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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Preliminary Investigation of Continuous Self-Improvement, Mindfulness, & Positive Thinking
Dale Hilty, Macala Schirtzinger, and Alyssia Sciandra
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Preliminary Investigation of Continuous Self-Improvement, Anger, & Self-Efficacy
Dale Hilty, Ann Smith, Alyssa Fravel, and Mickey Allton
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Psychometric Investigation & Measurement of Hunger & Pleasure
Dale Hilty, Michelle Wagner, and Keirston Maybury
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Nursing Panel and Innovative, Interdisciplinary, Collaborative Non-Nursing Course Teaching Strategy
Dale Hilty, Michelle Wagner, and Maria G. Moser Arteaga
The innovative, interdisciplinary, collaborative teaching strategy is the Nursing Panel (NP) intervention. In the Cultural Competence in Healthcare course, this teaching strategy was designed by social sciences professor. The NP Intervention invites traditional and accelerated Bachelor of Science in Nursing (BSN) students to ask questions of full-time Registered Nurse (RN) Faculty regarding cultural and nursing profession topics. Four RN Faculty share information and professional stories in an engaging, interactive format.
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Quantitative Analysis of Nursing Panel Teaching Strategy for Non-Nursing Courses
Dale Hilty, Michelle Wagner, and Maria G. Moser Arteaga
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Cyberwarfare and Law Enforcement: Top 5 Things to Know
Andy Igonor, Jonathan McCombs, and Taylor Rosecrans
Cyberwarfare has been dubbed the third world war. If you have been following the news media, then you know it is practically here; nations spying on each other, allegedly meddling in elections or even in their democratic processes. So what is the role of Law Enforcement in this? What should Law Enforcement know, in order to deal with Cyberwarfare?
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The Use of Social Media In Marketing
Kusaie Itayyem
Technology has evolved tremendously over the years. Around 2010, it exposed us to a new way of communication which we call Social Media. Social Media is used in many different ways to interact for personal and business purposes. Therefore, many companies use platforms, such as Facebook and LinkedIn to find customers to sell their products.
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Can We Train Cops Virtually? Evaluating the Feasibility of Online, Collaborative, Police Training
Chenelle A. Jones and Alexander C. Heckman
High profile police shootings around the country have caused states and communities to examine how to improve the quality of policing. For example, reports from expert panels convened by Ohio’s Governor and the Ohio Attorney General both recommended expanding law enforcement training requirements as a way to enhance the quality of policing. However, the ability to improve policing through better in-service faces two key obstacles: - Lack of resources: Most police departments do not have the personnel or financial resources to provide regular, high quality training . Eighty-seven percent of police departments have 25 or fewer officers, which means they often lack the expertise and shift coverage to provide regular training during work shifts. -Variable quality of training: Additional training requirements will not improve policing if the training is not high quality and does not focus on application in real-world contexts. Yet, in-service police training often involves sitting in a room listening to a lecture with little or no assessment or application of learning. It is well-established that lecturing is one of the least effective teaching methods and is not well-suited to teaching application in real-world situations.
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Improving Nutrition ATI Scores Via Lecture, Class Presentation, & Clinical Intevention Stategies
Miranda Knapp, Dale Hilty, Larissa Brophy, and Michelle Hanson
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Catalyzing Creativity in Learning: Making Creativity Visible
Jennifer Lehe
Making Creativity Visible was a three-year investigation into creativity in learning, led by the Columbus Museum of Art in collaboration with area teachers, and funded by the Institute of Museum and Library Services. The museum- and school-based educators of the Making Creativity Visible initiative co-investigated “What does creativity look, sound, and feel like throughout the learning process?” and “How can creativity be modeled, fostered, and assessed in PreK-12 environments?” Summative evaluation showed that teachers who participated in MCV workshops or more sustained collaboration through MCV clearly articulated a range of dominant impacts, including increased ability to foster creativity and identify it, changed attitudes about the role of creativity in learning, increased ability to communicate about and interest in advocating for creativity. This audience also reported their involvement in MCV trainings having a positive impact on their students’ ownership of their own learning, ability to recognize their own learning when it is happening, deeper engagement and motivation, comfort with ambiguity, and ability to collaborate, take risks, and persevere. While summative data show greater impacts for teachers who participated in more MCV workshops, data show a positive impact even on the PreK-12 teacher audience who participated in no MCV trainings, but used tools from the distributed resource kit within a two-month period.
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CHAOS!
Scott McChesney
Deadly school violence continues to dominate our headlines year after year. This modern horror profoundly scars our hearts and launches national political debates, state/federal legislation, and billions of dollars in technology and facility upgrades. Yet deadly attacks seem to grow more frequent despite wide-scale safety efforts. Our solutions are not working so we need to revisit our assumptions. It is time to break our habit of throwing money at ineffective solutions and return to fact-based risk assessment and mitigation.
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Who Owns the Questions?
Roberta Niche
When instructors are the only ones asking questions, students miss out on important opportunities to deepen their learning and reflect on their understanding. Instructors and instructional designers must create an environment where learners create, organize, refine, and answer their own questions. They must help learners develop a robust “questioning toolkit” (McKenzie, 1997) and allow them to take greater ownership of their learning, deepen comprehension, and make new connections and discoveries on their own (Rothstein & Santana, 2011)
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Authentic Learning: A Reflection of Bicycle Adventure
David Ni and Gavin Ni
The purpose of this showcase is to demonstrate the importance of holistic, significant, and authentic learning experience. We also intended to provide a framework to assist instructors and parents to carry out enriched, authentic adventure learning.
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Evaluation of Quality Matters Certified Courses Using the Null Hypothesis
Jami Nininger and Dale Hilty
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Influences of Evidence-Based Online Course Design Using Quality Matters Comparing Certified & Non-Certified Courses
Jami Nininger and Dale Hilty
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Instructional Coaching in Higher Education
Meghan B. Raehll
Instructional coaching is prominent in K-12 education and was bolstered in the United States due to federal support of professional development to improve student learning. Yet, despite the rise in use of instructional coaches in k-12 education, institutions of higher education ofeten do not utulize instructional coaching, or, if they do, it is not holistically integrated into an entreprise-wide support program that fosters continuous instructional improvement. As a result, the following proposal offers key insights into whta instructional coaching entails and how it might be effectively intergated into higher education.
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Assessing the Effectiveness of Developmental Education
Blake J. Renner
Purpose: Determine the relationship between developmental education programs in West Virginia four-year higher education institutions and the success of the students in these programs, as measured by bachelor’s degree completion and the number of years required to complete the degree program.
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Mitigating Student Learning Burnout
Kelly B. Renner
Overview: Individuals in a wide range of occupations, including students, athletes, and the general population, have reported experiencing burnout (Dubuc-Charbonneau & Durand-Bush, 2015; Halbesleben, Osburn, & Mumford, 2006; Maslach, 2003; Salmela-Aro, Näätänen, & Nurmi, 2004). Self-Determination Theory (SDT) is often viewed as the foundation for a plausible explanation of burnout (Cresswell & Eklund, 2005; Lonsdale, Hodge, & Rose, 2009). SDT identifies the satisfaction of basic psychological needs results in optimal human functioning, social development, and personal well-being (Ryan & Deci, 2000). The needs for autonomy, competence, and relatedness are regarded as not only essential, but also universal among humans (Ryan & Deci, 2000).
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The Leader as Servant: Followership to Leadership
Timothy F. Reymann
A paradigm change has been occurring in leadership[p theory over the last 40 years since Servant Leadership was introduced in the 1970's by Robert Greenleaf. For many years academia looked away from including this theory as foundational. In recent years the theory has gained strong attention in academic journals, textbooks and course instruction. Pivotal to the underpinnings of this theory is the concept of the leader as a developer of his or her followers. The challenge for any leader is how to mentor, develop and coach his or her followers through leadership practices that truly develop others. The practice of this involves these behaviors: empowerment, ethical actions, mentoring others, community-wide thinking, trust, humility, and stewardship.
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An Integrated Communications Agency Pilot: Collaborating to Deliver Quality Learning Experiences and Positive Client Outcomes
Autumn Roberts, Brenda Jones, and Daniel Bell
Franklin University faculty piloted a student agency concept in 2017-18, working with client Bonecutter Development, LLC. Work was completed by students with two different models: 1) Course Embedded Group Work, 2) Paid Student Agency Positions. (Please see handout for more details).
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Design & Implementation: Patient Education Skill & Simulation Training for BSN Nursing Students
Kathryn Ross, Jody Gill, and Dale Hilty
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Increasing BSN Student Understanding of Pathology & How the Disease Process Can Effect Multiple Organ Systems
Kathryn M. Ross and Dale Hilty
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Teaching Origami
Monica Salisburry
Ohio Paper Folders is a visual atrs education organization whose participating volunteer artists teach origami all over the state of Ohio. In a time when funding for art programs is being cut nationwide, we are able to offer an affirdable, accessible, and beneficial introduction to the arts through thr practice of origami. By leveraging powerful community relaationships and offering interactive instructional presentations, Ohio Paper Folders is able ot reach and engage students of all ages adn means in a wide variety of venues.
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Combining an Electrical Engineering Undergraduate Degree with an MBA Program
Mehdi Samimy
The relationship between an engineering undergrad degree and MBA as a master program would be an outstanding topic for the analyzing leadership process and see what kind of manager or leader an engineer would eventually become. Alternatively, what would be the relationship between electronic circuits, transistors, and the different pieces of knowledge in engineering with business and management? Although the way of thinking and technique of approaching the same issue could be entirely different between these two types of people, they will come across at the same node when they are thinking critically. We know there are a few different leadership styles that could have a disparate impact on fellow employees based on its characteristics.
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Winding up for improved learning in a doctoral research core course: Integrating a spiral approach with scaffolding
Yuerong Sweetland, Niccole Hyatt, Constance Wanstreet, and Xiaopeng Ni
In a spiral curriculum based on cognitive theory by Jerome Bruner (1960), learners have multiple opportunities to revisit a concept or theme throughout an academic term, accompanied each time with increasing levels of complexity (Johnston, 2012). The spiral curriculum has been shown to produce positive outcomes for student learning, especially when combined with other learning approaches and for subject areas on skill development (Johnston, 2012). This proposal will illustrate how a spiral curriculum, enhanced with multiple scaffolding strategies, help students learn and succeed in a doctoral research core course: MTHD 805 (formerly known as GRAD 805).