Faculty Day of Research
Poster Session
12th Annual Wynalda Teaching & Learning Institute
August 21 & 22, 2014
Loay Alnaji, DBA
College of Technology, On Line
The Change from Syllabus-Focused Curriculum Courses to Object-Focused
Curriculum: A Case Study at Alzaytoonah University
This research sheds the light on the steps and procedures taken by the University
of Alzaytoonah, in the Hashemite Kingdom of Jordan, to convert their course
delivery system from a Syllabus focused to object focused course. The research
lists the current system, its deficiencies, describes the measurements taken to put
the new system in place, faculty training, course objectives writing, as well as
syllabus re-writing. The research also explains the benefits the university hopes to
gain from making such a change, as well as its effect on both, faculty as well as
the student community.
12th Annual Wynalda Teaching & Learning Institute
August 21 & 22, 2014
Hanan Alhaddi, DBA
Donald W. Maine College of Business and College of Management
Lawrence Tech University
The Influence of Triple Bottom Line on Strategic Positioning: An Exploratory Case
Study on Differentiation through Image Journal of Management and Strategy
Using grounded theory as a methodological approach, the influence of triple bottom
line (TBL) was explored as an emerging, yet substantially important phenomenon on
strategic positioning through image differentiation. This study makes a contribution to
the sustainability scholarship (TBL as a subset of sustainability) and the marketing
scholarship by introducing and exploring the dynamics among TBL, strategic
positioning, differentiation, and image. This is done by presenting The Influence of TBL
on Strategic Positioning Framework, which illustrates how these four variables are
connected. This work also contributes to strategic management, social investing, and
human resource scholarship by suggesting the positive impact of the TBL Image (a
term defined and introduced in this study) on developing long term strategies, talent
acquisition and retention, and business growth within a global organization.
12th Annual Wynalda Teaching & Learning Institute
August 21 & 22, 2014
Julie Hill-Janeway, JD
Donald W. Maine College of Business
The Blended/Virtual FLC is Reality: Success on Multiple Education Platforms
Building a Virtual Faculty Learning Community (FLC) - Concept and Best Practices
Exploring the concepts of FLCs and PLCs, and why many mistakenly believe
blended/virtual FLCs can’t work.FLCs/PLCs are innovative faculty development
tools being employed in educational institutions globally. Many schools employ
multiple educational platforms including a main campus with traditional students,
an off-campus/regional program with primarily non-traditional students, and an
online campus containing both student types. The only things the platforms have
in common is faculty, administrators, and students, and a desire among at least
some of them to develop and improve teaching and learning. How do they do
this across platforms? Virtually.
12th Annual Wynalda Teaching & Learning Institute
August 21 & 22, 2014
Terri Tomaszek, PhD; Colleen Coughlin, JD, PhD;
Neil Shepard, PhD
College of Arts and Sciences
Getting to 'The Heart of the Matter': A Case for the Humanities and Social
Sciences in Education and Research.
In response to a request from the U.S. Senate and House of Representatives, a
Commission was formed to explore the importance of the humanities and social
sciences to the future of our nation. The resulting report entitled "The Heart of
the Matter" defines three overarching goals: 1.) to educate Americans in the
knowledge, skills, and understanding they will need to thrive in a twenty-firstcentury democracy; 2.) to foster a society that is innovative, competitive, and
strong; and 3.) to equip the nation for leadership in an interconnected world. In
this interactive session, the panel will present a short overview of the report, the
salient issues in higher education and research, challenges to making institutional
change, and strategies for operationalizing change.
Continued on next
12th Annual Wynalda Teaching & Learning Institute
August 21 & 22, 2014
Terri Tomaszek, PhD; Colleen Coughlin, JD, PhD;
Neil Shepard, PhD
College of Arts and Sciences
Continued As the report finds, it is the humanities that help us as a people understand the
why - why we are here, why we believe what we believe - and the how - how we
fit into the world, how we understand each other and engage with difference. In
this regard, we will discuss how the humanities can also help us to understand
and navigate the conditions of being humane, inhumane, and ultimately human.
Participants will discuss short- and long-term implications of the report's
conclusions with the intent that, as the report asserts, "These goals invite all
stakeholders, public and private alike, to embrace a new commitment to
collaboration, and a new sense of mutual obligation to the role of the humanities
and social sciences for a vibrant democracy.
12th Annual Wynalda Teaching & Learning Institute
August 21 & 22, 2014
Charles Bunker, MS
College of Arts and Sciences
Raising Geological and Environmental Awareness Through Experiential Learning:
Encouraging Students to Explore their World.
Students are increasingly becoming disengaged in the classroom when traditional
teaching methods, such as textbook readings, publisher supplied lecture notes, and
examinations focusing on pure memorization, are utilized. How can we engage these
students in a way that will help them become, not only interested in the geological
sciences but also gain an environmental awareness of the world around them?
Personal knowledge and firsthand experiences are required. Students are more likely
to become involved in a discussion when the professor is relating firsthand
knowledge or using personal images from locations visited instead of publisher
supplied photographs. This seminar will share best practices utilized over the last few
years of instruction that has led to a shift away from traditional methods of teaching
to methods that encourage both instructors and students to learn about their
environment by exploring their world.
12th Annual Wynalda Teaching & Learning Institute
August 21 & 22, 2014
Stephen Snyder, PhD
College of Arts and Sciences
Non-Academic Factors in Student Success: Hope Makes a Difference
A review of a research study of non-academic factors in student success. Findings
indicated students who manifested positive psychological strengths (hope and
optimism) and processes (self-efficacy and coping), whether academicallyprepared-at-entry or who completed developmental education courses, succeed
equally. Conference session will be focused on methodology, data, and
opportunities for institutions of higher education to further test and apply the
findings. The review included details on open-use instruments to measure
psychological strengths, statistical significance analysis, and correlations to
student success.
12th Annual Wynalda Teaching & Learning Institute
August 21 & 22, 2014
Timothy Pennings, PhD
College of Arts and Sciences
Dan Lithio, Hope College; Eric Webb, Case Western Reserve University
Optimizing a Volleyball Serve
An effective volleyball serve gives the receiver little time to react, and also drops
down close to the net. It is difficult to accomplish both objectives. In this paper,
the authors mathematically model the flight of a volleyball under the influence of
gravity, air resistance, and spin. Then they use the model to find optimal serving
strategies.
12th Annual Wynalda Teaching & Learning Institute
August 21 & 22, 2014
Charmayne Mulligan, MA; Gina Mezzano, MA; Sue
Offenbecker, MSN, RN
College of Arts and Sciences
Students vs. Faculty: Call a Truce in the War over Secondary Sources. Research
This, Not That! Supporting Students Use of Secondary Source Materials.
Faculty and students don’t agree on research: what it is, why it should be done,
what students should do with it, and where information should come from. This
session helped participants find common ground around using source materials
by bridging the gap between students’ behaviors and faculty members’
expectations. The session helped participants: understand students’ current
research habits, especially with Internet-based materials; develop stronger,
clearer guidelines for secondary source use; critically evaluate sample student
sources to understand differences in quality; and understand current resources
available for helping students evaluate sources.
12th Annual Wynalda Teaching & Learning Institute
August 21 & 22, 2014
Thomas Lonergan, PhD; Stephen Snyder, PhD:
College of Arts and Sciences
Linda Rinker, EdD: Office of the Provost
Increased Pass Rates for Developmental Courses Resulting From Organizational
changes.
A series of organizational changes were implemented at Davenport University in
the 2012-13 academic year which resulted in sustainable double digit
improvements in the percent pass rate of students, in the developmental course
sequence in both math and English, as well as the subsequent gatekeeper
courses. All the organizational changes were budget neutral and included 1) A
mandatory weekly attendance policy monitored electronically and supervised by
the Office of the Registrar, 2) Block registration pairing a limited number of select
course offerings for students placed in developmental courses; students were
required to schedule developmental courses in their first semester of entry, and
were prohibited from changing their schedules, thereby ensuring compliance with
this requirement,
Continued on next
12th Annual Wynalda Teaching & Learning Institute
August 21 & 22, 2014
Thomas Lonergan, PhD; Stephen Snyder, PhD:
College of Arts and Sciences
Linda Rinker, EdD: Office of the Provost
Continued 3) Creation of an Exceptions Committee for students challenging placement into
developmental courses in their first semester of entry, 4) Changing the grading
scale from Pass/No Credit to a letter grade and a minimal pass rate (grade of C)
set at 73%, 5) Creation of an intrusive mid-term reporting system identifying
students in jeopardy of not passing, and 5) The use of Supplemental Instructors in
various capacities matched to the experience level of the course instructor and
individual student needs. At the end of the academic year, improvements in
persistence and retention were documented. Challenges to the implementation
of each change will be discussed.
12th Annual Wynalda Teaching & Learning Institute
August 21 & 22, 2014
Chris Hamstra, PhD
College of Arts and Sciences
Authentic Leadership Storytelling - 'Leadership Narratives and the Cocreation of
Organizational Values
This qualitative research study examined the emergence and use of leadership
stories within an educational institution. Stemming from Authentic Leadership
(Avoilio & Gardner, 2005) and Complexity Communication (Salem, 2009) this
paper analyzed 142 distinct stories from participating leaders when focused on an
organizations core values. Salem (2009) points out that in the field of
communication there “is no research on how stories change or how one story
might lead to another [story] from the same generative bases” (p. 146). Using the
organizational core values as a basis, emerging themes from leader stories
centered on: Having Purpose (Collegiality and Empowerment), Student Focus,
Lifelong Learning, Communication (Speaking and Listening), and Drive for Quality.
12th Annual Wynalda Teaching & Learning Institute
August 21 & 22, 2014
Mominka Fileva, PhD; Patricia Phillips, MA
College of Arts and Sciences
Soft Skills for Solid Learning
According to research, students value the human element and personal touch in
their professors. Although institutions value the academic qualifications and
professional development of faculty, the literature shows a correlation between
the “softer” skills of teaching and student academic success. This presentation
bridges the personal and academic elements of teaching and learning. It defines
soft teaching as a human exchange between teacher and student that creates a
quality academic experience. The goal is to show effective ways of creating a
positive learning climate that promotes solid, successful learning and retention of
college and university students. We identify strategies for providing constructive
feedback on student work and for effectively dealing with students who are atrisk academically.
12th Annual Wynalda Teaching & Learning Institute
August 21 & 22, 2014
Christy L.A. Nelson, PhD, OTR/L, FAOTA
College of Health Professions
Comparing Two VPM Scoring Methods Used by Entry-level Occupational Therapy
Students
Occupational Therapy academic programs include administration and scoring of
visual-perceptual-motor (VPM) tests as part of the curriculum for entry-level
students. Some academic programs provide specific instruction in use of a protractor
to score VPM tests and other academic programs utilize a visual inspection method
of scoring. This poster presents the results of a faculty-mentored student project
comparing two VPM scoring methods by entry-level Occupational Therapy students
(protractor versus visual inspection method). The findings of this study provide
evidence that occupational therapy students should utilize the protractor method in
scoring visual-perceptual-motor assessments to decrease the likelihood of errors.
The findings of this study also suggest that specific instruction in scoring procedures
within an OT curriculum would be beneficial to the overall education of occupational
therapy students.
12th Annual Wynalda Teaching & Learning Institute
August 21 & 22, 2014
T.J. Hunt, MBA, RHIA
College of Health Professions
Leader-Member Exchange Theory and Health Information Management
The Leader-Member Exchange (LMX) theory of leadership was first introduced in
1975 regarding vertical dyad relationships in organizations. The theory has
evolved since then; however, it continues to focus on the benefits of high quality
personal relationships between leaders and followers. A literature review was
conducted to ascertain the benefits and criticisms found through previous
research of this concept. Research spanning 1975 through 2011 from North
America, Europe, and Asia were examined regarding LMX benefits to leaders,
benefits to followers, and criticisms of the theory. Review of the literature found
evidence of positive outcomes regarding team performance, employee job
satisfaction, citizenship behaviors, and lower intended turnover.
Continued on next
12th Annual Wynalda Teaching & Learning Institute
August 21 & 22, 2014
T.J. Hunt, MBA, RHIA
College of Health Professions
Continued Those with higher quality relationships to their leader tended to have faster
career progression, more perceived organizational influence, and a higher level of
complexity & responsibility in roles assigned. Challenges and criticism of the idea
were also found. Formal HIM degree programs and continuing education offerings
have many aspects of clinical, technical, and administrative topics to cover. It may
be important in preparing HIM professionals to succeed in the workplace to focus
not only on technical competency but also on interpersonal relationships and
leadership. Evidence in multiple cultures suggests high quality LMX relationships
are beneficial in individual career advancement & success, and may benefit the
professional workforce as a whole.
12th Annual Wynalda Teaching & Learning Institute
August 21 & 22, 2014
Rick Schanhals, BSE
College of Health Professions
Global Advances in Health and Medicine
Building the content necessary to create and operate an EMR (electronic medical
record) is a complicated and time consuming process. An EMR’s usefulness is totally
dependent on the content that was initially loaded and then continually updated.
This process is usually very involved due to the variety of programs necessary to
operate the EMR. Typically, an EMR needs content built for the nursing staff to
record the vital signs and the patient’s preliminary and presenting problem’s history,
the physician’s history and exam questions, the orders necessary to load the CPOE
system, the order steps needed to manage the patient workflow, and the aftercare
instructions necessary for the patients to care for themselves when they leave the
medical facility.
Continued on next
12th Annual Wynalda Teaching & Learning Institute
August 21 & 22, 2014
Rick Schanhals, BSE
College of Health Professions
Continued These are not all of the content areas in an EMR, but they are the ones that require
the most involvement of content experts such as the physicians and nursing staff. To
reduce the amount of time needed to build and maintain the EMR and the amount of
staff needed to support the content in the EMR; this paper describes how one
company uses Cmaps to load some of the content into its EMR.
12th Annual Wynalda Teaching & Learning Institute
August 21 & 22, 2014
Sandra Welling, MSN, RN
College of Health Professions
Key Factors of Professional Affiliation
Evidence suggests 60% of entry level nurses experience dissatisfaction within the
first two years of practice resulting in high employment turnover which equates to
excessive employee orientation costs and poor patient care. Transitioning into
nursing practice can be extremely stressful for the entry level nurse and is further
complicated by their newly acquired responsibilities. This study will help the nursing
profession understand the key factors of professional affiliation. The central
question asks how to identify entry level nurse affiliation and how to assist
individuals in finding a sense of confidence found in critical reasoning to facilitate
their affiliation. Through the acquisition of knowledge relating to the affiliation of
the entry level nurse, researchers can potentially assist entry level nurses to
successfully transition into professional nursing practice. An adequate transition
will benefit the nursing profession by eliminating turnover costs and increasing
safety in the clinical environment.
12th Annual Wynalda Teaching & Learning Institute
August 21 & 22, 2014
Sandra Welling, MSN, RN
College of Health Professions
Support of Student Veterans
Now more than any other time in history of our nation, the healthcare industry is
facing a severe shortage of nurses. At the same time, the nation has been
experiencing a large number of returning military service members. With the
passage of the Post-9/11 GI Bill, it is expected that more than 590,000 veterans
are expected to enroll in colleges or universities over the next academic year.
Research indicates student veterans are less academically engaged and many feel
unsupported by their university. One-third struggle with “invisible war wounds”
and 41% screen positive for Post-Traumatic Stress Disorder (PTSD). Furthermore,
student veterans have difficulty with social functioning, productivity, and
community involvement, complicating reintegration back into college life.
Continued on next
12th Annual Wynalda Teaching & Learning Institute
August 21 & 22, 2014
Sandra Welling, MSN, RN
College of Health Professions
Continued Colleges and university must be committed to the success of all student veterans
and though student, academic and library collaboration has effectively developed
a campus culture ensuring their academic achievement. In addition, PTSD
translates into the clinical environment. Nurses must understand all aspects of
"invisible war wounds" so they might assist peers with success clinical integration.
Two of the nursing students were student veterans and had a comprehensive
understanding of the difficulty integrating into the academic environment. The
students collected data and analyze findings. They developed a plan for
improvement (quiet and safe area for student veterans). The project was
submitted to the University and approval was given by the administration to
implement the change. The students raised funds and created an area for student
veterans.
12th Annual Wynalda Teaching & Learning Institute
August 21 & 22, 2014
Marlene Berens DNP, FNP-BC
College of Health Professions
Mentor Training Program
The retention of pre-licensure baccalaureate nursing students is one of the critical
components in resolving the present healthcare crisis. Peer mentors play an
important role in retention of students. The main objective of peer mentoring
was to support a nursing student making the transition to a university setting and
to nursing education. Gilmour, Kopeikin, and Douché (2007) described peer
mentoring as a key strategy for support of nursing students. Mentoring is a
complex process requiring development of purposeful relationships underpinned
by knowledge and experience. This capstone project’s purpose was designed and
implemented to determine if a mentor training program for pre-licensure
baccalaureate nursing students would increase mentor self-efficacy and
mentoring efficacy.
12th Annual Wynalda Teaching & Learning Institute
August 21 & 22, 2014
Robin S. Goodrich, EdD, RN
College of Health Professions
Transition to Academic Nurse Educator: A Survey Exploring Readiness,
Confidence and Locus of Control
The nursing faculty shortage dictates the need to recruit and retain excellence in
the academic nurse educator role. This study investigated the relationships
among academic nurse educator’s levels of readiness, confidence, personal
control, support, perceived independence, general self-esteem, level of locus of
control in the work settings, and demographic information. This research applies
the theory of Experiencing Transitions (Meleis, Sawyer, Im, Messias, &
Schumacher 2000) as it relates to nurses’ transition to academic nurse educator.
The results of this study provide evidence to support and enhance processes
designed to develop and retain nurse academicians.
Continued on next
12th Annual Wynalda Teaching & Learning Institute
August 21 & 22, 2014
Robin S. Goodrich, EdD, RN
College of Health Professions
Continued Identification of, and investment of financial and human capital support of
academic nurse educators is critical to building and maintaining the faculty
pipeline. Advocacy for the Academic/Research Doctorate in Nursing as a terminal
degree for academic nurse educators is necessary to advance the science and
practice of the profession.
12th Annual Wynalda Teaching & Learning Institute
August 21 & 22, 2014