2020-2021 Presentations

President David Smith explores how students read their professors as the primary textbook of the course, how our lives as teachers are open books for students to read and learn from. "Be more concerned with your character than your reputation, because your character is what you really are, while your reputation is merely what others think you are."  -John Wooden.

David Caruso is a research affiliate at the Yale Center for Emotional Intelligence, Senior Advisor to the Dean of Yale College and the co-founder of Emotional Intelligence (EI) Skills Group. He is the co-author of the Mayer, Salovey, Caruso Emotional Intelligence Test (MSCEIT) and has provided feedback to thousands of executives. He and colleague Peter Salovey wrote the “how-to” book, The Emotionally Intelligent Manager. He is a co-author (with Lisa Rees) of The Leader’s Guide to Solving Challenges with Emotional Intelligence and he is a co-author of The Anchors of Emotional Intelligence school-based EI training program. He has spoken to executives and has trained thousands of professionals around the world from Brazil to Ireland to China to Russia. Over the years, he has spoken at Lockheed Martin, World Economic Forum, Google, Procore, Sberbank, Yale School of Medicine, US Coast Guard Academy and USCIS. David was a National Institute of Child Health and Human Development pre-doctoral fellow and received a Ph.D. in Psychology from Case Western Reserve University.

The first step toward achieving God’s vision is realizing that you can't do it alone - you need a team. We will look at how your leadership style and calling can provide a powerful foundation to see you and your team succeed – together!

Morally and spiritually, Southern Adventist University is dedicated to scholastic integrity. Consequently, both students and faculty are required to maintain high, ethical Christian levels of honesty (2020-2021 Undergraduate Catalog). If you, as a professor, want to encourage original work, investigate authorship deterring students from submitting assignments that could compromise their academic integrity, you cannot miss this Tech Bytes presentation. Online Campus will be providing a training presentation on how to use Turnitin and its integration to eClass. Join us and become better prepared to face the challenges of today.

In this practical session, faculty will analyze an essential disciplinary concept from a class they teach. Faculty will evaluate their pedagogical methods for the purpose of clarifying the relevance and significance of daily assignments for students. 

This is a training session for the new textbook adoption tool, AIP. This tool will be used for faculty to submit their textbook adoptions going forward. The presenters:
          - Liz Jennings, Director of Client Services
          - Kim Flischel, Senior Account Manager
          - Zach Zillig, Client Services Manager

Pastor David Ferguson talked about specific strategies, tools, and techniques on how we can deal with the day-to-day stress of the Covid-19 pandemic.

Tiffany Bartell is one of the full time counselors in the Counseling Services office at SAU as well as the outreach and programming coordinator.  The COVID-19 pandemic has been a global crisis of epic proportions. While many individuals have the coping skills and personal resilience to encounter stressful situations and circumstances, COVID-19 presents a unique strain as the months continue to add up and it is difficult to identify an end to the related pressures. This presentation provides tools and coping skills, as well as information, on how to care for yourself and your mental health while under stress.

In this TechByte presentation, you will learn the personal experiences of how Lisa Kuhlman and Marla Erskine used Zoom to engage their students during our first-ever virtual “Speed Interviewing” for BUAD/NRSG 412 Preparing to Meet the Firms course. This is something you don’t want to miss.

Note: Additional documents used in the presentation are included below

As educators we can improve the quality of our teaching through the use of foundational critical thinking concepts and explicit analysis and assessment tools. In this inter-active session, faculty will deepen their own understanding of critical thinking and practice strategies to implement critical thinking theory in their courses to help students analyze their own thinking, analyze the thinking of others, and assess thinking through the use of intellectual standards. The ultimate goal is to help our students become practicing, fair-minded critical thinkers.

This link to the World Economic Forum states that Critical Thinking is in the Top 10 skills employees will need in 2020. It is particularly interesting to note that the approach to Critical Thinking theory and practice developed by Richard Paul & Linda Elder (which is the foundation of this CTE presentation) integrates nine of the ten skills of the World Economic Forum’s model. If we, as teachers at Southern Adventist University, adopt the Paul & Elder model for teaching critical thinking across our disciplines, we will be positioning our students for success in their future world of work. 

• Analyzing Around the Circle
• Elements of Thought
• Mini-Guide 2020-p6-9
• Socratic Questions-Universal Intellectual Standards
• Standards-Mini-Guide 1
• Standards-Mini-Guide 2
• The Logic of a Course

Note: Mark Hyder's PowerPoint used in the presentation is included below

1). Rodney Bussey: My long-standing acrimonious relationship with smartphones and their ‘prisoner-students’, led me to an up-and-coming educational company called Top Hat. For the past two years, I have been slowly integrating Top Hat into most of my courses. In order to complete course requirements, students are now required to come to class with some form of technology. It has actually been a Godsend during this COVID era, as one of Top Hat’s many features is live-stream lectures that are automatically recorded to the platform.

2) Mark Hyder: The Power of Question, Fostering Critical Thinking and Student Engagement by incorporating a Socratic dialog into your classroom presentations. Download the PowerPoint here.

Note: Q&A as well as BNC flyers with more information are included below

Textbook ordering through the Barnes & Noble COLLEGE's Inclusive Access (IA). If a professor chooses this option, all of the course materials are online for both the professor and students. This training explains the tools available to instructors through IA, as well as the difference between courseware and eBooks. Professors should be able to determine what type of adoption they need as well as the process to get a course added into the IA program. BNC representative also answers Southern Faculty questions.

BNC Additional Information:

Key Takeaways

- Inclusive access is designed to save students between 20-50% off list price of textbooks
- We work with publishers to ensure your textbooks and courseware are setup and delivered on time
- Our platform allows students to opt-in or out of content during your add/drop period
- Analytics allow instructors to see student engagement of course materials
- 14-16 week lead time preferred for new adoptions to ensure proper setup

What is inclusive access? 
Inclusive access through BNC is a seamless student experience where content is offered at a reduced price and integrated directly into your learning management system
 
What is the difference between an eBook and Courseware? 
An eBook is a direct adaptation of the physical book in digital format, while Courseware is a learning platform where online discussions and assignments can be completed
 
How much more is inclusive access? 
Inclusive Access is actually cheaper! We work with publishers to secure a locked in discount to provide students the most convenient and cheapest way to receive their learning materials. Publishers see a higher sell through of content and pass the savings on to your students!
 

Who should I contact if I have questions about pricing or want to inquire further about inclusive access? 

We have plans to integrate inclusive access pricing with the adoptions & insights portal in mid-2021, but until that development is complete you can contact Rachel Perry (RPerry@BNCSerivices.com ) . Rachel is the Inclusive Access Specialist for your account and can answer questions about pricing or general inquiries about the platform.

What is our timeline for adoptions for Inclusive Access? 

We ask that all adoptions be submitted by 14-16 weeks before courses go live, especially if you have courseware adoptions
Why so long on the timeline? We have to coordinate with our publisher partners to ensure adoptions and pricing are setup properly before your term starts. We also pair content directly to your Learning Management Software for a seamless experience for students, so setup has to be finalized approximately 4 weeks before courses launch.
 

What is the student experience like? 

A complete walkthrough of the platform can be found at the link below:

https://www.youtube.com/watch?v=bNhSdKueifU&feature=youtu.be

BNC Flyers:

Tutoring Center

Studies on the effects of tutoring on student success demonstrate that the more academic support students receive, the more likely they are to pass their courses and stay enrolled. The Tutoring Center supports students by providing tutoring in more than 60 courses, as well as tutoring in academic strategies and ACT preparation. Sonja Fordham, the director of the Writing Center and Tutoring Center, works to support students in developing general study skills as well as providing an opportunity for student engagement and success in the historically more difficult courses.

RefWorks

Donald Martin, Digital Resources Librarian, provides an overview of RefWorks. RefWorks is a cloud-based application that simplifies the process of research, collaboration, data organization, and writing by providing an easy-to-use tool for citation, bibliography, and reference management. Find, access, and capture research materials from virtually any source and in any format. Unify materials in one central workplace to facilitate storage and reuse, and take advantage of powerful tools such as folders, full-text searching, and deduplication, to access and organize your references. Organize, read, annotate, and highlight full-text documents individually, share with colleagues, or share with any RefWorks user in a collaborative environment. In addition, RefWorks integrates with Microsoft Word and Google Docs. Furthermore, it provides round-the-clock support, and McKee Library provides local support and access to tutorials at www.southern.libguides.com/refworks.

Donald Keefe’s artwork explores faith, philosophy, and history within the framework of landscape and contemporary painting. Donald’s current body of work is inspired by visits to Navajo lands and national parks in the American Southwest, as well as the Hudson Rivers School and other Romanic era artists. Historically, painters used the landscape as a vehicle to express the sublimity of God’s presence and the hubris of humankind. Donald continues this tradition with the additional consideration of the issues of contemporary pictorial art. Through comparing and contrasting the landscape with architecture, and pictorial illusion with modernist flatness, Donald’s works seek to make viewers of the foundations of their belief structures.

Javier Mendez is the founder of L.E.G.I.T. Inc., a self-supporting ministry designed to equip and empower youth to use their talents and gifts to minister to other youth and grow the kingdom of God. Javier is also a John C. Maxwell certified speaker, trainer, and coach who is able to lead and facilitate several leadership seminars and teachings of John C. Maxwell method of leadership. He has been involved in the youth ministry for over 20 years. He travels to different places around the world preaching and teaching our young people to not just be hearers of the Word, but doers of the world.

In an effort to simplify the process for taking classroom attendance and enable those responsible for doing contact tracing during Winter-2021 semester, a new Attendance Tracking System (ATS) platform was enhanced for faculty to use. Herdy  Moniyung and Online Campus demonstrate how to use the ATS. 

To access this application and watch some tutorials, go to My Access > Academics > Classroom Attendance (https://myaccess.southern.edu/mvc/ats/).

1) Value of Prerecorded Lectures. In the first part of the meeting Nuvia Saucedo shares the value of the prerecorded lectures designed to deliver the academic content and "be on hand" while students work on today's learning objectives.

2) Lightboard: What It Is and How to Use It. In the second part, Blake Laing shares a live demonstration on how to use the Lightboard for future classroom presentations.

Under the video, there is additional information from Blake to expand on the subject, including Zoom v.s. Panopto and reflection on instructional design tool choice.

Additional information from Blake Laing:

This is a tutorial on how to use the lightboard. It’s 20 minutes long and should have all the info needed for people wanting to use the lightboard. You shouldn’t need any technical support after watching it, although a future draft could probably be shorter.

P.S. We’re using a microphone from AV that connects to a standard “headphone size” jack, but the sound quality needs improvement. I’m working with AV and online campus to resolve the issues.

Panopto v.s. Zoom for livestreaming:

I’ve found it much better to use the Panopto Webcast feature to live stream my in-person classes to students who can’t make it. In the Panopto recorder, if you click “Webcast”, it tells you that it will then generate a link to share (but that’s not necessary!). All you have to do is tell students to go to e-class and click on the “Live Sessions” link at class time.

Advantages:

• I need my students to see every detail that I see in HD, even if Panopto has to “buffer” until it can deliver.
• students can pause, rewind
• students prefer to respond in chat anyway, and they can do that with the Panopto Q&A
• for professors with control issues, Panopto gives detailed usage stats per student: you can see which students even tune in to see the first minute, and how many last past 5 minutes. (Look at that once, and you’ll never record a traditional 50 minute presentation again). You can offer attendance credit for watching the whole video.

I use OBS Studio to stream to Panopto live and also as a Virtual Camera input for Zoom, sometimes simultaneously. Instructions are here. 

This is an 11-minute presentation recorded for a physics teaching conference, in which I show how to use OBS Studio to get the lightboard effect from your own desk. 

Blake's reflections on instructional design and tools of choice:

Zoom is the best for the online meeting format, because it brings faces and voices together—that is the online meeting model. The killer feature of Zoom is the ability to turn your class into a lot of small meetings using breakout rooms, where students will more naturally want to turn on their cameras.  If Zoom were compared to a tool, perhaps it is like a rope that keeps everyone together in communication that must remain synchronous, at all cost (i.e. no pause, no buffering).

But when we find ourselves talking to a matrix of turned-off cameras, then it is because students have decided that the best way to participate in our instructional design is to use the streaming model instead of the online meeting model. I don’t suggest making any mid-semester changes, and I hope no one minds if I simply reflect that we could change our instructional design to make our class more like a meeting or embrace the streaming model. We are the artists using media available to create our vision for how to help students learn. I am using both tools now, and I’m grateful for how both tools integrate into e-class so seamlessly. It helps us put our attention back into teaching!

Embracing a new academic landscape, Ronda Christman shares her experience and technology tricks she uses in her classroom. These include: set-up,  attendance taking, quizzes (including progressive quizzes), surveys, generation and use of  QR-codes, working with Google Forms - including results and analytics, etc.

Many professors struggle with engaging leaners in the traditional classroom. Hybrid and online models of delivery, implemented due to COVID-19, have amplified the struggles of engaging and connecting with learners. There are many different audience participation software programs available that help educators engage learners. This presentation highlights the features of Slido and how this software has been used this academic year in multiple classes.

Ready to incorporate a better way to engage your students in eClass?  Try Padlet, an online classroom collaboration tool that is different from any other discussion boards. Dr. Laura Racovita, Dean of School of Social Work, demonstrates how the main features that this platform brings has encouraged better student engagement. A padlet allows video recordings, upload images, snap a selfie, write text posts, use thumbs up or down during discussions, or even upload documents of various formats, and voilà! A padlet is born.

In our virtual classrooms, how do we intentionally maintain community? Stephanie Guster shares reflections and insights on the importance of this element in our classroom.

What if you could walk in to a studio with a presentation on your computer, connect only one or two cables, and walk out with a recording that looks like it was professionally produced? Perhaps, you need to record a couple short PowerPoint presentation assets or you need to represent Southern with a recorded conference presentation. Or, would you like to experience teaching an online class in a studio that lets you naturally interact with your Zoom students while you teach? Blake demonstrates the use of the lightboard studio for more that just lightboard presentations. He comments on using the free OBS Studio software to achieve a similar effect from one's own office.

College is a time of major transition for most students. They are in a state of great change and in need of good advice. Without academic guidance, students could find themselves in college longer than necessary because they aren’t taking courses that will satisfy a degree requirement. It’s important to have a clear academic path that works towards completing a college degree. Faith and Sharon share their secrets for successful advising.

Students answer questions about how we as faculty are doing during the COVID-impacted year. They share highlights of what some of their professors have done and offer some suggestions on what is important to them.

While technology has and will continue to change, there are some things that educators can rely on as constants. There are many things that we as community of educators know about how people learn. When we think we know how to implement effective instruction and understand how to design assessments that support learning, life events that are entirely out of control can change out teaching profession. Gus Martin presents principles of effective digital learning and how to take advantage of the integration of some apps on eClass to improve student engagement.

Dr. Fisher discusses the importance of resilience on this new setting that we all have been facing, giving strategies to both faculty and staff on how to deal with challenges from the COVID era.

Dr. Caviness highlights from his recent journey in choosing a new research area, accessible to students, involving students in the research track in a variety of capacities, and publishing with student co-authors.

Are you teaching classes this summer?  Or, are you interested in implementing something that is engaging for students, enhancing their ability to learn?  If so, You will not want to miss this week’s Faculty Development.  Our topic is Padlet part II.  This presentation (based on feedback from faculty) will build on our first Padlet session where you will come and “practice” using Padlet.