Weathering the Storm: The Resilience of Regional Higher Education

Lewatis McNeal, PhD, MPH
Vice Provost for Regional Higher Education
Ohio University 
 

Dr. Lewatis McNeal is the Vice Provost for Regional Higher Education at Ohio University. Dr. McNeal leads the regional higher education system for Ohio University. He collaborates with leaders and identifies and responds to educational needs throughout the service region. Additionally, Dr. McNeal leads the development and implementation of strategies related to enrollment, student success, and community engagement for the regional campuses. 

Before Joining Ohio University, Dr. McNeal served as Associate Dean of Administration and Diversity for the College of Education and Health Professions at the University of Arkansas. While at Arkansas, Dr. McNeal provided leadership and oversight to the administrative operations of the College and served as the leader for Diversity, Equity, and Inclusion for the College. 

Dr. McNeal also spent time at Northern Kentucky University as an Associate Dean/Clinical Associate Professor of Public Health in the College of Health and Human Services. At NKU, Dr. McNeal led administrative operations, provided leadership and guidance for diversity and inclusive excellence initiatives, and assisted with ensuring academic quality in teaching, scholarship, service, and accreditation within the college. 

Dr. McNeal has been recognized by his peers for his work in higher education and Public Health. In 2018-19, he received Northern Kentucky University’s Black Faculty and Staff Association Presidential Award. Additionally, Dr. McNeal was recognized as the 2019 Alumnus of the Year by the University of Louisville School of Public Health and Information Sciences. 

Dr. McNeal completed his Doctor of Philosophy in Public Health Sciences at the University of Louisville. He also received his Bachelor of Science in Nutrition from the University of Arkansas at Pine Bluff and his Master of Public Health from Western Kentucky University. 

Special 20th Anniversary Presentation In leiu of a keynote speaker, join us for a special presentation highlighting the history of the Association of University Regional Colleges in Ohio. 

 

For More Information

Patty Goedl, CPA, PhD
goedlpa@uc.edu
Assistant Professor, Accounting
University of Cincinnati, Clermont
4200 Clermont College Drive
Batavia, OH 45103
Office: 513-558-1545
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John T. McNay, PhD
Professor of History
University of Cincinnati - Blue Ash
 

Bread and Roses: An Academic Tale 
Regarding the work that we all do, John McNay will review the political and academic environment as it has developed in Ohio over the last couple of years. He will examine the several controversies over attempts to control what we can teach, how we can teach, and what tools we can use. He will discuss threats and successes regarding academic freedom and shared governance. And he will suggest strategies to ensure our ability to continue to do the vital work of quality education in Ohio. 

John T. McNay, PhD, is a specialist in the history of American Foreign Relations and a professor of history at the University of Cincinnati, Blue Ash College. His special focus is the Cold War. Professor McNay has published books on the period and received a research fellowship at the Nobel Peace Institute in Oslo, Norway in 2016. But most AURCO members will know him from his work with the AAUP. He was president of the UC AAUP union chapter in 2010-2012 and served as president of the AAUP’s Ohio Conference for eight years until 2020. In 2015, the national AAUP gave him the Al Sumberg Award for work defending academic freedom and governance in Ohio. He has also received awards for service from UCBA and UC’s Faculty Senate. He was recently elected to the AAUP’s national council. A Montana native, McNay has taught at UCBA for 22 years. 
---- It is with great regret that due to health concerns the Akron Wayne conference planning committee in cooperation with the AURCO Board of Directors and AURCO Executive Committee have decided to cancel the 2020 AURCO conference that was to be held April 3-4, 2020 at the University of Akron Wayne. We thank the Akron Wayne planning committee for all the work they have put into planning the 2020 conference. 

Full-refunds of conference registration fee will be mailed by check, please allow two weeks for processing.

We appreciate all the support of faculty throughout the state and look forward to seeing you at future conferences: 

 

James Lang, Ph.D., Assumption College
Author of Small Teaching: Everyday Lessons from the Science of Learning

James M. Lang is a Professor of English and the Director of the Center for Teaching Excellence at Assumption College in Worcester, MA. He is a member of the Fulbright Specialist Program roster in higher education. He has a B.A. in English and Philosophy from the University of Notre Dame, an M.A. in English from St. Louis University, and a Ph.D. in English from Northwestern University.

Jim is the author of five books, the most recent of which are Small Teaching: Everyday Lessons from the Science of Learning (Jossey-Bass, 2016), Cheating Lessons: Learning from Academic Dishonesty (Harvard University Press, 2013), and On Course: A Week-by-Week Guide to Your First Semester of College Teaching (Harvard UP, 2008). He serves on the editorial board for the journal College Teaching, and edits a new series of books on teaching and learning in higher education for West Virginia University Press. He has also developed an online course on Principles of Effective College Teaching, available from Magna Publications.

Jim writes a monthly column on teaching and learning for The Chronicle of Higher Education; his work has been appearing in the Chronicle since 1999. His book reviews and public scholarship on higher education have appeared in a wide variety of newspapers and magazines, including the Boston Globe, Chicago Tribune, Time, and America.

For more information about Dr. Lang, please visit: www.assumption.edu/people-and-departments/directory/james-lang-phd --- Keynote Speaker Presentation: K, R, and P Vitamins for Ohio’s Regional Campuses
Nathan P. Ritchey, Ph.D.


Vice President for Kent State System Integration

Interim Dean, Regional College

Saturday, April 6, 2019, 8:30-9:00 a.m.

Regional Academic Center, Twinsburg

Nathan Ritchey is the senior officer responsible for the oversight of Kent State University’s seven Regional Campuses, with faculty rank as a full professor in mathematics.  He also currently is the Interim Dean of Kent State’s Regional College and oversees eSPorts. 

Dr. Ritchey previously served as vice president for strategic initiatives and founding dean of the College of Science and Health Professions at Edinboro University of Pennsylvania. Prior to that, he served for 24 years at Youngstown State University and held faculty and administrative positions, starting in 1989, earning the rank of professor in the Department of Mathematics and Statistics and department chair from 2000 to 2013. He also worked as a medical researcher at St. Elizabeth Health System in Youngstown, Ohio, from 1990-2000.

Ritchey’s areas of expertise include mathematics, operations research, mathematical modeling, medical decision making, probability and university accreditation. He has authored numerous articles and co-authored several mathematics textbooks. 

After receiving a Bachelor of Arts in mathematics degree from Mansfield University of Pennsylvania, Ritchey earned a Master of Science in applied mathematics degree and a Ph.D. in mathematics from Carnegie Mellon University. 

 

Contact Us for More Information

Conference Chair: Renate Prescott ~~ Email: rprescot@kent.edu

 

Click here for AURCO's personalized Retrieval Practices website

Dr. Pooja K. Agarwal ~ The Science of Learning

Cognitive Scientist, Teacher, and Education Consultant

Keynote: Make it Stick: Harnessing the Science of Learning and Transforming Teaching
There is a lot to learn in the world. Students can’t learn everything, and educators can’t teach everything. Especially not over, and over, and over again each time students forget. What can we do to improve learning and reduce forgetting? How can we use our limited amount of classroom time and make learning stick? Based on a wealth of research, cognitive scientists have established robust techniques that dramatically improve student learning. In particular, when classroom activities are challenging for students, long-term learning substantially increases. Through the application of powerful evidence-based strategies, we can harness the science of learning, transform teaching, and advance learning in our classrooms. 

Workshop I: Key Discoveries from Cognitive Science That Challenge Our Perceptions of Learning
Go behind the scenes and learn about key discoveries from cognitive science research. Based on more than 100 years of investigation, cognitive scientists have established powerful strategies that substantially improve learning for diverse age groups, subject areas, and education rigor. Attendees will have the opportunity to learn about landmark studies in the science of learning, as well as research findings that challenge our perceptions of student learning. 

Workshop II: Unleash the Science of Learning: Powerful Teaching Strategies for the Classroom 
How can we apply the science of learning in our teaching? Evidence-based classroom activities that improve student learning, including retrieval practice, distributed practice, and metacognition, are powerful and easy to implement. Attendees will have the opportunity to examine their current teaching approaches and incorporate these evidence-based recommendations in short-term and long-term course planning. 

Pooja K. Agarwal, Ph.D. is committed to bridging the gaps between research, teaching, and policy. Passionate about evidence-based education, Pooja has conducted learning and memory research in a variety of classroom settings for more than 10 years. In addition to her career as a scientist, Pooja has extensive K-12 teaching experience and currently teaches at the Berklee College of Music in Boston. To advance the use of scientifically-based learning strategies, she contributes her expertise through collaborations with students, educators, scientists, and policymakers worldwide. Her work has been featured in the New York Times, Education Week, and Scientific American, in addition to books and podcasts. For more information, visit www.poojaagarwal.com 

 

MORE FROM DR. AGARWAL

Ten years ago, as a pre-service elementary teacher and college student, I continuously labored in vain. Why did I, and my students, forget information so quickly? Why is student achievement stagnant? How can we fix a broken system? Can we fix a broken system?

In a college course, I had my first encounter with scientific research on human learning and memory. I had no idea such a thing existed. Nearly instantaneously, as I sat in the lecture hall, my frustration about the dismal state of education and my fascination about the science of learning collided. From this single experience, I was determined to explore and understand how learning works, while building connections between educators and scientists to strengthen evidence-based education.

Now, more than a decade later, I am continuing my mission to examine how learning works, apply it in the real world, and transform education. My current initiatives include disseminating research about retrieval practice, publishing findings from cognitive science, facilitating professional development workshops, and collaborating with numerous organizations worldwide.

For more information, click here to view my CV or click here to visit my website. And please don't hesitate to get in touch via Twitter, LinkedIn, or email.

 

PROFESSIONAL EXPERIENCE

Learning in the laboratory, the classroom, and the world.

Throughout my career, I have pursued diverse experiences: as an academic researcher, as an elementary school teacher, and also as an education policy maker. At the outset of my career, I was certain that in order to effectively bring these groups together to address critical challenges in education, it would be vital to gain firsthand understanding of these perspectives. In other words, I wanted to “walk the walk” before I “talked the talk.”

With a unique combination of talents, I aim to transform education via evidence-based learning strategies and methods. As a scientist, I apply my expertise when translating cognitive science for educators, students, and the public. As a former K-12 teacher, I am familiar with the challenges that educators face, and accordingly, I strive to provide classroom recommendations that are practical and straightforward. Finally, as a policy maker, I am mindful of the complexities that shape curricula, evaluation, classrooms, districts, states, and higher education.

Most recently, I founded RetrievalPractice.org, a "hub" of resources for educators (K-12 and higher ed) and a broad audience about retrieval practice: a powerful evidence-based tool for improving learning. I encourage you to visit RetrievalPractice.org, subscribe for updates, and contact me with your thoughts and feedback.

Here are a few highlights about my professional experience:

Ph.D. in Cognitive Psychology from Washington University in St. Louis
Conducted more than 10 years of cognitive science and retrieval practice research in K-12 classrooms
Certified as an elementary school teacher, with teaching experience in K-12 and higher education
Policy experience at the U.S. Department of Education and the Illinois State Board of Education

 

RETRIEVAL PRACTICE

A powerful strategy to improve learning.

Education is in dire need of transformation. For years, parents, students, educators, and politicians have asked, “Why is our education system ineffective?” Instead, I urge you to ask a different question: “Why do we still use a system that has been shown to be ineffective?”

Simultaneously, for more than 100 years, cognitive scientists have established robust teaching strategies that dramatically improve learning. One of the most powerful evidence-based tools is retrieval practice. When teachers emphasize pulling information “out” from students’ minds (e.g., asking students to retrieve information on a quiz), long-term learning is dramatically improved. On the other hand, when teachers emphasize getting information “in” to students’ minds (e.g., lecturing or rereading textbook chapters), learning fades rapidly. Recent advances in retrieval practice research confirm that this powerful strategy improves long-term learning in authentic educational settings, including K-12 classrooms, undergraduate courses, and medical education programs.

RetrievalPractice.org is a growing online “hub” of empirical findings, practical tips, and specific tools and guides for implementing retrieval practice in classrooms. With these resources, educators in K-12 and higher education can harness the power of retrieval practice to transform and dramatically improve learning. 

For more information about this resource, and to download a free guide about retrieval practice, please visit www.retrievalpractice.org.

 

PRESS & AWARDS

Support for the science of learning.

From early historians to modern elected officials, people have demanded that the science of learning be applied to education. Recent research on learning has intensified, but dissemination is slow. By “giving research away,” scientists can increase public understanding of effective educational strategies based on scientific evidence and data. 

Fortunately, findings from the science of learning are making their way into schools, universities, and households. I am honored that my research on retrieval practice, conducted in collaboration with colleagues around the world, has been featured in the popular press, recent books, and podcasts. 

In addition, numerous organizations have generously supported my research in cognitive science. I greatly appreciate their contributions and commitment to improving education via evidence-based strategies. My research would not have been possible otherwise. 

For more information about my where my research can be found, please visit: www.poojaagarwal.com/about/#press-awards 


 

Contact Us For More Information

Keynote Chair: Tim Jurkovac ~~ Email: tjohnj@bgsu.edu

 

We hope to see you at the 23rd Annual AURCO Conference
Saturday Conference: April 8, 2017
Friday Reception & IGNITE Talks: April 7, 2017
BGSU Firelands, Huron, OH
 

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David M. Dees, Ph.D

Why? Why? Why?: Understanding Student Actions through some Research and Theory

Why do students do the things they do? In this interactive session we will apply the recent findings in human learning to explore fundamental questions that have troubled faculty for years. Questions such as "Why can't students see the important material in my class?", “Why do students cheat?” and “Why won’t they do the readings?” are just a sample of the issues to be addressed. Evidenced-based practices will be utilized to create solutions to these critical faculty questions.

Biography

David M. Dees, Ph.D. is an Associate Professor of Cultural Foundations and the Director for the Center for Teaching and Learning at Kent State University. After earning a doctorate in Cultural Foundations of Education from Kent State University, he has spent the last 15 years specifically focused on the aesthetic dimensions of teaching and learning, how the human brain works, and the impact that rural/Appalachian cultural has on learning in higher education. Most recently, David has focused his energy on helping faculty colleagues design and implement scholarship of teaching and learning projects which has led to several grants, presentations, and publications. Additionally, he is the co-founder of the Rural Scholars Program at the Kent State Columbiana County Campuses which is a college access program for Appalachian at-risk youth. As a self-proclaimed “hillbilly” from Kentucky, he is proud to have been recognized for his teaching through two student-nominated teaching awards (Outstanding Teaching Award, Kent State University and Teacher of the Year, Gannon University).

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