Michele D. Kegley
- Courses3
- Reviews4
- School: University of Cincinnati Blue Ash College
- Campus:
- Department: Economics
- Email address: Join to see
- Phone: Join to see
-
Location:
9555 Plainfield Rd
Cincinnati, OH - 45236 - Dates at University of Cincinnati Blue Ash College: December 2015 - May 2020
- Office Hours: Join to see
N/A
Would take again: Yes
For Credit: Yes
0
0
online
Awesome
Professor Kegley is amazing. The class was very laborious, but not too difficult.
Biography
University of Cincinnati Blue Ash College - Economics
Associate Professor at University of Cincinnati
Education Management
Michele D.
Kegley, PhD
Cincinnati, Ohio Area
Educator, Economist and Leadership professional
Experience
University of Cincinnati
Associate Professor
Full time tenured Associate Professor in Economics and Business Department at University of Cincinnati Blue Ash College. Program Coordinator for the Applied Administration Bachelor of Technical and Applied Studies (BTAS). Faculty Advisor to Applied Administration, BTAS students M-Z supporting successful completion of degree program. Responsible for curriculum development, program assessment, program development, student advising, and service. Courses taught include Macro and Micro Economics, Introduction to Business FYE course, Team Building, Leadership, Diversity and Senior Capstone. Research focus is in leadership, economics, socioeconomic stability, family systems, women and work, Appalachia, and first generation students. In addition to discipline research my teaching research includes utilization of Debates in Economics courses, active learning strategies incorporating team based learning, hybrid and online course development. I am a certified Quality Matters Reviewer and Subject Matter Expert.
Southern State Community College
Assistant Professor
Full time faculty member in the Business Department. Experienced faculty member served the college as a member of Women of the College a group who hosted speakers on women and community interest issues. Served as the Faculty Senate Chair, Curriculum Committee Chair and Tech Prep Coordinator. Worked with the Cincinnati Consortium on Tech Prep, a program building pathways for Career technology programs to college and writing articulation agreements. Served on a college task group to build college skills curriculum and embrace it as a part of the college culture. The curriculum we used was On Course developed by Skip Downing. I am an On-Course ambassador and still use the student success strategies to train faculty, staff and students on successful endeavors.
Education
Wilmington College
Bachelor of Arts (B.A.)
Economics
Bachelor of Arts in Economics and English. Studied in Vienna, AustriaWright State University
Master of Science (M.S.)
Applied Economics
Received Masters of Science in Social and Applied Economics. Role as a Graduate Assistant while full time student.Antioch University
Doctor of Philosophy (Ph.D.)
Leadership and Change
PhD in Leadership and Change. Research interest Socio-economic stability.
Publications
Hybrids, Hassles, and Hiccups Interdisciplinary Perspectives on the Challenges and Advantages of Hybrid Classes
2016 AURCO Journal
"Hybrid" or "blended" courses are a much debated topic and a growing trend in higher education today. Reflecting on our primary andragogical (adult learning) experience, we examine the implementation of the hybrid model in the areas of nursing, art history, and applied administration/business and economics. A critical interdisciplinary overview evaluates the advantages and challenges of the hybrid approach within the diverse student environment of a two-year regional college of a state university. Faculty design and delivery experience is integrated with student learning experiences from various in- ĐůĂƐƐĂƐƐŝŐŶŵĞŶƚƐĐĂƉƚƵƌŝŶŐƐƚƵĚĞŶƚ͛ƐƉĞƌĐĞƉƚŝŽŶƐŽĨŚLJďƌŝĚĐŽƵƌƐĞƐ͘dŚĞ faculty and student qualitative narratives provide insight for improving navigation methods of the shared hybrid challenges of change, time, and workload. Overcoming the challenges enables faculty to leverage the technological benefits of hybrid design to enhance student learning. The ge
Hybrids, Hassles, and Hiccups Interdisciplinary Perspectives on the Challenges and Advantages of Hybrid Classes
2016 AURCO Journal
"Hybrid" or "blended" courses are a much debated topic and a growing trend in higher education today. Reflecting on our primary andragogical (adult learning) experience, we examine the implementation of the hybrid model in the areas of nursing, art history, and applied administration/business and economics. A critical interdisciplinary overview evaluates the advantages and challenges of the hybrid approach within the diverse student environment of a two-year regional college of a state university. Faculty design and delivery experience is integrated with student learning experiences from various in- ĐůĂƐƐĂƐƐŝŐŶŵĞŶƚƐĐĂƉƚƵƌŝŶŐƐƚƵĚĞŶƚ͛ƐƉĞƌĐĞƉƚŝŽŶƐŽĨŚLJďƌŝĚĐŽƵƌƐĞƐ͘dŚĞ faculty and student qualitative narratives provide insight for improving navigation methods of the shared hybrid challenges of change, time, and workload. Overcoming the challenges enables faculty to leverage the technological benefits of hybrid design to enhance student learning. The ge
Debating as a Team Learning Strategy in an Economics Classroom
2014 AURCO Journal
This paper provides a brief literature review summarizing debate as an active learning tool; method used to foster reflection on ethics and social responsibility; and an example of the arena to practice teamwork through the debate format.
Hybrids, Hassles, and Hiccups Interdisciplinary Perspectives on the Challenges and Advantages of Hybrid Classes
2016 AURCO Journal
"Hybrid" or "blended" courses are a much debated topic and a growing trend in higher education today. Reflecting on our primary andragogical (adult learning) experience, we examine the implementation of the hybrid model in the areas of nursing, art history, and applied administration/business and economics. A critical interdisciplinary overview evaluates the advantages and challenges of the hybrid approach within the diverse student environment of a two-year regional college of a state university. Faculty design and delivery experience is integrated with student learning experiences from various in- ĐůĂƐƐĂƐƐŝŐŶŵĞŶƚƐĐĂƉƚƵƌŝŶŐƐƚƵĚĞŶƚ͛ƐƉĞƌĐĞƉƚŝŽŶƐŽĨŚLJďƌŝĚĐŽƵƌƐĞƐ͘dŚĞ faculty and student qualitative narratives provide insight for improving navigation methods of the shared hybrid challenges of change, time, and workload. Overcoming the challenges enables faculty to leverage the technological benefits of hybrid design to enhance student learning. The ge
Debating as a Team Learning Strategy in an Economics Classroom
2014 AURCO Journal
This paper provides a brief literature review summarizing debate as an active learning tool; method used to foster reflection on ethics and social responsibility; and an example of the arena to practice teamwork through the debate format.
Socio-economic indendence and stability of Appalachian women
Ohiolink
Study researched Appalachian women in emotional, social, or economic reliant relationships with male spouses and who became socio-economically stable and independent. Appalachian women gave voice to how they led change by financially, physically, and socially providing for themselves and their dependent children. This group was chosen because they have been largely overlooked in the literature. , this study does not answer questions of all women‘s experiences and barriers in Appalachia. It is my hope the stories of these women who successfully overcame significant challenges in creating socio-economic stability in their homes provide a positive role model for other women of the region. Through a set of criteria, 15 Appalachian women ages 34 to 74 that left their first marriage, were socio-economically stable and independent were interviewed. Confidential interviews recorded participants’ life stories. Each woman discussed her experience in her own voice and explained how she led change in her family‘s life. The stories were coded for major themes using NVivo 8 software. An adaptation of situational mapping was used to contextualize the primary themes. Generational influences emerged as an important theme and three narratives, one for each generational group, are retold as exemplars highlighting the primary themes, narratives and the situational map shows the significance of economic independence, social support, and place to their life stories. Identification of Appalachian women self-leading provides an important addition to the Appalachian studies literature. The electronic version of the dissertation is accessible in the open-access OhioLINK ETD Center http://etd.ohiolink.edu/
Hybrids, Hassles, and Hiccups Interdisciplinary Perspectives on the Challenges and Advantages of Hybrid Classes
2016 AURCO Journal
"Hybrid" or "blended" courses are a much debated topic and a growing trend in higher education today. Reflecting on our primary andragogical (adult learning) experience, we examine the implementation of the hybrid model in the areas of nursing, art history, and applied administration/business and economics. A critical interdisciplinary overview evaluates the advantages and challenges of the hybrid approach within the diverse student environment of a two-year regional college of a state university. Faculty design and delivery experience is integrated with student learning experiences from various in- ĐůĂƐƐĂƐƐŝŐŶŵĞŶƚƐĐĂƉƚƵƌŝŶŐƐƚƵĚĞŶƚ͛ƐƉĞƌĐĞƉƚŝŽŶƐŽĨŚLJďƌŝĚĐŽƵƌƐĞƐ͘dŚĞ faculty and student qualitative narratives provide insight for improving navigation methods of the shared hybrid challenges of change, time, and workload. Overcoming the challenges enables faculty to leverage the technological benefits of hybrid design to enhance student learning. The ge
Debating as a Team Learning Strategy in an Economics Classroom
2014 AURCO Journal
This paper provides a brief literature review summarizing debate as an active learning tool; method used to foster reflection on ethics and social responsibility; and an example of the arena to practice teamwork through the debate format.
Socio-economic indendence and stability of Appalachian women
Ohiolink
Study researched Appalachian women in emotional, social, or economic reliant relationships with male spouses and who became socio-economically stable and independent. Appalachian women gave voice to how they led change by financially, physically, and socially providing for themselves and their dependent children. This group was chosen because they have been largely overlooked in the literature. , this study does not answer questions of all women‘s experiences and barriers in Appalachia. It is my hope the stories of these women who successfully overcame significant challenges in creating socio-economic stability in their homes provide a positive role model for other women of the region. Through a set of criteria, 15 Appalachian women ages 34 to 74 that left their first marriage, were socio-economically stable and independent were interviewed. Confidential interviews recorded participants’ life stories. Each woman discussed her experience in her own voice and explained how she led change in her family‘s life. The stories were coded for major themes using NVivo 8 software. An adaptation of situational mapping was used to contextualize the primary themes. Generational influences emerged as an important theme and three narratives, one for each generational group, are retold as exemplars highlighting the primary themes, narratives and the situational map shows the significance of economic independence, social support, and place to their life stories. Identification of Appalachian women self-leading provides an important addition to the Appalachian studies literature. The electronic version of the dissertation is accessible in the open-access OhioLINK ETD Center http://etd.ohiolink.edu/
Evolving ePortfolio use in the Applied Administration Program
The Journal for Research and Practice in College Teaching,
This case study outlines the eportfolio implementation in the Business and Economics Department at Blue Ash College, a regional campus of the University of Cincinnati. This program presents how they began with LiveBinders and then moved to WordPress to create portfolios that document mastery of program outcomes. The eportfolios are developed in several courses to document the students’ progress throughout the program as well as give them opportunities to reflect on their own learning.
