Session Listing

Below is a preview of the conference sessions for the 2017 DT&L Conference. The date, time and descriptions will be available soon.

Check out the schedule for the conference Workshops.


Information Sessions


Designing and teaching for success: Self-regulated learning strategies

Maureen Andrade, Utah Valley University


Designing a framework to strengthen faculty-ID staff relationships

Shilpa Patwardhan, Education and Learning Technology Consultant


Assessing joint acculturation: Affective domain in distance programs

Ken Pisel and Bethany McCaffrey, Joint Forces Staff College


Student engagement strategies for competency-based programs

Nathan Ewings and Kristine Pierick, University of Wisconsin-Extension


Doing content differently: Resources for increasing student success

Carrie Watkins, MBS Direct


Fostering the “a-ha” moment in online discussion

Shannon Simonovich and Lisa Torrescano, DePaul University


Engagement vs. participation: Translating progressive pedagogy online

Troy Pinkney, Laura Zadoff, and Genevieve Lowry, Bank Street College of Education


Reimagining the 5 Ws: Online course quality and alignment

Elizabeth Lemke and Reba-Anna Lee, Northwestern University


Text messaging: Its effects on online student retention and success rates

Selom Assignon, City Colleges of Chicago and Darrylinn Todd, DePaul University


Factors leading to the success of men of color in online higher education

Newton Miller, Ashford University


Implementing adaptive learning effectively: A systems view

Peter van Leusen, Arizona State University


10 productive hacks and gadgets for the online learning professor

James Moore, DePaul University


Promoting accessibility using #AccessMOOC

Ginger Bidell, Western Governors University; Meghan Pereira and Sumana Silverheels, State University of New York College at Buffalo


Twelve deadly sins online administrators make

Brian Udermann, University of Wisconsin-La Crosse


Synchronous interaction tools and “blended experience” learning

Chris Roddenberry and Tom Rankin, Wake Technical Community College


Creating and teaching online materials to deaf/hard-of-hearing learners

Linda Bryant and Erin Auble, RIT: National Technical Institute for the Deaf


Quality assurance of MOOC: Coursera’s approach

Linlin Xia, Coursera Inc.


Instructors play with technologies to learn best practices

Karen Skibba and Janet Staker Woerner, University of Wisconsin-Madison


Using analytics to increase student engagement in online learning

Laura Fennimore, University of Pittsburgh


Collaborate, present, flip, and evaluate

William Guth, Northwestern University


Engaging the learner in self-assessment of online discussions

Laura Schwarz, Minnesota State University-Mankato and Nancyruth Leibold, Southwest Minnesota State University


Managing quality in online education: A peer development approach

Carlos Morales, TCC Connect Campus


Designing for 21st Century learning: The importance of creativity

Christiane Reilly and Annika Moe, University of Minnesota


Essentials for preparing to teach an existing course on short notice

Jason Rhode and Tracy Miller, Northern Illinois University


Instructional approaches for distance science laboratory courses

David Brashinger and Julie Thompson, American Public University System


10 tips to make online teaching more effective and efficient

Jean Mandernach, Grand Canyon University


Selecting and curating OERs to support your course goals

Eileen Horn, University of Wisconsin-Extension


Trailblazing technologies for virtual student success

Susan Aldridge, Drexel University Online


Factors that affect achievement and persistence in self-paced courses

Terrie Nagel, Mizzou Online: University of Missouri


Adopting adaptive learning: Personalized approach in online education

Karen Ferguson, Colorado State University-Global Campus


Quality online discussions: A rubric for peer groups

David Stein and Constance Wanstreet, Ohio State University


What’s cooking? Makerspaces and technology test kitchen recipe creations

Julie Hewitt and Beth Ambort, University of Wisconsin-Platteville


Student and instructor: A reciprocal relationship

Anita Samuel, University of Wisconsin-Milwaukee


A model and more: Supporting accessibility in online courses

John Raible, University of Central Florida


Beyond the job posting: Attracting and retaining GREAT online faculty

Ann Taylor, Pennsylvania State University


Do I matter? Retaining and supporting online students through services

Tracy Hart, University of New Mexico


Universal Design: A path to reducing barriers in a large online course

Aisha Haynes, University of South Carolina


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Competency and community: Mutually exclusive?

Rena Palloff, Capella University


Inclusivity: Universal Design strategies for the online classroom

Sarah Keene and Amy LimBybliw, University of Minnesota Twin Cities


Librarians and instructional designers: A collaboration initiative

Laura O’Connell and Johnathon Neist, Herzing Univeristy


How are you using your library in your distance education classes?

Andrew Cano, University of Nebraska-Lincoln


Faculty four of accessible development

Jordan Cameron, Kennesaw State University


Teaching online: A practical guide to trends, issues and questions

Susan Ko, City University of New York


Leveraging opportunities: Lessons from the front lines

Rob Hewell and Marla Rigsby, Ouachita Baptist University


Online full-time faculty: Benefits and experiences

Rick Holbeck and Kelly Palese, Grand Canyon University


It’s complementary! Proactive advising and an online student community

Kalyn Williams, University of Wisconsin-Platteville


Jump start your online classroom

David Stein and Constance Wanstreet, Ohio State University


Organizing a successful instructional design team

Amy Carpenter, Utah State University

Finding yourself in a digital world: Adapting mindful tech by Levy

Elodie Jones, Fort Hays State University


Understanding changes to teaching beliefs when teaching online

Sarah Dysart, Loyola University Chicago


Different Needs; Different Outcomes; Same Course

Yvonne Clark and Elise Nissen, Western Governors University


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ePoster Sessions


Design for access: Apply UDL and backward design in training materials

Jiaqi Yu, Iowa State University


Understanding student perceptions of online learning

Mary Bowne and Melissa Wuellner, South Dakota State University


Medical students and faculty: Learning in distance education

Robert Treat and Kristina Kaljo, Medical College of Wisconsin


A flipped/blended Chinese-as-a-foreign-language course: Design and perception

Shenglan Zhang and Nadia Jaramillo, Iowa State University


Instructional designers and librarians: You need each other

Andrew Cano, University of Nebraska-Lincoln


Challenges and solutions for distance-based professional papers

Scott Powell, Montana State University


Exploring time management as a construct of self-regulated learning

Laura Gray, University of the West Indies


Experienced faculty rate distance education most effective

Kelley Conrad, University of Phoenix


A community-based narrate-your-work approach to improving quality

Laurel Newman and Carolee Rigsbee, University of Illinois Springfield


Bringing “life” to a fully online medical terminology course

Brenda del Moral and Jane Wenzel, Edgewood College


Modeling graduate online student retention: Recent results and next steps

Nicole Holland, Walden University


I’m Deke, how do you do? Interacting with telepresence devices

Beth Ambort and Cole Reuter, University of Wisconsin-Platteville


Faculty support for online course design: Flexible not flimsy

Robin O’Callaghan and Mary Bohman, Winona State University


Competencies necessary for online teaching success

Theodore Scholz, Keith Carroll, and Luke Brymer, The Chicago School of Professional Psychology


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Show & Tell Sessions


Making online math method courses interactive and effective with OER

Bhesh Mainali and Yunhong Tu, University of Wisconsin-Superior


Impossible balance? Individual feedback in large enrollment courses

Miguel Garcia-Gosalvez, University of Wisconsin-Madison


Online student orientations: Surprising lessons learned

Lori Wynia, Southwest Minnesota State University


Organizing resources for better alignment and assessment of learning

Tamara Stachowicz and Emily Hayes, Davenport University


Meeting requirements for online sexual violence prevention course

Anita Dincesen, Hazelden Publishing


Driving student engagement with alternative story forms

Ashley McFadden and Megan Hinderman, University of Wisconsin-Platteville


Designing an ADA-compliant syllabus for online and distance education

Isabella Burrage and Quentin Conkle, Rosalind Franklin University of Medicine and Science


Create social presence and build community using digital stories

Diane Knudson, U.S. Fish and Wildlife Service


Graduating Gilbert: Gamification and whole student success

Chris Roddenberry, Wake Technical Community College


Moving to a master course management model for online education

Melissa Poole, Columbia College


Textbook affordability in higher education: A case study perspective

John Raible, University of Central Florida


Gamification: A real world story

Anthony Newman, Purdue University


Penn State and the U.S. Army Sergeant Major Academy Partnership

William Diehl and Leslie Cano, Pennsylvania State University


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Speed Sessions


Factors identified by students that led to success in online courses

Jennifer Davidson, Moraine Valley Community College


Creating a reward model to support under-used online student services

Brandi Stocker, Eastern Kentucky University


Considerations for an online program startup

Mary Jo Stanley, California State University, Stanislaus


Nurturing student teamwork at a distance as a career success factor

Jacob Krive, University of Illinois at Chicago


Open the book: Making the switch to a free online text

David Allbritton and Tatem Burns, DePaul University


Implementing virtual computing for online instruction: Lessons learned

John Buerck, Saint Louis University


Managing team projects: Instructional approaches leveraging technology

Valerie Prater, University of Illinois at Chicago


Best practices in improving presence in online learning

Rena Robey, Johns Hopkins University/Department of Defense


Wrap-arounds: Engaging learners and building learning communities

Anita Harris Hering and Sara Croymans, University of Minnesota Extension


Click Here for Counseling: Services for Distance Learners

Reed Scull and Joseph Russo, University of Wyoming


Cooperative learning communities: Success for online group projects

Marybeth Nipp, Grand Canyon University


Making arrangements: Best practices for organizing online courses

Kristina Mitchell, Texas Tech University


5 quick ways to engage learners in an online lecture

Heather Bradshaw-Arne, Rasmussen College


Engaging students in the online classroom: strategies for success

Susanne Vasilic, Chicago Virtual Charter School


Using Piazza Tech to engage students in a blended learning environment

Jonathan Totushek and Yunhong Tu, University of Wisconsin-Superior


Making the jump to Moodle: A WSFR case study

Diane Knudson, U.S. Fish and Wildlife Service


Do synchronous sessions increase social presence in ODL courses

Cengiz Hakan Aydin, Anadolun University, Turkey


Not your average case study

Bettyjo Bouchey and David SanFillipo, National Louis University


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Speed + Sessions (mash-up of a Speed Session and a Discussion)

Best practices in engaging faculty in online learning policies

Molly Mott and Michelle Currier, State University of New York at Canton


3 strategies for motivating minority students in online environments

Courtney Plotts, Council For At Risk Student Education and Professional Standards


Staying away from the dark side of support

Dina Kurzweil and Karen (Beth) Marcellas, Uniformed Services University of the Health Sciences


Week zero: Faculty role setting the foundation for community building

Marsha Fortney and Heather Welzant, University of Maryland University College


Courseware and social justice: Opportunity and impact

Carol Batker, University of San Francisco


Moving students from active to engaged learners

Cheryl Oyer and Kelly Foltz-Ramos, University of Buffalo


Does “Post once by Wednesday, reply twice by Saturday” really work?

Tori Svoboda, University of Wisconsin-La Crosse


Extension of online learning by incorporating service learning

Nancy Deringer, University of Idaho


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