Prof. Murali Krishnamurthi
Northern Illinois University, USA
Murali Krishnamurthi received a bachelor’s degree in mechanical engineering in 1978 from University of Madras, a master’s degree in industrial and systems engineering in 1982 from Ohio University, and a doctorate in industrial engineering in 1988 from Texas A&M University.
He is Professor of Industrial and Systems Engineering and Permanent Provost for Faculty Affairs at Northern Illinois University in DeKalb, Illinois, U.S.A. His teaching and research interests include project management, information systems, system simulation, optimization techniques, faculty development, and distance learning.
Dr. Krishnamurthi is a member of the American Association for Engineering Education (ASEE) and the Professional and Organizational Development (POD) Network. In 2011, he received the Presidential Teaching Professor Award and the Deacon Davis Diversity Award at Northern Illinos University.
Addressing Academic Integrity
in Education and Innovation
Abstract:Globalization has given rise to new opportunities for innovations in education and technology. However, globalization has also exacerbated some of the challenges related to integrity in the creation, sharing and consumption of information by a worldwide community of educators, students, institutions, and society, as a whole. Concerns of integrity have a broader impact ranging from personal to global markets for goods and services. Academic institutions have been exploring ways to engage faculty in developing new tools and techniques to promote academic integrity in education and innovation. This keynote presentation will cover faculty, students, and institutional perspectives on academic integrity, what one institution has done to provide faculty with tools to promote academic integrity in teaching and learning, results and lessons learned from that experience, and how others can extend these ideas to address academic integrity in education and innovation.
Prof. Boyd L. Bradbury
Minnesota State University Moorhead, USA
Dr. Boyd Bradbury is a professor of Curriculum & Instruction and Educational Leadership at Minnesota State University Moorhead (MSUM). He is an honors program graduate, and he earned a BA from Bemidji State University in Bemidji, Minnesota, with a major in Spanish, minors in philosophy and anthropology, and an emphasis in international studies in 1988. He earned a MAT in Spanish and an Ed.S. from Mankato State University in Mankato, Minnesota in 1991 and 1996, respectively. He completed doctoral work at the University of Minnesota—Twin Cities, and he earned a Ph.D. in General Education through Capella University in 2005.
As part of his responsibilities at MSUM, Dr. Bradbury coordinates the Doctor of Education degree. Dr. Bradbury has been at MSUM since 2004 in some capacity, where he has served as the Dean of the College of Education and Human Services and Graduate Studies. Dr. Bradbury received the Bemidji State University Outstanding Alumni Award in 2002.
Prior to joining the faculty at MSUM, Dr. Bradbury served more than seven years as the superintendent of schools at Waubun-Ogema-White Earth Community Schools in Waubun, MN. Prior to serving as superintendent, Dr. Bradbury was a high school Spanish teacher and secondary principal.
Dr. Bradbury conducts research on a regular basis, and he presents at regional, state, national and international levels. Dr. Bradbury served as the principal investigator and project director of the study entitled Education and Related Services on the White Earth Indian Reservation, which was published in 2012. Recent publications include The Mirage of Educational Equity among Involuntary Minorities and an Involuntary Majority: A Comparison of Educational Systems Serving Indigenous Populations in the United States and South Africa and The Impact of Pedagogical Dissonance and Associated Resilience within a Foreign Sociocultural Context of Teaching Abroad. In 2017, Dr. Bradbury served as a visiting scholar at Belarus National Technical University in Minsk, Belarus, where he focused on fundamental educational principles and instructional approaches for non-English speaking students in the United States within the context of an increasingly diverse society and quality online instruction.
Graduate Enrollment through Quality Online Programs: A
Mutually Beneficial Partnership between Students and the
Higher Education Institution
Abstract: Technology is an increasingly pervasive force, and it has opened educational possibilities for students who otherwise would not have been able to take course work due to geographical isolation or professional and family commitments. This study utilizes a mixed methods approach to examine significant growth within online graduate programs at a public university in the Midwest of the United States. Results of the study reveal the online platform of degree programs as a major factor for the growth of graduate programming. In addition, the study provides insight regarding the benefits of courses that were certified through Quality Matters and those that subscribe to instructional design standards to establish course uniformity.