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2020 Faculty Retreat Schedule

Scroll down to see Session Abstracts and Presenter Bios





8:00 – 8:45 am

Welcome and Opening Remarks

Anthony Piña





9:00 – 9:45 am

Session 1A:
Creating an Interactive Video Experience for Your Students

Anthony Piña

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Session 1B:
Use of an Electronic Assessment Platform for Student, Faculty, and Programmatic Improvement

Kimberly Daugherty
Sarah Raake
Ben Stephens

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10:00 – 10: 45 am

Session 2A:
Creating ADA Compliant Video Content for Blackboard Using Panopto

Jeff Johnson

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Session 2B:
Building the “Perfect” Exam: The 360° Assessment Item Review Process

Sarah Raake
Kimberly Daugherty

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11:00 – 11:45 am

Session 3A:
Does Anytime + Anywhere + Success? Quite Possibly!

Sarah Nichter

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Session 3B:
That CAN(‘t) be done! The Virtual Conversion of Health Professions Assessments

Sarah Raake,
Kimberly Elder
Ben Stephens

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12:00 – 12:45 pm

What Works for Me!

During this session we will invite any who wish to share best practices, techniques, tools and technologies that have worked well while teaching during these difficult times of change. Our faculty are doing wonderful things and our students are noticing. So…what works well for you?

Anthony Piña

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1:00 - 2:00 pm

President and Provost Messages
Faculty of the Year Presentation

President Sullivan
President Jay Marr
Provost Diana Lawrence

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Session 1A:  Creating an Interactive Video Experience for Your Students

This session will take attendees through the process of planning, recording, editing, captioning and sharing instructional videos using the Panopto integration within Blackboard. Attendees will learn to insert quizzes, links to websites and documents and even insert other videos inside their video to make interactive video experiences for students. In this session, attendees will learn to:

  • Set up Panopto within a Blackboard course
  • Download and use the Panopto recorder to make videos
  • Use the Panopto editor to cut unwanted video and add captions, quizzes, hyperlinks and YouTube videos to a video
  • Share completed videos with people inside and outside of the Blackboard course

Session 1B: Use of an Electronic Assessment Platform for Student, Faculty, and Programmatic Improvement

This session will describe how the COPHS uses the electronic assessment platform ExamSoft to aid in course and program level assessment. Presenters will discuss how testing is administered using the software from both the student and faculty perspectives. Reports will then be generated, demonstrating how data can be pulled to aid in student and faculty evaluation of performance at both the assessment and individual question level. Lastly, reports will be demonstrated to show how data can be pulled for longitudinal programmatic assessment reporting. In this session, attendees will learn to:

  • Describe ways ExamSoft can be used for course and program level assessment
  • Demonstrate the types of reports that can be generated for students and faculty to aid in self-reflection

Session 2A:  Creating ADA Compliant Video Content for Blackboard Using Panopto
The purpose of this session is to learn how to create ADA compliant video content with captions in Panopto for use in Blackboard for all course types. Attendee will be provided instruction on accessing Panopto, creating content, uploading the content, and creating and editing the closed captions to make the video content ADA compliant. Attendees will also be given instruction on how to create video content including drawing for those that teach more math based courses and would like to draw equations or show math problem solutions as part of a video. In this session, attendees will learn to:

  • Create video content in Panopto
  • Create closed captions to accompany video content in Panopto
  • Create drawing-based content with captions in Panopto

Session 2B: Building the “Perfect” Exam: The 360° Assessment Item Review Process
Writing even a single assessment item can be difficult. What if there was an easier way to formulate items that took the entire instructional and assessment process into consideration? Learn how to improve your assessment items through a 360° review process that can individualized to each participant’s needs. This intentional review process focuses on intentional design and alignment and concludes with a postmortem analysis that prepares the item for future use. Demonstrating ways to efficiently operationalize these best practices will provide session attendees the tools necessary to apply the information discussed in their own classroom environment. Multiple resources will be provided throughout this session that aid in the item development process as well as item evaluation and post-mortem review. In this session, attendees will:

  • Describe assessment item creation best practices
  • Brainstorm what a “perfect” exam might look like in the participant’s course(s)
  • Outline a 360° assessment item review process

Session 3A: Does Anytime + Anywhere + Success? Quite Possibly!

This presentation and discussion will present the results of research on the impact of mobile learning on student engagement and student success in the online environment. Online undergraduate students' levels of mobile learning use were measured as well as the type and level of engagement behaviors utilized. The analysis revealed that all levels of mobile learning users engaged in environment structuring behaviors to be more successful. Task management and time management strategies were utilized more by the students with a higher frequency of mobile learning use. This research reveals students' comfort and willingness to use mobile devices for their online education. These findings have implications for online pedagogy and online course design. In this session, attendees will:

  • Identify the benefits of mobile learning
  • Identify other measures of online education engagement
  • Discuss implications for developing online pedagogy
  • Discuss possibilities for online course design

Session 3B: That CAN(‘t) be done! The Virtual Conversion of Health Professions Assessments

Prior to the COVID-19 pandemic, there were many practical assessments within health professions education that many would argue could not be done virtually without loss of intent. Discussions have been had for many years about whether certain assessment formats could be delivered in a nontraditional format. Most often these conversations ended with a general consensus that without physical interaction, skills-based lab assessments would lose all rigor and authenticity. When faced with a pandemic, the College of Pharmacy & Health Sciences faculty had no choice but to do what was previously thought impossible. With creative thinking, attention to detail, and expert pre-planning, laboratory exercises and assessments have been successfully converted to virtual assessments. In this session, the good, bad, and ugly of this conversion will be discussed with emphasis placed on lessons learned throughout this adventure. In this session, attendees will:

  • Discuss the structure of clinical and laboratory assessments prior to COVD-19 within the COPHS
  • List challenges experienced when converting assessments into the virtual environment
  • Describe lessons learned in the virtual conversion of clinical assessments
  • Celebrate(and list) the success achieved with the virtual conversion



Dr. Kimberly Daugherty obtained her B.S. degree from Milligan College in 1995 and her Doctor of Pharmacy degree from the University of Kentucky in 2000. Dr. Daugherty pursued a pharmacy practice residency at the University Kentucky in 2001 and followed with a specialty residency in Primary Care in 2002. She also became a board-certified pharmacotherapy specialist in 2002, along with many other clinical certifications. Dr. Daugherty previously was faculty with the School of Pharmacy at Ferris State University before coming to Sullivan University (SU COPHS) 12 years ago.

Currently, Dr. Daugherty serves as the Assistant Dean of Academic Affairs and Assessment for the SU COPHS. She has been very active in areas of publication, presentation and research, where she has over 40 publications, two book chapters, and 30 abstracts. She has also received funding for her research. She is also currently Chair of the American Association of Colleges of Pharmacy Assessment SIG.


Dr. Kimberly Elder graduated from the University of Kentucky College of Pharmacy in 2010. She then completed a PGY1 Pharmacy Residency at Indiana University Health, followed by a PGY2 Pharmacotherapy Residency at Community Health Network/Butler University College of Pharmacy & Health Sciences. She joined the faculty at Sullivan University College of Pharmacy and Health Sciences in August 2012. She has a practice site focusing on internal medicine at the Robley Rex VA Medical Center. She serves as course coordinator for Patient Care Lab VI, VII, and VIII in the second professional year of the curriculum.

Dr. Elder is also the Teaching and Learning Curriculum Coordinator and precepts rotations for academic APPE students and pharmacy residents. When not at work, she enjoys spending time with her family and friends, reading, and traveling.


Dr. Jeff Johnson has been a graduate school faculty member since 1997. He teaches economics, operations, quantitative methods, and project management at the master’s level and quantitative research, economics, and management courses at the doctoral level. He also serves on many university committees including serving as the vice-chair of the curriculum committee, on the universal access/ADA committee, Ph.D. first year evaluation committee, Ph.D. acceptance committee, and others. Jeff’s research interests include student retention, students’ earning of professional certifications, and student academic outcomes across delivery methods.

Jeff’s credentials include a BA in economics from Michigan State University, a MA in economics from Western Michigan University, and an MS and Ph.D. economics from the University of Kentucky. He also holds the project management professional (PMP) credential from the Project Management Instituted (PMI). His hobbies include golfing, running, cycling, hiking, and swimming. Jeff serves on his church council and has a daughter in medical school at the University of Kentucky. He has been married for almost 25 years, and loves spending time with his two Shetland sheepdogs, Charlie and Henry. He was born and raised in the Detroit area and loves to follow the Detroit Red Wings, Detroit Lions, Michigan State, and Kentucky.


Dr. Sarah Nichter has been teaching English and Composition in higher education for 18 years along with supporting students via tutoring and other academic support. (17 of those years were at Sullivan University!) For 14 of those years, Sarah also taught some of her classes online. This dual perspective of in-the-classroom students and online students sparked a passion for helping college students succeed in any educational context.

In 2019, Sarah became the Director of the Center for Teaching and Learning at The University of the Cumberlands in Williamsburg, KY where she is also an adjunct associate professor of English.

Sarah recently earned her PhD in Leadership in Higher Education from Bellarmine University.


Dr. Anthony Piña is Associate Provost for Teaching and Learning and serves as Acting Dean of General Education. He has been in the field of Educational Technology since 1987 and developed his first online course in 1997. He received his undergraduate and master’s degrees from Brigham Young University, did post-graduate work in educational technology at Arizona State University and completed his doctorate in leadership with a concentration in educational technology from La Sierra University. He also has a post-doctorate master’s in management from Sullivan University. He has taught at middle school, high school, community college and university levels.

Tony has been an online/digital learning consultant for public and private universities and colleges across the U.S. and was the recipient of the 2019 Wagner Award for Leadership in Online Learning. He has published 6 books and more than 70 academic publications on online/distance education, educational technology and management education. He is co-editor of a new book series on leadership and management of distance education and educational technology with Brill Publishing. He is an accreditation peer reviewer for the Southern Association of Colleges and Schools Commission on Colleges.


Dr. Sarah E. Raake obtained her Bachelor of Science in secondary education from Indiana University Southeast (New Albany, IN) and her Doctor of Pharmacy from the Sullivan University College of Pharmacy & Health Sciences as part of the inaugural graduating class. Upon graduation with her Doctorate, she completed a PGY-1 Pharmacy Practice Residency with a focus in ambulatory care. Given a passion for instructional design and evaluation, Sarah continued her education, attaining a Master’s in Education with a focus in Instructional Systems Technology from Indiana University (Bloomington, IN).

Sarah currently practices in ambulatory care pharmacy at the Center for Health & Wellness at Sullivan University. Her professional interests include authentic clinical assessments, instructional design, and assessment. Currently, Sarah serves as the Director of Instructional Effectiveness for the College.


Ben Stephens is an educator with over 15 years of experience incorporating technology into the learning process. He received a Bachelor of Science degree in Elementary Education with a concentration in Mild Interventions from the University of Indianapolis. He has taught with Carmel Clay Schools in Indiana and Jefferson County Public Schools in Kentucky. While teaching with JCPS he earned a Master's Degree (M.Ed.) at the University of Louisville in Instructional Technology.

He is now working as the Instructional Support Specialist for the College of Pharmacy and Health Sciences while pursuing a Doctor of Education (Ed.D) from Indiana University.