The focus of the call for presentations is on the impact of data analysis methods and student placement management. We welcome presentation proposals exploring, but not limited to:
There are two options for conference presentations.
Research Presentation:
The research presentation includes a description of the research project or study with methods, data collection, analysis, and findings. If you used Lumivero software, explain how it impacted your research. For this abstract type, we will also accept papers where Lumivero software has not been used.
Lumivero Software Impact Presentation:
The software impact demonstrates how the use of Lumivero software has impacted your research or work or showcases an innovative use or application of Lumivero software. The presentation can be any topic that focuses on one or more of the Lumivero data landscape topics: aggregate, organize, analyze, report and present and track. For this abstract type, Lumivero software must have been used or will be used.
Presentations Abstract Guidelines:
Deadline: July 14, 2023
Sessions will be up to 25 minutes long. The sessions must be a pre-recorded video of your presentation (you can use PowerPoint to record) of not more than 20 minutes duration - that will allow a minimum of 5 minutes for questions in the chat. During the conference, you can choose to present live or use the recorded video.
Contact the conference organizers at conference@lumivero.com with questions about the presentation abstracts or conference.
Program Director of Ph.D. in Human Capital Management, Professor
Bellevue University
Keynote Topic: Building Student Self-Efficacy and Appreciation for Data-Intensive Coursework
My path to academia was different than most. After graduating with a bachelor's degree in the 1970s, I began a career with a regional telephone company in the U.S. During my tenure, I acquired an MBA and MA in economics. I enjoyed the academic context so much that I decided to change my career. In 2004, I took a buy-out from the company and became a full-time student. In 2009, I graduated with a PhD in industrial/organizational psychology from the University of Nebraska. I was hired at Bellevue University and am now a full professor and doctoral program director. I primarily teach multivariate statistics courses. I also oversee several dissertations. I am a self-described statistical software nerd and enjoy working with several products, especially XLSTAT.
Professor in Research, Evaluation, and Measurements Program
University of Florida
Keynote Topic: Data Analysis is Relationship Analysis: De/colonizing Points of Consideration in Qualitative Research
Dr. Kakali Bhattacharya is a professor at the University of Florida, housed in the Research, Evaluation, and Measurement Program. Her work has made spaces in interdisciplinary de/colonizing work and qualitative research where creativity and contemplative approaches are legitimized and seen as gateways for cultivating depth, integrity, expansive inquiry, and discovering critical insights. Substantively, she explores transnational issues of race, class, and gender in higher education. She is the 2018 winner of AERA’s Mid-Career Scholar of Color Award and the 2018 winner of AERA’s Mentoring Award from Division G: Social Context of Education. Her co-authored text with Kent Gillen, Power, Race, and Higher Education: A Cross-Cultural Parallel Narrative, won a 2017 Outstanding Publication Award from AERA (SIG 168) and a 2018 Outstanding Book Award from the International Congress of Qualitative Inquiry. She is the 2020 winner of the Mary Frances Early College of Education Distinguished Alumni Award for research from the University of Georgia.
Assistant Professor, Psychology Department
Program Director, MS Applied Psychology
University of Wisconsin-Stout
Keynote Topic: Improving Your Survey Questions to Improve Your Results
Dana Linnell Wanzer, PhD is an assistant professor of psychology in evaluation in the psychology department at UW-Stout. She teaches evaluation courses to students in the MS in Applied Psychology program, as well as statistics and intro psychology. Her research focuses on the evaluation profession, including defining evaluation, data visualization practices in evaluation, the role of politics in evaluation, and more. Her research emphasizes open science practices and reproducibility, namely through the Open Science Framework and reproducible data analysis scripts in R. She has been a member of the American Evaluation Association since 2014 and is currently on the Conference Advisory Group and co-Program Chair for the Research on Evaluation Topical Interest Group.
Professor Emeritus
Arizona State University
Workshop Topic: Designing Conceptual Frameworks for Qualitative Research Studies
Johnny Saldaña is Professor Emeritus from Arizona State University’s School of Film, Dance, and Theatre. He is the author of Longitudinal Qualitative Research: Analyzing Change through Time, Fundamentals of Qualitative Research, The Coding Manual for Qualitative Researchers, Thinking Qualitatively: Methods of Mind, Ethnotheatre: Research from Page to Stage, Writing Qualitatively: The Selected Works of Johnny Saldaña, co-author with the late Miles and Huberman for Qualitative Data Analysis: A Methods Sourcebook, and co-author with Matt Omasta for Qualitative Research: Analyzing Life. Saldaña’s qualitative methods works have been cited and referenced in more than 30,000 research studies conducted in over 135 countries
Founder of JD Solomon, Inc.
Keynote Topic: How to Effectively Communicate @Risk and DecisionTools to Senior Management
JD Solomon’s company is focused on solutions for project development, asset management, and facilitation. His technical expertise includes probabilistic analysis, root cause analysis, risk management, and systems engineering. JD's past senior leadership roles include Vice President at two Fortune 500 companies, Town Manager for a unit of local government, and Chairman of a state environmental rulemaking commission. JD is the author of two books, “Facilitating with FINESSE” and “Communicating Reliability, Risk, and Resiliency to Decision Makers: How to Get Your Boss’s Boss to Understand.”
JD’s education and technical credentials include a BS In Civil Engineering, an MBA from the University of South Carolina, and a professional certificate in Strategic Decisions and Risk Management from Stanford University. He is a licensed professional engineer in North and South Carolina. JD’s current certifications include Certified Reliability Engineer, Certified Maintenance & Reliability Professional, Six Sigma Black Belt, and Lean Management.
Director of Work-Integrated Learning Research
University of Waikato, New Zealand
Keynote Topic: Current trends and challenges for quality work-integrated learning in the higher education curriculum
Karsten Zegwaard is Director of Work-Integrated Learning Research at the University of Waikato, New Zealand. Zegwaard is Editor-in-Chief for the International Journal of Work-Integrated Learning, co-editor of the Routledge International Handbook of Work-Integrated Learning (3rd edition), president of Work-Integrated Learning NZ (WILNZ), and executive board member of WACE (the international WIL association). Zegwaard has been the recipient of several international awards and has been involved with work-integrated learning since 1998 and was actively involved with the university-wide role out of compulsory WIL within the undergraduate curriculum. Zegwaard has a broad research focus, including trends in WIL practice and research literature, employability enhancement, professional identity development, quality practice, and WIL staff professional development needs.
Professor
Virginia Commonwealth University
Keynote Topic: Embracing the Writing Feedback Process
Sharon Zumbrunn is a Professor of Educational Psychology and Director of the Motivation in Context Research Lab at Virginia Commonwealth University. As a feelings-and-learning-ologist, she spends a whole lot of time thinking about and studying writing motivation and self-regulation. She has published several research articles on the writing context, writing self-efficacy, writing attitudes, perceptions of feedback, and writing strategies. Importantly, she self-identifies as a struggling writer ... depending on the day.
