Friday – November 11th

8:00 AM – 9:00 AM
Breakfast | Location: Ballroom
9:00 AM – 10:15 AM
Military Students Panel | Location: Ballroom

Scott Hutchison, Western Kentucky University
Ryan McQueary, KCTCS
Philip Parsons, Western Kentucky University
Moderator: Julie Uranis, Western Kentucky University

Join us for a panel discussion exploring the impact online education has on current and former military students – how online courses and programs make higher education accessible to active military and how the access to higher education influences the lives of these students. Panel participants will share their experiences learning at a distance in challenging situations and utilizing institutional online resources.

10:30 AM – 11:15 AM
Concurrent Sessions

Location: Room 138
Instructional Design
Pedagogy, Technology and Content Knowledge; How the Three Interrelate to Provide Positive Learning Experiences

Randy Deere – Western Kentucky University, Yury Borukhovich – eTextink, and Ken Wright – University of Alabama

This presentation will focus on the connection between pedagogy, technology and content knowledge. The presenters will show how each area (pedagogy, technology and content knowledge) are linked to the other to provide best practices through the development of e-learning modules such as e-books and mobile apps. The presenters will provide a demonstration of an e-book, mobile app and the accessibility features the eTextlink platform provides for the content. Also, a demonstration of how these teaching and learning strategies are incorporated into a traditional and online class will follow. Educational opportunities are enhanced through greater accessibility via online curricula and various e-Learning formats. While an instructor can teach using proper pedagogy, technology can be used to make learning accessible for all. It takes a collaboration of both worlds to make the learning experience truly great. By leveraging the right technology an instructor can make sure the content can be accessed by everyone who needs and wants it.

Location: Room 113
Instructional Design
Losing the Red Pen: Screencasting Feedback and Substantive Faculty Interaction

Paige Brooks-Jeffiers – KCTCS

How does an online instructor promote interaction with distance learning students she may never meet? Are there tools that bridge the distance gap and virtually create student/facilitator interaction and yet are not too difficult to achieve? Online classes often present hard-to-verify issues of substantive faculty interaction. This is especially true when deploying online classes that are created in the CBE model. This session will demonstrate the ease of using free digital screen-casting for authentic assessment feedback in a fully online course or an online CBE course. Participants will gain skills on how to provide students with video feedback that becomes a reusable learning object for students and offers a more personalized interaction between student and instructor. Facilitator will demonstrate in real-time how to use video feedback for assessment in a Blackboard course.

Location: Room 163C
Bridging the Gap: Selected Works and TopScholar Galleries

Sue Lynn McDaniel and Todd Seguin – Western Kentucky University

Higher education’s scholars utilize online catalogs and library finding aids with ease. However, for the larger community, accessing scholars’ Selected Works and online galleries with topical themes is a helpful intermediary step. Non-scholars often explore and produce scholarship, seek out obscure online sources and gladly volunteer to document cultural resources.

Every day historically valuable ephemera is thrown away due to an ignorance of its value to research. Special Collections Librarians partnering with Scholarly Communication Specialists utilize social media to create a gateway and make certain that taxpaying interested parties do not miss the wealth of primary sources compiled over centuries by librarians and archivists. We hope this ease of access to information will encourage casual researchers to support our academic efforts. It may also result in donations of unique letters, photographs, diaries, ephemera and inaccessible publications.

The Special Collections galleries allow exhibits of unique photographs, ephemera, oral histories and manuscripts. Scholars create personal selected works sites to showcase individual research projects and collections. University faculty, teachers, adults, and amateur historians can use these accessible resources to gather information and create items to motivate, entertain or educate others. Technology created the door to Libraries via KenCat and TopScholar. Now the galleries and Selected Works throw open wide resources for all.

Location: Room 112
Comparing Voluntary Product Accessibility Templates (VPATS) to HiSoftware Scans

Shaden Melky – Western Kentucky University

As we continue to improve ways of how to make Universities ADA Compliant using Section 508 Accessibility & WCAG 2.0 Guidelines, we learn different ways to assess the gathered information using auditing tools like HiSoftware Compliance Sheriff and Voluntary Product Accessibility Templates (VPATS). In this presentation, we will give a brief overview of the various accessibility issues that currently face Universities with an online presence, as well discuss how to compare results of a VPAT to a HiSoftware scan when auditing library database vendors.

Location: Room 163A
Deploying Microsoft Online Learning

Brian Taylor – Western Kentucky University

In 2016, Western Kentucky University deployed the Microsoft Online Learning video tutorial series. The Online Learning site is a no-additional-cost benefit to our Microsoft Enrollment for Education Solutions contract. This session will cover what the end user experiences and the workflow we established in order to facilitate easy usage. It will also show the administrative interface, how to add users, create lesson plans, and review reports.

Location: Room 208 I/J
Tools for Effective Team Collaboration

Eric Satterly, Shawn Snapp, and Sean Ward – Bellarmine University

Having good tools is important for team collaboration but developing solid practices for using them can make for excellent team harmony and productivity. This session will demonstrate how Bellarmine uses collaboration tools to effectively work within IT.

Location: Room 163B
Networks for the Future . . . Connecting to YOUR Cloud Providers


This will be an overview of the technologies connecting students/faculty/staff/ (and campus data centers) to the various cloud providers that will be key to running your organizing in 2017 and beyond.

11:15 AM – 11:45 AM
Networking Break | Location: West Lobby
11:45 AM – 12:30 PM
Concurrent Sessions

Operations Management: Prepare for the Worst and Hope for the Best

Julie Dent and Kathy Barnes – Western Kentucky University

In upgrading Blackboard for campus-wide use for student and faculty service, we have discovered the importance of planning to create successful outcomes. This practice is often overlooked when implementing mission critical initiatives. Our guidelines ensure every effort for a successful project implementation.

• Establish Team
• Research Reliable Sources
• Prepare Project Outline
• Achieve Buy-In
• Assign Tasks
• Provide Public Access
• Evaluate and Revise

The project is not complete until the team evaluates the project’s outcome. Items we consider are quality, timeliness, communication, user impact, and efficiency. The evaluation process is the completion of the current upgrade plan and the beginning of the future upgrade plan with any and all revisions.

Location: Room 138
Instructional Design
Creating Connections: Using Social Media to Form Classroom Communities

Aimee Green and Shawnise Miller – University of Louisville

Students who feel part of a classroom community have demonstrated higher satisfaction and retention, but sometimes that community is hard to create when there is a lot of material to cover or in online classes. Social media can be used to engage your students outside of the classroom, but often faculty are wary of blending personal and professional relationships, worried about confidentiality, or are uncertain how the various options can be used. We will provide strategies for alleviating worry and avoiding pitfalls, as well as share examples of how to use social media effectively for building community.

Session Objectives:

As a result of attending the session, you will be able to:
• Explore and discuss the concept of building community outside the classroom
• Review together the best practices for building community
• Explore technology tools available to assist you in building community

Location: Room 163C
Instructional Design
CrossFit Your Classes

Jim Lindsey – Western Kentucky University

Jennifer Gonzalez posted an article called “4 Things I’ve Learned About Teaching from CrossFit” in October 2015 ( In it, she talks about ways that teachers can use CrossFit principles to improve students’ performance and engagement in classrooms. I was intrigued by her article and decided to try the things that she recommended in the classes that I teach.
I knew the CrossFit principles that Jennifer wrote about well. I had been a CrossFitter for three years when I read her article. I had not however thought about incorporating them in my teaching. I am glad that I saw her article. As you may expect, students have liked the CrossFitting of my courses. The classes are more fun with these ideas included. In this session I will talk about how introducing CrossFit principles to your lessons may improve your students’ experience; ways that I have done so; and the results that I have seen. Principles that will be presented include scaling, creating variety, gamification, personal growth, competition, and record keeping.

Location: Room 163A
Instructional Design
Online Student Satisfaction-Hi-Tech and High Touch

Faris Sahawneh – West Kentucky Community & Technical College

Servant leadership has emerged as one possible leadership style that has the potential to improve student satisfaction with online learning. An empirical examination of servant leadership at the individual online instructor level provided an opportunity to consider key individual characteristics of servant leadership. This presentation will show that when instructors exhibited servant leadership behaviors of altruistic calling, emotional healing, wisdom, persuasive mapping, and organizational stewardship, students reported a high level of satisfaction with their online learning experience.

Location: Room 112
Instructional Design
Using Digital Resources to Build a Self-Paced MBA Foundations Solution

Dr. Evelyn Thrasher, Dr. Bob Hatfield, and Tanja Bibbs – Western Kentucky University

A Master of Business Administration (MBA) degree has been a popular choice for continued education across almost every discipline since its inception in the early 20th century. Today, MBA programs have become even more popular because of a prevalent need for post-Baccalaureate education as a criterion for continued advancement in the workplace. Because MBA programs are not limited to those who hold a Bachelor of Science (BS) degree in a business discipline, most programs require completion of a set of undergraduate courses in business fundamentals as a prerequisite to MBA program admission.

This requirement often creates a critical barrier to entry for many potential MBA students due to its time and expense. Schools and colleges of business have implemented many different solutions; however, in most cases, the solutions are still expensive, rigid in structure, and require months (often more than a year) to complete. This presentation describes the collaboration between the Gordon Ford College of Business and the Division of Extended Learning and Outreach at Western Kentucky University to create a fully digital, self-paced solution to provide instruction in the business fundamentals necessary for a student entering the MBA program without a BS degree in a business discipline. This single course can be completed in as few as seven weeks or as many as nine months, and the student can select the order and timeline in which to complete the eight subject areas within the course.

Location: Room 208 I/J
Instructional Design
Adapting Course Design and Delivery to Improve Military Veteran Student Success

Meredith Singleton – Northern Kentucky University

For the returning military veteran, many classroom strategies prove problematic—freedom of time management, flexible instruction, and self-guided learning among others. Through training in highly structured environments, military veterans learn when and not to not ask questions, to do as instructed, and to successfully complete assigned tasks. In an incredible culture shock, and in direct contrast with their previous superiors, many college instructors encourage students to determine their own strategies based on personal preferences, actively avoiding prescriptive or rigid instruction. Therefore, what can instructors do to better assist military veteran students as they transition from military to academic training? This presentation will help instructional designers and faculty develop institutional best practices in course design and faculty professional development to build a welcoming learning environment for military veteran students. This presentation will share course design strategies, assessments tool options, course activity design, and terminology that can help faculty build courses within the framework of a military veteran student’s prior knowledge. Courses adapted to the military veteran students frame of reference encourages an inviting learning environment for success.

Location: Room 208 G/H
Modernizing Your Data Center with Converged Systems

Steve Lange – Pomeroy

Drive innovation, reduce costs and prepare your enterprise for the future with scalable, flexible converged infrastructure.

Accelerate your time-to-market. Dramatically reduce downtime. Simplify IT and respond faster to business demands. Reduce your total cost of ownership.

12:30 PM – 1:30 PM
Lunch | Location: Ballroom