Speaker: Larry Robertson, award- winning author, strategist, and innovation advisor
If you want to understand how to lead, innovate, and thrive in today’s uncertain times, award- winning author, strategist, and innovation advisor Larry Robertson is the ideal choice.
Larry brings to the stage a rare combination of expertise across creativity, entrepreneurship, and leadership. Known for his ability to connect intimately with groups large and small and to motivate them to action, he’s regularly appeared alongside other exceptional leaders and speakers – from former Secretary of State General Colin Powell to Charles Schwab.
An exceptional storyteller, Larry is uniquely gifted at sharing the practical knowledge he’s gained over 30 years advising some of the most innovative leaders and organizations on the planet.
Not only a leading thinker, Larry has authored award-winning books, written over 100 articles as a popular columnist for Inc. Magazine, The Creativity Post, and Fast Company, and had his work featured in the Chicago Tribune, AdAge, SmartBrief, and MSNBC.
Panel Discussion - The Resilient Professor: Approaches to Overcoming Online Teaching Burnout
Tuesday, November 3 at 10:00 am PST
Resiliency in Crisis: A case study of Online and Ground-based faculty during the COVID-19 Pandemic
Speaker: Lauren Kerzee, MA -Faculty Development Manager at Bryant & Stratton College
Bryant & Stratton College offers both ground-based and online courses. Over the course of 9 days, all ground-based faculty were trained in Skype for Business and Blackboard for asynchronous and synchronous classroom interaction due to COVID-19. Online faculty were able to continue as “normal,” while also dealing with the pandemic’s effect on them and their students. Faculty resilience, burn-out, and student support look different on the other side of the shift. While the major change was for the ground-based faculty who are now teaching “online” (remotely), the Online faculty are also dealing with a lot of the same social, student support, technological, and pedagogical differences. Online Instructor’s best practices for self-care and boundaries were essential as ground-based faculty navigated the change in modality. Burn out occurred early and predictably in ground-based faculty, but online instructors were not fully immune. The analysis of the learning opportunities from Online, as well as the differing responses between faculty sets, offers a perspective on resilience and burnout which will help provide best practices towards self-care and balance across modalities. I will discuss the data, analysis, and how all faculty navigate and develop from collective change.
How To Run Your Classroom – so it doesn’t run you!
Speaker: Nathan Pritts, PhD - Professor and Lead Faculty at Ashford University
When we talk about faculty workload management in the online classroom, there’s a lot of focus on ways to better manage the myriad tasks that pop up from day to day: quicker grading, faster discussion responses. And the current crop of productivity gurus turn that lens on you – they want to you to hack your way to machine like efficiency. The problem is that both of these methods are wrong – or, at least, incomplete. They’re tactical solutions to tactical problems. They want you to get better at managing your daily workflow, dealing with all the digital sediment that piles up and blocks our ability to get deeper, to think our way through the classroom with wider scope. But that overburden never goes away – it’s constantly being replenished. So what happens when we shift that overburden to the side and reconfigure our mindset to prioritize innovation, green fields, and the bluest blue sky?
Faculty Focus in an Online Landscape
Speaker: Dr. Susan J. Wegmann -Associate Dean of Digital Learning and Innovation at University of Mary Hardin-Baylor
We have been recently thrust into a socially-distanced teaching world - aptly called emergency
remote emergency online teaching (Tweet @kthompso). However, researchers have been
studying online pedagogy and the role of the online teacher for decades, and delivering online
content is not as easy as it might appear. The social, emotional, and physical demands of
teaching online comes with a plethora of questions such as: “How much structure will the class
include?” “How much interaction will the faculty member build in the class?” and “What
expectations will students face daily/weekly?” At the core, online faculty members need to
decide what kind of online teacher they will be, including their online persona and how they
will increase social and teaching presence (Lowenthal, 2009; Richardson, Caskurlu, & Lv, 2017;
Short, Williams, & Christie, 1976). For most faculty, emails and messages from students and
administrators are ubiquitous and often an unanticipated, yet necessary part of the journey.
The Mind’s Design: The Neuroscience of Stress and Resilience
Speaker: Ellen Beattie -Adjunct Faculty at Ashford University
Resiliency contributes to academic and professional success and is a positive predictor of life satisfaction. Integrating research from neuroscience, positive psychology, and the learning sciences, this workshop presents the neurobiology of the stress response. We will explore the neurobiological consequences of too much stress, the biological underpinnings of stress response variations, and what neuroscience says about meditation and mindfulness concerning brain structure and function. Participants will gain an evidence-based framework for building resilience. Faculty members experience the same stress that our students do. We have multiple responsibilities, multiple employers, family responsibilities, and desires to achieve personal, professional, and academic goals. Learning about benefits and consequences of stress, how our brain and body responds to stress, and immediately applicable methods to reduce stress and build resiliency will aid the faculty member and in turn, all of the students in his or her sphere.
Panel Discussion - Course Design with Career in Mind: Building Career Competencies into Course Work and Course Materials
Tuesday, November 3 at 10:00 am PST
Integrating NACE Competencies at The Course and Program Level
Speakers: William G. Woods, Lead Faculty – Master of Arts in Organizational Management Faculty Council Co-Chair at Ashford University & Charlie Minnick, PhD Professor, MBA Program Lead Faculty at Ashford University
NACE Competencies developed by the National Association of Colleges and Employers sign
signify the readiness levels of college graduates to engage in their career fields. By integrating the eight competencies in course work and in programs, universities can further assist students with acquiring skills that can prove helpful in being successful in their desired career field. This presentation explores methods for incorporating NACE Competencies in courses and programs.
Collaborative Approaches to Incorporate Career Readiness into Course Design
Speakers: Matthew Phillips, Career Services Resource Designer at Ashford University and Sarah Sonognini, Instructional Designer at Zovio
Join an experienced instructional designer and career services professional for this engaging presentation about innovative academic collaboration. As academic learning and course development place more focus on career-readiness and industry competencies, academic professionals and subject matter experts must develop new ways of collaborating, communicating, and creating. Discover new practices for course development in your own program or institution with this insightful look at an innovative approach between Ashford U and Zovio. Complete with applied learning activities and corresponding resources.
ePortfolios: Connecting Coursework and Career Competencies
Speaker: Barbara M. Hall, PhD, Director of Curriculum and Associate Professor at Northcentral University
Portfolios are most effective when you build them over time with careful, intentional selection of artifacts and reflection about the learning process and subsequent skills developed in creating those artifacts. Portfolios often lack proper scaffolding and are used more for assessment than their broader potential as a learning tool (Barrett, 2005; Eynon & Gambino, 2017; Roberts, Maor, & Herrington, 2016; Stefani, Mason, & Pegler, 2007). The proposed panel will explore such an intentional planning process to ensure the successful design and implementation of a digital portfolio throughout a learning program. This process includes four considerations: scaffolding, tutorials, course integration, and student engagement. The innovation is not the portfolio itself, the supporting tutorials, or any one piece of the portfolio project. Rather, the true innovation is the project as a whole - taking a holistic look at how portfolios fit into the program and how to support the development and evaluation of the portfolio for both learners and instructors. This four-phased approach has won two awards: Innovation in Teaching Award from Northcentral University and second place for the Best Practice Award from the Division of Distance Learning of the Association for Educational Communications and Technology (AECT).
Integrating John Maxwell’s DNA at The Course and Program Level
Speakers: Ronald Beach, PhD, Associate Professor/Lead Faculty – Bachelor of Business Administration at Ashford University and Bill Davis MA,CM, CDM, CCTS Assistant Professor at Ashford University
John Maxwell is the foremost New York Times Best Seller that has sold millions of copies and is one of the foremost leadership experts globally. Dr. Beach and Bill Davis will discuss how they have incorporated the DNA concept into the business leadership course work.
D Demonstrate a positive attitude
N Nurture transformation
A Allow Room for Personal Beliefs
The Practicum Resource Center: Real World Solutions in an Online Environment
Tuesday, November 3 at 10:30 am PST
Speaker: Peter Lombardo, Curriculum Specialist II at Zovio
Since inception, the Master of Public Health program continues to be a driving force on creatively integrating the online classroom and the real world to prepare all students for what lies ahead after graduation. In this program, students are required to complete their practicum experience at a health care site of their choosing, which directly aligns with their career goals. With the practicum having an influence on students’ professional careers, the Practicum Resource Center (PRC) is able to assist and support students every step of the way as they work towards completing their practicum. Given this information, the focus of this program is not solely on the core theory; instead, it expertly intertwines online learning and first-hand experience. While we travel through the resource center, you will experience an alternative approach to online learning that can be the launching point for creating your resource center based on your course, program, and school needs.
Speaker: Jennifer Robinson, Core Faculty at Ashford University
One challenge in online higher education is providing meaningful and effective feedback (Uribe & Vaughan, 2017). Effective feedback must be embedded into assessment practices to help students make necessary connections between what they are learning, discipline-specific writing, and any areas of strengths and needs related to content and writing (Black & William, 1998; Quinton & Smallbone, 2010). However, providing feedback can feel daunting to faculty who have many papers to grade and students with writing gaps. Still, it is important that students are given feedback that supports the various dimensions required for content-area and academic writing (Mauri, Colomina, Clara & Ginesta, 2016). A proposed solution is to teach faculty an acronym, or formula, that will support meaningful, epistemic, and suggestive guidance on students’ writing.
● Praise the student on what he/she did correctly.
● Provide feedback that can be immediately applicable.
● Provide understandable feedback.
● Provide specific feedback.
● Provide encouraging feedback.
PAUSE creates an acronym framework that will make writing feedback pragmatic for all online subject matter instructors. As stated by Cleary (2011), if universities want to keep and graduate more non-traditional students, a new approach is needed for helping students learn to write successfully. PAUSE is a reminder to use when providing quality written feedback to help students reach distinguished writing as defined by the subject objectives. This workshop will walk attendees through the acronym and provide opportunities to identify pieces of the framework in feedback and to generate their own feedback using examples. Finally, attendees will have access to a new Google Doc file that will provide ideas for writing feedback using the acronym and be a living document to collect ideas from other attendees.
ED Talks at TLC: 'No Excuses University' (NEU) Exceptional Systems---A Student Perspective
Tuesday, November 3 at 11:00 am PST
Speakers: Students and Alumni of Ashford University
This spotlight presentation of ED Talks at TLC features distinguished students and alumni of Ashford University as they discuss how No Excuses University (NEU): Six Exceptional Systems supports university and career success in the higher education classroom. In this presentation, students will explore their stories of factors that set up success.
A Can-Do Attitude: Encouraging Meaningful Adjunct Faculty Professional Development
Tuesday, November 3 at 11:00 am PST
Speaker: Teresa Kuruc, PhD, Director, Faculty Support and Development at Ashford University
Even though higher-education institutions generally require a professional development activity for each term or course an adjunct faculty member teaches, adjuncts tend to feel that they lack professional support in their work (as reported in Coalition on Adjunct Workforce surveys). This dissatisfaction stems from the disjointedness of continuing education opportunities in adjunct faculty members’ teaching lifecycles, in part due to that fact that adjuncts can teach sporadically or have inconsistent schedules. Drawing from the American Council for Teachers of Foreign Language (ACTFL) “can-do” statements – which help language students connect individual tasks to categories of overall language proficiency – this presentation argues that faculty development departments must connect individual offerings to instructional proficiency that is transferrable, adaptable, and marketable across fields, teaching environments, and institutions. Facilitating connections among individual learning opportunities will encourage adjuncts to manage their professional development as meaningful career-building rather than contractual obligation, which ultimately will sow benefits for their students.
Speakers: Kate Johnson, Faculty Support and Development Manager at Ashford University and Becky Hayes, Learning Technology Specialist at Ashford University
The New Faculty Experience (NFE) has had a facelift and we’d like to offer participants a peek inside the new training. We will share behind-the-scenes information about the redesign, describe the topics addressed in the new NFE, as well as show participants how they can access the training themselves.
Classroom Management Mastery Series – A Yearlong Quest of Instructional Excellence
Tuesday, November 3 at 12:00 pm PST
Speakers: Cole McFarren, Faculty Support and Development Manager at Ashford University, Stephanie Adams, Faculty Development and Coaching Specialist at Ashford University, Deb Swanson, Faculty Support and Classroom Consultant at Ashford University, and Mallory DeMay, Faculty Support and Classroom Consultant at Ashford University
The main objectives of this presentation are to develop classroom management skills and increase awareness and usage of internal and external resources. Faculty will be informed and capable of utilizing the various tools within the Canvas classroom to improve overall instruction as well as how to integrate external resources to increase engagement and productivity in their own classrooms.
Examples of areas highlighted include:
• New Analytics within Canvas
• Gradebook Customizations and Tips
• Utilizing Video in the Classroom
• Signalz and Proactive Faculty Outreach
• Best Practices in Communicating with Students
• Providing quality feedback
• Academic Integrity and Turnitin Reports
Tick Tock: Taking Back the Clock to Create a Work/ Life Balance
Tuesday, November 3 at 12:30 pm PST
Speaker: Dr. Jessica Guire, Online Associate Professor at Ashford University
What is the ol’ saying… “time is of the essence”? In a demanding world, managing time has become a vital skill to success in all aspects of life. Educators in higher education feel the pressure of time…making time to plan curriculum, find supplementary class material, respond to emails, attend meetings and professional development sessions, not to mention the traditional roles of being a parent or spouse too. Even without the roles of parenthood and marriage, an educator finds that time to self-love is scare. The clock can become the enemy. By using planning strategies, technology, and changing your mindset, time becomes a means to an end not a pressure that breaks you.
Leveraging an Online Space to Create an Employee Experience
Tuesday, November 3 at 12:30 pm PST
Speaker: Diana Boggan, Faculty Development and Coaching Specialist at Ashford University
This presentation will discuss transforming an online space into a digital workspace that promotes an effective employee experience as driven by the institutional vision and design capabilities. Consideration is given to organizational culture, employee productivity and specific goals such as the needs of users to create a comprehensive employee experience.
This transformation is achieved by developing these critical components: vision, culture, productivity, and a user-centric design. A clear vision encapsulates the value of the digital workplace. A strong culture aligns with organizational goals and builds a culture of trust and wellness. Productivity is achieved by providing the most relevant and effective tools and resources. A user-centric design remains agile and can be modified consistently to meet changing user needs.
Guidelines, best practices, and examples on developing and implementing these components will be reviewed and provided as a separate document for attendees at the end of the presentation.
Engaged Pedagogy: A Practice for Cultivating Teacher Self-Care
Tuesday, November 3 at 1:00 pm PST
Speaker: Prairie Markussen, faculty at Ashford University
In Teaching to Transgress, feminist scholar bell hooks writes, “To teach in a manner that respects and cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin.” To care for the “souls of our students,” we must first learn how to care for ourselves as teachers. This presentation will investigate what it means to care for ourselves, and in turn, our students, through the lens of an engaged pedagogy. An engaged pedagogy requires that teachers strive for self-actualization, engage in self-revelation, practice vulnerability, and take part in the work they are asking their students to do; through this pedagogy, teachers are better able to reveal themselves as whole beings to their students. Likewise, teachers are better able to conceptualize their students as whole beings. Ultimately, I argue that for teachers to serve their students in the fullest way possible, they must be willing to establish themselves not only as teachers, but as fellow human beings, with complex and challenging lives. When teachers practice self-care by acknowledging their own humanity through an engaged pedagogy, they can offer their students truly empathetic instruction.
Instructor Presence Training: Sustainable Practices Supporting Student Retention and Success
Tuesday, November 3 at 1:00 pm PST
Speakers: Michelle Rosser-Majors, Program Lead, Professor at Ashford University, Sandra Rebeor, Associate Professor at Ashford University, Christy McMahon, Associate Professor at Ashford University, and Stephanie Anderson, Associate Professor at Ashford University
Retention and student success in online environments can be a formidable task. For years, online institutions and instructors have diligently worked to identify ways to improve the ongoing challenges that students face in this demanding environment. However, when appropriate and creative strategies are applied, the needle can move in the right direction. This presentation will not only reveal the findings of the initial improvement in student success and retention at Ashford University (based on the exposure of strategies aligned with instructor presence that includes mastery quizzing and image examples), but will also report the results of a post-analysis of the sustainability of the application.
Understanding wellness in high education faculty: A comparison of learning environments
Tuesday, November 3 at 1:30 pm PST
Speakers: Cara L Metz, Assistant Professor, Lead Faculty at Ashford University and Dr. Sarah Jarvie, Associate Professor at Colorado Christian University
This presentation will focus on a recent study exploring factors of burnout in educators, comparing educators in various teaching settings.
In a world and profession that seems to demand more and more of ourselves, it can seem that these increasing pressures can leave us feeling a bit empty and run down. Keeping up with the fast pace of academia, balancing family, and outside activities can lead to feelings of not being able to give your best to each activity. Taking a closer look at these factors can help us to understand how we can continue to do what we love, with confidence, and feel as though we can maintain a balance to avoid burnout.
It is vital to understand the contributing factors to create an environment that is more conducive to genuineness, confidence, and enhanced self-esteem. The factors that influence wellness and burnout might not be the same across settings in relation to teaching location, for example, online versus in-seat. Thus, it is important that we look at unique factors in each setting to enhance ourselves and our team as educators.
We Rise by Lifting Others: Virtual Mentoring of Associate Faculty
Tuesday, November 3 at 1:30 pm PST
Speakers: Kelly Olson Stewart, Program Lead, Ph.D. Ed & Assistant Professor at Ashford University and Jen Robinson, Core Faculty/Assistant Professor at Ashford University
Without well-thought-out support through mentoring, universities run the risk of losing potential classroom talent or breeding the continuation of classroom practices that do not support optimal student learning. Any mentoring should be transformational (Tipple, 2009) providing opportunities for associate faculty to be supported and engaged by faculty who are empathetic and positive communicators who understand how to guide faculty to practices that are reflected by the mission and vision of the organization. Mentoring must also be situational by providing targeted support and guidance for associate faculty who demonstrate needing more support through a regular feedback cycle (Tipple, 2009; Rogers, McIntyre, & Jazzar, 2009). Finally, mentoring should involve cognitive coaching (Williams, Layne, & Ice, 2014) meant to support associate faculty using an overt framework for improvement while helping associate faculty feel competent and reflective about their teaching practice.
This presentation will disseminate the online faculty mentoring cycle in the Department of Education and Liberal Arts. Attendees will leave the presentation with a baseline framework of how to incorporate mentoring with online adjunct faculty in a way that leads to faculty success, and, ultimately, student success.
Rogers, C., McIntyre, M., Jazzar, M. (2009). Four cornerstones to mentoring adjunct faculty online.
Tipple, D.M. (2009). Effective leadership of online adjunct faculty. Online Journal of Distance Learning
Williams, Lane, and Ice (2014). Online faculty perceptions on effective faculty mentoring: A qualitative
study. Online Journal of Distance Learning Administration, 17(2).
Panel Discussion - Beyond the Discussion Forum: Giving Modern Students Timeless Communication Skills
Wednesday, November 4 at 10:00 am PST
Impact of Optional Synchronous Discussions on Learning and Engagement in Asynchronous Courses
Speakers: Jennifer Zaur, Assistant Professor in the Department of Education and Liberal Arts at Ashford University, Dr. Amy Johnson, Assistant Professor, Department of Education and Liberal Arts at Ashford University, and Dr. Allison Rief, Assistant Professor/Lead Facutly, Department of Education and Liberal Arts at Ashford University.
In this session, the authors will discuss the implementation of a research study regarding optional synchronous discussions. At the University, all courses are delivered in an asynchronous method regardless of discipline; only minor, previous attempts at implementing real-time, synchronous class meetings have occurred in the past. In this study, students had the option to participate in real-time conversations about class topics using video conferencing software. A total of approximately 180 students were invited to participate with nearly 50% accepting the invitation. During this session, we will examine the research associated with why the study was conducted, the analysis of the data, and implications for the future. Ideas for engaging and connecting with students during synchronous sessions will be explored. Examples of how the NACE Competencies, such as critical thinking, oral communication, collaboration, and digital technology were utilized during the synchronous sessions will be included as well.
Data-based Alternative Discussion Strategies and the Impact on Retention and Engagement
Speakers: Michael Schulz, Instructional Designer at Zovio and Yvonne Donald Instructional Designer at Zovio.
Discussion forums are where students engage the most with their peers, while engaging in course content at the same time. However, that engagement may not be meaningful if the discussion forum doesn’t support collaboration and expansion of knowledge. How do we approach discussion forums in a manner that increases meaningful engagement, collaboration, and expansion of knowledge between students and instructors? Are there any discussion forum approaches that expand engagement and increase retention? If so, which ones? Can the strategies behind discussion forums that increase retention and engagement be backed-up with data from tools such as Power BI and the LMS data collection tools?
This presentation will explore alternative discussion forum strategies and provide data from Power BI and the LMS on how the different uses of the discussion forum contributed to student retention and engagement. Examples of student interaction will be provided.
Analyzing Social Movements Through Critical Thinking and Shareable Media
Speaker: Jorge Cardena, Department Chair, Lead Faculty for the Forbes School of Business at Ashford University, Murad Abel, Lead Faculty, Forbes School of Business at Ashford University, and Avisha Sadeghinejad, Lead Faculty, Forbes School of Business at Ashford University.
Social movements spread quickly via social media and play a crucial role in society that pushes democratic institutions to change and adjust through the influential mediums of online free speech. The boundaries of a social movement can be elusive as they become amebic, changing, adjusting, and incorporating new ideologies through the sharing and adjusting of information. Social media has made promoting ideas and concepts easier, and at lightning speed as ideas, images, videos, and other forms of emotionally laden content explode over the Internet!
Higher education teaches us about higher-order critical thinking to move beyond passively accepting ideas and into operating agreement and engagement. We are not passive participants in national consciousness but are becoming increasingly important actors that influence others through new world perceptions.
Leveraging Artificial Intelligence to Drive Authentic Discussion
Speaker: Debby Hailwood, Core Faculty at Ashford University
Online learning can be an isolating experience. Discussion has historically been a mode to engage students, drive deeper understanding and allow a level of engagement between instructors and students. Yet, the typical approach to discussion leaves a lot to be desired - endless grading with low impact on student development, inauthentic posts riddled with plagiarism and inequitable feedback.
Virtually Meeting Students Where They are: UMA Student Study Groups via Facebook
Speaker: Melanie Hovland, Director of Student Affairs at Ultimate Medical Academy
Why Facebook study groups were established
The strategy for which subjects and students to target
Benefits we have seen as a result of the study groups
Panel Discussion - Fostering Professional Self-Advocacy: How to Help Students Communicate Soft and Hard Skills to Employers
Wednesday, November 4 at 10:00 am PST
Making the Online Resume Assignment 'Worth It' for Students
Speakers: Matt Phillips, Career Services Resource Designer at Ashford University
It's not uncommon for students to encounter resume writing learning activities, but are these activities useful for students? Or do these activities reinforce incorrect assumptions? This presentation will cover current resume best-practices including applicant tracking systems and resume optimization. More than that, you'll discover ways to introduce these concepts in the online classroom. See multiple ways Ashford University Career Services has collaborated with faculty to create meaningful resume writing learning activities. Come away with ideas for integrating resume writing as a critical thinking and career development activity in the online learning environment.
CHAMPS Distinguished Mentor Council: Opting In to Avenues of Long-term Success
Speakers: Kiri Storlie, Student Success Program Coordinator at Ashford University Doreen McKnight, CHAMPS Mentor Council President and Mentor at Ashford University, and Geryna Sandy-Cochrane, CHAMPS Alumni Mentor at Ashford University
The CHAMPS Peer Mentoring program developed the Distinguished Mentor Council as the highest level of mentor achievement in the program. Members admitted are considered the best of the best based on their own success mentoring other Ashford students and passing the baton of academic success to their peers. This presentation will demonstrate some of the avenues our council mentors have taken to prepare themselves to be the best seat at the table for any opportunities in their respective fields. Additionally, council mentors are proficient in diverse communication and active listening applicable to any real world conversations. In combination, students who have been engaged in the CHAMPS Distinguished Mentor Council enhance critical career readiness and experience that propel their resume and showcase exceptional leadership.
Developing Career Readiness Through CHAMPS Peer Mentoring
Speaker: Jamie Lynn King, Student Success Assistant at Ashford University, and Evan Gray, Student Success Program Manager, Student Affairs at Ashford University
CHAMPS facilitates experiential learning outside of the classroom that fosters career readiness. This presentation will demonstrate how student participants in CHAMPS are provided an opportunity to develop their knowledge, skills, and ability to meet the Career Readiness Competencies as defined by NACE.
Military Spouse Communication Skills and Self-Advocacy
Speakers: Laurissa Armstead, Student Program Coordinator, Student Mentor, Advisor and Founder of the Military Spouse Support and Leadership Club at Ashford University, Tiana Sims, Student Success Assistant, Vice President of the Military Spouse Support and Leadership Club at Ashford University, Margie Salinas, Student Mentor, President of the Military Spouse Support and Leadership Club at Ashford University, and Machele Ruiz, Student Program Coordinator, Advisor and Founder of the Military Spouse Support and Leadership Club at Ashford university
Military spouses are unique in many ways, from frequent moves and transitions they acquire a great deal of skills. These skills are priceless and can benefit them throughout their academic and professional careers. Learning how to utilize these skills and articulate their unique abilities to future employers is important to their career success. Four military spouses and cabinet members from the Military Spouse Support and Leadership Club, will discuss their experiences, best practices and challenges faced in and out of the classroom in regards to self-advocacy, professional growth and communication. This presentation will highlight the importance of self-advocacy, how to effectively communicate skills and cover why support and connection is vital to success.
Why Faculty Connecting Outcomes to Skills is Vital to Student Satisfaction and Success
Wednesday, November 4 at 10:00 am PST
Speaker: Manon Chadwick, Vice President of Sales at APL nextED, and Kathleen Gibson,
Founder and CEO of APL nextED
Faculty have the greatest impact on student success and satisfaction. Schools that will not just survive but thrive know they must support faculty through:
A. Transparent and accessible information
B. Easy and efficient processes for staffing, contracting, credentialing, evaluations and assessment
C. Engaging in professional development
We intend to go over these facts in detail but also show mapping connections between coursework and learning. Skills and workforce data integrations are something newly comping to the APL platform and we will discuss the impact of this integration on student learning.
Faculty as Coach: Faculty who are informed about the professional applications of their discipline receive more positive student feedback in evaluations.
Speaker: Eliza Lafferty, Honors Thesis Student at Georgetown University
Aesthetic spaces—notably public museums, archives, media outlets, etc.—historically act as gatekeepers for elements in history deemed “worthy” of remembrance. However, the digital realm provides newfound spaces for aesthetic celebration and public memory. As Black, Indigenous, and other People of Color have especially been on the outskirts of white-dominant aesthetic spaces, how does the digital realm become a reclaimed space for memory? What mechanisms allow shared history, culture, and images to elevate forgotten narratives? How does the public engage with digital, public spaces?
Instructional Priorities: How a pandemic showed us what’s really important.
Wednesday, November 4 at 10:30 am PST
Speakers: Morgan Johnson, Associate Vice President, Center for Excellence in Teaching & Learning at Ashford University and Dr. Teresa Kuruc, Director, Faculty Support & Development at Ashford University
Outside of the classroom, COVID-19 quickly challenged us to stop and reflect on what is essential for our personal health, safety, and wellbeing. Within the classroom, faculty continuing with online courses or moving to remote instruction during the pandemic were asking very similar questions, what is essential for my students’ health, safety, well-being…and learning?
Faculty are central to student success, a fact that is pronounced amid a pandemic. Considering the role of faculty and preparedness to effectively support students during a crisis, we know faculty play a critical role in student retention (Betts, 2009), students may not persist in their program[s] without effective faculty support (Morrow & Ackerman, 2012), and faculty must possess the competencies to meet learners’ needs in an online environment (Franklin, 2015).
This session will provide an overview of how Ashford partnered their faculty, Center for Excellence in Teaching and Learning, and student-facing teams to implement University-wide programming of instructional strategies during COVID-19. Attendees will learn about technology support solutions, program details, and student outcomes. Reflection and Q&A will focus on a cross-institutional discussion on how best practices can inform evolving instructional models.
Betts, K. (2009). Online human touch (OHT) training & support: A conceptual framework to increase faculty and adjunct faculty engagement, connectivity, and retention in online education, Part 2. Journal of Online Learning and Teaching, 5(1), 29-48. Retrieved from
Franklin, M. (2015). Keys to success in the online accounting classroom to maximize student retention. Journal of Higher Education Theory and Practice, 15(5), 36-44. Available from
Morrow, J. A., & Ackermann, M. E. (2012). Intention to persist and retention of first-year students: The importance of motivation and sense of belonging. College Student Journal, 46(3), 483-491. Available from
Speaker: Dr. Michael Burns, Director of Career Readiness, Department of Communication Studies at Texas State San Marcos
Dr. Burns will share how the Career Readiness Program helped Communication Studies students experiment with different jobs, connect that experience to their curriculum, and engage in career planning from an early stage in their academic program.
Stepping On Toes: Developing a Strong and Enjoyable Chair-Committee Relationship
Wednesday, November 4 at 11:30 am PST
Speakers: Todd D. Fiore, PhD, Adjunct Faculty at Ashford University, and Heather Frederick, PhD, Adjunct Faculty/Methodological Reader at Ashford University
Faculty advisors exert enormous influence upon graduate students, especially at the doctoral level. In addition to serving as gatekeepers, faculty mentors are expected to model scholarly practices while helping students become more self-directed, build confidence, and transition from student to scholar. A dissertation committee is designed to guide doctoral students towards successful completion of their independent research project. However, most committees do not know how to work well together to accomplish this due to misunderstanding of roles, ego, competing perspectives, and a lack of training for how to effectively collaborate. This not only hampers student progression and completion, but it also can lead to breakdowns in relationships between faculty. This presentation identifies common roadblocks that prevent dissertation committees from working well together. It introduces the fundamental requirements needed for a successful Chair-Committee relationship: humility, service mentality, and understanding what is at stake. Faculty serving on dissertation committees should never feel like they are stepping on each other’s toes – in fact, they should feel comfortable stepping on toes and having their toes stepped on in the service of the student. This presentation explains how to create an environment where this is possible.
Introduction to an Applied Doctoral Project (ADP): A Final Project for Practitioners
Wednesday, November 4 at 12:00 pm PST
Speakers: Irene Stein, Lead Faculty, Doctoral Research at Ashford University and Dr. Tim Rice, Lead Faculty for PsyD at Ashford University
An Applied Doctoral Project (ADP) is similar, but different than a dissertation. An ADP is intended to allow scholar-practitioners to apply their scholarship in some form of evidence-based practice. Doctoral students in practitioner programs have the option to produce an Applied Doctoral Project that may be useful for their current or future work. This session, useful for staff, faculty, and students, will present the differences between an ADP and a dissertation, along with choices for ADP projects. Though ADPs may be qualitative or quantitative research studies, just like dissertations, projects can also be a systematic literature review, creations of a handbook, development and/or evaluation of a program, and much more. The key aspects of each type of project will be presented as well as what to look for when evaluating the scholarship of an ADP.
Ashford College of Arts and Sciences and Forbes School of Business and Technology Updates
Wednesday, November 4 at 12:00 pm PST
Speakers: Dr. Iris Lafferty, Executive Dean for the College of Arts and Sciences at Ashford University and Bob Daugherty, Executive Dean for the Forbes School of Business and Technology at Ashford University
Dr. Iris Lafferty and Bob Daugherty will provide updates on Ashford University’s College of Arts and Sciences and Forbes School of Business and Technology.
Groups, Teams, Positive Interdependence and Effective Business Communication
Wednesday, November 4 at 12:30 pm PST
Speakers: Bill Davis, MA, CM, CDM, CCTS, Lead Faculty / Assistant Professor at Ashford University, Charlie Minnick, PhD, Lead Faculty, MBA Forbes School of Business & Technology at Ashford University, and Marty McAuliffe. J.D. Associate Professor College of Arts and Sciences, Department of Behavioral Sciences at Ashford University
To manage successful projects and change, we need to select the right people for work groups and then work to make use of the synergy the employees can deliver. Employees in a group produce more or better outputs than employees working separately. Managers should build autonomous groups composed of complementary skills and knowledge. For example, when groups and teams are utilized to complete special projects and implement needed change, employees get to improve on their skill sets; they can foster their creativity and improve on their communication, problem solving, leadership and influencing skills. Plus, trust is built, and the team becomes even more cohesive. According to Davis and Sadeghinejad, (2015), “Team Oriented Leadership raises trust and involvement, and helps all team members participate to achieve more” (para. 2). A team is when group members work intensely with each other to achieve a specific, common goal or objective (ICPM CM Training). For more about the benefits of teamwork, read the article, “Together Everyone Achieves More.”
This presentation examines workgroups, teams, positive interdependence, and effective business communication principles that create efficiency and effectiveness within teams and organizations. How work groups become teams will be discussed and real-world examples and principles will be presented. These principles can be applied across teams, departments, and organizations today and can help further student’s further their real-world application.
The "I's" Have It - A 3-Stage Process to Fostering Classroom Collaboration
Wednesday, November 4 at 1:00 pm PST
Speaker: Deborah Carpenter, Assistant Professor, DEL Faculty Lead, Faculty Support and Development at Ashford University
The challenge of engaging all students effectively in an online setting has always been present, particularly so when faculty were no longer required to respond to every student in every thread in the online classroom (DS excluded). The I's Have It is a 3-Stage Process that creates real-world connections, decreases silo or "tea-party" exchanges between instructor and one student, and creates opportunities to engage more students with fewer questions. This process is explained in three distinct stages: 1) Instill and Initiate 2) Instruct and Invite 3) Interject and Inspire. The process empowers students with choice and simulates the way an instructor might circulate among small table groups in a traditional classroom. For each stage, the facilitator explains and models steps using exemplars from the online classroom. Additional tips and tricks for engagement will be shared!
Helping students achieve school-work-family life balance
Wednesday, November 4 at 1:00 pm PST
Speaker: Oscar Lewis, Associate Faculty at Ashford University
In this session, we will cover work, life, school balance, and is it even possible, or is it a myth. Practical, proven ways to help students achieve this while avoiding burn out and discouragement will be provided. Also, the topic of dealing with the new social construct of distancing and working from home will be addressed. Topics will include setting priorities and boundaries, developing habits and lifestyle choices that promote balance, and how assessment factors in to our perceptions of ourselves. The final topic will be how we can present this in a classroom setting that will be beneficial to our students. Plus this topic is applicable to everyone in the educational setting, not just students.
Life after Liftoff: Research and Writing Beyond the Classroom
Wednesday, November 4 at 1:30 pm PST
Speakers: Karin Mente, MLIS, Distance Education Librarian / FSBT Library Liaison at Zovio / Ashford University Library and Jennifer Dunn, Online Writing Consultant at Zovio/Ashford Writing Center
Students learn research and writing skills in academia, yet they will continue to apply these skills within their professional careers after graduation. Learn how the Library and Writing Center can support the research and writing our students will do as practitioners in their field. This presentation will discuss the benefits and strategies of embedding information literacy and writing skills into coursework. Faculty and the curriculum team will learn about the current professional and discipline-specific resources available in the Ashford Library and Writing Center as well as strategies and best practices of how to incorporate these resources into course curriculum.
Engaging & Developing College Students in Years 1-4 and Beyond
Wednesday, November 4 at 1:30 pm PST
Speakers: Jennie Walker, Lead Faculty for Leadership Degrees in FSBT at Ashford University
Research on college student transitions provides useful information about how to tailor student engagement strategies to meet their needs in each year of study. However, in practice 'engagement' tends to be discussed in general terms, which could limit the effectiveness of the approach. This session will review these research findings for years 1-4 at the undergraduate level and for graduate students. The session begins with an overview of key theories of college student development and learning. Then the specific needs of students in each year of study will be reviewed, and practical suggestions for engagement will be provided. These will include both the more commonly understood needs of freshmen and senior students, as well as the less known unique needs of sophomore and junior students. Special attention will be given to discussing how to modify these strategies for the online environment and for non-traditional students.
The Value of Mentoring, Networking and Being an Assertive Self-Starter
Wednesday, November 4 at 1:30 pm PST
Speakers: Bill Davis, MA, CM, CDM, CCTS, Assistant Professor and Lead Faculty at Ashford University and Kate Johnson Manager, Faculty Support and Development at Ashford University
Mentoring helps professionals make meaningful connections and mentees gain valuable insights and knowledge about the mentor’s career and learning. The mentee in turn can gain valuable guidance, confidence, increase motivations and now has a role model and support system to learn and grow from. Understanding the dynamics involved in mentoring and having a mentor is a key component for success. Networking is another key to success. For example, in business, the ultimate outcome of relationship marketing is to build a unique company asset called a marketing network. The operating principle is simple: Build a good network of relationships with key stakeholders, and profits will follow. To network properly, we need to understand and practice the right human relations principles and apply practical and useful approaches in networking situations. This all helps us create the right conversations, make good positive first impressions, and further build networks and contacts for us and for our organization’s success. Ten principles for successful networking will be presented to help attendees fine-tune their networking skills and have further success in conversations and networking events.
Speakers: Dr. Warren Hayman, coordinator of the Urban Education Leadership Doctoral Program at Morgan State University and Kamaria Massey, doctoral student at Morgan State University
Award-winning scholar, teacher, and activist and the coordinator of the Urban Education Leadership Doctoral Program at Morgan State University, Dr. Hayman presents with doctoral student, Kamaria Massey, research on the achievement gap among students of color and actions institutions of higher-ed can take to overcome it.
Panel Discussion - From Theory to Practice: Helping Faculty Incorporate Career Readiness into Any Classroom
Thursday, November 5 at 10:00 am PST
Why the Humanities? Student Perspectives
Speaker: Brandon Wiese, Faculty at Ashford University
The purpose of this presentation is to discuss student perceptions of the value of the humanities in higher education. Guided by Boyer’s model of scholarship, which holds that scholarship should be characterized by discovery, integration, application, and teaching, this presentation explores how students believe the humanities are valuable for education, personal development, and career preparedness. In order to examine such student perceptions of the value of the humanities, a qualitative case study methodology was employed. Interview questions were asked of participants who completed at least one humanities course—an introductory philosophy course at a community college in Missouri. Summative value statements indicated mixed results: half of the students seemed to value humanities courses, while the other half of students seemed to be neutral in their estimation of the overall value of humanities courses. The results also indicate implications for the importance of instructional leadership and scholarship, as well as for further research on the topic at both the institutional and individual levels. The research in the presentation benefits faculty and staff by providing insight into the perspectives of students on the value of the humanities for education, personal life, and career.
Scientific Reasoning 101: How Competency in Science is Useful in Everyday Life
Speakers: Clifford Blizard, Lead Faculty, The Center for the Enhancement of the First-Year Experience at Ashford University, Christopher Foster, Faculty, The Center for the Enhancement of the First-Year Experience at Ashford University, Marc Hnytka, Faculty, The Center for the Enhancement of the First-Year Experience at Ashford University, Matthew Laubacher, Faculty, The Center for the Enhancement of the First-Year Experience at Ashford University, and Holly Ourso, Faculty, The Center for the Enhancement of the First-Year Experience at Ashford University
In order to understand Ashford’s scientific reasoning competency more clearly, our team identified and described five key components of it, guided by Potochnik, Colombo, and Wright (2019). One component is experimentation as a means of making new discoveries, following an agreed-upon method. One interesting experiment involves the potential discovery of an entirely new subatomic particle (Letzter, 2020). The second component is model construction, a tool for exploring how real-world systems work. Meteorologists use computer models to predict the paths of developing hurricanes. The third component is making inferences about natural phenomena by applying logical reasoning to scientific topics. Inferences enable paleontologists, for example, to describe what life on Earth was like long ago, based largely upon fossils left behind. The fourth component is the ability to depict and interpret data visually, such as by reading a graph showing trends in COVID-19 infections for a particular state. The final component, systems thinking, is a vital tool for understanding, for example, how climate change could lead to new health challenges by enabling the spread of tropical diseases. Understanding and applying these five components of scientific reasoning can guide our decision-making and inform our understanding of the world.
Letzler, R. (2020, June 17). Physicists announce potential dark matter breakthrough. Scientific American [online magazine]. Retrieved from
Potochnik, A.; Colombo, M.; and C. Wright (2019). Recipes for science: An introduction to scientific methods and reasoning. New York: Routledge.
Bringing Career and Occupational Competencies to Life
Speaker: Yolanda Harper, Faculty at Ashford University
Career readiness, “the attainment and demonstration of requisite competencies that broadly prepare college graduates for a successful transition into the workplace” is of critical importance in higher education, in the labor market, and public arena (National Association of Colleges and Employers, 2019a). Students and educators alike are aware that teaching is more than presenting academic content (Bradshaw & Hultquist, 2016; Moreno-Ger et al., 2008). In research with students, Kong and Yan (2014) found positive associations among experiential learning, learning satisfaction, and the positive development of career competencies. Redding (2016) emphasized the important role of instructors in developing students’ competencies in three key areas: academic, career/occupational, and personal. While all three types of competencies are of importance, the primary scope of this session will be on occupational/career competences identified as essential by employers responding to the National Association of Colleges and Employers (NACE) surveys.
The top four competencies consistently rated as “essential” over the past three years are as follows: Critical Thinking/Problem Solving, Teamwork/Collaboration, Professionalism/Work Ethic, and Oral/Written Communication (National Association of Colleges and Employers, 2019b). Given time constraints, this session will primarily focus on examples promoting Critical Thinking/Problem Solving and Oral/Written Communication as applied to careers. The presenter will demonstrate ways tools already present in the repertoires of most faculty can promote positive student outcomes and meaningful engagement with instructors, other learners, and the academic content (Britt, Goon, & Timmerman, 2015; Gibson, 2017; Marks, 2016) while fostering development of key career and occupational competencies.
Bradshaw, M., & Hultquist, B. L. (Eds.) (2016). Innovative teaching strategies in nursing and related health professions, (7th Ed.). Burlington, MA: Jones & Bartlett Publishers.
Britt, M., Goon, D., & Timmerman, M. (2015). How to better engage online students with online strategies. College Student Journal, 49(3), 399-404.
Gibson, P. (2017). The need for imagination and creativity in instructional design. In Adult Education and Vocational Training in the Digital Age (pp. 134-146). IGI Global.
Kong, H., & Yan, Q. (2014). The relationship between learning satisfaction and career competencies. International Journal of Hospitality Management, 41, 133-139.
Marks, D.B. (2016). Theory to practice: Quality instruction in online learning environments. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 292-300). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).
Moreno-Ger, P., Burgos, D., Martínez-Ortiz, I., Sierra, J. L., & Fernández-Manjón, B. (2008). Educational game design for online education. Computers in Human Behavior, 24(6), 2530-2540.
National Association of Colleges and Employers. (2019a). Career readiness for the new college graduate: A definition and competencies. Retrieved from
National Association of Colleges and Employers. (2019b). The four competencies employers value most. Retrieved from
Redding, S. (2016). Competencies and personalized learning. In Murphy, M., Redding, S., & Twyman, J. (Eds.). Handbook on personalized learning for states, districts, and schools (pp. 3-18). Charlotte, NC: Information Age Publishing.
Humanities Faculty Curriculum Orientations and Perceptions about Developing Transferable Skills
Speaker: Rachel Smydra, Faculty at Oakland University
Global changes have placed pressure on higher educational institutions to strengthen a connection between classroom learning and workplace needs. Manifesting itself as a push for curriculum reform, institutional leaders have been advocating for curriculum strategies that focus on career readiness. The National Association of College and Employers (NACE) defined career readiness as “the attainment and demonstration of requisite competencies that broadly prepare college graduates for a successfully transition to the workplace” (par. 3). Because educators hold different views about these aspects, they also hold different foci for decision making; consequently, finding answers to questions about how faculty choose content, identify learning outcomes, and employ teaching and learning activities will contribute to understanding what shapes their vision and understanding about course design.
Career Readiness as the Foundation of Student Success: Creating a Course using NACE Competencies
Speaker: Jenna Sage, Dean of Career Readiness and Workforce Solutions at Ultimate Medical Academy
The foundational Student Success course highlights career connections, self-reflection and learning objectives focused on self-motivation, self-awareness, and maximizing the learning experience. Infusing objectives that support aspects of Emotional Intelligence and the NACE competencies have the potential to build on the essential building blocks of career readiness and career engagement.
Got Toolbox? Military Updates and Faculty Resources to Go
Speakers: Molly Molnar, Lead Faculty at Ashford University and Becky Campbell, Faculty at Ashford University
Based on last week’s Get CenterED training, Molly, Ashley, and other members of MVSFT shared about ways to interact with military leaders and infuse military content and curricular options into the classroom to create a relevant and challenging learning experience. While many enjoyed hearing about this NASPA presentation, the majority admitted to struggling with basic expectations and asking how they might best support these students in the classroom, so this was identified as the new objective regarding the military group and partnership with faculty. Most faculty admitted they were unaware of changes or policies that might impact this group in their classroom and wanted a refresher of requirements, expectations, and Best Practices.
Military staff, James Bond, and academic faculty lead, Molly Molnar, presented on Best Practices across the university. The method was to create a comprehensive document that included all the question from across the university and Military Faculty rep worked to have the best person, based on content, answer the FAQs. Most FAQs included supplemental responses (ex. sample video, resources, relevant article, and POCs).
Argument: It is important to have this conversation surrounding Best Practices with military personal from both Student Affairs (OSAW, Advising) and Academics (Faculty). at least once a year to ensure new faculty, changes to policy, and other unique circumstances.
In conclusion, share the FAQs and provide a brief training with time at the end for Q&A. Provide resource document as follow up: Toolbox*. Note: Happy to Share FAQ doc with CETL group.
Engaging Military-Affiliated Students: How to Create a Comprehensive Military Career Resource
Speakers: Matt Phillips, Career Services Resource Designer at Ashford University and Amanda Johnson, Ashford Career Advisor and Certified Federal Job Search Trainer at Ashford University
What does it take to create a comprehensive career transition resource for military students? Learn about the expertise, tech tools, and collaboration needed to create a useful career resource for decentralized, online, military-affiliated students. Get insight from a career services resource designer and a certified federal job search trainer. Get ready to take a brief tour of the Ashford University Military Career Track.
ePortfolios: How to integrate it in your next course design project and why it matters
Thursday, November 5 at 10:00 am PST
Speakers: Amy Rogers, Associate Director, Center for Enhancement of First Year Experience and Jessi Harkins, PhD, Lead Faculty, Assistant Professor, Department of Liberal Arts and Education at Ashford University
Last year’s roll-out of the digital portfolio, Folio introduced even more opportunities for student engagement in the online learning environment. ePortfolios are an effective way to assess student learning. And, Ashford instructors receive plenty of encouragement to use this tool instructionally. Whether you’ve received some training on how to use Folio or have explored it on your own, there’s more to consider and to do to fully leverage this digital tool.
Electronic (e)Portfolios have been used in a variety of educational settings to assess student learning for decades. When executed well, they are positioned as a high-impact practice in higher education (Watson, Kuh, Rhodes, Penny Light, & Chen, 2016). ePortfolios create opportunities for students to relate with one another and with their instructor when shared. They not only reveal a student’s growth, they allow students to reflect in real-time on their learning.
This session shares practical and meaningful ways to integrate Folio when designing or redesigning curriculum. It also explores the benefits in using ePortfolios to aid the process of learning versus solely the product of learning. Last, participants will discover the goldmine of NACE Career Readiness Competencies that ePortfolios support.
Integrating Coaching Principles into the Academic Classroom
Thursday, November 5 at 10:00 am PST
Speakers: Dr. Maryalyce Jeremiah, Adjunct Professor for The Forbes School of Business & Technology at Ashford University and Bill Davis, Lead Faculty & Assistant Professor, The Forbes School of Business & Technology
The product of a successful coach is often demonstrated publicly by a winning team. The pedagogical theories that teachers adhere to are some of the same used by coaches in teaching physical and life skills. Coaches who "win" at high levels have a specific "written" philosophy of coaching. They communicate with a cooperative style and they create a culture within their teams where student athletes feel comfortable to actively participate within the framework of their learning and competitive environment. Great coaches are great motivators and great managers of people. As it is with "student" athletes, so it is with the regular student: they do not care as much what the instructor "knows" as they care how much an instructor "cares". This presentation will demonstrate how to integrate these principles into an academic classroom. The product of a successful instructor is the kind of learning that takes place that is integrated into a student's life personally and professionally.
See For Yourself - CAS Health Science Learning Community
Thursday, November 5 at 10:30 am PST
Speakers: Michelle Cranney, Lead Faculty, Health Information Management at Ashford University and Charles Holmes, Lead Faculty, Master of Public Health at Ashford University
In the Spring of 2019, the idea to create a student learning community was introduced in the College of Arts and Sciences – Health Science Division. The Learning Community committee accepted the challenge to create a space for students to interact with others in the same program and/or college, explore real-time updates from professional organizations, learn about upcoming professional conferences, and access Ashford’s resources related to career preparedness, student readiness, and internal conference content. The Learning Community launched to some students at the end of 2019 with good results. As the Learning Community opens to more students in 2020, we look forward to supporting students in more programs at the University.
Speakers: Christina Jaquez, J.D. / Student Conduct Officer/Deputy Title IX Coordinator at Ashford University
Hindsight Isn’t 2020
Considerations for Students by Faculty and Staff
A majority of college students surveyed have stated that COVID-19 has negatively impacted their mental health. There have been other major events from this year (so far) that are also likely impacting our non-traditional student population. Included will be real examples from student situations. In addition to discussing the effects to students, this presentation will help provide guidance and resources to help you support students. There will also be a focus on your own self-care as we all continue to navigate through 2020.
Center for Women’s Leadership at the Forbes School of Business and Technology
Thursday, November 5 at 11:00 am PST
Speakers: Center for Women’s Leadership Board Members
This spotlight presentation shares how the Center for Women’s Leadership (CWL) at the Forbes School of Business and Technology is responding to the needs of our diverse community of learners and teachers, formal, and informal leaders.
Global, Virtual--With a Shot of Teams; Recipe for Global Intercultural Communications Readiness
Thursday, November 5 at 11:00 am PST
Speakers: Susan Luck, Professor of Business at Pfeiffer University and adjunct at Ashford University and Stephanie Swartz, PhD. Professor of Business, the Business School, University of Mainz Applied Sciences, Mainz, Germany
Although many courses teach intercultural competence, what happens when the method for teaching those concepts becomes experiential? To answer that question, the presenters, along with two researchers from the EU, took four similar classes, one each from the US, Germany, Scotland, and Portugal, all composed of working adults, and joined the students into virtual teams for a month-long project. The teams first chose a product to market virtually in all four countries, then created individual and different social media marketing campaigns based on cultural aspects of marketing in the respective countries. Teams also used Zoom, Slack, Powtoon, Instagram, Facebook, and other electronic and social media platforms to connect, discuss, and create their final presentation. This presentation was given in all four classrooms through technology. While the presentation itself was valuable, the intercultural communication the students used to work together to create this presentation was the greater learning experience and the vehicle for our main learning objective.
Interviewing and Job Search Strategies for the New Virtual World
Thursday, November 5 at 11:00 am PST
Speaker: Brandi Yates, Director of Career Services at Ultimate Medical Academy
As students traverse career navigation under different circumstances given COVID-19 it is essential to utilize strong interview skills and job searching strategies. This session will offer best practices when entering the world of virtual interviewing and assist in navigating the uncharted waters of finding employment during and after COVID-19.
The Value of Guest Interviews via YouTube in the Asynchronous Online Classroom
Thursday, November 5 at 11:30 am PST
Speakers: Dr. Tim Rice, Assistant Professor and Lead Faculty, Sport and Performance Psychology; Program Lead- Doctor of Psychology at Ashford university and Dr. Candy Rice, Adjunct Online Faculty Member at Castleton University and Spring Hill College
This presentation will examine teaching online students using guest interviews through the medium of YouTube. This approach utilized eight content area experts, interviewed by the faculty member, to provide online students at three colleges and universities with the chance to learn from seasoned professionals in their content area. This new approach for effectively using technology for student learning utilized guest speakers who are experts in the field, many times overlooked in our online teaching environment, to provide value for students and help prepare students for their future in their field. The presenters provide a discussion of the existing literature regarding use of guest speakers in the classroom, elaborate on the student learning feedback from the students related to the use of video interviews of content experts and other technology in the asynchronous online classroom, as well as share how this experience impacted the guest speakers. Technology integration is essential for the changing educational landscape; this especially includes online education. This presentation offers new ways to reach students as online higher educational professionals, as well as provide students with the opportunity to develop critical skills in the use of technology.
Speaker: Dan Tinianow, Lead Faculty at Ashford University
By now, most people have heard of virtual reality, but direct experience with it is still less common. In this session, the Oculus Go and Oculus Quest will be demonstrated through recorded sessions with an emphasis on educational applications. It is unlikely that more than a handful of students will have VR devices in the near future, but even if students don't have VR, instructors can use VR as a tool for instruction using just their own device. In this session, you will learn how to get started for less than the cost of a tablet. A live session will be offered outside of conference hours for those interested via Facebook. Get a quick start with this exciting tool for education that you can enjoy when you're not teaching too!
Speakers: Lisa Gyger and Gregory Stone, Curriculum Specialists at Zovio
Instructor Guidance is an innovative instructional design tool that Ashford University has
provided as an option for faculty designers to include in their courses. This feature of
instruction provides content that supplements course announcements and can be
standardized for all sections of the course. Students find it very helpful to have this
guidance/lesson each week so they know what to focus on, can see real world examples of
implementation, and get more information on the core concepts. Creating the Instructor
Guidance has historically been unsupported and not included in the course guide
development template process. In order to provide an efficient way to support a better
organized, more engaging, and universally accessible Instructor Guidance, the Curriculum
Specialist team has designed a template and resources to help instructors develop their
weekly Instructor Guidance. This presentation will give a deep dive look into what the new
template is, why it is important, and how it can be tailored for each course.
Building "Fortified" Instructors, Ready to Make Videos
Thursday, November 5 at 12:30 pm PST
Speakers: Cheri Ketchum, Assistant Professor at Ashford University, Daria LaFave, Associate Faculty at Ashford University, Elaine Phompheng, Associate Faculty at Ashford University, and Chelsey Yeats, Associate Faculty at Ashford University
In 2018, we investigated the relationship between video feedback and social presence in the classroom. We discovered that while leaving videos did not have a significant impact on student performance or evaluation of instructors, about half of the instructors reported some problematic reactions - saying they felt demoralized by not seeing an improvement after spending hours leaving the videos and experienced of self-doubt.
In this presentation, we review the results of this research and offer both institutional and individual advice for successful application of videos in the online classroom. Through using the tools we provide, instructors will become more “fortified” and ready to provide videos that inspire both students and themselves.
Fear of Stepping Out: Overcoming the barriers of digital learning
Thursday, November 5 at 12:30 pm PST
Speaker: Conni Whitten, Core Faculty - Associate Professor at Ashford University
The purpose of the session is to diagnose the transition barriers that occur when moving from asynchronous classroom communication to face-to-face interactions within the workplace. Concurrently, addressing the reversal challenge of moving from face to face interactions to the virtual synchronous remote workplace.