Harnessing Creativity & Integrity in the Digital Age
Featuring Keynote Speaker
Dr. Kim Macuare
The Dali Museum Innovation Labs
9 AM - 10 AM
WELCOME
DR. JODI LONG
OPENING PLENARY-KEYNOTE SPEAKER
The Dali Museum Innovation Labs
DR. KIM MACUARE
10:15 AM - 11:15 AM
CONCURRENT SESSION 1.1
Holding Hands with the Robot: Grounded Writing Pedagogy in the Age of AI
DR. ELIZABETH BARNES, DR. MICHAEL C. BARNES
CONCURRENT SESSION 1.2
Fostering Academic and Athletic Connections in the Digital Age RICH VOLLARO, CAMERON JERGENS
CONCURRENT SESSION 1.3
Building Connections: Engaging Students, Colleagues, and Communities
DR. IANA HARRIS
CONCURRENT SESSION 1.4
Break the Cycle: Using Perusall to Ignite Engaging and Thoughtful Online Discussions
DEIDRE SEKER, ROBERT SPROUSE
CONCURRENT SESSION 1.5
The use of 3D models and VR tutorial videos for spatial lessons and assignments on the D2L platform
DR. JOHN PICIONE
AM - 12:30 PM
CONCURRENT SESSION 2.1
An Ethic of Care: Theory in Practice for the AI Era
DR. JESSICA KESTER, HOSANNA RAE FOLMSBEE
CONCURRENT SESSION 2.2
From Chalkboards to Chatbots: Bridging Generations in Higher Education with AI, Social Media, and Human Connection
DR. KELLY DUFFY, DR. KATHERYN CSONKA
CONCURRENT SESSION 2.3
Broadening the Reach of Scholarship at Community Colleges: The Center for Interdisciplinary Writing and Research and You
DR. MICHAEL MALLOTT, DR. JESSICA LIPSEY
CONCURRENT SESSION 2.4
Engaging the Digital Generation: Social Media in Education (created with AI)
FAITH BRYANT
CONCURRENT SESSION 2.5
ROOM 225
L. GALE LEMERAND STUDENT CENTER
ROOM 226
11:30 AM - 12:30 PM L. GALE LEMERAND STUDENT CENTER
This is The Greatest Show? Cultivating Community with Livestream Events
NICOLE SOTAK
12:30 PM - 1:30 PM LUNCH
IGNITE PRESENTATIONS
Fostering In-Person Community in the Digital Age
CLAUDIA DAVIDSON
Mentoring for Meaning - Bridging Human Potential & Purpose
RABECKA COLLINS, ASHLEY DAVIS
1:45 PM - 2:45 PM
CONCURRENT SESSION 3.1
Full STACK Online Classes with AI
DR. RONALD EAGLIN
CONCURRENT SESSION 3.2
Building Self-Compassion: For Frontline Faculty and Staff
JOHN MARKHAM
CONCURRENT SESSION 3.3
Module Make-Overs: Come Creator+ With Us!
DR. AMY RINGUE, JASMINE CHECCHI, DR. MARGIE HENSLER
CONCURRENT SESSION 3.4
Radical Love, Acceptance, and Creativity in Academia: Championing Humanism and Connection Through Unconventional Creative Processes
LAURA KIMMEL
BALLROOM
HOSSEINI CENTER (BLDG. 1200)
ROOM 119A EVENTS CENTER
GALE LEMERAND STUDENT CENTER
ROOM 119C EVENTS CENTER
GALE LEMERAND STUDENT CENTER
ROOM 225
GALE LEMERAND STUDENT CENTER
ROOM 226
L. GALE LEMERAND STUDENT CENTER
CONCURRENT SESSION 4.1
Find, Organize, and Execute - Using Grants to Support Academics
DR. RONALD EAGLIN, SARAH RUSH
CONCURRENT SESSION 4.2
Leveraging Learner Differences Through Innovative Educational Technologies
DR. HEATHER MULLINS
CONCURRENT SESSION 4.3
AI 102: Unlocking the Power of AI for Smarter Teaching
DR. SIMONE NELSON, DR. ELENA SOLTAU L. GALE LEMERAND STUDENT CENTER ROOM 119A EVENTS CENTER
CONCURRENT SESSION 4.4
Gamified Professional Development: Engaging Remote Faculty in Experiential Learning
CONCURRENT SESSION 4.5
ROOM 225
L. GALE LEMERAND STUDENT CENTER
SHARRON DEROSIER, JILLIAN SCHIANO L. GALE LEMERAND STUDENT CENTER
Academia in the Age of AI: Preparing Students for Responsible and Proficient Use of Generative AI
DR. JAY STRYKER, DR. WILLIAM SAUSE, DR. BETTY THORNE
WELCOME: DR. JODI LONG
KEYNOTE SPEAKER
DR. KIM MACUARE
THE DALI MUSEUM INNOVATIONS LABS , CO-DIRECTOR
Co-director of Innovation Labs at The Dalí and director of education, Kim is an experienced educator, curriculum designer and facilitator. For over 20 years, she has designed world-class learning experiences-college courses, workshops, leadership retreats, team building sessions, and keynote presentations-and, most recently, has been responsible for the award-winning curriculum of creativity and innovation workshops and offerings at The Innovation Labs at The Dalí. In her role at The Dalí, she has helped a wide range of organizations, from local nonprofits CASA and Community Foundation of Tampa Bay to educational institutions University of South Florida and Florida Poly to Fortune 100 companies Bank of America and IBM, build their innovation capacities by developing creativity-focused mindsets and learning key creative problem-solving skills.
She holds a BA in English from the University of Cincinnati, an MA in English from The Ohio State University and a PhD in English with a specialization in medieval literature and economics from The Ohio State University.
PRESENTATION SUMMARY
Although there are multiple creative problem-solving frameworks — CPS, design thinking, lean startup, Synectics, six hats, and others — there is a single universal process that we go through to solve creative challenges (otherwise known as problems with no right answers aka the challenges that we need new thinking to tackle). Understanding that universal process and our own cognitive preferences for certain stages within it helps us enhance our creative thinking and improve our problem-solving outcomes. In this session, we will learn about cognitive preferences, consider our own preferences and explore the connection of cognitive preferences to creative thinking and group collaboration for better personal and team outcomes.
CONCURRENT SESSION 1.1
Holding Hands with the Robot: Grounded Writing Pedagogy in the Age of AI
DR. ELIZABETH BARNES & DR. MICHAEL C. BARNES
PRESENTATION SUMMARY
The integration of generative AI into communication and learning platforms has transformed how all of us engage with information. How can teachers adapt writing assignments and critical thinking exercises to ensure meaningful learning in this new landscape? While tools like Turnitin help guard against plagiarism and irresponsible AI usage, educators must rethink assignments with AI awareness, ranging from resistant to inclusive. Using a grounded pedagogical approach, presenters will share assignment ideas that respond to the transformative impact of generative AI on education. These activities help students use generative AI tools to facilitate learning in a broad range of disciplines and encourage student participation in a highly creative learning process. These brief, focused tasks reduce plagiarism temptation and emphasize synthesizing diverse perspectives, fostering a balance between AI facilitation and human creativity. Through interactive examples, attendees will learn to design assignments that either encourage thoughtful collaboration with AI or resist its use in favor of a more human centered approach, ensuring that learning remains both innovative and deeply personal.
DR. ELIZABETH BARNES | DAYTONA STATE COLLEGE
Dr. Elizabeth Barnes earned a BA and MA in English from Stetson University and an EdD in Higher Ed Leadership from the University of Central Florida. Dr. Barnes has been a fulltime faculty member in the School of Humanities and Communication at Daytona State College since 2006. She teaches Introduction to Composition and Writing with Research, the college’s gateway composition courses. Since 2016, Dr. Barnes has served as the Chair of Academic Support where she oversees operations for the college’s Academic Support Center and Writing Center.
DR. MICHAEL C. BARNES | STETSON UNIVERSITY
Dr. Michael C. Barnes is an Associate Professor of English at Stetson University. His academic interests are Composition and Rhetoric with an emphasis on technology and classical rhetoric.
CONCURRENT SESSION 1.2
Fostering Academic and Athletic Connections in the Digital Age
RICHARD VOLLARO & CAMERON JERGENS
PRESENTATION SUMMARY
Join us for an insightful presentation by members of the Academic/Athletic Committee on best practices for fostering positive human relationships in the digital age. Participate in a round-table discussion to share your ideas and support faculty and coaches in working with student-athletes and the broader student population. After attending this session, attendees will be able to: Describe learning activities that provide students with opportunities to practice relationship-building skills; Outline best practices for student-athletes to build relationships with classmates and instructors; and, Identify additional faculty, coaches, and staff as resources to support student-athletes and the general student population.
RICHARD VOLLARO | DAYTONA STATE COLLEGE
Richard Vollaro earned a BS and MA in English Education from the University of Central Florida. Mr. Vollaro has been a full-time faculty member in the School of Communication at Daytona State College since 2007. He teaches gateway composition courses along with Literature and Culture. Since 2019, Mr. Vollaro has served as the Chair of the School of Communication where he oversees instruction in composition, literature, and speech. He serves as co-chair of the Academic/Athletic committee, as well as the co-chair of the AI Governance Council’s Academic Subcommittee.
CAMERON JERGENS | DAYTONA STATE COLLEGE
Cameron Jergens is an assistant coach in the Daytona State Athletic Department for the Falcon Baseball program. He serves as the pitching coach, camp coordinator, and recruiting coordinator, and oversees the strength and conditioning program for the Falcon pitchers. During his time at DSC, the Falcon program has set program records for cumulative Team GPA (yearly-3.81 semester-3.88). The program has also received numerous FCSAA and NJCAA Academic Team of the Year Awards.
Additionally, Jergens is an instructor for the School of Student Life Skills at DSC and a member of the Academic/Athletic committee.
Building Connections: Engaging Students, Colleagues, and Communities
DR. IANA HARRIS
PRESENTATION SUMMARY
This presentation emphasizes the transformative power of fostering connections within educational institutions and broader communities. It explores leveraging technology, mentorship, and inclusive practices to engage students; developing collaborative professional relationships with colleagues; and forming impactful partnerships with local businesses and organizations. Attendees will gain insights from success stories, case studies, and interactive discussions, equipping them with strategies to enhance engagement and drive positive outcomes. The session is tailored for higher education professionals, including faculty, staff, and administrators, as well as community engagement specialists seeking innovative approaches to strengthen connections and improve institutional impact.
Attendees will leave empowered with actionable tools and strategies to foster interconnectedness, create supportive environments, and build sustainable community partnerships. This session aligns with the Association of Florida Colleges’ commitment to advancing education through meaningful collaboration.
DR. IANA HARRIS | ST. JOHNS RIVER STATE COLLEGE
Dr. Iana Harris, a seasoned Student Affairs Educator, has over 20 years of experience helping individuals achieve educational and professional goals. A two-time graduate of the University of Florida, she holds bachelor’s and master’s degrees in education and a Doctor of Ministry in Christian Education from Jacksonville Theological Seminary. Currently serving as the Student Support Ombuds at St. Johns River State College, she has worked in diverse educational settings. Dr. Harris and her husband Robert have a blended family of five children, two sons-in-love, and eight grandchildren. She enjoys ministry work, family time, traveling, action movies, and great food.
CONCURRENT SESSION 1.4
Break the Cycle: Using Perusall to Ignite Engaging and Thoughtful Online Discussions
DEIDRE SEKER & ROBERT SPROUSE
PRESENTATION SUMMARY
Are your online discussions feeling flat and lacking depth? If you find that even small group interactions are stuck in the repetitive “one post, two replies” cycle, it’s time for a change. Many instructors spend just as much time grading posts as they do to provide meaningful feedback, but what if there was a way to break free from this pattern?
Join us for an interactive workshop where you’ll discover how Perusall can transform your online teaching. This dynamic platform shifts the focus from grading to truly connecting with your students and creating rich, substantive discussions. Imagine having more time to engage with your students, dive deeper into the content, and guide them through thought-provoking conversations.
In this hands-on session, you’ll learn how Perusall allows you to facilitate dynamic discussions that encourage critical thinking, provide personalized feedback for each student, recommend additional resources that spark curiosity, and foster a collaborative learning environment. You’ll gain practical insights into how Perusall can enhance both student learning and your ability to facilitate meaningful interactions through recent real-world applications with authentic student feedback.
DSC faculty who attend this session are recommended to bring their laptop for a firsthand experience with Perusall.
DEIDRE SEKER | DAYTONA STATE COLLEGE
After having lived, worked, and studied across the Southeastern US, Deidre Seker landed back in Florida. Since 2015, she has served in various roles at Daytona State College, all underlined with a purpose of education and connection. As an Assistant Professor of Psychology, she strives to impart just how applicable the content of her discipline is to students regardless of their professional pathway and to help ensure students are prepared for whatever the next steps are in their journey to success.
ROBERT SPROUSE | DAYTONA STATE COLLEGE
Professor Robert Sprouse is an Assistant Professor in the School of Social Sciences at Daytona State College. He earned a master’s degree in political science from the University of Nebraska - Lincoln and a Master of Education in Curriculum and Instruction from Doane University. His teaching expertise is primarily in Political Science. He has also taught a varied range of subjects from Holocaust History, human geography, and world history to English Language Learners at the K-12 level. His academic interests focus on fostering civic engagement and critical thinking among students.
CONCURRENT SESSION 1.5
The use of 3D models and VR tutorial videos for spatial
lessons and assignments on the D2L platform.
DR. JOHN PICIONE
PRESENTATION SUMMARY
The integration of 3D models and virtual reality (VR) videos into learning management systems (LMS) presents a transformative approach to classes that require visualizing concepts in 3D. By providing immersive and interactive experiences, these tools enable learners to explore complex concepts in a more tangible and intuitive manner. For example, students in organic chemistry can visualize molecules and have a narrated explanation via a VR video that is made by the instructor. This also applies to Biochemistry where simple to complex proteins can be analyzed and their structures explored in great detail. This application of VR videos is not only limited to chemistry, but students studying anatomy can examine detailed 3D models of the human body, while those in architecture can navigate VR simulations of buildings they design. Physics and mathematics can also use models that pertain to 3D concepts in these respective courses. Overall, this hands-on learning fosters deeper understanding, especially for visual and kinesthetic learners. Long term goals include measuring the effectiveness of such tools within the LMS to aid in student success. This study explores logistics, applications, benefits, and potential for transforming digital learning environments.
DR. JOHN PICIONE | DAYTONA STATE COLLEGE
Dr. John Picione is a professor of chemistry at Daytona State College and teaches introduction to chemistry up to Biochemistry 1. He holds a Ph.D. in Chemistry from the University of Illinois, Chicago, with expertise in carbohydrate synthesis and chemical education. Dr. Picione’s research projects focus on innovative teaching methodologies and the integration of technology in education. He has received prestigious awards, including the NISOD Medallion of Excellence and a National Science Foundation Fellowship, and has published widely in his field. His professional contributions also include outreach, curriculum development, and participation in national conferences.
An Ethic of Care: Theory in Practice for the AI Era
DR. JESSICA KESTER & HOSANNA RAE FOLMSBEE
PRESENTATION SUMMARY
Given the speed and scope of technological development, faculty and staff often feel forced to integrate, mitigate, or eschew applications like ChatGPT in their teaching and learning before developing a theory of AI to understand and evaluate technologies. This interactive presentation will outline why developing an ethic of care that prioritizes human and non-human relationships and contextualized decision making is essential for fostering critical digital literacies that empower students, and us, to make informed decisions about AI in our curricula and professional lives. Through discussion, reflection, and hands-on exercises, attendees will explore how an ethic of care can provide a theoretical foundation from which to act, instead of react, to disruptive technologies like generative AI and beyond.
DR. JESSICA KESTER | DAYTONA STATE COLLEGE
Jessica Kester is a Senior Professor in the School of Communication and the Quanta-Honors College at Daytona State College. She earned her Ph.D. in Texts and Technology with a concentration in writing and rhetoric from the University of Central Florida. Her research focuses on writing pedagogy, critical digital literacies, and feminist research practice. Her scholarly work has appeared in Currents in Teaching and Learning, The Journal of Interactive Technology and Pedagogy, and Across the Disciplines. Jessica is also Poetry Editor for the Journal of Florida Studies, an interdisciplinary, peer-reviewed journal dedicated to the study and appreciation of Florida.
HOSANNA RAE FOLMSBEE | DAYTONA STATE COLLEGE
Hosanna Rae Folmsbee serves as the Coordinator for DSC’s Writing Center. She holds a degree in English Literature and International Relations from Stetson University. Since beginning her work at the Writing Center in 2020, she has collaborated closely with faculty and staff to integrate AI technologies into classroom learning and writing center practices. Hosanna recently presented at UCF’s Teaching and Learning with AI conference on the role of AI technologies in writing center pedagogy. In her Coordinator role, she facilitates partnerships between faculty and Writing Center tutors and works within DSC’S WAC/WID program.
CONCURRENT SESSION 2.2
From Chalkboards to Chatbots: Bridging Generations in Higher Education with AI, Social Media, and Human Connection
DR. KELLY DUFFY & DR. KATHERYN CSONKA
PRESENTATION SUMMARY
This presentation will explore the dynamic landscape of education, tracing the evolution from traditional teaching methods to modern technologies like AI and social media. It will examine how AI can revolutionize teaching and learning experiences with practical classroom applications, analyze the dual role of social media in education, and discuss its benefits and challenges for students and educators. Additionally, it will present strategies for effectively teaching and engaging students from different generations, recognizing their unique needs and learning styles. Finally, it will identify techniques to preserve and enhance human interaction and empathy in an increasingly digital educational environment.
DR. KELLY DUFFY | DAYTONA STATE COLLEGE
Dr. Kelly Duffy is a Senior Professor at Daytona State College and 2024-2025 Faculty Fellow in Teaching and Learning. She holds a doctorate in educational leadership and a master’s in nursing. Dr. Duffy received the NISOD Excellence Award in 2017 and presented at several national and international conferences including India, Iceland, and England. She has extensive experience in curriculum development, committee participation, and community liaison work. Dr. Duffy is a member of several professional organizations, the Northeast Florida Lupus Advisory Board, and serves on the editorial board for Hospital Topics Journal. She was awarded the Faculty Scholarship Award for 2024.
DR. KATHERYN CSONKA | DAYTONA STATE COLLEGE
Dr. Katheryn Csonka is a Professor at Daytona State College; she holds a Ph.D. in Nursing Education. She is actively involved in various committees, including the General Education Committee, Faculty Senate, Peer Review Committee, Cultural Diversity Committee, and E-mentor. As member of the American Health Council, she was nominated as one of America’s Best Nurses in 2017. Dr. Csonka is also part of the Sigma Theta Tau International Honor Society and Kappa Delta Pi International Honor Society of Education. She serves on the editorial board for Hospital Topics Journal and serves on the Northeast Florida Lupus Advisory Board.
CONCURRENT SESSION 2.3
Broadening the Reach of Scholarship at Community Colleges: The Center for Interdisciplinary Writing and Research and You
DR. MICHAEL MALLOTT & DR. JESSICA LIPSEY
PRESENTATION SUMMARY
This presentation is open to all people interested in engaging in scholarship. Teaching institutions are in a unique position in higher ed to help students and the broader community meaningfully connect to the academic world; however, challenges exist that make engaging in scholarship difficult in teaching institutions. We will discuss the ways that the Center for Interdisciplinary Writing and Research (CIWR) are trying to break down these barriers to help students and faculty engage with this high-impact practice and help personalize the scholarship process. As an example, our 2024 Lempel Faculty Research and Writing Program Grant awardee, Dr. Jessice Lipsey, will share about her research journey and the grant process. We will also have a discussion with the audience to explore ways that we can increase opportunities to directly connect students and faculty to scholarship, helping all involved to feel part of the academic process rather than just consumers of information.
DR. MICHAEL MALLOTT | DAYTONA STATE COLLEGE
Dr. Michael Mallott is a Professor of Psychology in the Department of Social Science at DSC and Director of the Center for Interdisciplinary Writing and Research. He earned his Ph.D. in Clinical Psychology from Florida State University, completed a predoctoral APA-accredited internship at the Federal Correctional Institution in Fort Worth, TX, and was a postdoctoral fellow at the University of Central Florida working in virtually enhanced treatments for children with social anxiety disorder. He has been teaching at DSC since 2013. His research interests include anxiety disorders and aggression, especially social anxiety disorder and its interpersonal effects.
DR. JESSICA LIPSEY | DAYTONA STATE COLLEGE
Dr. Jessica Lipsey is an associate professor of English and coordinator of the Writing Across the Curriculum and Writing-in-the-Disciplines Program at DSC. She was the 2024 Lempel Summer Faculty Research and Writing Program Grant awardee.
Engaging the Digital Generation:
Social Media in Education (created with AI)
FAITH BRYANT
PRESENTATION SUMMARY
Join us for an insightful presentation designed for faculty and staff eager to enhance their teaching strategies and connect with students in the digital age.
This session will explore innovative ways to engage students using social media. You will gain insights into the role of social media in education, discover best practices for integrating social media into your teaching, and develop skills for effective social media communication. Additionally, we will emphasize the importance of promoting digital citizenship and ensuring online safety for students. This presentation will equip you with the knowledge and skills needed to effectively use social media to enhance student learning and engagement. Don’t miss this opportunity to stay ahead in the ever-evolving educational landscape!
FAITH BRYANT | DAYTONA STATE COLLEGE
Faith Bryant is a full-time faculty in the School of Communication. She has also served DSC students in the Falcon HOPE Center, Admissions, Career Services, and the School of Technology.
CONCURRENT SESSION 2.5
This is The Greatest Show? Cultivating Community with Livestream Events
NICOLE SOTAK
PRESENTATION SUMMARY
Discover how a group of librarians, in conjunction with colleagues across campus, use livestream events to engage students with academic content in an inviting, accessible and casual online atmosphere. Let’s discuss the pedagogical underpinnings, as well as the challenges and tangential opportunities inherent to this emerging approach. Explore the versatile, yet user-friendly web-based applications used to conduct these communitybuilding livestreams - yes, we’re going to play! For any curious academic interested in tradition-adjacent instruction and outreach.
NICOLE SOTAK | SEMINOLE STATE COLLEGE
Nicole Sotak is an Associate Librarian (Research & Instruction) at Seminole State College of Florida Libraries, with over 20 years’ experience in library, museum and educational institutions, in both public and private sectors. Nicole holds a Master of Arts in Library and Information Science from the University of South Florida, preceded by undergraduate studies in studio art, anthropology and art history at the University of Central Florida.
Fostering In-Person Community in the Digital Age
PRESENTATION SUMMARY
While the digital age has brought many new avenues for online connection, it remains important to create opportunities for students to connect face-to-face. The Daytona State College Library will discuss how we have fostered this in-person community time. The presenter will discuss past events the library has hosted for students, including Pizza and Paws, Cookies and Cram, and Collaging in the Library. We will then share plans for upcoming programs centered around a book bike awarded to us in a library grant. The intended audience includes staff and faculty members who are interested in growing an environment of in-person connection amongst students.
Mentoring for Meaning: Bridging Human Potential & Purpose
PRESENTATION SUMMARY
In 2024, over 5.52 billion people used the internet daily, with 67.5% of the world’s population online. Among students aged 18-22, 76% struggle with mental health issues, primarily anxiety linked to avoiding human interaction and excessive social media use. College students spend an average of nine hours a day on devices, with seven hours on non-educational activities like social media, gaming, and texting. This hyper-connected world leaves little room for intentional human connection.
“Mentoring for Meaning” aims to inspire participants about the value of mentorship and meaningful relationships. This presentation will share transformative personal experiences and highlight the critical need for personal interaction as essential life skills for DSC graduates. COMPASS, a 5-year study, seeks to engage students with mentorship, fostering authentic relationships, increasing self-advocacy, and enhancing their sense of mattering as future leaders.
Join us to ignite the mentor in you, understanding that every great leader is still a student. Mentorship is a two-way learning journey where your experience could become someone’s future roadmap. Relationships matter more than achievements, let’s create energy and enthusiasm around mentoring and provide impactful insights into the importance of human connection in a technology-driven world.
CONCURRENT SESSION 3.1
Full STACK Online Classes with AI
DR. RONALD EAGLIN
PRESENTATION SUMMARY
Over 30 years of experience creating online courses without using textbooks means creating your own materials. This has now become much easier to do with AI, but AI is a sword with 2 edges. Incorporating AI materials and AI usage for students brings about real possibilities. Teaching responsible use AI in students means more responsibilities for educators. This presentation covers how to design, build, manage, and execute a fully designed course with AI.
DR. RONALD EAGLIN | DAYTONA STATE COLLEGE
Dr. Ronald Eaglin is a senior professor in the Department of Engineering and Information Technology at Daytona State College. He serves on many statelevel boards in his profession and works to make engineering and technology education accessible.
Building Self-Compassion: For Frontline Faculty and Staff
JOHN MARKHAM
PRESENTATION SUMMARY
Work in higher education requires emotional resilience; fostering emotional resilience requires self-compassion. Research from Yonsei University College of Medicine defines self-compassion as developing sympathy towards oneself. A literature review with a focus on finding applicable strategies uncovered techniques that make this essential trait thrive in frontline college faculty and staff. Compassionate writing, concentration refocus, and active listening were determined to be particularly valuable for developing selfcompassion. These techniques are also relevant due to ease of implementation and positive results.
JOHN MARKHAM |
DAYTONA STATE COLLEGE
John Markham is a Writing Specialist at the Daytona State College Writing Center. He is a graduate of Florida International University with a Master of Higher Education Administration. He is a DSC alumnus, holding an Associate of Arts and a Bachelor of Science in Secondary Biology Education. He recently presented at the Florida Association for Student Success’s Stepping Up for Student Success Conference. John applies learning psychology research in his tutoring sessions to pierce past surface-level academic issues and enable student growth. His other interests include creative writing, volunteering, and building LEGO plants.
Module Make-Overs: Come Creator+ With Us!
DR. AMY RINGUE, JASMINE CHECCHI & DR. MARGIE HENSLER
PRESENTATION SUMMARY
Your online course is organized and up-to-date based on the latest research and literature. Yet, when you check the Class Progress in Tools, there are few logins. Those that do log in, don’t spend a lot of time in each module. How do you increase engagement while maintaining the integrity of your work? Creator+ is one feature that is easy to implement, accessible friendly, and has the bells and whistles to capture the attention of your students. In this presentation, we will demonstrate a before/after course that had no Creator+ features before and low engagement to the current design in which students interact with the materials and resources to optimize learning. Some of these features include (but are not limited to) flip cards, timelines, hotspots, carousels, tables, click and reveal, and other types of interactive elements that jazz up your online course. We will also review a few H5P features that can be added to enhance Creator+ such as embedded quizzes that draw your students into the modules rather than only using the tabs on the top bar. Why work so hard on your modules only to have students ignore them? Not anymore! Come Creator+ with us! Please consider bringing your laptop to implement Creator+ strategies in real time.
DR. AMY RINGUE | DAYTONA STATE COLLEGE
Faculty in the School of Education at Daytona State College (DSC), focuses on assessment and continuous program improvement in K-16 education. She is a veteran middle school educator and was a National Board-Certified Teacher. Amy currently serves on the DSC Curriculum Committee and mentors for Take Stock in Children. She’s a member of the Florida Association of Colleges for Teacher Education (FACTE) and the Association of Florida Colleges (AFC). Outside of her professional life, she cherishes her family and friends, enjoys reading, and spends time volunteering.
JASMINE CHECCHI | DAYTONA STATE COLLEGE
Jasmine Checchi is the Associate Director of the Department of Academic Innovation, Daytona State College. She is currently pursuing a master’s degree in educational leadership at the University of Central Florida (UCF), where she also earned her bachelor’s degree in psychology with a minor in Education. Jasmine specializes in course design in Falcon Online and holds several certifications, including Quality Matters (QM) Peer Reviewer, Online Learning Consortium (OLC) Instructional Designer, and OLC Project Management for Instructional Designers. In her free time, Jasmine enjoys working on puzzles, playing games, and visiting Disney World.
DR. MARGIE HENSLER | DAYTONA STATE COLLEGE
Dr. Margie Hensler has been with Daytona State College since 2008 and currently serves in the School of Education as a Professor. With over 30 years of experience in education, she refers to herself as a “teacher teacher” and has held positions as ESOL teacher, high school English teacher, consultant, middle/high school administrator, and college administrator. Margie graduated from the University of Florida with her Doctoral degree in Higher Education Administration.
CONCURRENT SESSION 3.4
Radical Love, Acceptance, and Creativity in Academia: Championing Humanism and Connection Through Unconventional Creative Processes.
LAURA KIMMEL
PRESENTATION SUMMARY
One of the most important considerations in maintaining humanism while integrating artificial intelligence into academia is resisting the urge to fetishize intellect. While AI excels at computation and intellectual functions, overemphasizing these strengths risks overshadowing the profound, multisensory nature of being human. Human beings possess far more diverse inputs—emotions, complex physical bodies, and heightened awareness. By acknowledging and nurturing these unique qualities, we can not only preserve but also elevate the extraordinary aspects of humanity.
This presentation aims to explore strategies for maintaining and nurturing humanism in academic environments while effectively incorporating AI. Participants will examine the importance of preserving and cultivating human qualities such as new forms of creativity, emotional intelligence, and physical awareness. Learning objectives include understanding how alternative methods like radical acceptance, new forms of non-linear thinking, and student-led learning can promote creativity, collaboration, and connection while leveraging AI’s computational strengths. By fostering in-person group work and emphasizing the integration of multi-dimensional learning approaches, we aim to celebrate and expand upon the unique capacities of being human.
This session is designed for educators, academic leaders, and students interested in exploring innovative approaches to learning, creating and connecting.
LAURA KIMMEL | DAYTONA STATE COLLEGE
Laura Kimmel is a poet, composer, lyricist, and singer whose work celebrates the unifying power of sound, language, and imagination. Her debut poetry collection, The Love Codes Trilogy, Book 1, will be released by E.P. House in spring 2025. She has performed globally, appearing with the Tokyo Symphony Orchestra in Bach’s St. Matthew Passion and in roles like Flora in La Traviata. She also collaborates with the BLUE ÉCHOS ensemble, creating music that transcends cultural boundaries. Laura is an adjunct professor of music at Daytona State College, where she loves inspiring her students. www.laurakimmel.com
Find, Organize, and Execute - Using Grants to Support Academics
DR. RONALD EAGLIN & SARAH RUSH
PRESENTATION SUMMARY
This presentation covers a specific grant used to fund the development of academic programs and the development of classes necessary to advance the mission of the college. The NSF-funded grant “Engineering Technology Program Adjustments to Address Industry Identified I4.0 Technologies Skills Need for Manufacturing Technicians” is an example of a partnership grant. The presentation is meant to assist faculty interested in participating in this type of grant-funded activity.
DR.
RONALD
EAGLIN | DAYTONA STATE COLLEGE
Dr. Ronald Eaglin is a senior professor in the Department of Engineering and Information Technology at Daytona State College. He serves on many statelevel boards in his profession and works to make engineering and technology education accessible.
SARAH RUSH | DAYTONA
STATE COLLEGE
Sarah Rush is a graduate of Daytona State College, earning her bachelor’s degree in 2021 while working full-time as a Financial Aid Specialist. Shortly after graduating, Sarah moved to an Accountant I position for Grants Accounting in the Finance Office, and by the end of 2021 took on the unique role of Coordinator II for the College’s Higher Education Emergency Relief Fund – or HEERF – Grant, which was housed in Resource Development. Sarah became the Grants Manager for RD in 2022. She has lived in Deland, FL for most of her life.
CONCURRENT SESSION 4.2
Leveraging
Learner Differences Through Innovative Educational Technologies
DR. HEATHER MULLINS
PRESENTATION SUMMARY
This presentation draws on findings from a critical discourse analysis of educational technology for Deaf learners. Historically, technological tools in education have prioritized normalizing solutions, reinforcing deficitbased, pathological perspectives. This session challenges that framework by emphasizing BioCultural Diversity, which recognizes the unique cognitive, cultural, and linguistic contributions of these learners. By drawing on the concept of Deaf Gain, the presentation highlights how innovative visual and multimodal technologies can embrace and amplify the cognitive, cultural, and linguistic strengths of all learners. Attendees will explore innovative uses of visual and interactive technologies—such as DeafSpace, multimodal platforms, and ASLfirst interfaces—that embrace the strengths of bioculturally diverse students while promoting accessible teaching and learning practices that benefit all learners. The session also addresses the importance of co-designing educational technologies with bioculturally diverse individuals to ensure autonomy and representation in decision-making.
This session is designed for educators, instructional designers, academic technologists, policymakers, and administrators seeking to integrate accessible, culturally responsive technologies into higher education.
DR. HEATHER MULLINS | DAYTONA STATE COLLEGE
Dr. Heather Mullins holds a Doctorate in Educational Technology, along with two Bachelor of Science degrees in Media Production, Management, and Technology, and Psychology, as well as a Master of Education in Special Education. Her career is dedicated to serving marginalized student populations, advocating for equitable access and fostering awareness in education. Combining expertise in technology, special education, and psychology, Dr. Mullins takes a holistic approach to teaching, addressing both academic and ontological needs. Committed to accessibility and equity, she works to empower underserved communities and transform education to ensure all students have opportunities to succeed.
CONCURRENT SESSION 4.3
AI 102: Unlocking the Power of AI for Smarter Teaching
DR. SIMONE NELSON & DR. ELENA SOLTAU
PRESENTATION SUMMARY
Join us for an interactive session where we will delve into the transformative potential of Artificial Intelligence (AI) in the educational context. This session will explore the use of AI as a teaching partner to manage cognitive overload in students. The strategy uses guided AI prompts embedded in instruction to scaffold complex information. These adaptive prompts allow students to focus on core concepts, facilitating the encoding of this information into long-term memory storage. You will also learn how to use and integrate Notebook LM into the classroom. This tool not only helps with summarization and organization but also encourages students to reflect on their learning progress and adapt their study methods accordingly.
DR. SIMONE NELSON | SEMINOLE STATE COLLEGE
Dr. Simone Nelson is a biology professor at Seminole State College of Florida. She is a dedicated biology educator with experience in higher education. Dr. Nelson has served as co-principal investigator on an NSF S-STEM grant and as faculty support on a Title III grant. She also serves at the Faculty Center for Teaching where she guides other educators at the college. Her goal is to enhance student learning by developing a curiosity mindset around the student experience, using active learning strategies, and integrating technology in the classroom.
DR. ELENA SOLTAU | SEMINOLE STATE COLLEGE
Dr. Elena Soltau is library Faculty at Seminole State College of Florida. She holds a B.S. in Computer Science, an M.L.I.S., and a Doctorate in Education specializing in Instructional Technology and Distance Education. Dr. Soltau’s focus is on studentcentered learning, creating an inclusive environment that supports unique learning styles and integrating technology and innovative strategies to make learning engaging and accessible, helping students succeed in their academic journeys.
Gamified Professional Development: Engaging Remote Faculty in Experiential Learning
SHARRON DEROSIER & JILLIAN SCHIANO
PRESENTATION SUMMARY
Expanding on the prior research conducted by the Center for Teaching and Learning concerning virtual faculty learning communities, our center developed a gamified program, demonstrating substantial potential in addressing these prevalent challenges. This innovative concept breaks free from the confines of traditional methods by immersing participants in an interactive, experiential learning environment. By harnessing the power of gamification, the Center for Teaching and Learning bridges the gap between theory and practice in professional development, making learning informative and deeply memorable. This approach transforms how educators acquire and retain vital skills, fostering a dynamic, collaborative, and outcome-driven learning experience that adapts to the modern educational landscape. The primary course delivery mode at the academic institution is remote, online instruction. A significant portion of the teaching faculty, almost 80%, consists of adjunct professors responsible for conducting approximately 78% of the courses. Given the substantial reliance on adjunct faculty members and their widespread geographic distribution, it is imperative to cultivate their engagement in professional development opportunities.
SHARRON DEROSIER | EMBRY-RIDDLE AERONAUTICAL UNIVERSITY
Sharron DeRosier is a Senior Instructional Consultant at Embry-Riddle Aeronautical University, specializing in faculty development, instructional design, and online learning. With over 18 years of experience in education, she has led multiple faculty training initiatives, including the Online Teaching Certificate and Virtual Faculty Learning Communities. She holds a Master of Arts in Instructional Technology and Media from the University of Central Florida. Sharron’s research focuses on professional development incentives, multicultural pedagogy, and faculty engagement. She has presented at national conferences and published in the Journal of Faculty Development.
JILLIAN SCHIANO | EMBRY-RIDDLE AERONAUTICAL UNIVERSITY
Jillian Schiano, a Senior Instructional Consultant at Embry-Riddle Aeronautical University, specializes in course design and enhancing teaching practices with innovative strategies. With a master’s in educational leadership and extensive experience in pedagogy, she supports instructors in creating engaging learning experiences by applying the ADDIE model. Jillian excels in online and in-person instructional design, leveraging cutting-edge technology and ensuring accessibility standards. Her expertise includes mentoring faculty, data-driven impact assessment, and fostering collaboration across teams. She leads professional development initiatives, integrates gamification, and presents at conferences on advancing online education.
Academia in the Age of AI: Preparing Students for Responsible and Proficient Use of Generative AI
JAY STRYKER, PH.D., WILLIAM SAUSE, PH.D. & BETTY THORNE, PH.D.
PRESENTATION SUMMARY
The increasing use of generative AI tools among students in higher education has emerged as a major challenge to academic integrity in recent years. Research has shown that, despite employing generative AI to complete assignments, a significant number of students do not perceive its use as cheating. It is, therefore, crucial to provide students with an understanding of the ethical implications of generative AI in academic and business settings. This presentation introduces an approach to equip students with the skills and knowledge to use this emerging technology effectively and responsibly through a foundational course and certification in generative AI.
JAY STRYKER, PH.D. | STETSON UNIVERSITY
Jay Stryker, , Ph.D., is a Visiting Assistant Professor in the Department of Business Systems and Analytics at Stetson’s School of Business. He holds a Ph.D. in Mathematics from Florida State University and has over seventeen years of full-time teaching experience in higher education. He has taught at Stetson, the University of West Georgia, and Daytona State College. In 2024, he received the Outstanding Innovator Award from the Stetson School of Business. His research interests include machine learning, pedagogy for higher education, and data analytics.
WILLIAM SAUSE, PH.D. |
STETSON UNIVERSITY
William Sause, , Ph.D., is an Assistant Professor of Practice in the Department of Business Systems and Analytics at Stetson’s School of Business. He holds a Ph.D. in Computer Science from Nova Southeastern University and has over fifteen years of professional experience as a software developer at corporations such as Lockheed Martin and McKesson. At Stetson’s School of Business, Dr. Sause teaches courses in programming, databases and big data, management information systems, and spreadsheet modelling. His research interests include virtual environments for e-learning and data visualization, software development, and artificial intelligence. During the COVID-19 pandemic, Dr. Sause served as the Brown Center Fellow for Digital and Remote Learning where he consulted with faculty colleagues on the transition to online delivery of classes and promoted faculty development in digital and remote learning.
BETTY THORNE, PH.D. | STETSON UNIVERSITY
Betty Thorne, Ph.D., author, researcher, and award-winning teacher, is Professor of Statistics in the School of Business at Stetson University. Dr. Thorne is a winner of Stetson’s McEniry Award for Excellence in Teaching (the highest honor given to a Stetson faculty member) and several other teaching/advising awards. Thorne has taught in Stetson’s undergraduate and graduate programs and the summer program in Austria. She coauthored numerous statistics textbooks, and her research has been published in academic, refereed journals. Thorne served as Associate Dean, Director of Undergraduate Studies, Director of Undergraduate Business Student Success, and Chair of the Department of Decision and Information Science.
THE
17TH ANNUAL
ACADEMIC EXCELLENCE SYMPOSIUM
FEBRUARY 28, 2025 9 AM - 4 PM
The Department of Learning & Development offers sincere gratitude to the following for their support of the Academic Excellence Symposium:
Dr. Thomas LoBasso, President & Dr. Jodi Long, Vice PresidentAcademic Affairs
Professional Development Steering Committee members Dr. Shana Deyo-White, Christine Haddock, & Dr. Roulana Murad
