SLIPPERY ROCK, Pa. – Jillian Kinzie, associate director for the Center for Postsecondary Research and the National Survey of Student Engagement Institute at Indiana University Bloomington, will be the keynote speaker when Slippery Rock University hosts its annual Professional Development Day Oct 8.
The day's events will be in the Smith Student Center.
Kinzie conducts research and leads project activities on effective use of student engagement data to improve educational quality, and is currently co-principal investigator on the Spencer Foundation-funded project, "Learning to Improve: A Study of Evidence-Based Improvement in Higher Education."
She managed the Documenting Effective Education Practices project and Building Engagement and Attainment of Minority Students and serves as a research associate on the National Institute for Learning Outcomes Assessment project, an initiative to study assessment in higher education and assist institutions and others in discovering and adopting promising practices in the assessment of college student learning outcomes.
Kinzie earned her doctorate in higher education with a minor in women's studies from Indiana University. She had served on the faculty of Indiana University and coordinated the university's master's program in higher education and student affairs.
She also worked as a researcher and administrator in academic and student affairs at several institutions, including Miami University and Case Western Reserve University. Her scholarly interests include the assessment of student engagement, how colleges use data to improve and the impact of programs and practices designed to support student success, as well as first-year student development, teaching and learning in college, access and equity, and women in underrepresented fields.
Kinzie has co-authored numerous publications, including Student Success in College: Creating Conditions that Matter; Continuity and Change in College Choice: National Policy, Institutional Practices and Student Decision Making, a monograph published by Lumina Foundation; and One Size Does Not Fit All: Traditional and Innovative Models of Student Affairs Practice.
She has served on the editorial board of the Journal of College Student Development, on the ACPA Directorate for the Commission on Assessment at Evaluation and as an advisory board member of the Teacher Education Accreditation Commission and the National Resource Center for the First Year Experience and Students in Transition.
In 2001, she was awarded a Student Choice Award for Outstanding Faculty at Indiana University and in 2005 and 2011 received the Robert J. Menges Honored Presentation from the Professional Organizational Development Network.
The day's activities open with registration at 7:45 a.m. followed at 8:15 by welcoming remarks from Cheryl Norton, SRU president. Kinzie will deliver her address titled "Promoting High-Impact Practices: Approaches to Increase Engagement and Transformative Learning" at 8:20. She will also facilitate a follow-up workshop at 9:30 a.m. titled "Lessons from NSSE: Considering Slippery Rock University's Results and Thirteen Years of National Findings About Quality in Undergraduate Education."
A 9:30 a.m., session will address:
"The Reflections of Body Image Program: Addressing Gender and Body Size Diversity on the College Campus," presented by Jennifer Sanftner, professor of psychology, and students Nicole Crevar and Kenya Coleman.
The interactive program gives women the opportunity to talk about body image in a fun and low-pressure way. It covers aspects of women's relationships with their bodies, emphasizing how it is to live in a culture that prioritizes beauty over health and thinness over other qualities. It exposes participants to knowledge about similarities and differences with respect to gender, race, culture, ethnicity, sexual orientation and sexual identity. The topics bridge understanding of others' viewpoints and acceptance and compassion towards others. All women are welcome to participate. The high-impact practice areas covered in this workshop are diversity/global learning, and collaborative assignments and projects.
Three concurrent sessions will be offered at 10:35 a.m. They are:
"Implementing Action Research with Undergraduate Education Majors," presented by Michelle Amodei and James Preston, both assistant professors in elementary education/early childhood, and Jeff Lynn, associate professor, exercise and rehabilitative sciences.
The session will demonstrate impact on student learning, student teachers in the elementary/early childhood department have conducted an IRB-approved action research project during their student teaching semester for more than five years. The strategies used to support this project and sample projects will be shared during this session. The high-impact practices areas covered in this session are capstone courses and projects and undergraduate research.
"Using the Flipped Classroom and Research Teams to Teach Research," presented by Stacy Jacob and Jane Hale, both assistant professors of counseling and development.
The workshop will include discussion of how to "flip the classroom" and use research teams to create space within a course involving students in research. The high-impact practice area covered in this session is undergraduate research. And,
"Read America: Kappa Delta Pi's Service Learning at Wexford Elementary School," presented by Junko Yamamoto, assistant professor of secondary education/foundations of excellence, along with students, Lauren Ziegler, Kristen Dedig, Dana Greco and Carly Reed.
Kappa Delta Pi, an international honor society for education majors, offers a variety of community outreach. One such outreach is the partnership with Wexford Elementary School to promote reading. The members who planned and implemented the event will reflect on how the process has contributed to their professional growth. The high-impact practice area covered in this session service-learning/community-based learning.
Two sessions will be offered from 11:25 a.m., to 12:10 p.m.
"Living and Learning through LLCs," will be presented by Linda Zane, assistant professor of elementary education/early childhood and a living-learning center faculty fellow, Nichole Fest, assistant to the director of resident life, Jessica Pickens, a living-learning community assistant, and Sarah Hammond, a student member of a living-learning center.
Living-Learning Communities, including those at SRU, allow students to delve more deeply into their field of study, while promoting meaningful relationships with others. During this presentation, the presenters will share benefits, challenges and future directions of the SRU program. The high-impact practice areas covered include first-year seminars and experiences and learning communities.
Service Learning and Community-Based Learning via a System Design Competition, presented by Stephen Larson, assistant professor of computer science.
Larson will describe a system design competition he offers as a supplement to the coursework in his "System Analysis and Design" class. The class divides into teams to analyze and design information systems for local non-profit organizations. The winning team receives a prize. The high-impact practice area covered in this session is service-learning/community-based learning.
Norton will serve as the luncheon speaker and recognize accomplishments of faculty and staff that submitted external grant proposals during the 2012-13 academic year.
The afternoon sessions open with:
"High Impact Practices: Implementing Evidence-Based Practices for Adapted Physical Activity Students in Community-Based Settings," presented by physical and health education faculty, Robert Arnhold, professor, Pamela Arnhold and Dallas Jackson, assistant professors, and Wendy Fagan and Kelly Sheehan, instructors.
The Adapted Physical Activity Program at SRU provides an array of high-impact practices through academic classroom activities and community-based learning opportunities for practical experiences with individuals with disabilities in health promotion programs. These practices, supported through evidence-based learning techniques will be described and demonstrated. The high-impact practice areas covered will be learning communities, collaborative assignments and projects, service learning/community-based learning, internships and capstone courses and projects.
"SPEAK UP! A Case of Community-Based Student Research," presented by Alice Del Vecchio, assistant professor of professional studies and interdisciplinary programs, Giovanna Haider, an SRU student, and Bill Halle, co-chair of the Butler Collaborative for Families project.
High-impact practices take faculty, students and community partners out of their comfort zones and into experiences that move them beyond their expectations. The sessions will show how participants can gain the faculty, student and community perspectives on how HIP change the roles of teacher, learner and community partner. The high-impact practice areas covered in this session are service learning/community-based learning, undergraduate research and internships.
"Service-Learning as a Pedagogical Tool in Undergraduate and Graduate Courses," will be presented by Zane and Christine Walsh, assistant professor of elementary education/early childhood.
Service-learning impacts student development in concrete, experiential ways and through an exploration of service-learning activities with both undergraduate and graduate students, participants will gain insight into methods of deepening student understanding, confronting issues of diversity and poverty and becoming engaged with the community. The high-impact practice area covered in this session is service learning/community-based learning.
"Integrating Collaborative Career Assignments in the Classroom" will be offered by John Rindy, director of SRU's Office of Career Education and Development.
The workshop will present details of successful collaborative programs between the SRU Office of Career Education and Development and various SRU academic programs, to promote student reflection and development centered on who they are, what they have learned and where they still need to develop as future professionals. The high-impact practice areas covered in this session are collaborative assignments and projects, and capstone courses and projects.
At 1:20 p.m., the workshop:
"Safe Zone" will be presented by Catherine Massey, associate professor of psychology, Patrick Beswick, director of SRU's Student Intervention Services, and Jodi Solito, director of the SRU Women's Center.
"Safe Zone" is a program that trains "pro-diversity" faculty, staff and students to provide support and resources for lesbian, gay, bisexual, transgender and questioning students. Some of the topics to be covered include the effects of oppression, gender and sexual identity paradigms, and how to be an effective ally. The high-impact practice area covered in this workshop is diversity/global learning.
Nancy Cruikshank, director of grants and sponsored research, organized the day.
Reservations were due Oct. 3, but some seats may still be available. Call 724.738.4831.
Slippery Rock University is Pennsylvania's premier public residential university. Slippery Rock University provides students with a comprehensive learning experience that intentionally combines academic instruction with enhanced educational and learning opportunities that make a positive difference in their lives.