MILLIKIN INTERDISCIPLINARY FACULTY CONFERENCE 2011
Connecting the Millikin Community through Scholarship
March 5, 2011
9:00 a.m.-9:30 a.m.
Welcome/Introductions (Lower RTUC)
9:30 a.m. – 10:00 a.m.
Gwendalyn Baumann, “Characterization of Binuclear Complexes of Pentacyanoferrate and Tetraamineruthenium” (ADM/Scovill 207)
This research was conducted in the Chemistry Laboratory of Dr. Andrew Yeh at Tunghai University, Taiwan.
Complexes containing metals coordinated to nitrogen ligands have been studied due to their similarity to metal containing enzymes. One function of metaloenzymes is to move electrons from one compound to another. By understanding the electron transfer within simpler metal containing complexes, one can understand how the enzyme functions. These smaller synthesized complexes also have the potential to be used in technologies such as photovoltaic cells. For these reasons many research groups have characterized numerous metal complexes. The research discussed in this talk involves the characterization of binuclear complexes, a compound that contains two different metals, which readily transfer electrons.
Binuclear species with the general formula (NC)5M(pz)M’(NH3)4L have been prepared and characterized. Specifically, (NC)5Fe(pz)Ru(NH3)4(isn) formed in aqueous solution by reacting [Fe(CN)5(NH3)]-3 with t-[Ru(NH3)4(isn)(pz)]+2. The binuclear complex was characterized by UV/Vis and IR spectroscopy. The rate constants for oxidation and hydrolysis of the binuclear complex were determined.
Joyce Bezdicek, “Challenges in Serving English Language Learners” (ADM/Scovill 208)
The population of students who are English language learners (ELLs) continues to be on the rise in U.S. schools (National Clearinghouse for English Language Acquisition [NCELA] (2006). At the same time, there continues to be a shortage of teachers with specific training for meeting the educational needs of this growing population of students (August & Hakuka, 1997). Of particular concern is the high concentration of ELLs who are in preschool through grade 3 (Kindler, 2002). These early years are an important time for language development and learning. Studies emphasizes the importance of a strong foundation in the home language for learning English and academics in school (Collier, 1995; Thomas & Collier, 1997). Teachers of young children are also warned of the risk of home language loss as children are exposed to English at an early age (Wong Fillmore, 1991). In consideration of this growing body of research recommended practices for teachers of young children emphasize the importance of integrating home language and culture for young ELLs (Garcia, 1993; National Association for the Education of Young Children [NAEYC], 1996; Nissani, 1990).
The research presentation will draw from a qualitative study of four preschool teachers who are serving populations of ELLs in their mainstream English classrooms. The goal of the study was to understand the teachers’ work from their perspective (Schwandt, 1994). Data collection took place over one academic year. Case studies of the four teachers were developed to present the ways the teachers worked with their ELLs, and specifically, the ways the teachers incorporated ELLs’ home language and culture in the classroom and the curriculum. The study highlights the teachers’ issues and concerns as well as influences on their integration of home language and culture and their work with ELLs. The study points to the complexity of mainstream teachers working with ELLs. The study also addresses the need for all teachers to have training and coursework for working with ELLs.
Sharon Alpi and William “B.J.” Warren, “The Past, Present and Future of Performance Learning through Student-Run Ventures” (ADM/Scovill 211)
Millikin University’s founder stated that “the scientific, the practical, and industrial shall have a place of equal importance, side by side with the literary and the classical.” Over the past 100 years, the University has had a rich tradition of preparing students for professional success through performance learning. For nearly ten years, students from the College of Fine Arts have converged with students from the Tabor School of Business to recognize opportunities, think creatively, and develop sustainable business models. Through Millikin’s Arts & Entrepreneurship program, students have received hands on experience with the concept of ownership and applied their curricular based work through decision making activities for the Blue Connection retail art gallery. Over the past few years, the Arts & Entrepreneurship program has expanded to incorporate seven visual, performing, vocal, and literary arts ventures and learning laboratories. Performance learning will be strengthened through the further development of learning laboratories planted firmly in departmental based programs, in addition to a greater multi-disciplinary connection between student-run ventures and University courses.
Myrel Cooke, “Issues in 21st Century Public and Private Education Collaborations” (ADM/Scovill 212)
Advocates of national educational reform continue to reference the success of Catholic schools as a model in educating poor, minority and high needs students in urban areas. Yet, the Catholic hierarchy continues to discuss and struggle with their role as possible collaborators with public urban school systems. Educational historians and critics alike note current public and foundation funding initiatives are helping to destroy Catholic school models while further reducing services delivered to high needs students. This presentation will provide a contextual understanding of the issues facing urban schools, raise primary questions currently challenging educators, and present a historical model that might help us answer those questions in an intelligent and practical manner. Documentary and oral history methodology will be used to address the model of leadership created by Alphonsus Pluth, founder of St. Mary’s Press, and its potential for providing some of the considerations crucial to a successful framework for public and Catholic school collaboration.
Ray Boehmer, “Teaching Middle and High School Students about the Nature of Scientific Theories” (ADM/Scovill 213)
Teachers, and particularly science teachers, must have a broad and significant understanding of what theories and scientific theories are in order to teach their students about them, as is the case with any other concept or idea. This should be part of what is considered a “highly qualified teacher” in science. I will discuss some of the recent research in this area and propose some ways that someone in my position, as teacher educator, can promote the understanding and appreciation for the nature of scientific theories and how my students in turn, can assist their K-12 students to do the same.
Lawson, A. E. (1995). Science Teaching and the Development of Thinking. Belmont, CA, Wadsworth Publishing Co.
Ben-Ari, M. (2005). Just a Theory: Exploring the Nature of Science, Prometheus Books.
Duschl, R. A. (1990). Restructuring Science Education: The Importance of Theories and Their Development. New York, Teachers College Press.
10:00 a.m. – 10:30 a.m.
Paris W. Barnes and Clarence Josefson, “Lights Out for Big Blue! Pressure-Induced Color Change in a New Inorganic Chromophore” (ADM/Scovill 207)
In 2009, new blue-colored inorganic chromophores (colored compounds) with compositions YIn1-xMnxO3 (0 ≤ x ≤ 1) were reported. The colors exhibited by this family of compounds arise due to the correlation between the arrangement of atoms and the way the electrons in those atoms are distributed within the compound. The arrangement of the atoms within the compound’s structure and associated electronic structure can be changed by applying external pressure. This change in the crystal and electronic structures can cause a change in the color of the compounds. In this presentation, we will report on the changes in the crystal structure and color of several members of the YIn1-xMnxO3 family as a function of increasing external pressure.
Stephen Frech, “Where Have You Been? A Lecture and Creative Presentation on the Second Person Narrator” (ADM/Scovill 208)
What accounts for the scarcity of second person narration in fiction? The answer doesn’t lie exclusively in a discussion of point of view, but in the fundamental differences between lyric and narrative modes.
This question and my teaching of lyric and narrative structures fueled a creative challenge—can I sustain a narrative in the second person? The result, A Palace of Strangers Is No City (accepted for publication by Cervena Barva Press in 2011), adopts the strategies of prose poetry and mixed genre to pull off the effect. In his introduction to the book, Laughlin Award winning poet Peter Johnson says, “Another prose sequence, Italo Calvino’s Invisible Cities comes to mind, and with Frech’s mastery of the prose poem, it’s not an exaggeration to say A Palace of Strangers Is No City ranks with that masterpiece.”
This presentation will discuss the theoretical and practical aspects of lyric, narrative, and mixed genre writing and conclude with a creative presentation of A Palace of Strangers Is No City.
David J. Horn, “Turning Science into Business and Bringing Business to the Classroom” (ADM/Scovill 211)
The National Bird-Feeding Society helps make the backyard bird feeding and watching hobby better – for people and wild birds. The society accomplishes its mission by connecting hobbyists with education and research about backyard bird feeding. Since 2009, the day-to-day operations of the National Bird-Feeding Society have been coordinated at Millikin University. Hosting the society at Millikin has provided students with numerous opportunities to learn through performance. Students in the small business consulting and applications in public relations courses have provided marketing and publicity recommendations to the society, and several students have also had internships through the society. As a result of these opportunities, in fall 2010, the seminar course “Creating a Scientific Business Venture” was taught. The course involves a series of one-hour sessions on entrepreneurial topics from the perspective of a scientist, and a practicum in which students gain experience in assisting with one aspect of a scientific business venture. With many students, particularly in the health science field, ultimately going into private practice, providing students with opportunities to learn more about small business and self-employment from a scientific perspective should provide additional preparation for their future career.
Carmella Braniger, Larry Troy, Robert Money, David Jervis, & Peiling Zhao, “Deepening Learning through Reflection, Writing, and Ethical Reasoning: An Integrated Model of Interdisciplinary Studies Assessment” (ADM/Scovill 212)
Recent studies on programmatic assessment indicate an increase in the use of performance assessments and rubrics to measure learning outcomes. At Millikin University, faculty have established a strong culture of assessment, especially in our interdisciplinary general education program (University Studies). To measure the quality of student learning and analyze student performance on learning goals, our University Studies Program developed systematic and comprehensive processes for collecting a rich variety of student artifacts evaluated by rubrics. Student artifacts range from critical reflections on the value of service learning to research essays employing critical and ethical reasoning to address democratic global citizenship issues. In this session, the facilitators, all coordinators of various components of the University Studies Program, will: a) highlight cutting-edge ways in which Millikin University has developed distinctive and accountable assessment methods for their general education requirements b) share rubrics for evaluating student performance in writing, ethical reasoning, and reflection c) recommend ways to promote faculty owned, student centered assessment processes.
Ed Acheson, “Why Did the Grass Die? Problem-Based Learning in the Instrumental Analysis Course” (ADM/Scovill 213)
Do you sometimes find yourself thinking, “What students learn they do not retain.” “What they retain they cannot use flexibly.” “Students do not use higher order thinking skills.” “Students expect to be told precisely what they are to learn and what they will be tested on.” Problem-Based Learning (PBL) is one pedagogical approach designed to address these issues. I use a form of PBL developed by Dr. Howard Barrows at the Southern Illinois University School of Medicine. In this form of PBL, students work through a series of problems designed to be authentic (i.e., address real-world concerns) and to target defined areas of the curriculum. The problem presentation approximates the real world as nearly as possible so that students find themselves actually engaged in the problem and not just observers of it. Ideally, as students work through the problem, their knowledge and skills are developed. In this presentation, I will describe the form of PBL that I use, and my rationale for using it. We will also model the process and discuss some of the successes and not-so-successes in using this approach.
10:30 a.m. – 10:45 a.m. Break
10:45 a.m. – 11:15 a.m.
Debra Jenkins, “Cognition Contributes to Older Adults’ Driving” (ADM/Scovill 207)
Automobile accidents are the second leading cause of injury in older adults, which escalates with age. Many continue to drive thinking that the risk of accidents is reduced by driving in familiar areas, during good weather, or only during daytime hours. The decision to limit their driving within their environment, for safety, might be due to cognitive changes such as memory, attention, perception, and reaction time, or aging. These abilities may change over time. However, it is unclear how these cognitive abilities impact the older adult’s decision to retire from driving. Therefore, the goal of this retrospective study is (1) to describe the relationship between cognitive abilities and the driving status of older adults and (2) to examine the impact of this relationship on older adults’ decision to either retire or continue to drive.
Theoretical Framework: The CHOICE model is used as the framework. It conceptually shows that the choice to either retire or continue to drive involves a decision-making process that is mediated by various factors such as cognitive abilities.
Subjects: This retrospective study used a correlational design with the collected data from an urban hospital’s medical records for a convenience sample of 100 community-dwelling older adults age 50 and older.
Methods and Results: Participants were measured with the Mini-Mental Status Examination (MMSE), the Repeatable Battery for the Assessment of Neuropsychological Status (R-BANS), and the Trail Making Tests A and B. The research is currently in progress. The collected data will be analyzed with descriptive statistics, Pearson coefficient correlation, and student t-test for independent samples with an alpha of .05.
Conclusion: This study is foundational in understanding how cognitive abilities impact older adults’ decision to retire from driving without minimizing their sense of health within their environment.
Travis D. Stimeling, “‘If Black Lung Don’t Get Ya, Man, Hot Lead Will’: Battle Narratives, Mine Wars, and the Musical Protest against Mountaintop Removal Mining in Central Appalachia” (ADM/Scovill 208)
For generations, songwriters in the central Appalachian coalfields have composed music that reflected the struggles of miners and their families, galvanized support for relevant political and social issues, and challenged corporate control of the region’s economies and ecologies. In the past decade, professional and amateur musicians alike have drawn upon this collective musical history to call attention to the devastating environmental, cultural, and economic effects of mountaintop removal mining (MTR). Several songwriters have conjured the region’s bloody struggle to unionize the coalfields during the Mine Wars of the 1910s and 1920s in a new repertory of battle songs demanding the end of MTR and the eviction of coal companies from the region. Evoking the musical sounds of Mine War-era union songs, Appalachian balladry, and punk, these songs call for a populist revolt against such multinational coal operators as Massey Energy and Arch Coal. This paper interrogates the ways that anti-MTR musicians invoke the sounds and rhetoric of the Mine War era to call for a populist rebellion against the tyranny of international mining interests. Furthermore, the paper explores the ways that these songs replicate long-held divisions between union supporters and detractors and investigates the effects of such polarizing rhetoric on the political efficacy of the anti-MTR debate. Finally, the paper suggests that such songs provide insight into the ways that coal companies have exploited these cultural divisions to disenfranchise and immobilize the residents of central Appalachia, reaping the rewards of the region’s natural resources while systematically impoverishing its residents.
Mary Jane Linton & Marilyn Prasun, "Practicing Nurses' Attitudes and Knowledge of Evidence-Based Practice" (ADM/Scovill 211)
Background: Health care providers acknowledge that health care decisions should be groundedin current evidence; however there is limited evidence documenting practicing nurses’ attitudesand knowledge regarding evidence-based practice.
Purpose: The purpose of the study is to determine practicing nurses’ attitudes and knowledge ofevidence-based practice (EBP).
Subjects: Two hundred eighty-six practicing nurses in a 400-bed Midwestern acute care facilityresponded to a questionnaire.
Methods: The 49-item questionnaire, “The Attitudes to Evidence-Based Practice Questionnaire” and “The Clinical Effectiveness and Evidence Based Practice Questionnaire” instruments were administered to participants through the hospital’s Net Learning System.Demographic Information was collected related to educational preparation, area of practice, years in practice, age and gender.
Results: The largest number of respondents held an associate degree (30.6%) or a baccalaureate degree (29.5%) with 32.3% reported working in surgical nursing. Thirty-seven percent reported over 15 years experience in nursing. The largest number (46.5%) were over 40 years old and female (73.6%). Over 29% reported that 60-80% of their practiced was evidence-based and 34.0% reported 80-100% of their practice was evidence-based. Over 66% of the respondents reported they felt confident in their ability to evaluate research papers and apply findings to the clinical setting ; however 42.7% reported only average ability to determine the validity of evidence or to critically analyze evidence against a set of standards (39.9%). Over 39% reported average knowledge of how to retrieve evidence.
Conclusions: The findings reveal a disconnect between practicing nurses’ attitudes and knowledge of evidence-based practice. The evidence obtained from this study supports the need for an educational intervention for practicing nurses regarding evidence-based practice. This information will serve as a foundation upon which to design and implement an educational program for nurses to increase their knowledge of EBP. Increasing nurses’ knowledge and comfort level with the process of obtaining EBP guidelines and implementing guidelines in their practice will improve patient care outcomes.
J. Mark Munoz & Brian Justison, “Educational System in Cuba: Highlights and Direction” (ADM/Scovill 212)
Millikin Professors J. Mark Munoz and Brian Justison travelled to Cuba over summer under an Educator’s Program. The presentation offers highlights of what they have learned about the current state of affairs of Cuba’s educational system. Cuba is an interesting country to study since it is a communist country, close to the US, and a poor country that offers free education to all its residents.
Pam Lindsey & Sheryl Jenkins (Illinois State University), “The Influence of a Novel Education Intervention on Student Nurses’ Clinical Decision Making During a Clinical Simulation Experience” (ADM/Scovill 213)
Health care organizations expect new nurses to join the workforce with excellent clinical decision-making skills. Many nursing programs now use clinical simulation to teach psychomotor skills and enhance clinical decision-making ability. Few studies, however, have evaluated the effectiveness of simulation on clinical decision-making skills. The purpose of this study is to examine the impact of a novel educational intervention on student nurses’ clinical decision-making ability regarding the management of patients experiencing rapid clinical deterioration. Participants of this study will be baccalaureate nursing students enrolled in the final semester of their program at a Midwestern public university (n= 80). These students will be enrolled in a nursing management and leadership course. The ten groups of students will be randomly assigned to either a control or intervention group. The control group will receive the standard rapid response education, while the intervention group will receive the novel, simulated experience. The novel, simulated experience involves a power point presentation on rapid response systems, discussion and a guided clinical simulation of a rapid response scenario. Both groups will be administered a pre- and post-test. The results will be compared to evaluate the effectiveness of the novel versus the traditional approach. The purpose of this presentation is to describe this novel educational program.
11:15 a.m. . – 11:45 a.m.
Marilyn Prasun, D. Webster, T. Kesinger, M. Short, & K. Baur, “Perceived Barriers and Outcomes of a Nurse-Led Heart Failure Program” (ADM/Scovill 207)
The purpose of this study was to examine barriers and outcomes of a hospital based out-patient multidisciplinary nurse-led heart failure disease management program (HFDMP). Many hospital admissions for HF result from the lack of evidence-based care in the out-patient setting and patients’ lack of knowledge and understanding regarding their disease and treatment plan. Nurse led HFDMPs are felt to be a potential strategy to improve patient outcomes.
A retrospective chart review of 42 consecutive patients enrolled in the HFDMP was performed. All patients had an established diagnosis of HF (45% male, 67.9+ 11.8 years; 81% New York Heart Association classification III or IV). Patients responded to questions regarding barriers to adherence and learning. Education was tailored to the individual learning needs and barriers were addressed. The Minnesota Living with Heart failure questionnaire (MLHFQ) was used to evaluate perceived quality of life and was completed at enrollment and at 60 days
Patients reported barriers to learning and adherence as 60% visual, 45% hearing, 36% cognitive, 29% literacy, 31% financial difficulty with medications and 26% transportation issues. Forty-two HF hospitalizations were reported 90 days prior enrollment in the HFDMP with frequency ranging 1-4 admissions. Ninety days post enrollment a total of 8 hospitalizations occurred with frequency ranging from 1-2 admissions. Patients were being treated 100% of the time with an ACE Inhibitor or angiotensin receptor blocker and 92.5% were being treated with recommended beta blockers. The MLHFQ mean scores at baseline were 60.4 and at 60 days 43.6 and were statistically significant (p= 0.01) reflecting improvement in their perceived quality of life.
Addressing perceived barriers to adherence and learning is critical to improving patient outcomes. Nurse led HFDMPs provide an option to managing this complex population. Further research is warranted to explore program components and their correlation to improved outcomes.
Please note this research is ongoing an update to the findings will be provided at the meeting
Denise D. Green, “Born to Research: Strengths and Weaknesses of Scholarly Studies on Bruce Springsteen” (ADM/Scovill 208)
Denise D. Green is compiling a comprehensive annotated bibliography of scholarly studies of American musician, composer, activist, and bandleader Bruce Springsteen. She will review the cumulative state of Springsteen studies highlighting areas well researched and areas in need of much more study including the most studied songs, albums and topics of Springsteen’s career.
Susan M. Kruml and J. Mark Munoz, “The Face of Outsource-Based Organizations” (ADM/Scovill 211)
Subcontracting business functions to suppliers outside the organization, otherwise known as outsourcing (Drezner, 2004), is on the rise and for good reasons. Contemporary organizations face constant pressure to enhance productivity, manage competition, and optimize profitability. One response to these challenges is to outsource. Outsourcing is no longer pursued solely to gain manufacturing efficiencies, but also to increase speed to market, compensate for domestic talent gaps, and to create unique bundles of core competences that are difficult for competitors to imitate. With the changing nature of outsourcing, issues have shifted from merely measuring cost savings to include flexibility, global delivery capability, relationship enriching capacity, and capability to seamlessly collaborate with vendors in a multi-vendor environment (Gupta & Venkat, 2008). To address how firms can most effectively pursue outsourcing strategies, this paper explains relevant outsourcing concepts and models; identifies critical success factors and steps required to outsource; and presents future challenges outsource-based firms face.
Paris W. Barnes, “From Tunghai University to Millikin University (從東海大學到MILLIKIN大學)” (ADM/Scovill 212)
From February through August 2010, I spent my junior sabbatical at Tunghai University, located in Taichung, Taiwan. This presentation will outline my scholarly activities while on sabbatical and show how my work has impacted my personal research (nanoscience and solid-state inorganic chemistry) and course offerings in the Natural Sciences (Introduction to Nanoscience and Taiwan Research/Internship) and Millikin University (Successful Integration into Taiwanese Culture).
Brandon Hensley, “An ‘Exercise’ in Governmentality: Technologies of the Self in an Advanced Abs Class” (ADM/Scovill 213)
The focus of this paper is on a particular type of fitness class, held three days a week, whereby governmentality can be observed in action. In the Advanced Abs Class, certified “instructors” produce and reiterate technologies of the self for the purpose of building and toning abdominal muscle, one particular element of achieving weight loss, definition and overall fitness. Drawing upon my experience as a regular member of this class for the past three years, I will (a) describe this “exercise” in govermentality, (b) examine how it functions in establishing certain techniques for the conduct of one’s relation with oneself, and (c) explore the implications of this case in the broader cultural milieu of fitness and selfhood in the United States.
11:45 a.m. – 12:00 p.m. Break
12:00 p.m. – 12:30 p.m.
Tina Cloney, “Provider Practices in Prediabetes Management and the Prevention of Type 2 Diabetes” (ADM/Scovill 207)
Diabetes afflicts ~24 million individuals in the United States, is the fifth leading cause of death by disease; and, cost approximately 200 billion dollars in the year 2007. One approach to mitigating the increasing social and economic burden of the disease is through prevention efforts directed at the estimated 57 million Americans living with prediabetes. Despite large-scale clinical trials demonstrating the effectiveness of lifestyle intervention in preventing or delaying the progression of prediabetes to Type 2 diabetes, there is a scarcity of literature addressing provider practices in the diagnosis and management of prediabetes. The purpose of this study was to investigate provider practices in prediabetes care and to determine to what extent various socioeconomic variables, body mass index, and provider type predict the provision of recommendations for intervention in the medical office setting. A cross-sectional study was performed utilizing an electronic medical record database containing the records of approximately 82,000 individuals. Among the findings, the diagnosis rate for patients who had documented criteria for prediabetes (n=848) was low (9.9%) and only 15% of individuals with prediabetes were counseled to participate in lifestyle intervention programs. Referral rates were highly associated with such variables as age, body mass index, and race. Implications for using electronic medical record design in improving patient outcomes, medical office policy, and provider education as well as future research will be discussed.
Tim M. Kovalcik, “40 Million AIDS Victims: How?” (ADM/Scovill 208)
There are nearly forty million AIDS orphans in sub-Sahara Africa. This crisis has inspired international relief efforts that coordinate billions of dollars in medical support, scientific research, pharmaceutical availability and political organization. However, for the nation of South Africa, AIDS relief has been a horrific disaster. Until 2006, the government of South Africa refused to even admit that they had an AIDS epidemic. In response to this failure scholars are asking new questions associated with the history of AIDS. Dambisa Moyo has analyzed the case of African relief and determined that financial aid has actually contributed to the failure. Helen Epstein argues that the problem lies in African political corruptions. And still others are convinced that the issue is purely economic, hence there is a need for more western investment. Regardless, the issue now has at least a twenty year legacy. While scientific scholars and sociologists have been studying the issue for decades, historians are just beginning to examine how the crises developed. The purpose of this paper is to look at the history of AIDS and discuss how the historian can contribute to the scholarship of the issue by debating the various solutions and analyzing past failures and success stories.
Merete Hvalshagen, “Teaching the Digital Natives Using Net-Enabled Technologies” (ADM/Scovill 211)
In his book “Teaching Digital Natives”, Prensky claims that the current generation of students is radically different from previous generations of students (Prensky 2001, 2010). They are different because they grew up using net-enabled technologies like the web, email, instant messaging, blogs, search engines, and social networking sites. Prensky calls them “Digital Natives”.
These early and frequent encounters with net-enabled technologies have made Digital Natives different from earlier generations. For example, Digital Natives like to actively select what information to receive. And they are making their selections using search engines, subscribing to RSS feeds, and by tapping into particular digital social networks. Also, Digital Natives like to create and co-create content. And they are doing so by posting and sharing blogs, pictures, videos, participating in discussion boards, authoring Wiki pages, and creating homepages on social networking sites. In short, net-enabled technologies have greatly impacted how Digital Natives socialize, work, play, and learn. Consequently, we should think about how we teach Digital Natives.
The activities described above require active engagement, interactive engagement, collaborative effort, and/or inquiry-based effort. Interestingly enough, these are also core requirements of active learning (Prince 2004). We therefore believe there is an opportunity to incorporate net-enabled learning activities that “speaks” to the generation of Digital Natives, while ensuring that these activities are pedagogically sound. This paper explores how net-enabled technologies can support active learning.
We have chosen three types of net-enabled technologies that can easily be incorporated in “traditional” courses: Google, YouTube, and Wiki Spaces. Our paper reports on how we used these technologies to support active learning activities in a business course. In our paper, we describe the learning goals and the instructions for the activities, and what components of active learning that were supported. We also describe some of the outcomes, and student reactions to these net-enabled learning activities.
Prensky, Marc "Digital Natives, Digital Immigrants." On the Horizon, NCB University Press, 9(5), October 2001.
Prensky, Marc “Teaching Digital Natives: Partnering for Real Learning.” Corwin Press, 2010.
Prince, Michael “Does active learning work? A review of the research.” Journal of Engineering Education, 93(3), 223-231, 2004.
Nan Gaylen, “Globalizing Teacher Education for the 21st Century” (ADM/Scovill 212)
Preparing teachers to have a significant impact on students and student learning involves being culturally competent and understanding that we live in a global society. This proposed presentation will be descriptions of a university’s process of helping 21st century teachers meet the needs of a global citizenry. Learning how to globalize teacher education through collaborative partnerships is relevant because millennial students want to teach in other countries outside of the United States. Our students need short (2-6 weeks) or semester long internship experiences abroad to be prepared to accept teaching jobs in other countries. These experiences prepare them for professional success. Acquiring cultural competence is a standard for teacher education. When helping students acquire cultural competence, it is worthwhile for institutions of higher education to be aware of pitfalls and advantages of sending students abroad.
Georgette C. Page, “‘The Third Teacher’: Children’s Responses to Visual-Spatial Aspects of the Learning Environment” (ADM/Scovill 213)
This work pertains to perception and more specifically to the relationship between children and the factors within their physical environment that influence learning. “There are three teachers of children: adults, other children, and their physical environment” (Malaguzzi, c. 1940). Seminal to the idea of “the third teacher” are the concepts proposed by J. J. Gibson (1979), who states, “Self perception and environment perception go together” (p. 116). Others, more recently, have illuminated the relationship between learning and physical aspects of the environment (e.g., Gandini, 1998; Greenman, 2006; Reinisch, 2010). Bruce Mau et al. (2010) discuss the relationship between “place” and learning in a creative work entitled The Third Teacher: 77 Ways You can use Design to Transform Teaching and Learning. These theorists provide the foundation for a preliminary study in which Gigi Yu (University of Illinois) and I are gathering data from teachers in two different areas of the country (IL & NM) in order to find out about the ways they use physical space in teaching children. As well, I will report findings on children’s perceptions of how the visual-spatial elements impact their learning experience and relate these findings to the data from teachers.
12:30 p.m. – 1:00 p.m.
Jennifer Schultz-Norton, “Analysis of Pesticide Effects on Mammalian Cancer Cells” (ADM/Scovill 207)
In recent years, correlative studies have indicated the pesticides used routinely in crop production may in fact have detrimental effects upon human health. As of 2002, over 27 million pounds of herbicide and 1.3 million pounds of insecticide were applied annually in Illinois in corn production alone. While some studies have been done to assess the effects of atrazine in lower vertebrate species, completed experimentation on mammalian species has been more limited and often contradictory. To assess the effects of a variety of pesticides upon human cells, two preliminary methods of analysis have been utilized. Cytotoxicity assays were performed to determine the effect of six different pesticides on human cell growth. After a 48-hour treatment with 10 nM to 10 μM hormone, differences in the toxicity of these compounds were noted when compared to DMSO control and some unsettling trends have been observed. Transient transfections to analyze gene expression have been performed to determine the effects of some of these compounds in both the MCF-7 breast cancer and U-2 OS osteosarcoma cell lines. Taken together, these studies will begin to elucidate the transcriptional effects and toxicity of pesticides in human cancer cells.
Tony Magagna, “Blank Spots on the Map: The Empty West in American Culture” (ADM/Scovill 208)
Much of the American West was once discarded as the “Great American Desert,” an expanse of nearly useless territory best avoided, or at least traversed quickly. From the perspective of official policy and popular perception, not much has changed. Much of the territory from the Great Plains to the Sierras is perceived largely as empty space, virtually uninhabited. Whether viewed as “flyover country,” as blank spots ideal for governmental and industrial “test sites” or as wilderness to be left “untouched,” perceptions of empty Western lands persist. Subjected to what Dayton Duncan has called the “syndrome of open spaces,” the landscape is viewed as somehow less desirable—less meaningful—and it becomes host to actions and policies that are permissible only because it is considered devoid of value as an established place. Yet, by depending only upon facts and figures, those who would exploit or discard the West equate a land less populated with a land less meaningful, with results ranging from simply dismissive to outright tragic. Counter to such common perceptions, a strong body of contemporary Western culture and literature has emerged to stress that, for those who do make their homes in the West, the landscapes in which they live are no blank vacancies devoid of meaning, nor are they somehow disconnected from increasingly global economies and cultural exchanges. Rather, in ways that reflect a broader concern among new regionalist writers across the U.S., a central theme of contemporary Western literature has been to express a meaningful, substantive sense of Westernness that is at once uniquely local and at the same time a part of national and global conversations. Though often conflicted and contradictory, such “missions” unite to replace notions of the West as demographically and culturally empty.
Tatiana Isakovski & Susan M. Kruml, “C-scape: One Business School’s Answer to the Sophomore Slump” (ADM/Scovill 211)
C-scape is one university’s unique sophomore year integrated learning experience, designed to help students to plan their careers. It takes students through a comprehensive process of discovering and integrating their personal and professional landscapes, using their personal compass to define their direction, and personally mapping the steps to get there. This program is unique because it builds on Fink’s seminal framework on integrated design of significant learning experiences. The aim of C-scape is to actively engage sophomores in the process of taking responsibility for their own learning and their future personal and professional success.
Bobbi Gentry, “Rebuilding a Department” (ADM/Scovill 212)
This research faces the challenges of rebuilding a department from the ground up. By looking at student needs, departmental resources, and assessment of recent graduates and seniors, this research helps faculty across the disciplines by provided tools and information about building and strengthening a department. Addressing the challenges of smaller departments to both serve majors and provide services to the university is one of many components in this work. Acknowledging the need for a campus presence and strategies for recruitment and retention of students, this work looks at Political Science as a department and its self evaluation of what is to be done to rebuild.
Charlotte Bivens, Mary Jane Linton, & Isabel Ososki, “Utilizing Case Studies and Simulation to Enhance Critical Thinking Skills” (ADM/Scovill 213)
Excellent teachers do much more than carry on classroom conversations. In fact, the best critical thinking teaching moments often come outside the formal classroom setting. As part of this presentation we will describe several classroom assignments that foster integration, reflection, critical thinking, and synthesis of knowledge. These are controlled assignments that build knowledge, skill, and analysis and provide very important tools to help students become successful practitioners. By using case study and simulation, professional behavior can be modeled helping students integrate classroom theory in everyday practical experiences and motivating them to extrapolate a theoretical plan into real life action.
Patricia Benner in her landmark book From Novice to Expert: Excellence and Power in Clinical Nursing Practice (1984), states, “…strong educational preparation…is the necessary base for advanced skill acquisition…and gives the most advantageous position for gaining a sense of salience.”(p.184). She goes on to say that, “…while the process of moving from novice to expert [is] based on experience…the model assumes that theory and principles allow the practitioner safe and efficient access to clinical learning, [and] provide the background knowledge that enables the clinician to ask the right questions and look for the correct problems.”(p. 184).
Conceptual, nonlinear teaching can create stress in students. Case study and simulation pedagogy provides a safe learning environment for students to experiment in the classroom and then apply what they have learned in clinical.
The constructivist educational theory (Mezirow ) holds that learning is dynamic and that the learner is an essential and active participant; that the teacher is a guide or facilitator to learning, and that the journey is as important as the destination. It involves active learning strategies that create contexts that are personally meaningful and build from current levels of understanding.
Case study and simulations provide phenomenal avenues for critical thinking, problem solving, and real life work situations. If constructed well, these assignments help students not only increase knowledge, but also analyze and synthesize as well.
Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. California: Addison Wesley.
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for adult and continuing education 74. Retreived January 30, 2007 from EBSCO database
1:00 p.m. – 2:00 p.m. Lunch
2:00 p.m. – 2:30 p.m.
Gregg Marcello, “Can White-Footed Mice Predict the Future” (ADM/Scovill 207)
Resource pulses are occasional events of ephemeral resource superabundance that occur in many ecosystems. Individuals that can anticipate a resource pulse are at a large competitive advantage because they and their offspring are able to maximize use of the pulse from the start, instead of displaying a delayed response to the pulsed resource. An anticipatory response may be important for pulses of resources that disappear rapidly, such as periodical cicadas. Periodical cicadas die and decompose approximately six weeks after their emergence and, unlike pulses of acorns or hickory nuts, cannot be stored for later consumption. I used the 2004 emergence of Brood X (Magicicada spp.) near Oxford, OH to test for anticipation of the emergence by white-footed mice, Peromyscus leucopus, in six forest fragments. Nearly 90% of the variation in the densities of P. leucopus was explained by the variation in the densities of periodical cicadas. At the beginning of the cicada emergence, the three fragments with the highest numbers of emergence holes had three times more mice than the fragments with the lowest numbers of emergence holes, suggesting that P. leucopus is able to anticipate the emergence of periodical cicadas and increase reproduction prior to the pulse. Following the decomposition of the cicadas, mouse densities in high-cicada fragments rapidly decreased to match those in low-cicada fragments. I plan to study the 2011 emergence of Brood XIX in Macon County to see whether this pattern occurs again and, if so, to determine what factors mice may use to anticipate this “once-in-a-lifetime” pulse.
Eric Roark, “How Memory Beliefs Come to Be Justified” (ADM/Scovill 208)
Memory beliefs are both deeply important to, and play an indispensable role in, the lives of people. Memory beliefs constitute, for most people, the quantitative bulk of both their mundane and more important beliefs. The beliefs that persons typically assign the most value to are their memory beliefs. For instance, the important belief that your parents love you (or do not love you) is most typically a memory belief. Memory beliefs, while often overshadowed in contemporary discussions of epistemology by discussions of perceptual beliefs, are quite clearly a worthwhile arena of epistemic investigation in their own right. In this paper I will strive to accomplish the following two goals. First, I will offer a psychological account of memory beliefs generally. Second, I will offer an account of how such beliefs are epistemically justified. Notice that in this paper I will address two different, yet related, epistemic concerns. First, I will do some work to get clear about what memory beliefs amount to, (the psychological account), and then after this task I shall strive to offer an account of how memory beliefs are justified.
Mindy Kushniroff, “Teaching Business Ethics at the University Level: Why Do We Hesitate to Address the Issue” (ADM/Scovill 211)
Although research has been done in the ethics learning discipline, implementation in our colleges and universities remains lax at best. With hundreds of college accounting programs in the U.S., why is it difficult to find a college curriculum that emphasizes ethics? Most accounting degree curricula, if they offer an ethics course at all, only offer one class and that often is a small percentage of the overall curriculum – less than 3% in most cases. Yet, if someone were to ask the deans of these colleges if they believed ethics were important, they would almost all answer in the affirmative. The question then becomes why is there not the emphasis on ethics-based coursework?
Michael O’Conner, “Some Preliminary Findings on the Creation of Free Open Source Textbooks” (ADM/Scovill 212)
I have been awarded a Hardy Professorship directed toward researching and creating a free open-source electronic textbook covering the first half of an American (United States) literature survey course, from beginnings to the late 1800s. The scope of this project includes determining which existing type of open source textbook to produce (there are multiple varieties, each with their own benefits and drawbacks), what format or formats to create the textbook within, what primary texts or sections of text to include (and what versions), and how much supporting material (introductions, biographies, historical/cultural contexts, reading/discussion questions, and other teaching activities) to incorporate, given the time restraints. This presentation will provide an update to the audience of my preliminary findings and, perhaps, help to answer questions faculty may have about the benefits and challenges of adopting free open source online or electronic textbooks.
Christie Magoulias, “Post-Student Teaching, Pre-Graduation, International Internship: The Impact on First-Year Teachers” (ADM/Scovill 213)
How do we, as humans and as teachers, have the greatest impact on human rights, worldwide democratic citizenship, and quality education for all? New teachers are at a vital point in their career to develop a deep understanding for their impact on the world through the children they teach. Can students be led to immerse themselves in another culture, poverty level schools, and non-English speaking areas and emerge with a greater understanding of human needs versus wants and how they, as teachers, are capable of making a positive change in the world through teaching children to make positive change? I have extended these beliefs to focus on the growth and development of senior level teacher candidates as the result of an intense cultural immersion.
To guide students to understand the crisis of quality life and education for all children, Millikin University School of Education seniors are invited to embark on an international field experience to immerse themselves in a new culture, collect and donate school supplies, and teach in underprivileged, non-English speaking schools. The outcome of this course/field experience is to determine how a teacher candidate is affected professionally and personally by a senior level international or cultural immersion experience and in what ways it affects his/her first year of teaching.
Through interviews with past participants and study of teaching characteristics at conclusion of their first year of teaching, the qualitative data confirms that the international field experience influenced participants’ use of materials, creative instruction, job selection, as well as increasing their long-term commitment to teaching. Further research is scheduled, themes are identified through first group of participants.
2:30 p.m. – 3:00 p.m.
Travis Wilcoxen, “Ecoimmunology: An Emerging Field of Integrative Study” (ADM/Scovill 207)
The field of ecoimmunology has been an area of rapid growth over the last decade. New insights have been developed regarding variation in immune defenses of wild animals, and has shed new light on life history evolution, parasite-mediated selection and mating preferences, as well as population and community level phenomena such as disease transmission patterns. Further advances in this area have the potential to provide a better understanding of not only ecological processes, but also the emergence and spread of new infectious diseases, which could in turn allow us to make better decisions for both conservation and human health. My previous research has focused on the interactions among reproduction, survival, and immune function using Florida Scrub-Jays and larval leopard frogs as model organisms. Now the focus of my research has shifted to a common, locally abundant, native Illinois species, the Northern Cardinal. This species promises to be a great model organism for ecoimmunological research, for it is known to be a host for many parasites and pathogens that affect wild animals and humans alike. Preliminary data from work with this species has revealed intriguing interactions between the maintenance of reproductive condition and the strength of immune function.
Ronald YaDeau, “The Piano Music of Petr Petrovich Podkovyrov: A Reflection of His Life and His World” (ADM/Scovill 208)
At the first MIFC, I presented a session entitled “Bringing an Unknown Treasure to Life: 24 Preludes by Petr Petrovich Podkovyrov.” That session focused on my work of developing a critical edition of Podkovyrov’s 24 Preludes, and with the processes involved and the results to date. Since my first performances of 24 Preludes in 1998, I have also learned and performed most of Podkovyrov’s remaining piano music, none of which had been previously heard in the United States, and possibly outside Belarus. With further research, and assembling the fruits of my research I have been able to relate a chronology of events in Podkovyrov’s life to stylistic changes in his music. This has not at all been easy, since there is precious little information about the composer save “official” entries in biographical dictionaries and information I have gathered from Belarusian colleagues. I plan to discuss this relationship, with musical examples.
Tatiana Isakovski, “Corporate Finance Course: Creating Significant Learning Experiences” (ADM/Scovill 211)
This paper describes how to transform a traditional corporate finance course into a series of significant learning experiences using new taxonomy of significant learning and the model of integrated course design (Fink, 2003). The quality of college graduates depends on quality of their learning experiences. Yet, “Today’s graduates cannot meet the demands of workplace or community without several more years of learning on the job. They cannot formulate and solve messy real-world problems, work well with others in high-stress team situations, write and speak forcefully and persuasively, or improve their own performance…We won’t meet the needs for more and better higher education until professors become designers of learning experiences and not teachers.“ (Spence, 2001) In his seminal book “Creating Significant Learning Experiences” Fink (2003) developed and operationalized an idea of college instructors as designers of significant learning experiences. Expanding Bloom’s cognitive taxonomy (Bloom, 1956), Fink (2003) advanced new taxonomy of significant learning, which incorporates learning goals that extend beyond the material being taught. It focuses on learners’ experiences rather than the content. This paper follows the approach developed by Fink (2003) and details the process of transforming a traditional corporate finance course into a set of significant learning experiences. It shows how to use active learning approach to teaching and design significant learning activities that are integrated with and linked to the courses’ goals and assessment.
Larry Troy, “Attitudes Toward Sexual Behavior among College Students: Have Things Changed in 40 Years?” (ADM/Scovill 212)
College students’ attitudes toward the acceptability of sexual behavior have varied by the stage of the relationship. For example, intercourse or oral sex have always seemed to be more acceptable for those who are seriously dating than for those on a first date. In the past twenty years, however, the “stages” of relationships have changed, and most people assume that students’ attitudes toward sexual activity have become more permissive. In this pilot study of Millikin students, I test this assumption and further analyze attitudes toward sexual behavior and the sexual behavior itself.
Brian B. Kahn, “Co-Teaching: Are You Ready to Collaborate?”
The presenter will share the initial findings of a recent qualitative study conducted within the School of Education that involved student teachers, cooperating teachers, and their participation in a semester of co-teaching. Last spring, three mentor teachers and eight student teachers agreed to be surveyed and interviewed concerning their attitudes and experiences using the co-teaching model. This study represents the first, in-depth qualitative look into the workings of Millikin’s co-teaching model, an optional student teaching model utilized the past three academic years.
3:00 p.m. – 3:30 p.m.
Samuel Galewsky, “Sequence Analysis of Hox Genes Demonstrates Evolution in the Teaching Lab” (ADM/Scovill 207)
Homeobox (Hox) genes are a very conserved class of genes found in all animals. They code for proteins that serve as regulators of the body plan; everything from segment number and identity in insects to the specification of the vertebrae in our spines. Hox genes are found as gene families in animals. This means that each species has multiple related Hox genes that are involved in different differentiation pathways. In the BI 407 Molecular Genetics lab we cloned and analyzed Hox genes from a variety of organisms found in the Millikin Biology departmental menagerie. These included cockroaches, millipedes, hermit crabs and the instructor. This analysis provided the DNA for carrying out a number of fundamental molecular biology skills and finally resulted in DNA sequence that powerfully demonstrated the process of evolution and gene conservation. Students gained experience in basic cloning and gene analysis and had the opportunity to entirely carry the experiments out from beginning (collecting the organisms and isolating the DNA) to the end (analyzing the DNA sequences).
Christie Magoulias, “Reforming Your Assessment System, Restructuring Your Web-Based Data Management Account, and Retraining Your Students and Faculty in Less than a Year” (ADM/Scovill 208)
Three years ago, Millikin’s School of Education was struggling to create a culture of assessment. Since, we have developed a cycle of data collection, established standards-based program and candidate assessments, have trained faculty who expect collection of data and assessments to be part of their course workload, transitioned to a completely online data warehouse and management system, and received national accreditation with no areas of improvement noted for our assessment system. Use of our web-based data management system has been a key to our success with achieving accreditation. We also boast an innovative pursuit to be the first institution to streamline Banner and LiveText for candidate evaluations and certification.
Mindy Kushniroff, “Where Do We Go to Ensure the Continuation of Accounting Education?” (ADM/Scovill 211)
“To educate a person in mind and not in morals is to educate a menace to society." (President Theodore Roosevelt).
To determine the severity of the problems that face accounting education, the American Accounting Association (AAA), the Institute of Management Accountants (IMA), the AICPA, and the Big Four jointly sponsored a study on the future of accounting education. Their charge to the researchers was to "write a high-level thought piece, supported by evidence where possible, about the future of accounting education." The researchers discuss here the study's principal findings and exhort accounting practitioners to become actively engaged in supporting fundamental reform in accounting education.
Clarence Josefson & Debbie Slayton, “Block Chemistry: Changing the Teaching Paradigm” (ADM/Scovill 212)
At the fall faculty workshop, Vice President Dunsworth noted that only 25% of Illinois high school graduates are predicted to be capable of earning a C or better in a college science course. In the past, a large percentage of Millikin students also were at risk of failing beginning chemistry. Block chemistry, an evolving intensive, lab-centered, first course in chemistry designed for at risk students now in its 20th iteration, will be described in this paper. Unique in our assessment of this course is the participation of a faculty member in the College of Professional Studies. Her insights have informed the evolution of this course and play an important role in its development. The paper includes a description of the course, a philosophical framework for its development and commentary by an active participant in the course. Paper also includes a Study Guide created for nursing students after the faculty member audited the course.
Anne Rammelsberg, “Ever Wonder What It Is Like to Teach IN 140?” (ADM/Scovill 213)
IN140 University Seminar is a first year course at Millikin University designed to integrate orientation, service learning, and an academic topic.
The learning goals for the course include:
1. use ethical reasoning to analyze and reflect on issues that impact their personal lives as well as their local, national, and/or global communities;
2. reflect on the significance of contributions to community through service learning;
3. work collaboratively and creatively with diverse others.
Learning theory has the potential to set the most students up for success in college and it allows for the seamless integration of orientation, ethical reasoning, and service learning. We read about experiments that explore how animals learn and discussed how they can inform us about ourselves as lifelong learners. Our partner for service-learning was the Macon County Animal Care and Control Center, which allowed for the movement from theory into practice that is a hallmark of a Millikin University education by allowing students to train adoptable dogs. Many ethical dilemmas are associated with dog training and ownership, so the students analyzed and reflected on several issues. The outcomes were a significant increase in dog adoptions, a better understanding of learning theory, and a strong grasp of how to build a normative ethical argument.
3:30 p.m. Faculty Awards and Closing Remarks (Lower RTUC)
Track 1: Sciences (ADM/Scovill 207)
A.M. Session Chair (9:30 a.m. – 1:00 p.m.) Dr. Marilyn Prasun
P.M. Session Chair (2:00 p.m. – 3:30 p.m.) Dr. Samuel Galewsky
Track 2: Humanities (ADM/Scovill 208)
A.M. Session Chair (9:30 a.m. – 1:00 p.m.) Dr. Tony Magagna
P.M. Session Chair (2:00 p.m. – 3:30 p.m.) Dr. Ronald YaDeau
Track 3: Business (ADM/Scovill 211)
A.M. Session Chair (9:30 a.m. – 1:00 p.m.) Dr. David Horn
P.M. Session Chair (2:00 p.m. – 3:30 p.m.) Dr. Susan M. Kruml
Track 4: Projects (ADM/Scovill 212)
A.M. Session Chair (9:30 a.m. – 1:00 p.m.) Dr. Bobbi Gentry
P.M. Session Chair (2:00 p.m. – 3:30 p.m.) Dr. Deb Slayton
Track 5: Pedagogy (ADM/Scovill 213)
A.M. Session Chair (9:30 a.m. – 1:00 p.m.) Dr. Ray Boehmer
P.M. Session Chair (2:00 p.m. – 3:30 p.m.) Dr. Brian B. Kahn