2019 Conference Presentation Descriptions & Bios
This year's full-day event will focus on Corporate, Non-Profit, Govt', Higher Ed, K12 perspectives featuring sessions on a wide variety of topics including:
Using the Internet has become fundamental for academic/professional achievement and active participation in our democracy, yet people lack the essential skills to effectively use this digital tool in a “post-truth” culture. Most of us lack the skills to effectively identify credible online information, which diminishes the educational impact of search engines and creates confusion on current/historical events and political issues. To be successful online learners and citizens, we all must master the skills of healthy skepticism and bias recognition. With the 2020 Presidential election quickly approaching, this timely presentation will detail the extent of the truth crisis and lay out the skills needed to become responsible digital learners/citizens.
Kimberly Rotter is a Senior Adjunct Professor at Rowan College and Delaware County Community College where she teaches face-to-face and online English composition and literature courses. Prof. Rotter was part of the founding cohort of teachers for Rowan’s Accelerated Learning Program (ALP), which mainstreams basic writers into sections of ENG 101 to raise the success rates and lower the attrition rates for students placed in developmental writing. She is a founding editor of The Baron, RCBC’s multi-genre anthology of interdisciplinary writing. In spring of 2018 and 2019, she presented at the Mid-Atlantic Regional Summer Conference on College Composition and Communication, the Philadelphia Technology and Adult Education Conference, and the Rowan Online Symposium a presentation titled “#FakeNews: A Little Internet Can Be a Dangerous Thing,” which explains the problems of using search engines in post-truth culture and outlines steps educators should take to ensure students unlock the learning potential of the internet. She also volunteered for the Workforce Education & Lifelong Learning Program at Temple University, Mighty Writers, St. Christopher’s Hospital, Women’s Way, and the Philadelphia Museum of Art. In 2015, she was accepted into the LEADERSHIP Philadelphia Core Class. Prof. Rotter taught high school English for over a decade in New Jersey and Philadelphia. She received her MA from Rutgers University in 2011.
10:15a-11a Auditorium "Visible Learning + Comprehensive Learner Record = Student Lifelong Learning" by Suzanne Carbonaro, Director of Client Success, AEFIS
The purpose of this session is to highlight the dynamic design of a visible learning & assessment platform, which provides transparency of student achievement of requisite knowledge & skills and displays this within a Comprehensive Learner Record (CLR). CLR houses evidence of student growth across the learning lifecycle, demonstrating a process of shared responsibility of all stakeholders for student learning. Adapted in part from the research of John Hattie, this CLR model provides students with actionable real-time feedback on formative and summative assessments. This feedback helps students build confidence leading to their success while programs receive feedback on curriculum effectiveness. Active discussions and analysis of the CLR model will lead attendees to formulate a plan of how CLR can be implemented at their institution, unpacking how they provide students with opportunities to grapple with knowledge and skills aligned to outcomes and standards and how this produces evidence of learning and programmatic improvement. CLR is a robust student outcomes transcript- a transition of mere grades, to transferrable learning experiences highlighting evidence of achievement of curricular, co-curricular and experiential education, all exportable and shareable to employers at anytime by students.
Suzanne Carbonaro, M.Ed, MS, CE School Administrator, is the Director of Client Success at AEFIS. Suzanne has 27 years of experience in higher education teaching, scholarship and leadership. Most recently, Suzanne served as the Director of Assessment at the Philadelphia College of Pharmacy at the University of the Sciences where she designed the real-time assessment process for the newly implemented competency-driven doctor of pharmacy curriculum. She came to USciences from Rider University where she served as Director of Assessment and Strategic Partnerships at the College of Education. Here she redesigned their assessment process and managed over a million dollars in grants. Suzanne has led successful self-studies and re-accreditation efforts for the doctor of pharmacy and teacher and leader education programs. She is a proud member of the team who successfully received the American Association of Colleges of Pharmacy (AACP) 2019 Award for Excellence in Assessment. Suzanne was invited to present her research and development of Comprehensive Learner Records (CLRs) to IMS Global at the 2018 Learning Analytics Summit, 2019 IMS Global Digital Credentials Summit and was a finalist for Learning Impact Awards at the Leadership Institute in May 2019. She received the USciences 2018 Founder’s Day Award for Innovation.
Infusing Makerspace into Project Based Learning provides students with the unique opportunity to solve real-world concerns. Learn the benefits of shifting pedagogical practices to student-voice and choice to heighten engagement. View practical ways to integrate community partnerships to enhance students’ overall learning experience.
Aileen Matias-Castro is a doctoral student for Educational Technology Leadership at NJCU. She has served as an elementary school teacher for over thirteen years. She is presently one of thirty teachers selected as a New Jersey STEM Fellow, piloting initiatives to improve STEM teaching with research-based practices. From mock trials to student-led conservation campaigns, her work has been featured on Classroom Close-Up and NJ.com.
With the ever expanding wave of information, thoughts and ideas how is a person to know what is truth? One way to do so is to help students begin to identify which are valid sources of information and which need to be scrutinized. This presentation will examine methods used with students at all levels of education and ways to begin the process of being an educated consumer. What questions to ask and how to cross check information. How to be an ethical and moral consumer.
Judith A. Parke Kent OTD, EdS, OTR/L, FAOTA, has been a Healthcare educator for over 35 years in both the face to face and online environments. She has worked with a wide range of students, helping them become educated and thoughtful consumers and providers of heathcare. Her specializations include: pediatrics, mental health, education, and integrative medicine.
Using digital tools and apps to enhance teaching and learning processes has become a critical point of consideration in distance education. Measuring student progress with efficacy and efficiency is essential for identifying at-risk students and preventing student departure from online programming. In this interactive workshop, participants will experience innovative strategies to engage students, inform instruction, and provide critical feedback essential to growth for both instructors and learners.
Samantha Bahna is an Adjunct Professor at New Jersey City University in Educational Technology and has been an educator teaching English, ESL, and special education for over ten years in the K-12 domain. She is a doctoral candidate in Educational Technology Leadership at New Jersey City University, NJ, where her research interest is social media applications to facilitate connectivism learning practices that develop persistence behaviors among Latino students in historically challenging STEM courses. Samantha has recently presented on her proposed research at NJASL, PETE&C, NJ Edge, NJEA Convention, OLC Innovate and PAPNA. Samantha has acted as a SIIA CODie Awards Judge to peer review educational software for awards in excellence and innovation that impact the teaching industry. To read Samantha's blog, or to learn more information, go to https://samanthabahna.com
11:15a-Noon Auditorium "Measuring the Impact & ROI of Technology-Based Learning Programs" by Dr. Tim Brock, Director of Consulting Services @ ROI Institute
Few would dispute the convenience, cost, and efficiency of learning through technology. Whether e-learning, blended learning, or mobile learning, it’s usually just in time, just enough, and just for the user, which is the ideal form of customization and convenience for participants. At the same time, for large audiences, e-learning represents a tremendous cost savings. The problem is that the results are not always apparent. Based on dozens of ROI studies at the ROI Institute, the results at the application and impact levels usually don’t measure up to traditional facilitator-led versions. According to the Association for Talent Development (ATD), technology-based learning accounts for about 40 percent of all learning delivery in organizations, representing over $50 billion per year. With that level of investment, despite the timeliness and low cost of e-learning, executives want assurance that it will drive application and impact. During this session, you will learn the most used evaluation methodology around the globe that tackles this evaluation accountability issue to enhance human performance in the classroom and workplace.
Dr. Tim Brock is the Director of Consulting Services for ROI Institute, the leading source of ROI competency building, implementation support, networking, and research. As the ROI Institute’s Director of Consulting Services, Tim provides helps organizations implement the ROI Methodology in over 60 countries at more than 5,000 organizations. He teaches all ROI Institute workshops, to include the five-day ROI Certification workshop, and is invited to speak at international conferences, most recently at Bejing, China, and Moscow, Russian Federation. Tim also serves on the faculty of the United Nations System Staff College at Turin, Italy, training program and project managers around the globe how to integrate the ROI Methodology into their Results-Based Management strategies. He is also a faculty member at Capella University at Minneapolis, Minnesota where he teaches a distance learning graduate course on the ROI Methodology and mentors doctorate students to apply evaluation methodologies that include the ROI Methodology as part of their terminal degree final research project. During his Air Force career, Tim was responsible for assessing, measuring, and evaluating the effectiveness of the missile launch officer initial qualification training programs for all five of the USAF’s Inter-Continental Ballistic Missile (ICBM) weapon systems. While at Lockheed Martin, Tim managed their Science of Learning and Performance team for global military, education, and healthcare learning and simulation training solutions that included using advanced learning technologies.
The Digital Innovation and Consumer Experience (DICE) Group at Thomas Jefferson University Hospital constantly finds new ways to make relevant, engaging learning experiences across devices, including smartphones and tablets. Even though mobile devices are ubiquitous, designing consistent learning for various platforms, screen sizes and audiences isn’t always easy. Educators are missing out on an entire segment of learners if they don't build mobile experiences, so our presentation will offer actionable strategies to help teachers, instructional designers and content creators build mobile learning from scratch. We will also discuss the obstacles we overcame when designing mobile learning for Jefferson employees, residents and patients.
LaShondra Cherry is an Instructional Designer at Thomas Jefferson University Hospital. Her love of education and multimedia lead her to gain a passion for e-learning development. She has experience developing interactive compliance, systems, procedural, and soft skills trainings addressing numerous topics. On Wednesdays, she can be found playing softball with her team, ‘BryceAroni’. She is also the video producer and one of three cohosts of a popular urban podcast. LaShondra earned her M.Ed in Instructional Technology from East Stroudsburg University of Pennsylvania.
Meghan Garrity is a Copywriter and Communications Specialist at Thomas Jefferson University Hospital. Her fascination with healthcare and user experience led her to The DICE Group, where she spends most of her days writing marketing and training materials that have the potential to positively impact patients. Meghan is a born storyteller who holds a B.A. in Broadcast Journalism from The Pennsylvania State University. When she isn’t stringing words together, you might catch Meghan twirling to live music, teaching a yoga class or trotting the globe.
Sandra Stocks is Senior Instructional Designer & Team Lead at Jefferson University. She has designed and facilitated training in various industries such as retail, restaurant, and healthcare. Previously she designed a mobile training curriculum for a market research firm. Her current areas of interest include using VR simulations for skill-building and xAPI integration for learning. She holds an M.Ed in Adult and Organizational Development from Temple University.
Many cutting-edge technologies are transforming our learning experience these days. Leveraging Augmented Reality and Computer Vision technologies, digital information and content are overlaid onto the physical world in user’s field of view, which makes learning more immersive, interactive and personalized. Using either mobile or head mounted display devices, technical training and learning are delivered in such ways that enable remote team to learn on-demand, to reduce training time, and to improve safety and accuracy as a result. An overview of the technologies and applications demonstrates the advantages of this methodology.
Helen Zhang, PhD, CEO/Founder of Distat Co has 10 years of experience with technical training of scientific equipment and medical devices. Managed national training programs of complex technical products for 10-30 people groups. More than 7 years of experience with product development, commercialization, sales, marketing and business development strategy at global scale. She had managed product line with annual revenue of ~$500M, including innovation, development, and commercialization processes.
11:15a-Noon Room 284 "Teaching Online Lab Science Courses: Challenges and Solutions" by Heather Stuart, Regional Sales Manager, Carolina Biological Supply
Science education has been challenged by the demands and rapid growth of online education. One challenge is how to run lab sections of science courses online. Basic science can be taught online when accompanied by well-designed investigations that can be completed in the student’s home. This session will include the experience of actively taking part in hands-on lab investigations developed for online science courses. These investigations have been designed for the off-campus setting while maintaining the college-level rigor.
Heather Stuart – Regional Sales Manager, East, is a champion for higher education, and brings a unique combination of insight, education, and experience to her position as Distance Learning Regional Sales Manager. Heather’s positive energy and keen eye for detail are assets in her ability to customize actionable strategies and communicate clear success outcomes for faculty leaders, team members, and students. Heather received her B.S. in Business Administration from Elon University, and continued on to work in Elon Admissions as Senior Associate Director of Admissions and as Assistant Director of Graduate Admissions. She has her M.A. in Conflict Resolution from The University of North Carolina at Greensboro.
1:15p-2:p Auditorium - "Supporting Graduate Online Course Development: Infrastructure, Quality Matters Compliance, and Successful Faculty Stories" by Dr. Dominique Kliger & Dr. Dan White & Athanasia Polychronopoulou, Temple University
This presentation aims to share how various university units are joining forces to spearhead a series of online graduate programs. It will describe in detail how faculty feels empowered by having a team that leads pedagogical decisions while another team leads video lecture recordings. The presentation will also share how building a community of faculty members during online course development enriches the experiences that online students will be presented with.
Daniel L. White, Ph.D. has served Temple University as Associate Vice Provost and Director of the Office of Digital Education since 2014. His office oversees distance education based compliance, state authorization, quality assurance and provides instructional design support. Daniel was the Founding Dean of Education Programs and First Year Experience at Southern New Hampshire University and a former Associate Professor of Educational Leadership at Roosevelt University in Chicago, IL. His scholarly interests include learner-centered teacher education and undergraduate epistemological stances.
Athanasia Polychronopoulou is an Assistant Professor of Instruction at Temple University, Computer and Information Science Department. She is currently coordinating both the online and in-class sections of the course of Database Management Systems. She has experience in curriculum, online courses and new academic programs development. With graduate studies in both Physics and Computer Science, her interdisciplinary background leads her research interests in data mining, and applications of theoretical physics in computer science.
Cheating. It happens. You know it does. Copying & pasting into writing assignments or essay questions, using someone else’s assignment/answers, etc. With the technology available to students you now need to worry about things like essay writing services, smartwatches, and more. In this workshop, we’ll discuss the various ways students cheat in this age of technology and some strategies for detecting and reducing cheating, both in-class and online.
Jim Holton is the Senior Instructional Technologist & Instructional Designer at DeSales University. Jim has been involved in the field of instructional technology & course designed since 2009. Jim is a graduate of the DeSales Masters of Education program and now teaches online classes on web design for teachers, design of online learning, and the management of technology resources.
Traditionally at our institution communities have been maintained inside the learning management system, but it’s always good to challenge the traditional once in a while. Join us as we share USciences’ “journey to the cloud”. We’ll lay out our plan for working with the students, faculty and staff and moving our over 400 organizations out of the LMS. Join us to discuss the general process overview, communications and a few peculiarities we’ve stumbled upon during this transition.
Rob McCunney and Svetlana Lyutsko are instructional designers at the University of the Sciences. Being a part of the Academic Technology Services team, they provide assistance in LMS-related questions, e-learning technologies, course design, and more. With 20+ years of collective experience in the online learning field, they offer personalized approach and valuable recommendations on timely topics.
1:15p-2:p Room 284 "Demystifying the Learner's Experience: A Non-Technical Introduction to xAPI" by Sandra Stocks, Maria Mejia, & Kristan Davis, Digital Learning & Technology @ Thomas Jefferson University Hospital
In our hyper-connected world, learning happens across every device, platform and communication channel. Educators are missing out on a huge opportunity if they don’t track when, and how, users acquire knowledge in a digital environment. That’s why the Learning & Development team from The DICE Group at Thomas Jefferson University Hospital will present an overview of Experience API, the next generation of learning data.
During this interactive session, we’ll discuss how xAPI’s comprehensive learner insights can help teams design eLearnings with real-world impact. Our presentation will also provide tips to help instructional designers, course developers and learning and development leaders get started — no coding experience required.
Sandra Stocks is Senior Instructional Designer and Team Lead at Thomas Jefferson University Hospital. She has designed and facilitated training in various industries such as retail, restaurant, and healthcare. Previously she designed a mobile training curriculum for a market research firm. Her current areas of interest include using VR simulations for skill-building and xAPI integration for learning. She holds an M.Ed in Adult and Organizational Development from Temple University.
Maria E. Mejia is a Learning Experience Designer at Thomas Jefferson University Hospital. Her diverse background in the healthcare and IT industries led to the field of instructional design and e-learning development. Her projects run the gamut of organizational training needs. Her current areas of interest include VR for behavior change and xAPI integration for next-gen learning. She is a graduate of Barnard College and University of Pennsylvania.
Kristan Davis is Director of Digital Learning and Technology at Thomas Jefferson University Hospital. With over 10 years of experience leading, motivating and directing teams, Kristan is a proven leader in the fields of education technology and learning and development. She holds an M.Ed in Adult and Organizational Development from Temple University and also sits on the Board of Directors for a Homeless Outreach Organization.
2:15p-3:p Auditorium "D2L Brightspace LMS - New Tools for Saving Facility Time, and Improving Engagement" by Greg Sixt: Account Executive & Dan Ganesh: Director of Higher Ed Solutions @ D2L Brightspace
Brightspace is the LMS currently used in Pennsylvania by the Pennsylvania State System of Higher Education (PASSHE), Harrisburg Area Community College, University of the Sciences, Wilkes University and others. The Brightspace LMS is mobile responsive, designed like most top tier websites where you can just use any device and the site will render a clean experience. In this session, we’ll highlight tools in Brightspace that are aimed at saving faculty time, such as viewing all assessments across all courses on a single page, and an easy grading workflow; and we’ll also showcase tools that will help faculty automate feedback and help improve engagement with students.
Dan Ganesh – Director of Higher Education Solutions and looks after PA, DE and NJ for D2L. Dan has been with D2L for over 15 years and have worked with many higher education institutions across North America. Experienced in applying Education Technology to tackle institutional challenges.
Greg Sixt – Account Executive of Higher Education Solutions and looks after institutions in the NY, PA, MD, DE, and NJ. I’ve been with D2L for 3 years and work with Higher Education institutions that are looking to create new/ grow programs in face-to-face, blended and fully online environments.
Design Thinking is a problem-solving approach with a human centric methodology. Although elements of it were around in the 1960s – 1980s, it wasn’t until 1991 that it started to become mainstream with the launch of the Palo Alto based design company IDEO. The results when taught to students or employees are many including developing soft skills, problem solving, collaboration and seeing the benefit of many ideas coming together. Interdisciplinary teams are guided through an iterative process which requires active participation by everyone.
John Roche is an advisor with SAP and an experienced leader for digital transformation to connect people, things, and businesses to run the world better. He helps CEOs and business leaders to define their vision and leverage digital trends to transform their company. He provides guidance to CTOs and enterprise architects on end-to-end architecture design. Connect with John on LinkedIn.
2:15p-3:p Room 275 "Un-Grade Transparency: Setting Clear Expectations in an Ungraded Online Course" by Molly Sinderbrand, Online Nonprofit Leadership Program Coordinator @ the University of Pennsylvania
“Ungrading” – the practice of foregoing assigning grades for course assessments – is gaining popularity as an evidence-based, effective pedagogical practice. Ungrading experiences and best practices have been featured in Inside Higher Ed, Counterpoints, Chronicle of Higher Education, and Teaching in Higher Ed, to name a few. Benefits include increased ability for students to refine their work, increased engagement with content, increased intellectual risk-taking, decreased bias, and decreased anxiety. But when we enter the online space, the trend is to emphasize transparency in grading – using rubrics, setting clear expectations, and setting clear learning outcomes. Transparency is especially important for online classes where students may feel less connected to the instructor. These trends seem to contradict each other: how can we set rubrics for assessments that we don’t grade? This presentation will walk through the lessons learned from ungrading a five-week intensive online master’s-level course. Topics will include setting initial expectations, coordinating with co-instructors on providing feedback, using self-assessment and discussion to assign final grades, and student reactions to online ungrading. Attendees will leave with concrete ideas for promoting transparency without relying on the structure of grading and rubrics.
Molly Sinderbrand is the Online Nonprofit Leadership (NPL) Program Coordinator at the University of Pennsylvania. Prior to joining NPL, she worked as a Postdoctoral Research Fellow at the Center for High Impact Philanthropy, also at Penn. Her research focused on philanthropic impact on domestic K-12 education for at-risk students. Since coming to Penn in 2010, Molly’s research and teaching have revolved around ethics, social norms theory, and norm change, including using law and policy to change behavior. She also worked as a consultant for the Penn Social Norms Group, facilitating workshops on social norms and social change. Molly earned her PhD in Philosophy from the University of Pennsylvania, her MA in Applied Ethics through a joint program between Utrecht University and Linkoping University, and her BA in Philosophy from Washington University in St Louis.
2:15p-3:p Room 284 "Creating a Wowing Welcome: Developing a Comprehensive & Engaging On-Boarding & Orientation Experience for Online Practitioner Faculty" by Susan Darlington, Jill Winnington, Stacey Knapper @ Gwynedd Mercy University
With a strong reliance of academic program success based on adjunct faculty, it is essential to create a robust learning community starting with an engaging on-boarding and orientation experience. We developed a model for establishing a comprehensive adjunct faculty development community leading to increased engagement and commitment to the University.
Many online programs have a basic certification requirement for their online faculty. Is this enough? Does it truly meet the professional development needs of your online adjunct faculty? Learn through an interactive session how our university is taking a strategic approach to building a comprehensive faculty development program that supports and engages online faculty from initial hire and beyond. Our program of robust faculty support has led to increased student satisfaction and retention with minimal investment of resources.
During the program development process the School of Graduate and Professionals Studies recognized the need to have an engaging and supportive culture for all adjunct faculty which would lead to academic program strength and growth. The process started with successful on-boarding and orientation for each adjunct faculty. Our presentation is offered with the unique perspectives of a Program Director and a very engaged instructor.
Susan Darlington is the Director of Online Learning at Gwynedd Mercy University where she leads a team providing instructional design and technology support to faculty and ensuring that students are prepared for the online learning environment. Prior to working in academia, she spent over 20 years in the business environment as a computer programmer, business analyst, and instructional designer. She earned her BS in Business from Immaculata University, M.Ed. in Instructional Systems from Penn State, where she also earned a Web Graphics Design certificate. She received her MBA from Gwynedd Mercy University.
Jill Winnington has been Assistant Dean and Business Program Director at Gwynedd Mercy University since June 2015. She previously served as Director of Academic Affairs at University of Phoenix and as a Business Instructor at Wesley College. She earned her BA in Economics from the University of Delaware- Lerner College of Business and Economics, her MM in Management and MBA in Finance from Goldey-Beacom College, and her DBA from Wilmington University.
Stacey Knapper is an adjunct lecturer and subject matter expert, and graduate of OLC's Instructional Designer Certificate program and seeks to make a difference in the lives of learners by teaching them how to relax and enjoy the learning experience. Since 2011, she has been creating online courses in business and economics. Formerly a Licensed Massage Therapist, she understands that the relaxation response is the antidote to stress and anxiety. She has an MBA from California State University and a BS in Business Administration from the University of Delaware.
The digital world demands that system integrators, designers, users and operators understand the infrastructure and connectivity choices that are necessary to facilitate a smooth and seamless transition into the next generation of AV technology. In this presentation we will explore the emerging technologies, both wired and wireless, that will deliver the greatest effect on deployment of the last 100 meters of digital AV infrastructure over the next few years.
This presentation is ideal for those who are new to the AV industry and are seeking an approachable overview of new device and technology developments and their effect on system integration. The content is geared towards installation, integration and specification professionals, system users and design consultants.
Over the next few years we will witness the final extirpation of 20th Century analog systems such as composite, component and VGA video signals. In the same way that the HDMI connector fundamentally disrupted the industry, emerging technologies such as USB Type C, USB 3.1, USB Power Delivery v2.0, HDBaseT, HDMI 2.0, DisplayPort 2.0 and embedded active chipsets in unexpected places will land an impactful blow. But unlike HDMI, these changes won’t take 12 years to settle in. Prepare to see a new industry in half that time!
Does this sound familiar? As the department responsible for faculty development, we have developed and hosted over 40 educational programs last year. All topics were requested by faculty and relevant to 21st Century Education. Faculty development sessions were scheduled at the request of faculty who offered specific dates and times that would be convenient for them. Despite thoughtful planning and scheduling, they still don’t come. We took drastic measures and created an asynchronous university-wide facilitated online 4-week faculty development program.
As a pilot, we developed “Crash Course: Engaging Today’s Learner.” This four-week online faculty development program was designed to help faculty better understand 21st century educational practices and learners, instructional design, and active learner engagement. Faculty and staff had the unique opportunity of learning from one another through a variety of eLearning activities, such as reviewing video presentations, reviewing articles, engaging in discussion boards and blogs, reflecting on experiences, exploring PCOM’s trove of educational resources, dabbling in different eLearning technologies (Flipgrid, Padlet, etc.) and most importantly, sharing ideas with one another.
During this session, we describe our rationale, development, planning, marketing, and facilitation experiences with this faculty development program. We share impressions from our interdisciplinary group of faculty from graduate programs in osteopathic medicine, psychology, physical therapy, pharmacy, biomedical sciences, forensics and physician assistant programs. At the end of this PADLA session, participants will be able to (1) explain the rationale for using facilitated online learning for faculty development, (2) identify the required components for designing and facilitating such a course, and (3) identify the advantages (both explicit and hidden) with facilitating an online faculty development program.
Erik Langenau, DO, MS received his B.A. from Cornell University, D.O. from New York College of Osteopathic Medicine, and M.S. in Learning Technologies from the Department of Education at Drexel University. After completing his osteopathic rotating internship, pediatric residency and chief residency at Maimonides Infants and Children’s Hospital of Brooklyn, he continued as a pediatric hospitalist and Program Director for the osteopathic pediatric residency program. In 2008, Dr. Langenau began working with the National Board of Osteopathic Medical Examiners (NBOME) as Vice President for Clinical Skills Testing and Vice President for Continuous Professional Development & Innovations. In 2013, he transitioned to Chief Academic Technology Officer and Director for Professional Development for the Philadelphia College of Osteopathic Medicine (PCOM), providing faculty development support for technology, instructional design and online programs. His research and educational activities have involved professionalism, genetics, competency assessment, clinical skills testing, continuous professional development and learning technologies. He has presented numerous workshops and presentations at various national educational conferences, and has published in journals such as the JAOA, Simulation in Healthcare, Medical Education Online, Journal of Medical Regulation, Patient Education and Counseling, and Academic Medicine. Dr. Langenau is board certified by both the American Board of Osteopathic Pediatricians (AOBP) and the American Board of Pediatrics (ABP).
Brooke Shultis, MEd graduated from the University of West Georgia with a Bachelor’s of Science in Education, MEd in Educational Theory and Practice from the University of Georgia and M.S. in Instructional Design in Technology expected in Spring 2021. Upon completion of her undergraduate degree, she taught middle grades mathematics and science. In 2018, Brooke shifted her career focus and started at the Philadelphia College of Osteopathic Medicine (PCOM) as the Academic Development Coordinator for the Department of Professional Development and Online Learning where her main priority is providing training and support for faculty/staff with regards to using and implementing effective learning strategies and technologies. Her interest includes blend learning, faculty development communities and incorporating flexible learning into faculty development sessions.
Schedule Subject to Change