The Division of Academic Innovation (DAI) engages Embry-Riddle’s faculty and staff to advance academic excellence through innovative learning experiences driven by our team’s research and expertise in educational leadership, instructional design and technology, multimedia production, and teaching and learning practices.

What We Do

  • Academic Innovation Research (AIR) conducts original research and develops strategic collaborations to address the needs of digital learning. We create evidence-based resources that enhance online teaching, learning, and program administration. Our vision is to advance digital learning through research, practical implementation, and collaboration with innovation communities, serving as a catalyst for teaching and learning research at ERAU.
  • Learning Design and Technology (LD+T) collaborates with faculty to create innovative, pedagogically sound online courses and cutting-edge learning experiences. We lead in providing tailored, technology-driven solutions that support both faculty and students, fostering academic success through mindful adoption of learning technologies. Our department of specialists supports the design, development, and delivery of more than 60 online associate, bachelor’s, and master’s degree programs, comprising over 900 distinct online courses. LD+T comprises four teams:
    • Instructional Design and Development (IDD)
    • Instructional Technology
    • Learning Support & Development
    • Multimedia Services
  • Rothwell Center for Teaching and Learning Excellence (RCTLE) empowers faculty through professional growth opportunities, supporting the universal goal of student success. We research and innovate to provide faculty with current teaching strategies that enhance student engagement and learning. Our vision is to inspire, connect, and inform the ERAU Worldwide community, fostering a supportive environment that encourages ongoing dialogue about best practices in online teaching and learning. 
  • Strategy and Operations engages in strategic planning to streamline processes, foster collaboration, and enhance the division’s brand. We help the DAI adapt to evolving trends in higher education, ensuring alignment with the university’s mission. By executing strategic projects and engaging stakeholders, we develop solutions that support faculty and staff, enabling them to deliver high-impact educational processes through innovative problem-solving approaches.
  • Our Generative AI team leads the ethical integration of AI technologies, fostering a forward-thinking learning environment that prepares students for a future shaped by innovation. We pioneer the transformation of higher education through AI, ensuring our university remains at the forefront of academic and technological advancement. By guiding AI adoption, providing decision-making insights, and offering faculty opportunities to explore and implement AI, we enhance teaching, learning, and student success through personalized and innovative educational experiences.

DAI Research

Research by DAI staff contributes to the body of higher education knowledge, promotes professional development, and fosters networking opportunities.

  • Aming, D. (2021). [Review of the book Innovating Faculty Development: Entering the Age of Innovation by C. Sweet, H. Blythe, & R. Carpenter]. Journal of Faculty Development. Magna Publications. https://magnapubs.com
  • Aming, D. (March 2020). Incorporating Kirkpatrick’s 4 levels in assessing first-time faculty – Best in Track Award. TOPkit Workshop, Orlando, FL.
  • Aming, D. (November 2020). Applying Kirkpatrick’s training evaluation model: Assessing a first-time faculty training course. Online Learning Consortium Virtual Conference.
  • Aming, D. (October 2021). Developing more authentic training experiences through the use of student personas. Online Learning Consortium, Washington, D.C.
  • Aming, D. (March 2022). Developing authentic training experiences: Incorporating student personas. Southern Regional Faculty and Instructional Development Consortium, Auburn, AL.
  • Aming, D., & Atwell, A. (2022). Does size matter? Support for large groups for a V-FLC. Research brief presented at the 2022 SoTL Commons Conference, Savannah, GA.
  • Aming, D., & Atwell, A. (2024). Does size matter? Support for large group virtual faculty learning communities. In Rainville, A., Title, A., & Desrochers, A. (Eds.), Expanding the vision of FLCs in higher education: Emerging opportunities for faculty to support and engage with each other. Information Age Publishers.
  • Aming, D., & Cummins, E., & Atwell, A. (2022). Effective virtual communication with adjuncts using an active faculty roster or active faculty rosters: Necessary elements of effective adjunct communication. Journal of Faculty Development, 36(2).
  • Aming, D., & Rozar-Bergmann, H. (November 2022). Choose your own adventure! A gamified professional development. Professional and Organizational Development Conference, Seattle, WA.
  • Atwell, A., Boekenoogen, J., Brito, F., Goon, D., & Hansard, C. (2023, January). Creating new models for human-centered learning experience. [Concurrent session]. Learner Engagement Summit 2023, Virtual, United States.
  • Atwell, A., & Cottom, C. (2022). Virtual faculty learning communities. In O. Neisler (Ed.), The Palgrave handbook of academic professional development centers. Springer.
  • Atwell, A., & DeRosier, S. (2024, November 14). Building a foundation of teaching excellence: Scaffolded professional development. EDUCAUSE Annual Conference 2024, Online.
  • Atwell, A., & Miller, W. (2024, September 20). X marks the spot: Your course assessment data = SoTL project treasure. POD Network SoTL Special Interest Group, Virtual presentation.
  • Atwell, A., Mrusek, B., Solti, J., & Wilson, K. (2021). Risks to student achievement in higher education. In Nazir, S., Ahram, T. Z., & Karawowski, W. (Eds.), Advances in human factors in training, education, and learning sciences (pp. 165–169). Springer. https://doi.org/10.1007/978-3-030-80000-0_20
  • Brito, F. (2017). Transformative leadership and learning management systems implementation: Leadership practices in instructional design for online learning. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 11(7), 1452–1460.
  • Brito, F., & Hansard, C. (2020, December 8–11). Embry-Riddle Aeronautical University – Specializes in preparing aviation experts in all of its fields. Global Symposium on the Implementation of Innovation in Aviation, Paris, France. https://www.icao.int/Meetings/InnovationSymposium2020/Pages/default.aspx
  • Brito, F., & Ombres, S. (2023, October 3–5). Help me help you help me: Implementing an instructional design internship program. Online Learning Consortium Accelerate Conference, Virtual.
  • Brito, F., & Surrency, M. (2020). A practitioner guide on backward design application for online aviation training in higher education. In Okojie, M., & Boulder, T. (Eds.), Handbook of Research on Adult Learning in Higher Education (pp. 221–264). IGI Global. https://doi.org/10.4018/978-1-7998-1306-4.ch009
  • Carpenter, R., Dvorak, K., Gallardo-Williams, T. M., Chapman, D. D., Bitting, K., Forde, T., & Aming, D. (2022). Faculty (re)engagement: Perspectives on challenges, needs, and opportunities. Journal of Faculty Development.
  • Carpenter, R., Dvorak, K., Strawser, M. G., Gonzalez, V., & Aming, D. (2022). Situating faculty mentorship and mentor models. Journal of Faculty Development, 36(1), 33–35.
  • Cummins, E., & Atwell, A. (2022). Aligning development with adjunct faculty motivations. Workshop presented at the 2022 International Consortium for Educational Development, Aarhus, Denmark.
  • De Brito Neto, J. F. (2017). A comparative analysis of mechanics rubric criteria and learner engagement in asynchronous online discussions (Order No. 10284326) [Doctoral dissertation, Embry-Riddle Aeronautical University]. ProQuest Dissertations & Theses Full Text. https://search.proquest.com/docview/1912715387
  • DeRosier, S., & Atwell, A. (2024). Building a foundation of excellence. Journal of Faculty Development, 38(1), 73–75.
  • DeWees, A. (September 2022). Motivating online faculty through positive recognition. Florida Faculty Developers Consortium, Orlando, FL.
  • Edwards, J., Friend, M., Cuevas, H., Smith, M., & Brito, F. (2021). Student engagement in aviation Massive Open Online Courses (MOOCs). International Journal of Aviation Research, 13(1), 19–42.
  • Everage, J., & Woods, S. (2023, May). The power of intentionality: Teaching with the end in mind. Sunshine State Teaching and Learning Conference, Orlando, FL.
  • Hoban, I., Rister, A., Siedschlag, A., Lancaster, S., Powell, M., & White, S. (2024, May 1). Online education for social impact: Introducing ERAU’s MOOC to combat human trafficking [Conference session]. Division of Academic Innovation (DAI) Conference 2024, Embry-Riddle University Worldwide, Daytona, FL, United States.
  • Hübl, H., & DeRosier, S. (April 2023). Compassion and connection toolbox: Building bridges between instructors and students. OLC Innovate 2023 Virtual Conference.
  • Hübl, H., & DeRosier, S. (February 2023). The impact of recognizing faculty engagement. SoTL Commons Conference, Savannah, GA.
  • Mrusek, B. M., & De Brito Neto, F. (2018). An examination of online discussions in higher education: Leveraging technology to increase learner engagement and collaboration. National Training Aircraft Symposium (NTAS). https://commons.erau.edu/ntas/2018/presentations/24/
  • Ombres, S. (2015, January). Pathways to military student success in the classroom: A faculty exploratory exercise. Council of College and Military Educators Conference, Anaheim, CA.
  • Ombres, S. (2016, February). Is this thing on? Facilitating engaging and interactive web conference sessions. PASSHE Transforming the Teaching & Learning Environment Conference, Virtual.
  • Ombres, S. (2016, November). Faculty development from afar through a shared online space. Online Learning Consortium Accelerate Annual Conference, Orlando, FL.
  • Ombres, S. (2019, October). The many perspectives of an online course. Online Learning Consortium Accelerate 2019 Conference, Orlando, FL.
  • Ombres, S. (2022, November). Is anyone watching? Using analytics to inform course design. Online Learning Consortium Accelerate 2022 Conference, Orlando, FL.
  • Ombres, S. (2023, November). Accessibility and innovation: How can we ensure both? Quality Matters Connect Conference, Bloomington, MN.
  • Ombres, S., Atwell, A., Cottom, C., & Martino, L. (2017, April). Virtual faculty learning communities – Emerging ideas [Poster presentation]. Virtual Faculty Learning Communities Conference

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