THANK YOU TO OUR SPONSORS: IU Southeast Academic Affairs

IU Faculty Academy on Excellence in Teaching (FACET) Bellarmine University

Spalding University Center for Teaching and Learning Jefferson Community and Technical College

University of Louisville, Delphi Center

APRIL 6TH, 2019 UNIVERSITY CENTER

INDIANA UNVERSITY SOUTHEAST

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CONFERENCE AT A GLANCE

8:30 Continental Breakfast; Registration Desk Opens 9:00 Welcome – Hoosier Room (ground floor) 9:10 Keynote: The Challenge of Communication in a Diverse Community: You Say Po-tah-to

and I Say Po-tay-to or Revenge of the Ümvelt Michael Shell, Adjunct Faculty, Jefferson Community & Technical College UC 127

10:15 Break 10:30 Concurrent Session 1

• Quality Matters at Indiana University - UC 120 • The ABCs of Success - Appearance, Behavior, Communication: How Student-Faculty

Relationships Transcend Cultural Boundaries. - UC 121 • Using “Real-World” Projects to Foster Diversity, Enable Inclusion, and Provide

Experience - UC 122 • Sharing Our Stories: How Our Diverse Experiences Inform and Enrich Our Teaching

UC 127 11:15 Break 11:30 Concurrent Session 2

• Diverse Choices in the Online Class: Being Flexible While Maintaining Rigor - UC 120 • Reading the Book of Nature: Ecological Ethics in the Classroom without Walls

UC 121 • The Spiral of Silence & Reflective Journaling: A Possible Solution to Student In-Class

Participation - UC 122 • Innovating for Inclusion: How to Optimize Your Lecture - UC 127

12:15 Lunch: Hoosier Room (ground floor) 1:15 Concurrent Session 3

• Valuing Student Experience: Using Collaborative Teams to Teach Academic Articles UC 120

• Trauma-Informed Care in the Classroom - UC 121 • Inclusion in Online Courses: The Problem & Tips - UC 122 • Bringing the Teams Course to the Classroom: How Easy-To-Learn Outdoor Adventure

Experiential Activities Foster Community Building- UC 127

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DETAILED AGENDA

9:00 am: Welcome

9:10 am: The Challenge of Communication in a Diverse Community: You Say Po-tah-to and I Say Po-tay-to or Revenge of the Ümvelt

Speaker: Michael Shell, M.A., Ph.D. Adjunct Faculty, Jefferson Community & Technical College

Room: UC 127

During this interactive session, Dr. Shell will share the missed opportunities that resulted at the desegregation of the University of Louisville which were the direct result of lack of attention to language. He will then challenge and equip participants to recommit themselves to the hard work of creating shared understandings in the diverse and changing world of the community college. Dr. Shell is an adjunct in the Humanities Department at Jefferson Community and Technical College in Louisville Kentucky where he teaches Philosophy, Logic, and Ethics. He is also the Phi Theta Kappa advisor. He was honored by that institution as The Adjunct Professor of the Year for 2016. His PhD, from the University of Kentucky, applies the

insights of semiotics to the culture of higher education. He holds master's degrees in Biblical Languages and Archeology and did his undergraduate work in Bible and Biblical Languages. His training and interest in languages lead him to explore the philosophy of semiotics and the ways in which individuals and communities create meanings, metaphors, and myths from words. Ever the Renaissance man, Dr. Shell is a frequent speaker in a wide range of topics including, “The Power of Experiential Teaching/Learning,” “Dental Dilemma: Practical Ethics for the Hygienist,” “Humble Pie Recipe: The Language of Desegregation at the University of Louisville,” and preaches weekly at Baptist Tabernacle, the church he pastors in Louisville. Dr. Shell has a chapter in the recently published Routledge Companion to Shakespeare and Philosophy.

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10:15: Break

10:30: Concurrent Session 1

Quality Matters at Indiana University Presenter: David Becker, Adjunct Faculty, QM Course Review Manager, Indiana University Southeast Room: UC 120 Are you teaching online, but feel lost? Would you like to learn about best practices in teaching online and hybrid courses? Quality Matters is a rubric and a peer review process that is both faculty-centered and supported by the latest research on best practices in online and hybrid courses. Come join us to learn how you can use the Quality Matters rubric to simplify your course design and ensure your course components are aligned to best support student learning. You will also learn about the peer review process here at IU Southeast and how it can benefit your course as well as your teaching. This presentation will identify Quality Matters standards that are essential to student success in an online course, as well as apply the concept of alignment to your current course design. Additionally, a dummy course will be examined with QM standards applied to better grasp the concept of alignment.

The ABCs of Success - Appearance, Behavior, Communication: How Student-Faculty Relationships Transcend Cultural Boundaries

Co-presenter: Gina Kibiloski, Adjunct Faculty, Sullivan University Co-presenter: Terry Kibiloski, Adjunct Faculty, Sullivan University Room: UC 121 In the diverse world of the adjunct classroom, proper Appearance, Behavior, and Communication matter, for both faculty and students. Effectively teaching inclusion and experience relies upon establishing a trusted relationship with students, and helping the students understand that every culture judges you by your Appearance, Behavior, and Communication. With adjunct faculty teaching in both face-to-face (F2F) and online classrooms, it is important to realize that the two environments are very different in how we need to project our Appearance, Behavior, and Communication, to establish a trusted relationship with students.

Using the same teaching methods in both environments will generally result in instructors being less effective in either their F2F or online classes. Education is filled with instructors who are dynamic in a F2F environment, yet struggle in an online class, or vice versa. This presentation will address both environments.

This presentation will focus on those key aspects of Appearance, Behavior, and Communication, as well as on key student expectations, that cross cultural boundaries for both faculty and students.

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Using “Real-World” Projects to Foster Diversity, Enable Inclusion, and Provide Experience

Presenter: Henry Davis, Adjunct Faculty Ivy Tech Community College Room: UC 122 This presentation is a synopsis of how I use real-world projects in the classroom to foster inclusion and provide tangible workforce experience to students. Over the past 5 to 7 years I’ve seen an increasingly diverse student body in most of my courses. With this much diversity I had to find a method to get the students to work together, communicate with each other and not be afraid to participate in what many of them view as a world different than what they grew up in.

This presentation will share how I've used and refined real-world projects to enable more interaction and teamwork among students from a very diverse set of circumstances

Sharing Our Stories: How Our Diverse Experiences Inform and Enrich Our Teaching - UC 127

Co-presenter: Lynn Slaughter, Adjunct Faculty, Indiana University Southeast Co-Presenter: Tom Kennedy, Adjunct Faculty, Indiana University Southeast Co-Presenter: Marisela Belmonte-Olmos, Adjunct Faculty, Indiana University Southeast Room: UC 127 Adjunct faculty often have non-linear careers that are not strictly within the confines of academia. IUS instructors Lynn Slaughter, Marisela Belmonte-Olmos, and Tom Kennedy will share stories of their varied backgrounds and facilitate an interactive session in which participants discuss the diversity of their experiences and how these have enhanced their teaching and ability to connect with students.

11:15: Break 11:30: Concurrent Session 2

Diverse Choices in the Online Class: Being Flexible While Maintaining Rigor

Presenter: David Rainbolt, Adjunct Faculty, Indiana University Southeast Room UC 120 Teaching a course comes with problems. Online courses come with their own issues. Often being flexible is difficult without challenging the effectiveness of the course. This session will include solutions for maintaining rigor while being flexible.

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Reading the Book of Nature: Ecological Ethics in the Classroom without Walls Presenter: Cody Hamilton Nygard, Adjunct Faculty, Bellarmine University Room UC 121

This presentation directly addresses the need for experiential learning in the college-age classroom by offering an extended example of an Alternative Learning Experience (ALE) and by demonstrating from assignments in my actual class how students' abilities to identify parts of an ecosystem and engage in the ethics of environmentalism increase throughout the duration of a course built on this educational philosophy. Participants will increase their awareness of the "classroom without walls" that is nature and how a hands-on approach to ecological ethics can be achieved through experiential learning. Additionally, participants will be introduced to the concept of an outdoor ecological class by giving them a mini-version of what I do every day with students outside the lecture hall. If this is not feasible, I will bring the outdoors into the lecture hall through found examples. I will encourage participants to bring something ecological they found (a bug, a leaf, a rock, etc.) on campus to the session for discussion, if we are unable to go outside. The Spiral of Silence & Reflective Journaling: A Possible Solution to Student In-Class Participation Presenter: Matthew W. Childress, Adjunct Faculty, Jefferson Community & Technical College Room UC 122

This presentation will explore the possible reasons that students remain silent in classroom discussions. One of my former students wrote to me and said, "Despite having severe anxiety, I thoroughly enjoyed your course. I loved how we talked about life and connected it to COMM. Out of all the classes I've taken yours is by far my favorite." Should the student have to disclose their disability and risk alienation? What if there was a way for students to express the depth and breadth of their comprehension through journaling? Participants will develop their ability to write and plan more inclusive curriculum that address all seen and unseen obstacles to student learning, as well as analyze and evaluate student journals and be able to better assess a student's performance.

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Innovating for Inclusion: How to Optimize Your Lecture Co-Presenter: Katherine Pine, Adjunct Faculty, Ivy Tech Community College Co-Presenter: Crystal Sullivan, Adjunct Faculty, Ivy Tech Community College Room UC 121 This presentation will address how to select reading materials and deal with sensitive subjects strategically. In choosing materials, educators want to ensure that they are observing and identifying assumptions. The design will focus on integrating active learning techniques into the lecture using web tools, meeting a variety of learning styles. The presentation will also apply Universal Design for Learning (UDL), Assistive Technology (AT), Hidden Disabilities, and Rights and Responsibilities.

12:15: Lunch in the Hoosier Room (UC Ground Floor) 1:15: Concurrent Session 3 Valuing Student Experience: Using Collaborative Teams to Teach Academic Articles Tanya Robertson, Adjunct Faculty, University of Louisville Room UC 120

Pedagogically, and in keeping with the conference theme, the collaborative class facilitation article assignment lends itself to discussions of internal diversity within cultural groups and between cultural groups. Students bring their own experiences and backgrounds to the readings, share those various interpretations, and can therefore recognize that each individual will view the same text through their own specific cultural lens and experience. Participants will leave the workshop with a tool to help students (1) understand texts and course concepts within a broader context; (2) recognize multiple view points; and (3) engage with peers and discuss increasingly complex topics. Additionally, session participants will brainstorm their own CCFAA appropriate for their discipline, discuss alternative ways they could incorporate this assignment, and workshop those ideas with other participants. Trauma-Informed Care in the Classroom Lori Paris, Adjunct Faculty, University of Louisville Room UC 121 This presentation will discuss the impact of trauma and provide awareness of the potential impact of trauma in the learning environment. The presentation will also highlight the importance of implementing trauma-informed approaches in the classroom setting.

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Principles of trauma-informed care will also be discussed and strategies of empowering educators and students in the classroom will be highlighted in this interactive presentation. The presentation will incorporate activities to understand the impact of trauma and how it can impact the learning environment. Communication strategies and creating a safe learning environment will be emphasized throughout this interactive presentation. Participants will leave the session with an increased awareness of trauma-informed care and the impact of trauma in the learning environment. They will also leave the session with developed skills in communication to create a trauma-informed classroom. Additionally, awareness on trauma and the impact will be displayed through group activities in the session. Inclusion in Online Courses: The Problem & Tips Janice Poston, Adjunct Faculty, Bellarmine University Room UC 122 Adjunct faculty come from many different backgrounds with varying levels of expertise with regards to teaching online and creating an inclusive classroom. This workshop will provide them with tips that are easy to implement. More specifically, the presentation will explore how faculty can create inclusive classrooms online and what faculty development centers should be doing to assist them. Websites with resources along with current research will be explored and discussed with participants encouraged to share what has worked for them in their classrooms. Faculty will be able to state what an inclusive classroom is and learn a few strategies as to how to create one online. Questions and discussion will be allowed throughout the presentation. Bringing the Teams Course to the Classroom: How Easy-To-Learn Outdoor Adventure Experiential Activities Foster Community Building Carrie Jo Coaplen, Adjunct Faculty, Indiana University Southeast UC 127 Would you like to build an energized, purposeful classroom community? Would you like to sample one of several easy-to-learn (and easy to facilitate) experiential team building activities that can help learners come together to tackle a shared challenge? This interactive session will offer you the opportunity to work with others during a dynamic, active, experiential team building activity designed around goals that support learning and student success. Specifically, you will participate in Moon Ball and Group Juggling, both of which can be designed to encourage classroom community building through collaborative problem solving, communication, and leadership skills.

2:00: Conference Concludes: We value your feedback about the conference!

Click here to visit the conference evaluation survey

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SAVE THE D ATE f o r

THE 2020 ADJUNCT FACULTY SCHOLARS

CONFERENCE

SATURDAY, APRIL 11th

SAVE THE D ATE fo r

FALCON 2019 The 24th annual FACET Associate Faculty and Lecturer Conference

November 15 – 16, 2019 At The Crowne Plaza, Indianapolis

Theme - Maximizing Opportunity: Helping Students Where They Are

For more information, visit the FALCON 2019 web page http://go.iu.edu/29jb

Or contact Jon Bingham, FALCON Planning Committee Chair at

jebingha@ius.edu

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Save the Date for the

2019 Scholarship of Teaching and Learning Conference

Friday, September 20th Keynote: Dr. L. Dee Fink, Professional and International Consultant in Higher Education Dr. Fink is a national and international consultant on college teaching and faculty development. He received his Ph.D. from the University of Chicago in 1976, and then accepted an academic appointment in the departments of Geography and Education at the University of Oklahoma. He established the Instructional Development Program at Oklahoma in 1979 and served as its director until May 2005.

He is a nationally recognized expert on various aspects of college teaching and has published two books. The first is about designing courses: Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses (Jossey-Bass, Updated Ed., 2013). He is also co-editor of another book on a special teaching strategy: Team-Based Learning: A Transformative Use of Small Groups in College Teaching (Stylus, 2004).

He served as President (2004-2005) of the Professional and Organizational Development [POD] Network in Higher Education, the primary professional association for faculty developers in the United States. His website is: www.finkconsulting.info