Concurrent Presentations (20 minutes each; 9:45 - 11:20 a.m.)
"Once Upon a Time": A Narrative Approach to Teaching
Jamie Hamilton, IU School of Liberal Arts, Indianapolis
Fisher’s Narrative Paradigm (1984) suggests that persuasion and identification are brought about by a logical structure of messages. This structure is normatively seen as people interpret events and situations through a common interpretive lens (storytelling). We will discuss ways to use narrative (storytelling) as a teaching tool as to increase the identification between the student, the content, and the instructor.
Assessing Global Learning Outcomes for Students who Experienced International Virtual Connections
Fu Yao-Yi, IU School of Physical Education and Tourism Management, Indianapolis
Miha Lesjak, Faculty of Tourism Studies, University of Primorska, Slovenia
Irena Weber, Faculty of Tourism Studies, University of Primorska, Slovenia
Students in a global tourism seminar course participated in live class discussions with a group of European students via videoconferencing technology in the Fall of 2014. This presentation will include a) how virtual connections were implemented; b) methodology of intercultural competence assessment; and c) results of the measurement regarding specific learning outcomes produced as a result of this global experience.
*Assessing the Impact of Interactive Learning Spaces (ILS) on Faculty Morale and Student Achievement
Jennifer Young, Department of Family and Consumer Sciences, Ball State University
Kathleen Jacobi, Office of Educational Excellence, Ball State University
Deanna Pucciarelli, Department of Family and Consumer Sciences, Ball State University
Experiences of two faculty cohorts were studied through focus group sessions to identify the impact of the ILS initiative on faculty morale, faculty productivity and students’ perceptions of faculty classroom delivery. Understanding how faculty morale and pedagogical design collaboration were affected by the ILS project structure may inform faculty and administrators on innovative faculty development programs and improved teaching practices.
*This concurrent presentation will also be featured as a poster in the poster session.
Backward Course Design and Student Career Goals: Development of a Pre-Medical Embryology Course
Keely Cassidy, IU School of Medicine, Bloomington
Backward course design identifies desired results and determines acceptable evidence, then builds classroom learning experiences and instruction upon that framework. In this session, participants will learn the basics of backward course design and see how a pre-medical embryology course used this method to also tailor the final assessment in relation to student career goals in the healthcare professions.
Backward Course Design Session PowerPoint
Does a Virtual Patient Experience Aid in the Understanding and Application of Motivational Interviewing?
Shannon Cooper, IU School of Medicine, Indianapolis
Matthew Holley, IU School of Medicine, Indianapolis
Scott Renshaw, IU School of Medicine, Indianapolis
Commonly described elements of authentic assessment include performing a task, real-life situations, construction and application and student-led activities. This session highlights an online curricular initiative developed on motivational interviewing with third-year clerkship students where direct patient encounters are not feasible. By incorporating virtual patients, a greater move towards individuation simultaneously occurs allowing learners to gain self-awareness and self-knowledge.
Engaging Students with a Flipped Classroom and Team-Based Concept Application
Angela Heckman, IU School of Nursing, Kokomo
The Flipped Classroom with Team-Based Concept Application (TBCA) methodology changes unengaged passive students into engaged active lifelong learners. This session provides insight into how this innovative pedagogical approach improves learning outcomes while transforming passive dependent students into effective team members. Discussion includes measured learning outcomes, peer evaluation and examples of active learning activities used in the Flipped Classroom with TBCA.
Learning Can Be Fun: Fostering Engagement by Incorporating Gaming Theory in Course Design
Jennifer Lucas, IU School of Liberal Arts, Indianapolis
The course design integrated theories of games and gaming to form an innovative student engagement strategy based on student agency and active learning; a second goal of the design was to develop an interactive learning environment that emphasized peer-led learning to enhance conventional instruction. Participants will learn how to integrate similar concepts into course designs applicable to multiple disciplines.
Learning Space Initiative: Changing the Way We Teach and Lessons Learned
Marilyn Chalupa, Miller College of Business, Ball State University
Fred Kitchens, Miller College of Business, Ball State University
Melinda Messineo, College of Sciences and Humanities, Ball State University
Ball State University used the Interactive Learning Space (ILS) Initiative to design classes that better accommodate learner-centered approaches. The initiative also included an active-learning workshop and faculty-learning communities. This presentation will discuss the benefits and drawbacks of these highly flexible technologically rich spaces and describe how the lessons learned in these environments can inform efforts in more traditional spaces.
Not-Quite Service Learning: Benefits of Intermediate Experiential Learning
Meredith Clark-Wiltz, Department of History, Franklin College
Alli Fetter-Harrot, Department of Political Science, Franklin College
Kristin Flora, Department of Psychology, Franklin College
Experiences that provide an intermediate stage between classroom learning and service learning boost students’ professionalism and field-based knowledge by helping them apply academic coursework in practical settings. This session will explore the use of smaller-scale immersive learning in history, political science, and psychology classrooms to discuss its challenges and benefits and offer guidance in project construction and assessment.
Small Changes, Big Effects: Developing a Publication-Ready Academic Website
Jim Keating, Department of English, Butler University
Amanda Starkel, Butler University Libraries
Franny Gaede, Butler University Libraries
Our project is designed to provide a high quality, practical, interactive, interdisciplinary research and presentation experience for students. Our goals are to:
- develop high quality, publication-ready research skills
- analyze and critically evaluate ideas, arguments, and points of view
- develop a student-produced academic website, demonstrating student competencies for creating a high-quality, fully-documented, fully-illustrated on-line source for other student-researchers.
Source Integration in Undergraduate Writing: Scaffolding Fluency
Scott Weeden, IU School of Liberal Arts, Indianapolis
Mel Wininger, IU School of Liberal Arts, Indianapolis
Our instructional goal is to reduce the temptation for students to use a computer merely to copy and paste quotations without thinking critically about source integration. We will take participants through a sequence of scaffolded short activities that can facilitate showing undergraduate writers how to work meaningfully with good sources, and how to integrate them successfully.
Transformational Processes in Developing Cultural Understanding through Overseas Study
Bethany Murray, IU School of Nursing, Columbus
The purpose of this presentation is to communicate the findings of a service-learning, cultural immersion experience. Through experiencing cognitive dissonance, language barriers, and personal hardships, students activated coping mechanisms that enabled change, and led to greater cultural understanding and personal and professional growth. Participants will be given an opportunity to discuss the inclusion of these principles in their own courses.
Visualizing the Story: Interdisciplinary Techniques for Teaching Literature to Non-Majors
Rachel Blumenthal, IU Department of Humanities, Kokomo
My project attempts to spark in students of the hard sciences and professional training programs an understanding of literature’s relevance to their future careers. Taking our cue from Charlotte Perkins Gilman’s short story “The Yellow Wallpaper” (1892) and its elaborate renderings of visual patterns, proto-theories of graphic design, and neurological mapping, we will supplement literary reading with multimodal visual presentations.
What Do Images Say About Us?
Chad Andrews, IU School of Liberal Arts, Indianapolis
Millennials live in a heavily visual culture. In my discussion, I propose a framework for enabling deeper critical awareness in students by analyzing advertising images. In addition to thinking about historical context, I challenge students to ultimately consider the context they, themselves, are presently immersed in. I am asking students, in other words, “what do images say about us?"
Workforce Development through Technologically Enhanced Learning Experiences (TELEs)
Marquita Walker, IU School of Social Work, Indianapolis
Technologically Enhanced Learning Experiences (TELEs) are theoretically-designed, pedagogically-sound soft skills online training modules which enhance knowledge, skills, and abilities in work environments, assess learning outcomes through quantitative/qualitative metrics, and result in certification of foundational competencies credentialing a learner an opportunity to participate in the global workforce. Participants will interactively engage with the training modules via PowerPoint presentation and discussion.
Breaking Boundaries: Innovative Ways to Integrate Service Learning across Various Disciplines
James Eckerty, IU School of Public and Environmental Affairs, Indianapolis
Crystal Garcia, IU School of Public and Environmental Affairs, Indianapolis
Kate Thedwall, IU School of Liberal Arts, Indianapolis
Tim Scully, IU School of Public and Environmental Affairs, Indianapolis
Looking for innovative ways to enhance service projects with two or more class subjects? SPEA collaborated with a local prison to conduct such a life-changing project in our TLCs. Hear our unique ideas, tools, and students’ final projects to help you break the boundaries of what service is and help bring excitement and course content back into your service experiences.
Breaking Boundaries Handout
Breaking Boundaries PowerPoint
