Smartphones Welcome: Utilizing Personal Mobile Devices in Active Learning
Richelle Brown, IU College of Arts and Sciences, Bloomington
Smartphones can be a powerful teaching and learning tool. Using Technology-facilitated Multidimensional Self-reflection (TFMSR), an active learning method, students utilize their smartphones to contrast the efficacy of their communication skills with those of their classmates by critiquing their responses and those of their peers. This session will demonstrate the method and how to adapt it to your classroom.
Cohorting the Undeclared: Establishing Early Student Success for the Undeclared Student
Niki Weller and Michelle Westervelt, IU School of Humanities and Social Sciences, Kokomo
The goal of this teaching initiative was to create a unique cohort experience for incoming freshmen who were interested in the Humanities and Social Sciences, but had yet to declare a major. Using a block schedule and weekly seminars specific to the cohort, the focus was to enhance student engagement, create awareness of degree options, and diminish attrition rates.
Finding the Right Fit: Helping Students Apply Concepts to Real-World Service Learning Contexts
Audrey Ricke, IU School of Liberal Arts, Indianapolis
Moving beyond memorization to the application of core concepts and theory is important, yet a common problem that faculty encounter is students struggling with applying concepts to the real-world or selecting the appropriate theory. This paper provides a model for scaffolding class activities and assignments to guide students through the process that can be adjusted depending on course level.
Assessing Histology in an Integrated Medical Curriculum – Digital Slidebox and Bloom’s Taxonomy
Allison Chatterjee, University College of Osteopathic Medicine, Marian University; and Sarah Zahl, Marian University
The aim of this study was to assess student performance on multiple choice histology questions across assessment types (Digital Slidebox practice quizzes, Digital Slidebox graded quizzes, and course examinations) and across Bloom’s taxonomy level of the questions. The presentation will discuss the modified Bloom’s taxonomy rubric and the rationale for its use. Item analysis data will also be presented.
Making a Practice High-Impact
Susan Scott, IU Office of Planning and Institutional Improvement, Indianapolis
What does it mean that George Kuh and AACU have designated ePortfolios as the eleventh High Impact Practice? Learn more about how effective ePortfolio practice facilitates integration of other HIPs across a student's academic trajectory, thus serving as a Meta High Impact Practice to strengthen student engagement and learning.
Designing an Online Role Play to Facilitate Student Engagement in Cultural Competency Development
Beth Townsend, IU School of Nursing, Indianapolis
An asynchronous online role play was designed for baccalaureate nursing students to augment traditional classroom lessons on cultural competency. The overarching goal of the role play is to encourage engagement in learning, critical thinking, empathy and appreciation for diversity and cultural awareness through immersion in a fictitious scenario authenticated by evidence-based research.
Modeling Activities to Increase Students’ Knowledge Integration across a Course and Beyond
Kristy Wilson, College of Arts and Sciences, Marian University; and Allison Chatterjee, College of Osteopathic Medicine, Marian University
Modeling was employed in a Genetics course to increase understanding of course content and to integrate understanding across the course. The modeling questions differed between the two sections between having generalized situation vs specific example. The presentation will discuss the modeling, research data, and how the model can be used across disciplines to build students connections between topics and subjects.
Exercise is Medicine
Rachel Swinford, IU School of Physical Education and Tourism Management, Indianapolis; James Hotz and Bozorgmehr Ouranos , IU School of Medicine, Indianapolis; NiCole Keith and Steve Fallowfield, IU School of Physical Education and Tourism Management, Indianapolis
A recent partnership between the IUPUI Kinesiology Department and IU Health Residency program provides benefits to both departments. Kinesiology students and faculty provide knowledge in physical activity by evaluating residents through a comprehensive fitness assessment, individualized exercise prescription, and Exercise is Medicine education modules. The partnership fulfils requirements for Kinesiology students’ internal capstone course and medical residents’ Lifestyle Medicine rotation.
Can Active Learning Change Students’ News Habits?
Susan Siena, IU School of Public and Environmental Affairs, Bloomington
This presentation investigates whether active learning techniques can change students "news habits," defined as how students acquire information about current events. The author surveys students in an introductory public policy course; students are asked to report on their sources of current events information and also to track their time spent with various media.
Tracking Student Process through the Design Process
Beth Huffman, Katelyn Miller, Abigail Richart, Purdue School of Engineering and Technology, Indianapolis
In the design industry, professionals are concerned with the design process, critical thinking skills, and the finalized design product. This inquiry focuses on how an interior design instructor included instructional technologies of an ePortfolio and digital stories to document and highlight the creative process work, the finished product and personal reflections from students' designs for the duration of the semester.
Student Preference of 3 Types of Video Modules
Kimberly Beck, College of Pharmacy and Health Sciences, Butler University; and Heather Hazelwood, The Center for Academic Technology, Butler University
Self-study video modules with embedded quizzes were created, using three different formats (TED-Ed Lesson, Lightboard, and Voiceover Slideshow video recordings), to provide students with multimodal background material. The modules were assessed for student preference and the impact of providing points to embedded quizzes in an effort to determine the optimum method of presenting material with the goal of universal participation.
Strategies for the Development and Utilization of Undergraduate Teaching Assistants in ALCs
Julie Knapp, IU School of Public Health, Bloomington
To facilitate active learning, universities have been building active learning classrooms that promote greater interaction and student teamwork compared to traditional classrooms. Large ALCs present a challenge for the instructor to ensure that students are fully participating and engaged with learning activities. This project supports the use of UTAs to ensure that students are receiving appropriate support in the classroom.
Novel Approach to Interprofessional Education
Tawana Ware, IU School of Dentistry, Indianapolis; and Martina Allen, IU School of Health and Rehabilitation Sciences, Indianapolis
Health care professionals collaborate within the ubiquitous interprofessional settings of healthcare, but without training in how to do so. This project draws on Kolb’s Experiential Learning Cycle to help occupational therapy and dentistry students achieve competency at the “exposure” level of the IU TEACH (Team Education Advancing Collaboration in Healthcare) framework, the first steps to developing skills in interprofessional collaboration.
Civility in the Classroom: Continuing the Conversation
Nancy Goldfarb, IU School of Liberal Arts, Indianapolis
This session on civility in higher education will discuss how an increasingly uncivil public discourse is affecting our college classrooms. Participants will have an opportunity to consider scenarios of classroom civility challenges and then have an opportunity to discuss possible ways of addressing them. Our survey research findings and a Civility Toolkit will be shared, along with suggestions for implementation.
Showcasing Student ePortfolios: Learners’ Perspectives on a High-Impact Practice
Susan Kahn, IU Office of Academic Affairs, Indianapolis / IU School of Liberal Arts, Indianapolis
Hear from a panel of student participants in the ePortfolio Showcase about their learning experiences with ePortfolios. Panelists from several disciplines and RISE experiences will discuss how ePortfolio engagement has helped them make connections across different learning activities, learn to think about their learning, reach insights about themselves, and discover how to present their knowledge, skills, and abilities to others.
The flipped classroom in physical therapy – leaving the lecture hall behind?
Keith Avin and Amy Bayliss, IU School of Health and Rehabilitation Sciences, Indianapolis
The purpose of the study was to determine if a flipped classroom improves knowledge integration, identify skill deficiencies prior to examination and align pedagogical and clinical practices of autonomous learning. The flipped classroom requires more effort for the instructor, places more responsibility on the learner but has the opportunity to enhance collaboration between the student and instructor.
Understanding “Archives” as Threshold Concept for Information Literacy in Undergraduate Research
Laura Clapper, IU College of Arts and Sciences, Bloomington
We designed a multidisciplinary English course to help undergraduate researchers interrogate contrasting meanings of “archives” underlying research endeavors bridging the discipline of English and library and information-science. This presentation justifies undergraduate training in applied learning and “archives” and describes course activities. The instructor will share curriculum innovations as well as student work and outcomes related to metacognitively negotiating discipline-specific “archives.”
Examination of Systemic Oppression Through Service Learning: The ePortfolio as Self-Reflective Tool
Deborah Keller, IU School of Education, Indianapolis
This poster presentation will depict the use of ePortfolios in an Education course to reflect students' service learning experiences as they relate to course curriculum that examines elements of oppression and how they impact youth in schools.
Alignment of Computer Information Technology Programming Curriculum
Shamima Mithun and Nancy Evans, Purdue School of Engineering and Technology, Indianapolis
Our project entails addressing problems in introductory programming courses in order to improve students’ experiences, retention, and performance in 200 level programming courses. This poster will indicate the process we are using to address the issues and show how the process can be transferable to other disciplines. Flipping classes and integrating content across courses is part of the process.
Building Bridges: Experiential learning through an Interdisciplinary Disaster Simulation
Bethany Murray, IU School of Nursing, Columbus; Marsha Hughes-Gay, IU School of Nursing, Bloomington; and Deborah Judge, IU School of Nursing, Columbus
This interprofessional educational activity utilized a mock tornado event to teach community disaster triage to ASN and BSN nursing students from Ivy Tech College and Indiana University respectively, Paramedic students, and US Army Combat Medic trainees. Critical thinking skills, teamwork, and the translation of knowledge into practice was taught through the pedagogy of experiential learning.
Effect of Immediacy of Reinforcement on Deep Processing and How it Translates to the Use of Clickers
Milena Petrovic, School of Science at IUPUI
The goal of the project was to investigate effectiveness of clicker technology use for in-class activities that require deep processing. We tested the difference in learning performance in three different conditions, when students did not engage in deep processing activities, when students engaged in deep processing activities, and when they engaged in deep processing activities using clickers.
Self-efficacy in Clinical Performance (SECP) Survey: Building a Personalized Learning Plan
Michelle Quirke, Lisa Maxwell, and Pamela Rettig, IU School of Dentistry, Indianapolis
This poster focuses on the creation of a survey to measure student confidence in clinic. Understanding the role confidence can play in a student's ability to accurately self-assess their readiness for a competency exam will assist faculty in providing constructive feedback on formative assessments. Collecting this data can help evaluate the impact of Personalized Learning Plans for students in clinic.
Life-Health Sciences Internship Program: Motivating and Recording Reflection
Shantia Reese, Abigail Hadley, Brandi Gilbert, Elena Peters, and Macy Ballard, IUPUI Division of Undergraduate Education
We use the ePortfolio to facilitate critical reflection in our interns to avoid “going through the motions.” Providing concrete stories and examples of skills gained through the internship experience is an invaluable skill that interns take with them beyond the program. LHSI programming fosters self-reflection, sets foundations for goal-setting, and teaches combined utilization of ePortfolios with prompts to encourage reflection.
Integrating Self-Assessment into the Dental Hygiene Clinical Practice 1 Curriculum
Pamela Rettig, Michelle Quirke, and Lisa Maxwell, IU School of Dentistry, Indianapolis
Self-assessment is critical in health profession. The development of an online self-assessment survey is part of the dental hygiene program implementation of personalized learning plans within the clinical education. As a result, students will determine specific instructional needs to achieve clinical competence and assist in the calibration of faculty feedback provided to students in the clinical setting.
Identifying Best Practices for Immersive Technology in Language Pedagogy
Olga Scrivner, Cameron Buckeley, and Julie Madewell, IU school of Arts and Science, Bloomington; and Nitocris Perez, IU University Information Technology Services, Bloomington
Our project examines the role of immersive mobile technologies in language education and evaluates their effectiveness on language learners. In this session, we will 1) demonstrate various uses of this technology in classroom, such as augmented realities apps and google cardboard virtual realities viewers, and 2) provide our technical evaluation and best practices for teaching with this technology.
Career Development/Readiness in Kinesiology Majors using ePortfolios
Rachel Swinford, Steve Fallowfield, Mark Urtel, Lisa Angermeier, and Allison Plopper, IU School of Physical Education and Tourism Management, Indianapolis
The IUPUI Department of Kinesiology is developing ePortfolio framework to showcase career development throughout the curriculum for all undergraduate students in the department. The goal of this project is to develop a program-level career development tool that can be used for all Kinesiology students.
Leveraging Community Partnerships for Students' Career and Academic Success
Amy Vaughan and Laura Masterson, IU School of Physical Education and Tourism Management, Indianapolis
It can be difficult to prepare students for the transition from college to career. A community partnership based approach can yield strong results for students. Faculty and staff can work together to create strategic opportunities for students with community organizations from freshman to senior year leading to an average of 140 hours of community engagement per student per academic year.