HyFlex Course Design
Speaker: Amanda Rosenzweig; Delgado Community College
When:11/01/2018 1:00 PM ET
HyFlex Course Design: Students have busy schedules and often, challenges arise that cause them to fall behind and make decisions that often do not lend themselves to success in a brick and mortar classroom. How can teachers and students work together to improve flexibility of classroom options without sacrificing the quality of the education? HyFlex course design may be the answer.
Join Amanda Rosenzweig, P.h.d, from Delgado Community College, to learn how HyFlex course design allows students to choose to attend face-to-face synchronous class sessions or complete course learning activities online without physically attending class (Beatty, 2010). Learn how Hyflex can provide student engagement and achieve the same objectives regardless of delivery mode, and allow students to succeed in various learning environments.
About the Speaker:
Amanda Rosenzweig is Department Chair of Biology at Delgado Community College in New Orleans, LA. She is the lead instructor for anatomy and physiology lecture and laboratory, responsible for mentoring new instructors, coordinating and scheduling laboratories and developing laboratory practical and multiple choice exams. She earned her Master’s in Biology with an emphasis in Herpetology from the University of Louisiana at Monroe and a PhD in Curriculum and Instruction from the University of New Orleans.
Connecting and Engaging Students in Your Online Class
Speaker: Leslie Van Wolvelear; Oakton Community College
When:11/01/2018 3:00 PM ET
Teaching online has its unique set of challenges, from rethinking course design, to creating effective virtual learning experiences. Whether you’re a seasoned pro or new to teaching online, join speaker Leslie Van Wolvelear, CPA, CMGA to learn techniques for connecting and engaging students in an online course. Leslie is a Professor of Accounting and Co-Chair at Oakton Community College, holds a Master’s degree in Teaching Online and Accounting, and has been teaching online and experimenting with engaging students for over ten years.
About the Speaker:
Leslie Van Wolvelear, CPA, CGMA is Co-Chair and Professor of Accounting at Oakton Community College in Des Plaines, Illinois. She has a Master of Science in Accounting degree from Roosevelt University, a Master Online Teaching Certificate from the University of Illinois – Springfield, and is currently pursuing a Doctor of Education (Ed.D.) in Leadership with a Focus in Online Education from American College of Education. Leslie received the Illinois CPA Society Outstanding Educator Award for two-year schools in 2012 and was awarded the title of Distinguished Professor in 2017. In addition to bringing over 20 years industry experience to the classroom, she teaches courses in Financial, Managerial, and Intermediate Accounting. She is a member of the TACTYC Scholarship Committee and the CPA Exam Award Program Task Force for the Illinois CPA Society.
Flipping the classroom in Nutrition/teaching digitally
Speaker: Laura Christoph; Franklin Pierce University
When:11/06/2018 2:00:00 PM ET
Looking for new ways to engage your students, and create a more active learning environment in your classroom that fosters higher level critical thinking, analysis, and application of course content? Flipping your classroom may be a helpful tool! Join Dr. Laura Christoph to learn about full and partially flipped models, and explore how WileyPLUS can help support the flipped classroom environment.
About the Speaker:
Dr. Laura Christoph is a nutrition educator at the community college and university level. Her doctoral research involved curriculum development for adolescent nutrition education through the USDA Tween POWER (Preventing Obesity through Wise Expenditure of Resources) grant, and she continues to develop course materials at the college level for Wiley and Sons Publishing. She is an associate professor of Health Sciences at Franklin Pierce University, where she teaches nutrition and public health courses. All of her work, including research, college level teaching, community education, and product development, requires teaching. She values education and it is her mission to provide an environment that encourages students to think critically, problem solve, engage with their community, and see the world from an ecological lens.
Teaching Smarter NOT Harder: Applying the BEST of Covey’s Seven Habits to Effective Teaching
Speaker: Karen Huffman; Palomar College & Katherine Dowdell; Des Moines Area Community College
When:11/07/2018 1:00 PM ET
Given the stress-filled lives of today’s teachers and students, Stephen J. Covey’s best-selling book, Seven Habits of Effective People, may be more applicable and important than ever! In this webinar, two seasoned educators and textbook authors, Karen Huffman (M.S., Palomar College) and Katherine Dowdell (M.S., Des Moines Area Community College), will share how they use the BEST of Covey’s tips to streamline their teaching, renew their resources and energy, and create a more positive, productive learning environment for both online and f2f students.
About the Speaker:
Karen Huffman is an emeritus professor of psychology at Palomar College, San Marcos, California, where she taught full-time until 2010 and served as the psychology student advisor and co-coordinator for psychology faculty. Huffman has received the National Teaching Award for Excellence in Community/Junior College Teaching given by Division Two of the American Psychological Association (APA) as well as many other awards and accolades. Huffman is the author of several textbooks, including Psychology in Action, Visualizing Psychology, and Real World Psychology. Huffman’s special research and presentation focus is on active learning and critical thinking. She has been the invited speaker and conducted numerous presentations, online web seminars, and teaching workshops throughout the United States, Spain, Canada, and Puerto Rico.
Katherine Dowdell is a professor of psychology at Des Moines Area Community College in Iowa where she teaches courses in introduction to psychology, abnormal psychology, lifespan development and social psychology. She also currently serves as District Chair for Behavioral Sciences. Professor Dowdell received her BA in Psychology from the University of Pennsylvania, and her MS in Clinical Psychology from the University of Pittsburgh. Professor Dowdell’s experience as an instructor spans almost 30 years and incorporates a variety of creative techniques and innovative strategies. Professor Dowdell began working with Karen Huffman and the Wiley psychology team as a Wiley Faculty Network mentor in 2007. In this role she has taught and mentored faculty on best practices and the use of technology in teaching. As a decade-long user of WileyPLUS, Professor Dowdell has served as a development consultant on everything from WileyPLUS functionality, to video content, instructional design, user-experience and faculty training.
Addressing Financial Risk Tolerance in your Personal Finance Course
Speaker: John Grabel & Lance Palmer; University of Georgia
When:11/07/2018 3:00 PM ET
Dr. John Grable and Dr. Lance Palmer are faculty at University of Georgia and experts in behavioral financial interventions and financial decision-making. In this 50 minute webinar, they will share teaching tools, techniques, and tips that can be used to help students better understand the role of financial risk tolerance as a building block to beginning a successful lifetime financial journey. All participants will receive a CPE certificate following the webinar.
About the Speaker:
John Grable teaches and conducts research in the Certified Financial Planner™ Board of Standards Inc. undergraduate and graduate programs at the University of Georgia where he holds an Athletic Association Endowed Professorship. Prior to entering the academic profession, he worked as a pension/benefits administrator and later as a registered investment adviser in an asset management firm. Dr. Grable has served the financial planning profession as the founding editor of the Journal of Personal Finance and co-founding editor of the Journal of Financial Therapy and the Financial Planning Review. He has been the recipient of numerous research and publication awards and grants and is active in promoting the link between research and financial planning practices where he has published over 150 refereed papers, co-authored several textbooks, co-authored a financial planning communication book, and co-edited a financial planning and counseling scales book. Since earning his Ph.D., Dr. Grable has served on the Board of Directors of the International Association of Registered Financial Consultants (IARFC), as treasurer and president for the American Council on Consumer Interests (ACCI), and as treasurer and board member for the Financial Therapy Association.
Lance Palmer received his bachelor’s and MBA degrees from the University of Utah and his doctorate from Utah State University. He is a co-founder of the University of Georgia (UGA) Financial Planning major where he continues to teach courses in financial planning with a focus on tax planning. He is a Certified Financial Planner™ professional. He has served on multiple editorial boards and as president of the Academy of Financial Services. He was selected as a 2007 Lilly Teaching Fellow and received the 2010 Richard B. Russell Excellence in Undergraduate Teaching Award and the 2013 Engaged Scholar Award. Working closely with Georgia United Credit Union, Dr. Palmer has helped to expand the service-learning Volunteer Income Tax Assistance program in Athens, Georgia. Under his supervision, students studying financial planning and accounting complete approximately 1,300 tax returns for families in the local community each year. His students also provide thousands of hours of financial education and planning assistance to tax filers during the tax preparation process.
Flipping the Classroom in Physics
Speaker: David Young & Shane Stadler; Louisiana State University
When:11/14/2018 12:00:00 PM ET
Are you already Flipping the Classroom in your introductory physics course? If not, are you interested in learning more? Join Wiley authors Dave Young and Shane Stadler to learn how Flipping the classroom, or “inverted teaching”, allows class time to be spent engaging students with active learning techniques, as opposed to traditional lecturing. Much of the content delivery is now moved outside of the classroom, for example, through pre-lecture videos, readings, and exercises. Class time is then used to engage students with active learning techniques, such as peer instruction, group discussion, demonstrations, group problems, and problem-based learning. Walk away from this webinar with strategies and best practices for flipping your introductory physics course. Whether you are teaching a classroom of 30 students or an auditorium of 300, flipping your classroom can increase your student’s engagement, improve their learning, and make your class more fun!
About the Speaker:
David Young received his Ph.D. in experimental condensed matter physics from Florida State University in 1998. He then held a post-doc position in the Department of Chemistry and the Princeton Materials Institute at Princeton University before joining the faculty in the Department of Physics and Astronomy at Louisiana State University in 2000. His research focuses on the synthesis and characterization of high-quality single crystals of novel electronic and magnetic materials. The goal of his research group is to understand the physics of electrons in materials under extreme conditions, i.e., at temperatures close to absolute zero, in high magnetic fields, and under high pressure. He is the coauthor of over 200 research publications that have appeared in peer-reviewed journals, such as Physical Review B, Physical Review Letters, and Nature.
Shane Stadler earned a Ph.D. in experimental condensed matter physics from Tulane University in 1998. Afterwards, he accepted a National Research Council Postdoctoral Fellowship with the Naval Research Laboratory in Washington, DC, where he conducted research on artificially structured magnetic materials. Three years later, he joined the faculty in the Department of Physics at Southern Illinois University (the home institution of John Cutnell and Ken Johnson, the original authors of this textbook), before joining the Department of Physics and Astronomy at Louisiana State University in 2008. His research group studies novel magnetic materials for applications in the areas of spintronics and magnetic cooling.
Creating Clear Learning Paths in your Introductory Accounting Course
Speaker: Paul D. Kimmel; University of Wisconsin-Milwaukee & Jill Mitchell; Northern Virginia Community College
When:11/15/2018 1:00 PM ET
When presented with a multitude of online learning resources, students can become overwhelmed and frustrated having to choose the most appropriate resources to help them learn. Based on learning science theory, Paul Kimmel (CPA, PhD) and Jill Mitchell (MS, CIA) will share their best practices for designing learning paths and access to resources in a way to help introductory accounting students master the content and become more confident and independent learners along the way.
Participants will be able to:
- Design cognitive load.
- Design a course module balancing learner control and program control appropriate for their level of students.
- Utilize best practices in the design of learning paths in accounting courses.
About the Speaker:
Paul D. Kimmel, PhD, CPA, received his bachelor’s degree from the University of Minnesota and his doctorate in accounting from the University of Wisconsin. He is an Associate Professor at the University of Wisconsin-Milwaukee (UWM) and has public accounting experience with Deloitte & Touche (Minneapolis). He was the recipient of the UWM School of Business Advisory Council Teaching Award, the Reggie Taite Excellence in Teaching Award, and a three-time winner of the Outstanding Teaching Assistant Award at the University of Wisconsin. He is also a recipient of the Elijah Watts Sells Award for Honorary Distinction for his results on the CPA exam. He is a member of the American Accounting Association and the Institute of Management Accountants and has published articles in Accounting Review, Accounting Horizons, Advances in Management Accounting, Managerial Finance, Issues in Accounting Education, Journal of Accounting Education, and in other journals.
Jill Mitchell is an Associate Professor at Northern Virginia Community College where she teaches courses face-to-face, hybrid, and online. She is an adjunct professor at George Mason University, where she is pursuing an M.Ed. in Curriculum and Instruction with a concentration in Instructional Design and Technology. She is the Past-President of the DC Chapter of the Accounting and Financial Women’s Alliance, and she served on the Virginia Society of CPAs Board of Directors. Jill is a Certified Internal Auditor and worked for Ernst & Young’s Business Risk Services practice. She earned her bachelor’s degree from the University of Georgia and her master’s degree from the University of Virginia.
Teaching with Simulation Based Inference to Improve Statistical Thinking
Speaker: Nathan Tintle; Dordt College
When:11/19/2018 3:00 PM ET
The statistics education community is increasingly focusing on the use of simulation-based methods, including bootstrapping and permutation tests, to illustrate core concepts of statistical inference within the context of the overall research process. This new focus presents an opportunity to address documented shortcomings in introductory and intermediate level statistics courses (e.g., seeing the big picture; improving statistical thinking over mere knowledge of procedures, critical reading of research studies). Nathan Tintle will discuss (1) the motivation and rationale behind the simulation-based approach, (2) share some concrete examples of how the approach works and can be integrated into existing courses, (3) present research evidence of its effectiveness at impacting students conceptual understanding and attitudes post-course and in the months following the courses completion and, (4) share a wealth of instructional resources available to support instructors trying out and using these approaches.
About the Speaker:
Nathan L. Tintle is Associate Professor of Statistics at Dordt College. He has led efforts to develop and institutionalize randomization-based curricula at two institutions (Hope College 2005–2011; Dordt 2011–present), and currently leads the curriculum development project. He has been an invited panelist for a number of statistics education sessions at national meetings, was recently a member of the Executive Committee of the Section of Statistical Education of the ASA, received the 2013 Waller Education Award for teaching and innovation in Introductory Statistics, and was a member of a national advisory committee to the ASA President on training the next generation of statisticians. He has co-authored several articles on student learning using the randomization curriculum, one of which recently won an award for best paper of the year from the Journal of Statistics Education.
IFRS Standards in Transition: Revenue Recognition and the Conceptual Framework – Audience: Canadian Accountants
Speaker: Irene M. Wiecek; University of Toronto & Bruce J. McConomy; Wilfrid Laurier University
When:11/29/2018 3:00 PM ET
In this session Irene Wiecek and Bruce McConomy will review the latest developments in changes to the Conceptual Framework and the Recognition of Revenue (IFRS 15). In addition, they will highlight other changes to look for relating to the forthcoming 12th Edition of the Canadian Kieso et al. Intermediate Accounting – Volume 1 textbook. A future webinar will address topics specific to Volume 2 including the new Leases standard.
About the Speaker:
Irene M. Wiecek, FCPA, FCA, is a Professor of Accounting, Teaching Stream at the University of Toronto where she is cross-appointed to the Institute for Management & Innovation and the Joseph L. Rotman School of Management. She has taught financial reporting in various programs including the Commerce Program (Accounting Specialist) and the CPA-accredited Master of Management & Professional Accounting Program (MMPA). The director of the MMPA Program (previously associate director), she co-founded (in 2004) and was director of the CPA/Rotman Centre for Innovation in Accounting Education, which supported and facilitated innovation in accounting education until 2018. Irene has been involved in professional accounting education for over 25 years, sitting on various provincial and national professional accounting organization committees as well as developing and directing the CICA IFRS Immersion Programs for practising accountants. In the area of standard setting, she has chaired the CAAA Financial Reporting Exposure Draft Response Committee and is currently a member of the IFRS Discussion Group (IDG).
Bruce J. McConomy, Ph.D., CPA, CA, is a professor of accounting at the Lazaridis School of Business and Economics, Wilfrid Laurier University in Waterloo, Ontario. He was a senior audit manager with Deloitte before returning to Queen’s University to obtain his Ph.D. in accounting. Bruce is director of the CPA Ontario Centre for Capital Markets and Behavioural Decision Making and director of the Graduate Diploma in Accounting program at Laurier. He has been teaching intermediate financial accounting since the mid-1990s to undergraduates and MBA students, and also teaches in Laurier’s Ph.D. in management program. Bruce has published articles in Contemporary Accounting Research, Journal of Accounting, Auditing and Finance, Journal of Business, Finance and Accounting, Accounting, Auditing & Accountability Journal, Canadian Journal of Administrative Sciences and Accounting Perspectives. He has also published cases in Issues in Accounting Education, Canadian Financial Accounting Cases—2nd edition, Accounting Perspectives and the Journal of Accounting Case Research.