co-sponsored by Academic Affairs. This event promoted knowledge of the following:

• at least two causes of unintentional plagiarism
• at least two different cultural perspectives on plagiarism
• at least two ways that Millennial ideology can promote unattributed appropriations
• at least two course contributors to decisions to cheat
• at least two strategies to reduce the likelihood of cheating

RASI Teaching Academy

"Teaching Strategies and Project Closeout Report," by Dr. Gray Kane for Revitalization for Academic Success Initiative Awardees. This event promoted knowledge of the following:

• the ten teaching strategies that Title III documents
• which of the ten teaching strategies RASI teams have incorporated
• how to construct a RASI Assessment Report

"IRB," by Dr. Doris Davenport for Revitalization for Academic Success Initiative Awardees. This event promoted knowledge of the following:

• the purpose of IRB review
• how to write an IRB application
• how to construct the Statement of Informed Consent
• that the instructor of record cannot have access to the signed Statements of Informed Consent until after having submitted final grades

"Assessments," by Dr. Gray Kane for Revitalization for Academic Success Initiative Awardees. This event promoted knowledge of the following:

• the difference between formative and summative RASI assessments
• how to determine what to assess
• how classroom assessment techniques can help improve course delivery
• at least one classroom assessment technique that can improve a RASI pilot
• the requirements for RASI assessments

Faculty Advisor Training

"Advising Liaison Program Snapshots," by Mark Gray, Kacie Hutson, and Cindy Ellis. This event promoted knowledge of the following:

• the total number of contacts and average number of contacts per student in the Fall semester
• the modifications to the schedule and reporting form for required contracts in the Spring semester
• peer advisor responsibilities and activities in the Fall semester
• the peer advisors' total number of contacts and average number of contacts per student in the fall semester
• the goals of the Advising Liaison Program and Peer Advising Program for the Spring semester

Collaborative Events

"Caring for Military Families: From the Community to the Classroom; Part III: Veterans in Our Community and Classrooms," by Rebecca Townsand; co-sponsored by the Office of the President, Business Office, Office of Disability Services, and the Military Student Center.

"Caring for Military Families: From the Community to the Classroom; Part II: The Invisible Wounds of War," by Rebecca Townsand; co-sponsored by the Office of the President, Business Office, Office of Disability Services, and the Military Student Center.

"Caring for Military Families: From the Community to the Classroom; Part I: Veterans in Our Community and Classrooms," by Rebecca Townsand; co-sponsored by the Office of the President, Business Office, Office of Disability Services, and the Military Student Center.

NACADA Webinar: "Legal Implications of Academic Advising"; co-sponsored by Distance and Extended Education.

Pre-Semester Composition Workshop: "Intended Audience and Critical-Thinking Skills," by Dr. Gray Kane, co-sponsored by the Dept. of Language and Literature. This event promoted the following:

• the value of an audience-based teaching strategy
• how to develop an audience-based teaching strategy
• how an assigned audience can affect students' critical-thinking skills
• how to devise an intended audience that can help a student develop critical-thinking skills
• common student responses to an assigned reader

"Q&A on Disruptive Classroom Behavior" with Dr. Lowell Roddy, Director of Student Counseling Services, and Greg Singleton, Dean of Students and Associate VP of Student Affairs; co-sponsored by Student Counseling Services, Office of Student Affairs, the Department of Mathematics, and the Department of Computer Science and Information Technology.

Other Events

"i>clicker 2: Showcase of New Features," by Brenda Bravener-Greville of i>clicker.

Fall 2011

Faculty Leadership Program

"Shadow Day," co-sponsored by Academic Affairs and Center for Extended and Distance Education. FLP participants shadowed an APSU administrator of their choice.

"Grants," by Andrew Shepard-Smith and co-sponsored by Academic Affairs, Center for Extended and Distance Education, and Grants and Sponsored Research. This event promoted knowledge of the grant-writing and -administrating process.

"Political Climate of Higher Education," co-sponsored by Academic Affairs and Center for Extended and Distance Education. FLP participants met with State Representative Joe Pitts and Dr. Howard Doty, TBR Faculty Sub-council Chair.

"Creating International Programs," co-sponsored by Academic Affairs, Center for Extended and Distance Education, and International Education. This event promoted knowledge of the following:

• the process for creating a study-abroad experience for APSU students
• APSU faculty experiences with International Education
• APSU student experiences with International Education
• an example of a disciplinary problem during an APSU study-abroad experience
• the emergency-response process in APSU International Education

"Innovative Professor Conference," co-sponsored by Academic Affairs and Center for Extended and Distance Education.

"Distance and Extended Education, Part II," co-sponsored by Academic Affairs and Center for Extended and Distance Education. This event promoted knowledge of the following:

• at least two types of online academic misconduct
• how to use social media
• how to use a multimedia tool in hybrid or online courses
• how to evaluate accessibility of course materials
• how to devise a plan for the use of multimedia in an online course

“Distance and Extended Education, Part 1,” co-sponsored by Academic Affairs and Center for Extended and Distance Education. This event promoted knowledge of the following:

• at least two differences between online and on-ground approaches in achieving course objectives
• at least two ways in which technological tools and techniques relate to student learning outcomes
• at least two components of D2L for achieving specific course objectives
• how to design new learning modules in D2L
• at least two ways to assess the effectiveness of technological tools and techniques in D2L

"Conflict Management," by Dr. Jeffrey Rush, co-sponsored by Academic Affairs and Center for Extended and Distance Education. This event promoted knowledge of the following:

• the five-step hard style of resolving conflict
• how to take the upper hand in most disputes
• the importance of empathy in communication
• the importance of responding rather than reacting
• FLP colleagues' approaches to conflict

"Balancing Home and Professional Lives," co-sponsored by Academic Affairs and Center for Extended and Distance Education. This event promoted knowledge of the following:

• some of the physiological effects of stress
• some of the cognitive effects of stress
• the relationship between stress and organizational culture
• the relationship between stress and time management
• some time-management techniques

"Effective Mentoring of New Faculty," co-sponsored by Academic Affairs and Center for Extended and Distance Education. This event promoted knowledge of the following:

• some gaps that 2nd-year faculty perceive in current APSU mentorship
• important topics to address during mentorship
• the benefits of a mentorship syllabus
• the detriments of a mentorship syllabus
• potential obstacles to mentorship

"Making the Most of Higher Education," co-sponsored by Academic Affairs, Center for Extended and Distance Education, and the GIS Center. This event promoted knowledge of the following:

• common critiques of higher education
• FLP colleagues' critiques of higher education
• the role of the APSU GIS Center
• different ways of organizing campus services
• how to identify gaps in campus services

"Student Leadership," co-sponsored by Academic Affairs, Center for Extended and Distance Education, the Honors College, and the President's Emerging Leaders Program. This event promoted knowledge of the following:

• the role of the APSU Honors Commons
• how PELP functions
• the perspective of PELP students
• the perspective of SGA students
• how student leadership can affect faculty leadership

"Our Students and Their Perspectives," co-sponsored by Academic Affairs, Center for Extended and Distance Education, Institutional Research and Effectiveness, the Counseling Center, the African American Cultural Center, and the Hispanic Cultural Center. This event promoted knowledge of the following:

• APSU student characteristics
• APSU student expectations
• some concerns of underperforming students
• the current state of APSU student mental health
• how student perspectives affect faculty leadership

"What Is Good Leadership?", co-sponsored by the President's Office, Academic Affairs, and Center for Extended and Distance Education. This event promoted knowledge of the following:

• different perspectives on leadership
• skills for academic leadership
• the importance of developing leadership skills
• how to develop one's own leadership skills
• how to inspire leadership in others

New Faculty Workshops

"Teaching Students with At-Risk Characteristics," by Dr. Gray Kane, co-sponsored by Academic Affairs. This event promoted knowledge of the following:

• three at-risk characteristics
• three strategies to overcome at-risk characteristics
• at least two ways to emphasize relevancy of course content
• at least two ways to increase student responsibilities without creating menial tasks
• at least two ways to promote a sense of community

"Advising Tools, Part II," by Mark Gray, co-sponsored by Academic Affairs. This event promoted knowledge of the following:

• how to interpret information on the OneStop Advising Page
• how to make course recommendations based on academic deficiencies
• how to make course recommendations based on test scores
• how to interpret degree evaluation
• how to make course recommendations based on the student course-recommendation system

“Objectives-Based Course Planning,” by Dr. Gray Kane, co-sponsored by Academic Affairs. This event promoted knowledge of the following:

• how objectives-based planning can keep you and your students focused on clearly set goals
• how objectives-based planning can help you empirically measure student performance
• how objectives-based planning can help you develop resources to reduce future course preparation
• how objectives-based planning can help you collect baseline data for future course improvements
• how objectives-based planning can help you collect baseline data for future improvements to the curriculum

“Advising Tools, Part 1,” by Kacie Hutson and Cindie Ellis, co-sponsored by Academic Affairs. This event promoted knowledge of the following:

• how to login and access the Academic Advising Handbook from CTL website and D2L
• how to login and access the supplementary advising materials from CTL website and D2L
• the purpose of providing advisees with an Academic Advising Syllabus
• how to login and access the Sample Academic Advising Syllabus from CTL and D2L
• how to construct individual Student Learning Outcomes

Revitalization for Academic Success Initiative

“RASI Proposal Workshop,” by Dr. Gray Kane. This event promoted knowledge of the following:

• that at least one member of the RASI team has to be the instructor of record
• how the RASI rubric relates to the RASI proposal
• how to emphasize the importance of the RASI project
• how to connect each section of the RASI proposal into a consistent narrative
• how to assess a RASI pilot

Faculty Advisor Training

"Advising Liaison Program Fall Semester 2011 Workshop" by Mark Gray. This event promoted knowledge of the following:

• the Intrusive Advising model for advising at-risk students
• the required number of scheduled contacts to be made and documented
• suggested activities for scheduled advising contacts
• the location and use of referral information and resources
• the peer-advisor-program application process

Collaborative Events

"Service-Learning Training," by Dr. Clark Maddux; co-sponsored by Student Life and Leadership. This event promoted knowledge of the following:

• APSU's definition of "service-learning"
• how to develop service-learning activities that fulfill an identified course objective
• how to identify community needs the service-learning can fulfill
• what "reflection" means in service-learning
• how to develop at least two reflection activities for a service-learning course

"Service-Learning Training," by Dr. Clark Maddux; co-sponsored by Student Life and Leadership. This event promoted knowledge of the following:

• APSU's definition of "service-learning"
• how to develop service-learning activities that fulfill an identified course objective
• how to identify community needs the service-learning can fulfill
• what "reflection" means in service-learning
• how to develop at least two reflection activities for a service-learning course

"Faculty Service-Learning Luncheon" by Liza Kurtz and Dr. Gray Kane; co-sponsored by Student Life and Leadership. This event promoted knowledge of the following:

• what is "service learning"
• the benefits of service learning
• types of activities in service learning
• how to structure time for student reflection in service learning
• how to design an effective service-learning course

Other Events

"Preventing Academic Dishonesty," by Dr. Gray Kane. This event promoted knowledge of the following:

• at least three causes of unintentional plagiarism
• at least two different cultural perspectives on Western plagiarism
• at least two ways that Millennial ideology can promote plagiarism
• at least three contributors to decisions to cheat
• at least three strategies to reduce the likelihood of cheating

"Clickers in the Humanities," by Dr. Gray Kane. This event promoted knowledge of the following:

• how clicker questions can promote audience engagement during a presentation
• how clicker questions can facilitate diverse styles of learning (visual, auditory, and kinesthetic)
• how clicker questions can promote higher-order thinking skills
• how clicker questions can guide classroom discussions
• the importance of assessing the effectiveness of a presentation

“Clicker Pedagogy Workshop,” by Dr. Gray Kane. This event promoted knowledge of the following:

• at least two reasons not to excessively use recall questions in the classroom
• at least two ways to use clicker questions to promote higher-order thinking skills
• at least two ways to use clicker questions to promote student engagement with course content
• at least two ways to use clicker questions as a feedback tool
• how clickers can facilitate diverse styles of learning