ISETL Innovate! – Conference Schedule

Session 1 - Active Learning

To reflect the technology-rich world that our students now inhabit, educators are increasingly considering how educational technology tools can be used to support, extend, and transform our teaching. In this interactive presentation, I focus on audience-response tools and how audience-response activities can be meaningfully integrated into our teaching to accomplish specific pedagogic goals. I explain my purpose-driven approach to the use of audience-response tools, discuss the central role that teachers play in designing the learning experience for students, and give concrete examples of how I have used audience-response activities in my classes to serve a range of very different purposes.

Dr Ramona Tang (Presenting)
National Institute of Education, Nanyang Technological University, Singapore, Singapore

Through a panel discussion, students will share (and the professor will moderate) the structure, outcomes, and learning take-aways of a senior seminar about community needs assessment (CNA) that scaffolds information and lessons through the use of a carefully crafted, semester-long hypothetical and additional materials such a mock data sets and focus group reports. The students will discuss their teamwork and how they moved step-wise through the development and execution of a complete CNA. By using a hands-on case study approach, students learned theoretical underpinnings, statutory basis, and approaches for conducting CNA resulting high-caliber reports and presentations.

Teaching Associate Professor J. Zoe Beckerman
George Washington University Milken Institute School of Public Health, Washington, DC, USA

Session 2 - Assessment/Evaluation

This action research reports on an intervention aiming at enhancing students’ assessment literacy through engaging them in digitally-enhanced feedback. The case study was conducted with 18 students in a teacher education program, participating in a Media Literacy course, during the Corona pandemic in three phases. Data were collected both from instructors and students. The results were coded in MAXQDA thematically. Issues related to reliability, affective factors, as well as the effectiveness & challenges of using digital feedback in online courses will be discussed in the light of the findings.

Dr Sima Caspari-Sadeghi

University of Passau, Passau, Bayern, Germany


Professor. Dr. Maximilian Sailer
University of Passau, Passau, Bayern, Germany


Simone Jung
University of Passau, Passau, Bayern, Germany


As the COVID 19 pandemic impacted the world in all daily-living and work aspects, it has affected the higher education landscape in numerous ways such as shifting to remote teaching across campuses nationwide, faculty and staff isolation, enhanced stress and anxiety among students, staff and faculty, alike and finally initiation and implementation of administrative policies for course modifications (even if they were originally distance learning courses and /or hybrid courses). The purpose of this project was to demonstrate quantitative and qualitative student assessment outcomes from a shift from an e-hybrid service learning based course to an extreme e-service learning course.

Associate Professor & Graduate Coordinator , Health Education/Promotion Amar S Kanekar

University of Arkansas at Little Rock, Little Rock, Arkansas, USA

Assistant Professor of Public Administration Derek Slagle
University of Arkansas at Little Rock, Little Rock, AR, USA

Session 3 - Learner Engagement

In preparing students for the professional world, theory to practice teaching is needed as it mirrors the professional world work arena. To emulate the professional world work arena immersion courses are developed whose exercises and class culture, by their very nature, engage students and foster participation. This session will discuss specific methods to create this class culture and multiple exercises.

Joan Kiel
Duquesne University, Pittsburgh, PA, USA

SIMPACT immersive learning is a mixed reality process that utilizes avatars and live actors to enhance skill-building. SIMPACT can be used in most subject matters in higher education to help students practice communication and skill-building. This session will demonstrate simulation, explain how it can be applied in various contexts, and share how different universities are engaging and affording simulation in their programs.

Dr. Wendy W. Murawski
California State University Northridge, Northridge, CA, USA
Dr. Ashley Ireland (Presenting)
Loyola Marymount University
T. McPetrie

Session 4 - DEI Course Design

Engaging online and hybrid adult learners through the identification of purposeful strategies supports inclusive instructional practices. By acknowledging tools and resources, and allocating time and space for simulated in-class experiences matching the online experience, hyflex learners can strategically connect and participate in course activities which promote the value of inclusivity. Quality-driven online instruction relies upon: modeling tools that are user-friendly and driven by sound pedagogy (Pollacia & McCallister, 2019), peer-review (Shattuck, 2012), and instructional strategies prompted by student engagement (Bartlett, 2022). The assessment of student learning outcomes and institutional commitment also aid in the development of online programs (Legon, 2015).

Faculty Scholar, Assistant Teaching Professor Carrol L Warren
North Carolina State University, Raleigh, NC, USA
Faculty Scholar, Associate Teaching Professor Michelle E Bartlett
North Carolina State University, Raleigh, NC, USA

Microaggressions are subtle, but insidious, acts that can leave students feeling disconnected and devalued from their peer group. In this session, participants will learn about different types of microaggressions and how to address them effectively in a learning environment. As the sociopolitical climate of the country has shifted and increasing incivility occurs in educational settings, professors need tools to recognize microaggressions, address the behavior promptly, and maintain expectations for students’ behavior and comportment.

Dr. Keonya C. Booker
College of Charleston, Charleston, SC, USA

Session 5 - Cutting Edge

Based on a three-phased study of 1054 participants, this panel introduces “LEADERGOGY”, a set of innovative teaching and learning methods for adult leaders in a leader development course. The study findings uncovered five themes: connection before content, student-centered facilitation, adaptable structure, and a deliberately orchestrated learning environment that creates a unique learning experience. The themes were overlaid with an interdisciplinary collection of existing frameworks and produced three distinct models as a blueprint for leader development courses: A Pinnacle of Standards, The Sharing-Thanking-Resonating (S-T-R) Zone, and Boundary, Authority, Role, Task, Purpose, and Relationships (BART-PR) Methodology for Teaching and Learning.

Dr. John M Hinck
Air University, Montgomery, AL, USA
Dr. Steven B. Davis
Air University, Montgomery, AL, USA
Dr. Derrick Iwanenko
Air University, Montgomery, AL, USA
Dr Robert S Hinck
Air University, Montgomery, AL, USA
Col Kathryn R Cantu
Air University, Montgomery, AL, USA
Col Brian K Wong
Air University, Montgomery, AL, USA

Generation Z students are described as our first “digital natives” who have grown up typing with their thumbs and tuning out school-based interactions that do not capture their short attention spans. Gen Z students are seeking instructional models that combine world-class online learning environments with in-person engagement. One frequently overlooked strategy for establishing social presence and a sense of community within remote learning is the use of humor. This session provides easily implemented strategies to assist instructors in giving their online courses a digital personality makeover while providing relatability, caring, and social emotional learning, which is critical for Gen Z.

Dr John A. Huss
Northern Kentucky University, Highland Heights, Kentucky, USA