Poster Sessions

Poster Title: Social Media in the Classroom: A Teaching Platform and Teaching Tool
Author(s): Dr. Karen Pitcher
College: DMACC
Email: kcpitcher@dmacc.edu
Room:
This poster will discuss the use of social media as a teaching tool in the classroom. The majority of college students have some familiarity with and are frequent users of social media forms such as Facebook, Twitter, and YouTube. The poster will consider social media in the classroom in two ways. First, I will examine some of the unique ways in which instructors may utilize social media for communication purposes with their students, be it through an interactive Facebook page for the course or uploading course content videos and activities on YouTube as another form of interaction between classmates. Second, this poster session will also discuss the ways instructors may take advantage of social media as a vehicle for teaching/illustrating particular concepts that cross disciplines--audience analysis, persuasion, surveillance, and media ethics concerns.

Poster Title: Registered nurses' perceptions of health literacy and its effect on patient self-efficacy and patient healthcare decisions: implications for practice
Author(s): Margaret Carter Richey, Ed.D, MSN, RN
College: Benedictine University, Mercy College of Health Sciences
Email: Margaret.richey.1@gmail.com
Room:
The purpose of this qualitative interpretative phenomenological study was to gain an understanding of nurses' perceptions of health literacy and examine their lived experiences with patient educational materials. A basic interpretive research methodology was used to understand the meaning a phenomenon has for participants including the following: (a) how nurses interpret their experience, (b) how nurses construct their words, and (c) how nurses make sense of their experiences. Separate audio taped interviews were conducted based on six semi-structured guiding questions. Themes identified included relationships, self-efficacy, health literacy, communication, health education, and health education resources. An aggregate meaning of health literacy was derived through nurses' meaning segments and literature definitions: Health literacy is a general breakdown of knowledge about health including an understanding and communication about healthcare needs and how to access healthcare information. The significance of this study is that it specifically discusses nurses' lived experiences and perceptions with this phenomenon. The findings of this study contribute to the literature on health literacy to nurses' knowledge on how health literacy impacts perceived patient health outcomes, patient education, and self-efficacy. This study provides a basic foundation for further research and exploration of this phenomenon.

Poster Title: Deep reflections of the change: Turkish visiting scholars' perception of principalship training programs in the US
Author(s): Dr. Ibrahim Hakan Karatas, Harun Parpucu
College: UNI
Email: ihkaratas@gmail.com, parpucuh@uni.edu
Room:The main purpose of this research is to compare the US principal training programs with those in Turkey through perception of Turkish visiting scholars and researchers. Therewithal, it is aimed to reveal what type of changes have taken place in the principal training programs in Turkey as a result of those academic visits and interaction. Five academics participated in the study. Data were collected through a semi-structured interviews developed by the author and analyzed. The results of the study are revealed in six subtitles: 1) How and why do they decide to go abroad? 2) How do they contact with host universities? 3) How do they interact with host academics during visits? 4) In which areas are they influenced academically and pedagogically? 5) In which area do they influence the host? 6) What kind of renovations do they courage in their universities/departments? As a result, visiting scholars and researchers learn much more about their field, are influenced highly academically and pedagogically but they can transfer only very limited part of their new accomplishment to their home institutions.

Poster Title: Re-imagining tutoring: the Café is open for business
Author(s): Mary Hanson Harrison, MA
College: Northwestern University, DMACC
Email: meharrison1@dmacc.edu
Room:
"Before anything else, preparation is the key to success." Alexander Graham Bell
The BellRoom Café is a new tutoring project, now into its fourth semester, that is part of the strategic plan at DMACC West to retain students. The use of the term 'project' rather than 'lab' or 'center' is to emphasize my conviction that as educators we continue to put tutoring in a box over in a corner somewhere. Boxed and delivered: the job of tutoring students is too often left separated from the collegiate community life and often stigmatized by the students themselves. For a non-resident campus it is particularly challenging to engage students and create a community of learners, especially for
the marginal student. The concept of the Café is based on over 30 years of research on retention and focuses on academic and social integration of students who are struggling with writing and other classroom skills. The café approach hopes to enhance collaboration with faculty and counseling services as well as to create a welcoming ambience that appeals to the more tenuous student. The BellRoom Café offers up a menu of items (brochure will be available).

Poster Title: How much POGIL is too much?
Author(s): Stephanie Liljequist, Leilani Zart PhD
College: Wartburg College
Email: liljequist@wartburg.edu
Room:
Within the education field, the main goal is to teach students with the most effective methods while keeping students engaged. Cooperative learning, inquiry learning, and peer led activities are touted as effective methods of learning that also engages students. Inquiry techniques are usually emphasized in the lab setting for science curriculum. Recently a shift has expanded these cooperative learning methods to the lecture setting. One cooperative technique that has been shown effective in published research for the science classrooms is Process-Oriented Guided Inquiry Learning (POGIL). However, little research has been conducted to determine the most effective ratio of group based learning to traditional lecture. Described herein all efforts to utilize POGIL in Organic Chemistry I at Wartburg College and explore the relationship between the number of activities employed and student learning. It is hypothesized that there would be a positive correlation with the increased use of POGIL and that POGIL based assessment questions would show an increased understanding of material over non-POGIL topics. An increase in course retention rates as well as overall attitude in a class with regard to complex content is also expected. Thus far the data collected has shown that implementation of POGIL activities is effective, but how much POGIL verse lecture is the most effective?

Poster Title: iPads at the Community College<
Author(s): Kacy Larsen, Mike Dirksen, Chad McLane
College: NIACC
Email: larsokac@niacc.edu, dirksmik@niacc.edu, mclancha@niacc.edu
Room:
For the past two years NIACC's Center for Excellence in Teaching and Learning has explored how tablet use changes the two-year college experience. Our poster will explain the process we've taken to place iPads in faculty hands, how we've trained faculty to use the iPads, how we have placed iPads in student cohorts, and how students and faculty currently use the devices. This poster will also explain how we've funded the project. We will discuss what has worked in our approach and what we would change. We will address the creation of NIACC's mobile technology task force, the task force's findings, and NIACC's plans for future mobile technology adoption.

Poster Title: Teaching Heritage Spanish: Curriculum and Methodologies
Author(s): Priscila Piper
College: DMACC
Email: ppiper@dmacc.edu
Room:
The presenter will discuss curricular and methodological considerations for teaching Spanish to heritage speakers, including key difference between heritage learners and second-language learners. Suggestions will be given for the development of learning competencies for a 4-semester sequence of heritage language courses.