2010 PROGRAM

2010 Southwest Teaching & Learning Conference Program Schedule

Please note: Paper presentation will last about 20 minutes each (there are 2 scheduled per 45 minute session); Workshops and panels will have the entire 45 minutes for discussion. CONFERENCE REGISTRATION – STUDENT CENTER – OPENS AT 8:00AM – CONTINENTAL BREAKFAST Friday, April 9, 2010 9:00 AM– 9:45 AM Annex 10 Session Facilitator: Barbara Hewitt

Integrating Online Resources into the Humanities Classroom William Bush, Texas A&M University-San Antonio Amy Porter, Texas A&M University-San Antonio Rebecca Brown, Texas A&M University-San Antonio Stefanie Wittenbach, Texas A&M University-San Antonio

This will be a roundtable panel in which participants will discuss strategies they have developed for integrating Web-based research materials for in-class activities as well as paper assignments. The panel will focus on the unique challenges and possibilities of online resources for the humanities, from the librarian’s as well as the instructor’s perspective.

Annex 11 Session Facilitator: Mishaleen Allen

Learning Theories and Instructional Pathways for Adult Learners in the Online Environment Lori Kupczynski, Texas A&M University-Kingsville

With pedagogy, instructors and students strive to ensure that maximum learning occurs in higher education. In this presentation, the focus shifts to an understanding of teaching and learning for the adult learner, the student who chooses to attend higher education institutions, and impacts of andragogy on online learning and instruction.

The Impact of Work Experience and Collegiate Education in First Line Leadership Erick Aguilar, Embry Riddle Aeronautical University

Data from U.S. Navy first line leadership survey exposed that no relationship occurred between work experience and collegiate education from performance and managerial efficiency of First Line Leaders attached to Carrier Air Wing FIVE at NAF Atsugi, Japan. Findings indicated no differences of First Line Leaders’ performance and managerial efficiency to execute advanced professional duties. In spite of this, the findings are significant to a post-secondary institution as it defines the different levels of technology that are necessary to interest lower level leaders to enhance and improve their leadership performance.

Annex 12 Session Facilitator: Roberto Vinaja

Developing, Implementing, and Evaluating an Electronic Textbook Rental Program Tracy A Hurley, Texas A&M University-San Antonio Alan M. Preston, Texas A&M University-San Antonio

In October 2009, Texas A&M University-San Antonio was awarded a $300,000 grant from FIPSE (Fund for the Improvement of Secondary Education) – an agency within the U.S. Department of Education – to implement an electronic course material rental program. This presentation will outline the motivation for initiating this program as well as the details that went into development of the program model. The program evaluation model will also be discussed.

Annex 13 Session Facilitator: Jingquan Li

Blogging for Student Success Dennis Elam, Texas A&M University-San Antonio

Social media is morphing into different platforms. Twitter, Facebook, and the blogsphere beckon like the Sirens to Ulysses. Which is the right medium to interact with students? This presentation explains why 112 million have chosen to blog, and why it is the right medium for professor/student contact. The presenter has over 1800 blog posts and 1600 student responses.

Click to Success Monica Wong-Ratcliff, , Texas A&M University-Kingsville

Clickers or classroom response systems (CRS) technology has been successfully used in repertoire course formats. This workshop will present the best practice tips and guidelines for constructing questions that draw students into deeper learning. The benefits and challenges of using CRS will be discussed. The audience will also participate in interactive learning activities. In addition, the presenter will also introduce a website where similar CRS functions can be achieved by using the texting application of a cellular phone.

Annex 18 Session Facilitator: Misty Popovich

Cengage Publisher Presentation Rick Ungerman, Cengage

Aplia and CengageNow – Revolutionize the way you teach face to face, online, or in a hybrid class with the publishing industry’s most innovative, and user friendly engagement system: Aplia. Engage your students, get better teaching results, and use your time more efficiently with Aplia, the only system in publishing that was designed by an educator for the needs of educators! Also, learn about our all in one digital system, CengageNow..

10:00 AM– 10:45 AM Annex 10 Session Facilitator: Tracy A Hurley

The EC-20 Program Maria Ferrier, President, Texas A&M University-San Antonio Mishaleen Allen, Texas A&M University-San Antonio Larry Garcia, Texas A&M University-San Antonio

This session describes how a traditional PreK-12 program transitioned into a program that is addressing the need to train new teachers in the critical content areas ranked as important by the superintendents, principals, and teachers, who voiced strong concerns and issues with the manner in which teacher-training programs were being taught at all universities. This program is requiring that the training programs at TAMU-SA be completed overhauled. Degree plans are being rewritten, courses are being deleted, and the content in the courses are being aligned to the areas ranked as critical by the public schools. This session would be of interest to anyone that is involved in teacher-training programs or is involved in teaching/training prospective teachers.

Annex 11 Session Facilitator: Shelly Harris

Engaging Students Using an Industry Computer Simulation Program in a Group Learning Environment Roger Hanagriff, Texas A&M University-Kingsville Ryan Rhoades, Texas A&M University-Kingsville

This session is to provide a review of literature of simulation learning and values to the educational process. Also included in this session are the results from a 2009 feedlot/packer simulation model presented by Oklahoma State University to 2009 agriculture and wildlife students at Texas A&M Kingsville.

Increasing Student Engagement in Hybrid Courses Cheryl Kelsey, Texas A&M University-San Antonio

This presentation will explore a format for hybrid course delivery that focuses on increasing student interaction and collaborative learning to improve student achievement. Methods to enhance instructor-student and student-student interaction for college and university teaching and learning will be discussed.

Annex 12 Session Facilitator: Carol Harle

Social media for language development, mentoring and community support: A look into and beyond the classrooms of Indigenous and Afro-Latino Scholarship (IALS) students Anna CohenMiller, Palo Alto College Russ Wagner, Palo Alto College

This presentation will present the practical application of social media as learning, mentoring, and social support tool both within the classroom and at home for traditionally underserved student populations. In particular, for study abroad students like the Indigenous and Afro-Latino Scholarship (IALS), learning English as a Second Language (ESOL) and Ecotourism at the Alamo Colleges, the use of social media has been shown beneficial for promoting ESOL; mentoring opportunities between teachers and students; and as an additional community support system between students.

Teaching with the use of Social Applications Christi Mac Millin, University of the Incarnate Word

There are various methods of teaching as professors have always tried various methods to teach their students and at the same time balance the classroom withgive them real world experience. Teaching in the era of Generation X and now Y has made a slight role reversal. Universities and staff are now looking for ways to engage their students using their student’s social applications in order to teach. New social applications are always changing as the new technology changes our lives.

Annex 18 Session Facilitator: Henry Ramirez

McGraw-Hill Publisher Presentation Amanda Braun, McGraw-Hill

McGraw-Hill Connect: Is an online assignment and assessment system. It is used to access highly developed and sophisticated homework and test items, to author items and to deploy, score and give feedback. Connect is available for over 80 courses and approximately 240 titles. 1.2 million students for self-assessment and assignments use it. Connect Plus offers integrated, enriched eBooks with rich interactive exercises, online homework, and formative assessments. McGraw-Hill Create is a new, self-service website that allows instructors to create custom course materials by drawing upon McGraw-Hill’s comprehensive, cross-disciplinary content. Instructors can add their own content, quickly and easily. Tap into other rights-secured, third party sources, as well. Then, arrange the content in a way that makes the most sense for the course. Instructors can even personalize their book with their course name and information and choose a delivery format for students – print or eBook. Instructors will receive a free PDF review copy in just minutes. Students will go the McGraw-Hill eBookstore where they can search by school name, ISBN, or book title, and select the appropriate book for their course.

11:00 AM– 11:45 AM Annex 10 Session Facilitator: Syed Harun

Use of Technology to Enhance Learning in Education Panel Discussion Barbara Hewitt, Texas A&M University-San Antonio Dennis Elam, Texas A&M University-San Antonio

Many technology innovations are introduced each year that can be used to enhance delivery of information. While some of this technology was designed strictly for the classroom, other technologies are designed specifically for delivery and sharing of documents outside the classroom setting. This panel will discuss these new technologies and explore how faculty can enhance learning in a classroom setting. One or two possible demonstrations may occur if time permits.

Annex 11 Session Facilitator: Durant Frantzen

An Examination of the State-of-the-Art Uses of Adaptive Technologies for Students with Special Needs in Elementary and Secondary Education David E. Herrington, Texas A&M University-San Antonio Kathleen Kidd Herrington, Appelbaum Training Institute

Many advances have been made in the technologies used to address language and learning deficits that many children bring to the classroom. An examination of the technologies that persist in use and those that offer promise will be examined.

Ethnic Media Enhance Bicultural Identity in ESL Context: Lessons from Chinese Immigrant Minorities YuLin Feng, Texas A&M University-Kingsville Valentin Ekiaka Nzai, Texas A&M University-Kingsville

This paper explores the effects of ethnic media in the development of bicultural identity among Chinese immigrant minorities. Findings underline not only how ethnic media play an important role informing new immigrant minorities’ cross-cultural values when establishing group kinship within the host culture, but also how participants use ethnic media to enhance integrative awareness, coherent bicultural identity, and cultural competence. Recommendations for in- service teachers and faculties of PK-12 and college students who are in the process of developing their bilingual- bicultural identities are framed from the cross-cultural adaptation and community of practice approaches.

Annex 12 Session Facilitator: Rebecca Brown

Towards an Equal Opportunity for All Cybercitizens Michael Risku, University of the Incarnate Word Jennifer Degerstrom, University of the Incarnate Word

The purpose of this presentation is to highlight existing research and issues regarding cyberfeminism as it relates to the broader concern of cyber-segregation. Topics will include access, barriers, research, socioeconomic issues, and gender power dynamics.

Lessons learned: The process of developing an online program Holim Song, Texas Southern University S. Nina Saha, Texas Southern University Margarita Lara, Texas Southern University

This presentation will focus on the experiences of three faculties as the engaged in the process of online program development. Presenters will share concrete example of technology tools to enhance classroom instruction.

Annex 13 Session Facilitator: William Bush

Using Screen Capture Technology to Capture a Class Susan Hall, University of the Incarnate Word Pat Lonchar, University of the Incarnate Word Theresa Tiggeman, University of the Incarnate Word Tracie Edmond, Judy Broughton, University of the Incarnate Word

This panel will explore the use of screen capture software to produce supplementary materials for classes in a variety of disciplines. While English, business, and interior design are the disciplines represented, each panelist will share ideas that could be used in a range of other disciplines. The panel will demonstrate classroom uses of two pieces of software—Jing and Snagit.

Annex 18 Session Facilitator: Jenny Moore

Build the “perfect” E-Book in minutes Jesse White, Pearson Education With Pearson Custom Library, you can create a custom eBook by selecting content from our course-specific collections. The collections consist of chapters from Pearson titles, and carefully selected, copyright cleared, third-party content, and pedagogy. The finished product is a custom eBook or textbook. This session will demonstrate how easy it is to create that “PERFECT” book you’ve always been searching for.

12:00 PM – 1:30 PM

PLENARY SESSION LUNCHEON

Student Center

Guest Speaker

Doug Conyers Vice President of Engineering, GlobalSCAPE

We would like to thank our luncheon sponsors:

Please visit their tables and attend their presentation sessions.

1:45 PM– 2:30 PM Annex 11 Session Facilitator: Lisa Siegal

Utilizing Campus Walkthrough Data to Design Powerful Professional Development W. Sean Kearney, Texas A&M University-San Antonio Jeff Goldhorn, Education Service Center, Region 20 Nancy Robinson, Judson ISD

The presenters of this session represent a local school district, Education Service Center, and University. Information will be presented from campus, district, and regional levels. This multi-pronged approach should provide participants with useful insights into the design of professional development for teachers through the use of classroom walkthrough information. It is our belief that walkthrough data provide some of the most interesting insights into teaching and learning as they are firsthand accounts made directly by supervisors and/or colleagues.

Teaching Quantitative Courses with Web Conferences: Implementation and Evaluation Issues Roberto Vinaja, Texas A&M University-San Antonio

Web conferencing is an innovative pedagogical tool; however, more research is needed in regards to the issues surrounding the implementation in both online and hybrid quantitative courses. The main objective of this presentation is to analyze the use of web conferencing for conducting lectures or providing virtual tutoring in quantitative courses. The analysis is based on empirical data collected during two semesters.

Annex 12 Session Facilitator: Phil Middleton

Embedded Instruction: Using Blackboard Vista Modules to Teach Information Literacy to College Freshmen Julie Nichols, Northeast Lakeview College Kristin Johnson, Northeast Lakeview College

When the English and Reading Department Chair asked the Northeast Lakeview College Library to become collaborative partners in assisting students to meet course outcomes for the first semester freshmen composition course, the librarians seized the opportunity to integrate information literacy skills into the curriculum using the course management system, Blackboard Vista. This workshop presentation, which includes the Library Instruction Coordinator and one of the Adjunct Librarians, will discuss the challenges faced in implementing this program, our successes, and our plans for improving the current content while developing Blackboard Vista modules.

Views from Both Sides of the Server: Reflections of an Online Instructor Turned Online Student Mark Seaman, Stephen F. Austin State University

This paper focuses on the methods and techniques learned by an online instructor through his experiences as an online student. The presentation will share narratives of the author's experiences in constructing, teaching, and revising online courses as well as student comments about online courses. Reflections revolve around not only what worked well, but also what did not work well in the online environment. The presentation should prove helpful to instructors that are evaluating their own online teaching effectiveness as well as professors transitioning to an online environment.

Annex 18 Session Facilitator: Dennis Elam

Cengage Publisher Presentation Rick Ungerman, Cengage

4LTR Press Technology and Books and CengageBrain.com – See the industry’s most cutting edge products: 4LTR Press by Cengage Learning. 4LTR Press books are student tested and faculty approved. These products have excellent, engaging print content combined with superb digital assets, and all at incredibly low price points. See the new products that have shattered the old text book model! Also, see how students can buy eBooks, individual iChapters, and other digital assets directly from CengageBrain.com at discounts.

Annex 19 Session Facilitator: Marianne Phillips

Reaching the needs of all students: Establishing effective online literature circles Shelley B. Harris, Texas A&M University-San Antonio Sylvia O. Bull, Texas A&M University-San Antonio

This interactive workshop will briefly describe the current research on the benefits of using online literature circles to promote student comprehension, engagement and community. Each attendee will participate and learn how to create an online literature circle. This workshop is designed for teachers (2-12 grade), administrators, and university professors.

2:45 PM– 3:30 PM Annex 11 Session Facilitator: John G. Romo

Effectiveness of Computer Assisted Language Instruction Programs (CALL) For Enhancing English Learning Among Students of Limited English Proficiency David E. Herrington, Texas A&M University-San Antonio Cheng Chieh Lai, Hsiuping Institute of Technology, Taiwan

The Technology Adoption Survey was administered to 315 English Language Learners in the Houston area. The survey was translated into Chinese, Korean, French, and Spanish to include most of the English learner populations in the area. The focus of inquiry was to determine the extent to which learners and teachers found the CALL software to be useful and easy to use when learning and teaching English. Issues and concerns CALL software presents were addressed in the qualitative portion of this study

The Role of Collaborative Learning in Developing and Sustaining a Successful College Campus VITA program Theresa Tiggeman, University of the Incarnate Word Tracie Edmond, University of the Incarnate Word Robin Guerrero, University of the Incarnate Word

This paper discusses the Volunteers in Income Tax (VITA) Program and its unique opportunity to function as a collaborative learning environment. When housed on a college or university campus, the VITA Program uses accounting students to prepare income tax returns for the low income and elderly of the community. While many educators use the terms “cooperative learning” and “collaborative learning” interchangeably, there is a growing debate concerning the difference in these two instructional approaches. This paper discusses those differences and centers on the collaborative learning aspects of the VITA Program.

Annex 12 Session Facilitator: Tracy Hurley

E-books in the classroom: A case study in teacher perceptions and use of digital literacy Carol Klages, , University of Houston-Victoria Jane Devick-Fry, , University of Houston-Victoria

The purpose of this case study is to examine the ways two teacher candidates use comprehension strategies when reading off-line and on-line textual material. The teacher candidates were asked to respond to both types of readings through electronic e-journals and discussion board postings. The results suggest the varying ways teacher candidates respond to off-line and on-line textual materials.

Adoption of E-Books Barbara Hewitt, Texas A&M University-San Antonio Tracy A Hurley, Texas A&M University-San Antonio

This research explores electronic book (e-book) adoption. To examine what factors influence e-book adoption, we propose a model incorporates several new constructs aimed at understanding e-book adopting into a model used by Wu and Wu (2005) to explore customer relationship management system adoption. A field survey will be administered to students and faculty at a major university to test the proposed research model. After analyzing the data in Smart PLS, the results will be presented here.

Annex 13 Session Facilitator: William Bush

The Intersection of Algebra and Technology Bowen Brawner, Tarleton State University Bryant Wyatt , Tarleton State University

The goal of this presentation is to show that understanding can be enhanced in the algebra classroom through the use of technology. Mathematics teachers at any level will benefit from this presentation. They will be introduced to how technology can be leveraged to produce a student centered inquiry-based classroom. We will present result from a NSF funded project and the tenets of this approach will be discussed.

Improving Minority Student Learning Outcomes in a Community College Science Course David S. Fike, University of the Incarnate Word

This research study demonstrated that application of Keller’s Personalized System of Instruction (the Keller method) using online courseware in a community college science course eliminated disparities in learning outcomes for minorities; in essence, this method provided an environment where minority students were able to “close the gaps” in learning outcomes.

Annex 18 Session Facilitator: Alan Preston

McGraw-Hill Publisher Presentation Amanda Braun, McGraw-Hill

McGraw-Hill Connect: Is an online assignment and assessment system. It is used to access highly developed and sophisticated homework and test items, to author items and to deploy, score and give feedback. Connect is available for over 80 courses and approximately 240 titles. 1.2 million students for self-assessment and assignments use it. Connect Plus offers integrated, enriched eBooks with rich interactive exercises, online homework, and formative assessments. McGraw-Hill Create is a new, self-service website that allows instructors to create custom course materials by drawing upon McGraw-Hill’s comprehensive, cross-disciplinary content. Instructors can add their own content, quickly and easily. Tap into other rights-secured, third party sources, as well. Then, arrange the content in a way that makes the most sense for the course. Instructors can even personalize their book with their course name and information and choose a delivery format for students – print or eBook. Instructors will receive a free PDF review copy in just minutes. Students will go the McGraw-Hill eBookstore where they can search by school name, ISBN, or book title, and select the appropriate book for their course.

Annex 19 Session Facilitator: James Hackard

A Tutorial on SAP: Exploring Students’ Learning Outcomes and Learning Benefits Chin-Yen Alice Liu, Our Lady of the Lake University Derek Mohammed, Our Lady of the Lake University Kathryn Winney, Our Lady of the Lake University

A tutorial on SAP is given during the presentation. A business process transaction including sales logistics, production logistics, procurement logistics, accounting, and human resources will be demonstrated. The exercise case, Flya Kite, has adopted from the University Alliances Program (UAP), which supports SAP learning contents for the institution of higher education. Through the use of the Flya Kite case, participants can gain knowledge of processing transactions across disciplines within an organization and experience the integration of the various departments with one another.

3:45 PM– 4:30 PM Annex 11 Session Facilitator: D. Anthony Miles

Supporting Digital Native Learners in the Classroom through Universal Design for Learning (UDL): An Interactive Experience for Facilitators Mishaleen Allen, Texas A&M University-San Antonio Consuelo Bossey, Texas A&M University-San Antonio

This interactive workshop presents relevant information for teachers/faculty regarding the impact of the “digital native/digital immigrant” disconnect between students immersed in technology and more traditional styles of instruction. Participants will be introduced to UDL (Universal Design for Learning) and how the concepts of “multiple means of presentation, representation, and engagement” can be used effectively with the integration of technology to enhance student learning opportunities as well as increase teaching effectiveness. During the interactive portion of the workshop, participants will be able to go to a series of websites and present “findings” to the rest of the group.

Assistive Technology and The Leadership Pyramid: Providing Academic and Social Growth in the Classroom for Students with ADHD, NLD, & Asperger Syndrome John Singleton, Texas A&M University-San Antonio Mishaleen Allen, Texas A&M University-San Antonio

This interactive workshop will address the potential of The Leadership Pyramid and Assistive Technology as they relate to specific disabilities and life tasks of students with ADHD, NLD, and Asperger Syndrome. Included in this workshop are technologies and a program that have been designed with universal features making them easily adaptable for the individual with disabilities.

Annex 12 Session Facilitator: Dennis Elam

Blackboard technology and Social Media as media of graduate course delivery David E. Herrington, Texas A&M University-San Antonio Kristina E. Proctor, Minneapolis Examiner Social Media Writer

This study examines Blackboard technology and Social Media as media of graduate course delivery as each compares to traditional face-to-face teaching methods and as each compares to each other. Statistical treatment of TAM data will be used to examine and possibly to explain variances in student and professor utilization of available technologies and methods.

Use of Student Response Pads as Preparation for Course Exams Robert Yowell, Northeast Lakeview College

Since the Spring 2008 semester, the author required students to utilize remote response pads for in-class quizzes and participation methods. A positive change exists in enhanced student involvement and engagement has been substantial. The implementation of the technology has also produced the benefit of predicting exam scores. Students either showed higher average scores overall or greater improvement of exam scores when response pads are used. Response pad technology not only delivers increased involvement, but can also be instrumental in preparation for assessments that do not involve the technology.

Annex 13 Session Facilitator: Amy Porter

Network-Supported Generative Activity Design Andre J. Mack, Texas A&M University-Kingsville Larry Garcia, Texas A&M University-Kingsville

This session will begin with an overview and definition of GAD and a brief discussion of the learning theories on which it is based. The session will be comprised mostly of showing and describing example technologies that support a Generative Activity Design framework. While this session will focus mainly on mathematics education, the presenter will also show how network-supported generativity has applications in other disciplines, including language arts and writing, history, and science.

Systems Perspectives on Balancing Content and Use of Technology John G. Romo, Texas A&M University-San Antonio

Many mathematics teachers at varying educational levels work toward implementing technology in an effective way in classroom practice. How are decisions made about implementing technology? What information does an instructor apply in that decision-making process? This session examines these questions using a systems perspective to include a case study of an upper division mathematics course that serves a traditionally underserved student population.

Annex 18 Session Facilitator: R. David Ullom

Integrating Pearson MyLabs into Your Courses Deb Wilson, Pearson Education

Students in online, face to face, and hybrid instruction classes all expect to have some type of instruction delivered on the web. Pearson Education’s “MyLabs” provide faculty with a wealth of assignable activities that are easy to use and integrate into their courses. Many MyLabs contain direct links to the ebook for quick access for students. This session will demonstrate how you can integrate MyLabs into your courses and will focus on MyEducationLab. MyEducationLab is designed to help prepare users of the site for the opportunities and challenges teachers and students meet each day in classrooms. MyEducationLab offers invaluable support for learning course content, as well as, making the essential transition to applying concepts and skills in the classrooms. In MyEducationLabs with a copyright of 2011 or higher, all exercises are mapped to learning outcomes and national teaching standards. This session will walk you through MyEducationLab and its benefits to you and your students. Annex 19 Session Facilitator: Barbara Hewitt

An Interactive Workshop for Using Blackboard to Implement Mastery Learning As a Computerized Learning Environment Richard P. Green, II, Texas A&M University-San Antonio

Mastery learning is an approach to customizing teaching to meet the heterogenic learning styles and needs of students. Although the method has repeatedly been shown to be a highly effective approach to providing a rich learning experience, it is rarely used to any great extent. Using computer assisted learning techniques provides a way to use the principles of mastery learning without making unreasonable and unsustainable demands on the instructor. This workshop will provide a specific example of the application of mastery learning in an accounting course and provide participants with a "hands-on" practice session.

Southwest Teaching & Learning Conference Program Schedule

Please note: Paper presentation will last about 20 minutes each (there are 2 scheduled per 45 minute session); Workshops and panels will have the entire 45 minutes for discussion. CONFERENCE REGISTRATION – STUDENT CENTER – OPENS AT 8:00AM – CONTINENTAL BREAKFAST Saturday, April 10, 2010 9:00 AM– 9:45 AM Student Center Session Facilitator: Tracy Hurley

Lessons Learned: A Faculty Perspective of The Implementation of The Bolognal Process In Romanian Business Programs and Implications for U.S. Programs Kathleen Voges, Texas A&M University-San Antonio Daniel Glaser-Segura , Texas A&M University-San Antonio Constantin Bratianu, Academia de Studii Economice Alina Dima, Academia de Studii Economice

The development of relevant curriculum for business schools in the United States is a current and pressing topic . In comparison, marked advances have been made in Europe through the implementation of the Bologna Process principles, which provides for a universal approach to curriculum at higher education institutions throughout Europe. Implementation of the Bologna Process poses special challenges to institutions which serve economically challenged populations. Based on interview questions of 30 faculty members in Romania, our study identified central themes. The themes of process planning, accreditation, lack of information, and unexpected results emerged as issues, while mobility, wider choice of programs, improved quality, and international standing were perceived as benefits. Our paper concludes with a discussion of these findings and potential implications for U.S institutions as the influence of the Process continues to become more prominent.

Students’ and Faculty Perceptions of Hybrid Courses: A Comparative Study Jingquan Li, Texas A&M University-San Antonio

In this study, we compare students and faculty perceptions of hybrid courses that combine Web-based learning and in-class teaching. This research surveys business students in regard to perceptions concerning and satisfaction with hybrid courses. A modified survey was administrated to business faculty members. Comparison of the results from each group shows the differences between the students’ and faculty perceptions of hybrid classes. The main purpose of this study is to share the empirical evidences in the hybrid approach and to develop effective approaches to ensuring student learning and quality of education.

Evaluation of an in-class response system in a small class setting at a predominantly minority-serving higher education institution. John D Smith, Texas A&M University-San Antonio

In-class response systems are typically used in large classroom settings as a means for the instructor to acquire immediate feedback from course lecture content. These systems can also be used for quiz/test and survey administration in anonymous format. This study explored student responses to an in-class response system.

10:30 AM– 11:15 AM Annex 10 Session Facilitator: Josephine Sosa-Fey

Teachers Gone Viral: The Use of Online Media In the Classroom Megan G. Pope, San Antonio College Jason J. Chapa, South Texas College Jeff Hunt, San Antonio College Leo Herbeck, San Antonio College

This panel of communication scholars and instructors will present information regarding the use of current online learning platforms (i.e.Blackboard), online media (i.e. Youtube), and other technology to stimulate learning in the classroom while discussing the incorporation of these technologies into classrooms with non-traditional students.

Annex 11 Session Facilitator: Judy Lewis

The Impact of Literacy Histories and classroom Instruction Michele R. Staples, Tarleton State University Jennifer McGregor, Tarleton State University

This presentation will focus on literacy histories and how they define who we are as reading educators. All teachers have their own unique relationships with texts. By examining the relationships we have had with texts, we can understand how to create positive literacy histories for those we educate. Sample literacy histories of several media types will be shared.

Technology in Your Walking, Jogging, or Physical Activity Course Kevin H. Kendrick, Texas A&M University-San Antonio

This session will provide information on the use of a specific movement monitoring system (Nike+), and associated technologies in delivery of an online, or on onsite college-level, walking, jogging, or physical activity course.

Annex 12 Session Facilitator: Syed Harun

Voices from the Field: Perspectives of First-year Teachers on the Disconnect between Teacher Preparation Programs and the Realities of the Classroom Mishaleen Allen, Texas A&M University-San Antonio Sunddip Panesar, Sunterra Educational Support

The purpose of this study was to explore common themes emerging from lived experiences of first-year secondary school teachers regarding their expectations of teaching prior to entering the teaching profession, as well as the realities in the classroom environment. The implications suggest that curriculum developers and school district leaders can help improve retention and lessen disconnect by providing first-year teachers with survival skills. This study may offer a clear understanding of reasons first-year teachers experience disparities between expectations and realities of the classroom, and how such disparities affect retention rate.

The Hybrid Classroom: Facilitating a Learning Community with Technology Nicole Provencher, University of Texas San Antonio

As practitioners of literature and writing we are faced with the challenge of engaging and teaching our students in new and innovative ways. These new ways of teaching must keep our students’ attention and also entice reflection of their own and others’ experiences. This paper will explore how the use of technology in the college classroom highlights and encourages multiple literacies that inform student writing and reading and situates the practice of teaching as an activity centered in a cultural time and place assembled not only within the academy, but in the lived experiences of students as producers and consumers of their culture.

Annex 13 Session Facilitator: Gary Coulton

WebQuests and Inquiry in Science Education Marianne Phillips, Texas A&M University-San Antonio

This presentation investigates the use of WebQuest to promote inquiry in science education. WebQuests provide students with a deeper understanding of natural phenomena, enabling them to explain and apply understanding. Additionally, when students learn both the content and process of science they gain a deeper understanding of the nature of science.

Using Online Rubrics and Templates to Enhance Student Performance Diane Sopko, Tarleton State University Melissa Becker, Associate Professor, Tarleton State University

In this presentation we will show how to use well designed assignment descriptions, templates, and scoring rubrics to help students complete assignments successfully. The easy availability of online access and the critical detail can help students of all backgrounds more easily understand course expectations and the criteria against which they will be judged. Thus, student products and performance can be enhanced.

Annex 19 Session Facilitator: Lynette Chapman-Vasill

Enriching Online Instruction in the 21st Century Ruby Willey-Rendon, West Texas A&M University

Over the past few years, higher education instruction has gone through many changes to accommodate millennial and non-traditional students who are filling up university campuses across the nation. Many students are entertaining the idea of taking online instruction as opposed to face-to-face instruction. Consequently, instructors are being asked to teach in an unfamiliar environment while maintaining high standards. Instructors must identify various technological resources and implement them in a way that encourages high standards and critical thinking. This presentation will highlight enriching online instruction through the implementation of: threaded discussions, blogs, content-related videos, critical-thinking activities, technology-integrated activities, webcam instruction, formal and informal assessment

11:30 AM– 12:15 PM Annex 11 Session Facilitator: Richard Green

CPA Exam Passing Rates and Their Impact On CPA Supply and Demand Conditions In The Lower Rio Grande Valley Dennis Ortiz , University of Texas at Brownsville Musa Essayyad, University of Texas at Brownsville

This paper takes a multipronged approach to address the issues of CPA Exam passing rates and their impact on CPA supply shortage in the Lower Rio Grande Valley (LRGV). We begin by identifying the coexisting problems of low exam pass rates along with perceived shortage of CPAs in the LRGV. Continuing our search for an explanation, we examine the quality of faculty at UT Brownsville. We study the pros and cons of existing programs hoping to suggest the optimal accounting program for the School.

An Assurance Case Study: Audits versus Reviews Dennis Elam, Texas A&M University-San Antonio

This will be a Case Study regarding the decision by a small non-profit on the advisability of contracting for an audit versus a review of their annual financial statements.

Annex 12 Session Facilitator: Kevin Kendrick

Engaging Hispanic Students in History Learning Relevant for a Globally Interconnected World through Effective Use of Technology Margit Nagy, Our Lady of the Lake University

Through multidisciplinary examples drawn from freshmen level undergraduate U.S. and World History hybrid and on-line classes, this presentation will focus on the challenges and opportunities of engaging Hispanic students in meaningful history learning through the incorporation of relevant digital tools and e-resources.

Comparing Student Outcomes and Attitudes in Research Methods Hybrid versus Traditional Classroom Formats Durant H Frantzen, Texas A&M University-San Antonio

The current study will examine the impact of a hybrid approach on undergraduate research methods in the social sciences with regard to levels of student engagement and student knowledge in a non-traditional college environment. The goal of this study is to understand if there are any variations regarding student engagement and course outcomes based on this new course format.

Annex 13 Session Facilitator: Jesus Carmona

Addressing the Personal Technology Component in Classroom Management for Higher Education Vivien Geneser, Texas A&M University-San Antonio Josh Thompson, Texas A&M University-Commerce

Any discussion of teaching and technology must consider the impact of personal equipment in the form of handheld devices on the classroom environment. Please join Vivien Geneser from Texas A&M University-San Antonio and Josh Thompson from Texas A&M University-Commerce as they share their findings and facilitate a discussion on the topic of personal technology in the higher education classroom.