This event honors the innovative work of students, faculty, nonprofit, government and business partners both in the United States and abroad. It provides a unique opportunity to encourage and foster partnerships and collaborations among universities, colleges and industry while including those who may not normally have a venue for recognition and sharing of ideas, theories, research, evaluations and other societal contributions. This conference is hosted by the International Institute for Innovation Instruction.
Browse poster presentations from 2018 below. View the event program for information on presentations, sponsors, and participants.
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Teaching a More Accurate and Inclusive History of Science
Noah Aydin
Thanks to research on primary sources in the last few decades, we know that some of the most fundamental concepts of modern math and science are a legacy of the medieval Islamic Civilization. These contributions, however, are generally not known and not taught in schools due to an inaccurate narrative of history of science that has been in circulation for a long time. There is a great need to disseminate the accurate information to the general public.
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Fostering Women’s Leadership in the Classroom
Brandy Bagar-Fraley
Women in college suffer from what Elizabeth J. Allen and Mary Madden refer to as “the chilly classroom”: a set of subtle behaviors from both faculty and students that silence and marginalize women in the classroom and prohibit them from developing leadership skills (2006). Without realizing it, faculty can unwittingly impede the development of leadership skills in women.
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Leveraging Paradoxical Tensions: An Ethnographic Case Study of a Private Nonprofit U.S Higher Education Institution
Patrick A. Bennett
Private nonprofit higher education within the United States has experienced unprecedented disruption and discontinuous change over the last several decades. To make matters more difficult, institutions that make up this segment of higher education are not known for their flexibility and adaptability. Recent studies suggest that the benefits and attributes of unit-level ambidexterity help to provide balance between paradoxical tensions and that these coexisting pressures can create strategic agility for organizations. This ethnographic case study describes how the culture-sharing senior leadership team of a private nonprofit U.S. institution of higher education leverages tensions to create strategic agility. The results of this qualitative study yielded six major themes including (a) Fostering a culture that seeks and embraces innovation through paradoxical tensions, (b) Creating a mindset for innovation and growth, (c) Generating collaboration and partnership, (d) Forming teams mindfully and purposefully, (e) Managing tensions positively, and (f) Increasing institutional responsiveness through the creation of flexible capacities. Through the synthesis of the study’s results, along with current research in the area of paradoxical tensions and unit-level ambidexterity, a conceptual model has been proposed. The aim of the proposed conceptual model is to aid in the transferability of the results of this study to other like institutions for the purposes of creating greater strategic agility.
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Entry-Level to Leader
Jeannie Black
This poster explores the concept of building leadership skills in progression from entry-level to leader-level. Each person starts at the entry-level (beginning) and continues building their skillset which sometimes results in a manager or leader. Day (2006) said there are four leadership models: the strong individual, the hierarchy, the pipeline, and collective practices. Day (2000) also noted that there is a difference between leader development and leadership development.Leader development focused on individual while leadership development focused on social capital.
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Impact of Self-Efficacy on Nursing Students Compassion Toward Others & Self
Rosanna Bumgardner and Dale Hilty
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Community Health Centers Primary Care Physicians’ Asthma Management Perception: A Qualitative Study Regarding Uninsured Patients
Mary Bynum
Purpose: To explore the perceptions of primary care physicians from CHCs in Franklin County, Ohio, regarding factors that contribute to their inability to consistently provide sustainable asthma management services to their uninsured patient population.
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Faculty Development and Student Learning
Barbara Carder
Does faculty development impact student learning? Most faculty in higher education want to improve their teaching skillsets and they participate in the faculty development program offered by their institution. Most faculty also devote time outside of a formal faculty development program to improve their teaching skillsets. What are the impacts of these efforts on student learning?
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Teaching (and Learning) in South Korea
Barbara Carder
The content of the South Korean format is the same as our domestic formats – it provides an introduction to Franklin University and to topics that will assist with a successful start to their educational journey as a Franklin University student. Topics covered include using our learning management system and other technologies, APA, using our library, academic integrity, and working on teams.
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A Year of Faculty Development
Barbara Carder, Leslie Mathew, and Elisha Teague
The Faculty Development Committee (FDC) is a standing committee of the Franklin University Faculty Senate. This committee acts as a representative of the full- and part-time faculty of the university regarding issues related to faculty development. We strive to provide education around the broad topic of faculty development and continuous improvement of our teaching skillsets. Our primary audience is Franklin faculty enterprise-wide; however, we also open up specific events to all Franklin staff.
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CBUSSTUDENTHACK: Innovation and Inspiration for Everyone
Chumbo Chu
CBusStudentHack is a 7-week programming contest organized by Franklin University for High School students around the Central Ohio region. The event aims at promoting computer science education and providing High School students with 21st century skills needed for college and career readiness. Since its inception in 2015, this event has attracted a lot of students to learn, design and develop mobile apps to solve problems relevant to their own life and make a difference in the community. Enrollment has grown significantly and tripled only in three years. The impact of this event is beyond getting students to write computer programs. It provides an opportunity to engage young students in technology education, to bring Computer Science to underrepresented groups, to empower students to bring their creativity to life, and to discover the fun and beauty in solving real problems with computing.
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To increase global awareness in the Columbus region
Columbus Council on World Affairs
The Council is a non-partisan, non-profit organization founded in 1975 to serve three sections of the Columbus community: business, academic and civic. The Council fosters a community that aspires to be well-informed about critical international issues as they affect the world, nation and local regions, and then to use said information to affect meaningful change.
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Experiential Learning: Practicing Real World Financial Planning
Anta Diao and Martina Peng
Experiential learning plays a critical role on reinforcing knowledge learned from textbooks and apply it in the real world scenarios. This internship provides a financial planning major student with valuable learning experiences at one of the major financial planning firms in the Columbus area. During the internship, the student learned to use the financial planning software, investment platform and client management system. Additionally, the student participated in client meetings and worked with various teams focusing on different aspects in financial planning.
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To Frame or Not to Frame: Improving Goal Setting
Alexander Dontre
Goal setting is a fundamental mechanism used to enhance performance and to promote individual and organizational achievement. Accordingly, developing ways to improve goal effectiveness can be a valuable endeavor. This project proposes that the way in which goals are framed should be positively correlated with success rates. New Year's resolutions were determined to be framed either positively or negatively, and then compared to the self-reported success rates. The study results confirmed that goals with positive framing resulted in higher success rates than did goals with negative framing.
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Two Simulated ICU Rooms Rated by BSN Students: When Patient Cannot Speak
Theresa Cragen Draher and Dale Hilty
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No Tenure, No Benefits, No Autonomy, No problem?
Nicole Duttlinger
Higher Education continues to rely on adjunct faculty as most of their teaching force, and largely ignores their levels of satisfaction. As faculty have the most direct line to students on a regular basis, it should be determined if adjunct faculty are satisfied with various aspects of their jobs. Additionally, to aid the large adjunct faculty teaching force, higher education institutions are implementing centralized curriculum at higher rates particularly in online courses. These courses may erode instructional autonomy which may negatively influence faculty satisfaction. Therefore, the purpose of this study is to determine if the use of centralized curriculum erodes instructional autonomy and if that leads to less satisfied faculty.
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The Brain as CEO: Teaching Neuroleadership
Ray Forbes
Recent advances in the brain sciences have opened a window of opportunity for organizational leadership. For example, neuroscientists have determined that the prefrontal cortex of the brain is closely associated with the highest orders of human functioning such as planning, decision-making, control of attention and self-monitoring. This area of grey matter has also become a vivid metaphor for the primary executive or leadership role in business, the Chief Executive Officer or CEO. The burgeoning discipline of Neuroleadership attempts to apply the findings of relevant brain research to the field of leadership studies. A primary educational challenge is how to best translate the rapidly expanding neuroscience research findings into form and substance that can improve the performance of live human leaders in complex organizational settings. The Managerial Psychology course in Franklin University’s MS in Business Psychology program explores the new Neuroleadership field and offers its students insights, tools, and techniques for immediate application.
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Applying Project Management Strategies in a Large Curriculum Conversion Project in Higher Education
Joel Gardner, Patrick Bennett, Niccole Hyatt, and Kevin Stoker
Higher education is undergoing great changes that require universities to adapt quickly, and making these changes can be difficult. One discipline that can aid in executing change is project management, which has developed a set of clear processes and strategies for completing initiatives quickly and effectively. Several authors have identified project management competencies as key in the practice of instructional design. However, in our experience it can be difficult to operationalize project management, particularly in instructional design projects that are large in scope and require a quick turnaround. In this case study, we describe our response to an immediate need to convert 53 courses from a 15-week to a 12-week format. We share the project management processes, strategies, and technologies we used to plan, organize, and lead this large course conversion project. We share our experiences working with organizational culture, collaborating with busy faculty, and hiring part-time designers and content experts. Finally, we share our own best practices for managing and leading large, multi-course instructional design projects.
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Implemention of Revised Clinical Performance Evaluation Tool in a Baccalaureate Nursing Program: Based on Literature Review, Statistical Analysis & Faculty-Student Feedback
Frieda Gill, Dale Hilty, and Erin Dougherty
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Girls on the Run: Longitudinal findinds inform transformational learning and leadership
Girls on the Run of Central Ohio
Afterschool programs have the potential to teach positive social, psychological, and physical skills to youth participants, but these benefits are not an automatic consequence of mere participation. Evidence-based research evaluating programs is necessary to determine magnitude of impact and explanations for positive season-long change. This study used a rigorous approach to evaluate the effectiveness of Girls on the Run on youth development, including competence, confidence, connection, character, caring (5Cs), and health outcomes. Because Girls on the Run (GOTR) is a positive youth development program, it was also important to assess if life skills were learned and transferred to other social situations. To accomplish study purposes, we asked two main questions: 1. Do Girls on the Run participants differ from a comparison group of girls not in Girls on the Run on developmental outcomes and life skills? 2. Do Girls on the Run participants show improvements from pre- to post-season on developmental outcomes and retain improvements three months after season’s end?
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Assessment of BSN Student Attitudes Toward Patient Education & Three Patient Education Scenarios
Tina Harkless, Dale Hilty, Kristin Partee, and Hope Schmidt
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Using Visual Images to Teach Variability in a BSN Statistics Course
Dale Hilty
In educational interventions, Hilty and colleagues (Gish &Hilty, 2018; Hilty, 2017; Hilty, Gish, Gill-Rocha, 2017a, 2017b; Hilty et al., 2017c; Hilty et al., 2018a, 2018b, 2018c, 2018d, 2018e, 2018f) have evaluated teaching strategies for increasing student self-efficacy in relation to statistics. One teaching strategy intervention involved RN Faculty offering 20-minute presentations in their expert areas. A hypothetical database was created based on the RN presentation demostrating the relationship between the field of nursing and statistics. The database was analyzed using an inferential test(s), and students interpreted the findings (Hagen, Awosoga, Kellett, & Dei, 2013; Neuman, Hood, & Neumann, 2013). The findings of these educational interventions were statistical significant (p<.05).
