Suchen

... ...

... Jigsaw Surveys & Learning Logs: Using Qualtrics and Canvas for Student-Centered Learning John H.G. Scott Dept. of Languages & Cultures, Marian University Dept. of Second Language Studies, Indiana University Faculty Con May 10, 2017 Student-Centered Learning A wide variety of educational programs, learning experiences, instructional approaches, and academic-support strategies intended to address the distinct learning needs, interests, aspirations, or cultural backgrounds of individual students and groups of students. Various educational methods to accomplish this goal: modifying assignments and instructional strategies in the classroom redesigning the ways in which students are grouped and taught 2 http://edglossary.org/student-centered-learning/ Course Example: Constructed Languages Dual Topical Focus: Linguistic Structural & Cultural/Philosophical Weekly Themes Featured constructed language(s) [conlangs] & broad cultural topics Origins of Language in Life and Fiction [Na i, Volapk] Where did natural language come from? Where and why do people make constructed languages? Even Better than the Real Thing? [Ithkuil] Can Conlangs be used to shape the human mind? What of the Sapir-Whorf Hypothesis? Where do language and logic cross and diverge? Conlangs in Literature & Film [Dothraki, Valyrian, Klingon] What do constructed languages add to movies? Are movies better for Conlangs than books? Why? Long-Term Project: Create a functioning conlang 3 Instructor Communication 4 On Weekend (home) Learning Log (Canvas) Prepare Readings Week E d c a Assign group delegates to each Track Reading Weekly Activities Cycle Overview Early in Week (class) Project Group Meetings Peer Summary Teaching Apply Content to Projects Discussion Survey (Qualtrics) Early in Week (class) Track Group Meetings Prioritize Information Discussion Survey (Qualtrics)  Individual Homework (weekly) Core Questions Instructor Feedback Question Weekly Theme Questions Bro nie Point Q estions Individual Reflective Learning Logs Weekly Activities Structure Long-Term Project Groups Readings divided into 4 Tracks Common Track: all students A/B/C Tracks: group delegates Track Group Readings & Jigsaw Discussion Groups Meet with Track Reading Groups Meet with Project Groups About 30 minutes total 5 Jigsaw Discussion with Qualtrics Survey https://iu.co1.qualtrics.com/jfe/form/SV_0jR2zZV0Qu1h5nn 6 Jigsaw & Survey Student Gains Clear outline of activity structure Students have opportunity to discreetly explain circumstances Students rate their own effort and the text difficulty first Practice observing each other Increased awareness of responsibility to be prepared for class Survey is confidential on personal device Encourages honest critical responses Survey results consistently indicate improved text comprehension 7 Student Reactions (Jigsaw & Qualtrics) Once familiar, jigsaw discussions and surveys run themselves Frees instructor to float between groups as discussion facilitator Qualtrics Survey responses consistently indicate better comprehension of readings due to Track discussions Later in the course, Track Groups sometimes named in Individual Learning Log as least engaging/beneficial activity Can be seen as taking p class time hen st dents ha e other projects on their minds Students themselves may forget the benefit of this activity in the long run 8 Qualtrics Survey Instructor Gains Survey structure directly guides Jigsaw activity Students rate own preparation & effort Texts rated for difficulty Short-term reflection Value of discussion St dent s o n contrib tion to comprehension Anonymous (as opposed to paper format) Multiple perspectives on each student Indirect observation by instructor Warning signs bro ght to instr ctor s attention More eyes and ears in the classroom 9 Individual Learning Logs Assignment Instructions This exercise is intended to make you think back over the week and reflect on what o e learned It s also for me to help o bring the intended major points of the eek into focus and to get regular feedback from you so I can adapt and improve the course as we go. Each week will include the core questions, a set of questions specific to that week, and one or more Bro nie Point q estions to challenge o a bit and to earn more tast delicious baked goods during the course). Please answer in full sentences whenever possible. For each question, try to make your answers at least 2 3 sentences long on average. If you find a question to be more compelling than another, feel free to write a longer answer for that one and a shorter answer for another. If you find a question to be very difficult to write much for, feel free to write a more detailed answer to another question to compensate. 10 Individual Learning Logs Part I: Routine Questions (same each week) Core Questions 11 What do you think I (your instructor) would think was one of the most important things that we learned about this week? Why? What was one thing you learned this week that was especially interesting to you or just kind of cool? Explain why it grabbed you. If you someday forget most of this class, what one thing from this week would you want to make sure you remember? How would you explain it to someone else? What is one thing we learned this week that you think will be most immediately or practically useful to building our class project language or your own language in the future? Tell how how it applies. Often hen e learn the ans ers e find lead to more q estions No that o e finished the week, what new question do you have? Instructor Feedback Questions Which activity or class format this week did you find most beneficial and/or engaging? Which activity or class format this week was least beneficial and/or engaging this week? (Optional) If there was a topic covered this week that you think really needs a recap, please let me know here. 12 Individual Learning Logs: Weekly Questions Weekly Topic Questions (examples) What is meant b the terms prescripti e grammar and descripti e grammar How would you explain this to your grandmother? [You may want to look these terms up to help you.] What major difference sets pictograms and ideograms apart from logographic writing systems? Explain this as you would to a friend of yours in high school who has never taken a linguistics course or studied Chinese. What about 1337 makes it more than just a transliteration scheme for English now? This week's theme was Tolkien's languages of Middle-earth. Between two research presentations on high fantasy conlangs, Wednesday's viewing of The Fellowship of the Ring, and our discussions in class, we covered a lot of material. For you, what was the most salient (i.e., memorable, noticeable) thing you learned about Tolkien or his languages this week? This week we looked at conlangs in games, both as the point of the game (Destin Hubble's Back to Babel) and as an enhancement to the gaming experience (presentations on Dovazhul from Skyrim and previously conlangs in World of Warcraft). Now that you've been through this week, what interesting thing(s) could you say about conlangs in gaming if it came up at a party with friends? Individual Learning Logs: Weekly Questions Brownie Point Questions 13 It s likel that o r parents ha e ne er heard of the Sapir-Whorf Hypothesis ling istic relati it or if the ha e the don t kno m ch abo t it How would you summarize it to them at this point? Also, how would you explain to them why we spend so much time talking about it in this class? After Spring Break, you will begin translating and composing short texts in this language for the Conlang Corpus Contribution assignments. What sort of corpus sample would you like to compose for your solo project? A debate transcript? A personal conversation between friends or significant others? A poem? A narrative story? A re ised fair tale s nopsis Why do you think that genre might be fun for you? Every development choice you've made along the way for your group project conlang is by definition a choice against various other alternatives we could have chosen instead. Looking back at your conlang project so far, what is one thing you chose not to do as a group with this language that you would like to explore if you were to make another conlang someday? Why is this interesting to you? Grading the Learning Logs 20 points/week, 4 categories; Cumulative Total = 30% of course grade Replaces Attendance/Participation Knowledge & Comprehension Does the student's log demonstrate knowledge and comprehension of the material and topics covered in the readings and in class this week? In weeks with Track Readings responsibility, did the student demonstrate familiarity with and understanding of the assigned reading to the instructor and fellow group members? Feedback from peers in Qualtrics survey factored in here Application & Analysis Does the log show that the student is using and applying prior knowledge in new situations, identifying patterns, organizing major concepts, and recognizing trends in the material covered this week? Synthesis & Evaluation Does the student's log demonstrate the creative use of old ideas to form new ideas? Does the student recombine ideas and make new inferences about the material? Is the student assessing and comparing ideas and evaluating the value of what's done in class? Is the student making critical assessments of ideas or work? Effort & Completion Was the learning log assignment completed according to the directions with a clear effort by the student? In weeks with Track Readings responsibility, was is clear to the instructor and fellow group members that the student had actually read the Track Reading before class as expected? Qualtrics survey completion factored in here 14 Individual Learning Log Gains Weekly assignment makes reflection on course topics routine More reflection > better consolidation of content Writing levels the playing field (extroverts vs. introverts) 2-way communication (Canvas Comments) helps stablish a rapport with each student early in the course Instructors should do this selectively while grading Assessment of student participation & engagement Concrete interactions are more informative than impressionistic grading Students realize their engagement matters Weekly feedback to instructor informs course adjustments early 15 16 Student Reactions (Individual Learning Logs) Most students find this format unfamiliar at first Individual value is only 2% of course grade Prompt grading and frequent reminders of composite value are important 2-3 weeks needed to form the habit Initially students often undervalue the log assignments After first couple weeks, engagement with logs is generally > 90% Most students choose to write more than the required 1-2 sentences Some significantly more Even minimal effort yields 10+ sentences of reflection on weekly topics Toward the end of the semester, Core questions can benefit from attention After 10+ times with the same questions, students want a change of pace Students tend to request variety in the questions not many objections to the logs themselves Instructor Communication 17 On Weekend (home) Learning Log (Canvas) Prepare Readings Week E d c a Assign group delegates to each Track Reading Weekly Activities Cycle Overview Early in Week (class) Project Group Meetings Peer Summary Teaching Apply Content to Projects Discussion Survey (Qualtrics) Early in Week (class) Track Group Meetings Prioritize Information Discussion Survey (Qualtrics) Overall Benefits Increases student motivation to prepare materials Employs peer-teaching in the classroom efficiently Propels student reflection toward greater learning gains Overcomes extrovert/introvert classroom dynamics F els indi id al rapport ith each st dent s tho ghts Helps identify student and instructional problems Provides a more quantitative basis for assessing participation 18 Thank you for you attention! Now let s put our heads together! 19  ...

... TEACHING THROUGH PROBLEM-BASED LEARNING TO INCREASE STUDENT ENGAGEMENT AND UNDERSTANDING MARIAN UNIVERSITY | FACULTY CON 2017 | MAY 10, 2017 PRESENTED BY ERIKA WISE If I had an ho o ol e a oblem, I d end 55 min e thinking about the problem and five minutes thinking about ol ion . -Albert Einstein LEARNING ACTIVATION HANDOUT ON PROBLEM-BASED LEARNING Know What do you know about PBL? Wonder What do you wonder (or want to know more about PBL? Understand What do you have a better understanding of in regards to PBL? Do What will you now be able to do or what are your next steps in regards to PBL? LEARNING ACTIVATION HANDOUT ON PROBLEM-BASED LEARNING Know What do you know about PBL? Wonder What do you wonder (or want to know more about PBL? Understand What do you have a better understanding of in regards to PBL? Do What will you now be able to do or what are your next steps in regards to PBL? Dr. Perry Computer Science 101 Instructors Dr. Anderson Dr. Perrys Class Today, we are going to learn how to e lace a ha d d i e. Le ge started. How to Replace a Hard Drive Step 1: Gather the appropriate tools. Step 2: Locate the battery. Step 3: Remove the battery. Step 3: Remove the cover of the laptop. Step 4: Locate the hard drive. S ep 5: .. Dr. Perrys Class How to Replace a Hard Drive Step 1: Gather the appropriate tools. Step 2: Locate the battery. Step 3: Remove the battery. Step 3: Remove the cover of the laptop. Step 4: Locate the hard drive. S ep 5: .. So, I will just follow these steps and I will learn what to do. Great! Dr. Perrys Class Rick, you did an excellent job learning the steps. Here is your quiz back. Dr. Perrys Class Yay!! I got an A on the quiz! Rick, I heard you learned how to fix computers. I need some help. Can you replace fix my laptop? I think the motherboard needs to be replaced. Uhmmm... Sorry, Mr. Smith. I z. ca hel I have not learned how to do z that yet. Dr. Andersons Class Class, today we are Yay!! I got an A on the going to troubleshoot test! these laptop issues. Dr. Andersons Class Le hink abo o q e ion . Yay!! I got an A on the test! he e 1. What do we know? 2. What do we need to find out? Dr. Andersons Class Uhm I a g i g ha e d Yay!! I got some research and work with myan A on the team to come up with test! a list of possible causes. Dr. Andersons Class Here is a list of what I know and possible problems. Le d a li le research on what we know. What do you two think is going on with the laptop? Dr. Andersons Class Yay!! We fixed it. Dr. Andersons Class Now we know how to figure out other laptop issues. Great job coming up with a solution! Mr. Smith, I heard you were having issues with your laptop. Would you like for me to take a look? Problem assigned Told what we need to know Identify what we know and need to know Memorize Information Learn and apply knowledge to solve context specific problem Problem assigned to illustrate how to use knowledge Instructor-Centered Traditional Instruction VS. Learner-Centered Problem-based Learning WHAT IS PROBLEM-BASED LEARNING? Inquiry-based instructional approach Introduced in professional training of medical students by Dr. Barrows in late 1960s Gaining traction in professional training of non-medical field and K-12 students Focus on investigation of real-world problems/scenarios PBL learners outperform traditional learners and retain knowledge and skills over a longer period of time GOALS & PROCESSES OF PROBLEM-BASED LEARNING Learners are introduced to the problem first within the context of a complex realworld problem. Learning is driven by ill-structured, open-ended problems that have multiple possible solutions Learners identify gaps in understanding to reach possible solutions Learners engaging in self-directed research as individuals and in small groups The instructor takes on the role of a facilitator to guide the learning process with scaffolds through the stages of the PBL cycle Instructor becomes a resource rather than the giver of knowledge Learners have the opportunity to integrate theory with practice BENEFITS Provides a bridge between declarative, the what; procedural, how to; and conceptual knowledge, when and why Support learning and sharpening metacognitive skills; problem-solving, communication, collaboration, self-directed learning, and critical reflection Engages and motivates indifferent and uninterested learners Solutions and learning process are applicable and transferable to the real-world Results in deeper understanding CHALLENGES Fidelity to PBL process and goals Implementation of facilitation strategies Acceptance of new roles, instructor and learners Overwhelming and frustrating Teaching good collaboration and managing group dynamics Assessments All inquiry, problem-solving, hands-on, authentic learning instructional models are not considered problem-based learning. PROBLEM-BASED LEARNING PROBLEMS Open-ended, ill-structured, and complex Provide opportunities to examine problem from multiple perspectives Authentic and context specific Opportunity for multiple viable solutions Typology of Problems Decision-making Diagnosis-solution Design problems Policy analysis Dilemmas PROBLEM-BASED LEARNING STAGES Assess learning and provide feedback throughout the learning process; formative and summative assessment Collaboration, self-directed learning, critical reflection, and metacognitive End product/artifact, one shared goal for project Assess learning and provide feedback as a summative assessment Collaboration, self-directed learning, and creativity Project-Based Learning (PBL or PjBL) Work through reasoning for a known solution Asses learning after instruction; summative assessment Develop critical thinking and reasoning skills Case-Based Learning (CBL) PROBLEM-BASED VS. PROJECT-BASED & CASE-BASED LEARNING Multiple possible solutions Specifications for project and product Instructional strategies derived mostly guides learning from Socratic questioning Problem-Based Learning (PBL) Facilitation strategies used elicit learning within ZPD and scaffolds support learning Collaborative and inclusive for most learners Not inclusive of all learners Collaboration key; inclusive for all learners HOW TO GET STARTED Reframe or Create Course Questions Recommendation: Essential Questions by McTighe and Wiggins Micro-Lessons Introductory Activity or Flipped Classroom One or two sessions, less than three hours Mini-PBL Unit Design scenarios and tasks based on taxonomy of PBL problems and aligned to goals and characteristics of PBL Three or more sessions, engaged in five hours or more Essential to align with the goals and key characteristics of PBL LEARNING ACTIVATION HANDOUT ON PROBLEM-BASED LEARNING Know What do you know about PBL? Wonder What do you wonder (or want to know more about PBL? Understand What do you have a better understanding of in regards to PBL? Do What will you now be able to do or what are your next steps in regards to PBL? PROBLEM-BASED LEARNING VIDEO LEARNING ACTIVATION HANDOUT ON PROBLEM-BASED LEARNING Know What do you know about PBL? Wonder What do you wonder (or want to know more about PBL? Understand What do you have a better understanding of in regards to PBL? Do What will you now be able to do or what are your next steps in regards to PBL? RESOURCES [EducationscomTV]. (2011, March 2). Problem based learning at Stenden University. [Video File]. Retrieved from https://www.youtube.com/watch?v=-5omNEmWicU. Genareo,V. R., & Lyons, R. (2015, November 30). Problem-based learning: Six steps to design, implement, and assess. Retrieved from https://www.facultyfocus.com/articles/instructional-design/problem-based-learning-sixsteps-to-design-implement-and-assess/. [Masstricht University]. (2014, October 15). Problem-based learning at Maastricht University. [Video File.] Retrieved from https://www.youtube.com/watch?v=cMtLXXf9Sko. Weimer, M. (2009, November 12). Problem-based learning: Benefits and Risks Woods, D. R. (2012). Having students work in groups? 5 ways to get the results you want. Additional Project-Based Learning (PjBL) resource mentioned by Dr. Jen Regelski in the PBL session. U i e i f Wa hi g K ledge i Ac i research project. REFERENCES Barrows, H. S. (1986). A taxonomy of problem-based learning methods. Medical Education, 20(6), 481-486. Blumberg, P. (2005). Assessing students during the problem-based learning (PBL) process. Journal of International Association of Medical Science Educators, 15(2), 1-9. Clipart Kid. (2017). Image of a chalkboard. [Clipart JPEG File]. Retrieved from http://www.clipartkid.com/chalkboard-clipartimage-empty-or-blank-chalkboard-with-erasers-and-SrAzBG-clipart/. Classroomclipart.com. (n.d.). Teenage girl student with her bag and notebook. [Clipart JPEG File]. Retrieved from http://classroomclipart.com/clipart-view/Clipart/Fashion/teenage-girl-student-with-her-bag-and-notebooks-clipart1220_jpg.htm. Classroomclipart.com. (n.d.). Teenage girl with laptop. [Clipart JPEG File]. Retrieved from http://classroomclipart.com/clipart-view/Computers/teenage-girl-with-her-laptop-clipart-6613_jpg.htm. Elizondo-Montemayor, L. (2004). Formative and summative assessment of the problem-based learning tutorial session using a criterion-referenced system. Journal of International Academy of Medical Science Educators, 14(1), 7 14. Ertmer, P. A., & Glazewski, K. (2015). Essentials for pbl implementation: Fostering collaboration, transforming roles, and scaffolding learning. In A. Walker, H. Leary, C. Hmelo-Silver, & P.A. Ertmer (Eds.) Essential Readings in Problem-Based Learning: Exploring and Extending the Legacy of Howard S. Barrows (pp. 89-106). West Lafayette, IN: Purdue University Press. REFERENCES Hmelo-Silver, C. E. , & Barrows, H. S. (2006). Goals and strategies of a problem-based learning facilitator. Interdisciplinary Journal of Problem-Based Learning, 1(1). Available at: https://dx.doi.org/10.7771/1541-5015.1004 Hung, W. (2013, March 14). Problem-based learning. A learning environment for enhancing learning transfer. New Directions for Adult and Continuing Education, 2013(137), 27-38. ble ba ed lea i g? Th ee c i ical cce fac f i le e a i . Journal of Knowles, D. S. (2003). Preparing students for educated living: Virtues of problem-based learning across the higher education curriculum. New Directions for Teaching & Learning, 2003(95), 5-12. Pe e , T. O. (2004). S e hi ki g Management Education, 28(5), 631-647. ii a d Di i c i . Pourshanazari, A. A., Roohbakhsh, A., Khazaei, M., & Tajadini, H., (2013). Comparing the long-term retention of a physiology course for medical students with the traditional and problem-based learning. Advances in Health Science Education (18)1. 9197. Savery, J. R. (2006). Overview of Problem-ba ed Lea i g: De Interdisciplinary Journal of Problem-Based Learning, 1(1). Available at: https://dx.doi.org/10.7771/1541-5015.1002 Strobel, J. , & van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journal of Problem-Based Learning, 3(1). Available at: https://dx.doi.org/10.7771/15415015.1046 REFERENCES Weiss, R. E. (2003). Designing problems to promote higher-order thinking. New Directions for Teaching & Learning, 2003(95), 25-31. Wilkerson, L. (1989). Problem-based learning: One approach to increasing student participation. New Directions for Teaching and Learning, 1989(37), 51-60. Williams, S. M. (1992). Putting case-based instruction into context: Examples from legal and medical education. The Journal of the Learning Sciences, 2(4), 367-427. Vexels. (2016, August 13). Teacher profession cartoon [Clipart PNG File]. Retrieved from https://www.vexels.com/png-svg/preview/128876/teacher-profession-cartoon-svg. Vexels. (2016, August 13). Lady teacher cartoon. [Clipart PNG File]. Retrieved from https://www.vexels.com/pngsvg/preview/128130/lady-teacher-cartoon. Vexels. (2016, August 13). Male student cartoon. [Clipart PNG File]. https://www.vexels.com/pngsvg/preview/128199/male-student-cartoon.  ...

... The item referenced in this repository content can be found by following the link on the descriptive page.  ...

... Abstract 23 8.6% (N=2) 47.8% (N=11) 56.5% (N=13) Agree 30.4% (N=7) 13.0% (N=3) 17.4% (N=4) 26.1% (N=6) 17.4% (N=4) 26.1% (N=6) 13.0% (N=3) 4.3% (N=1) 8.6% (N=2) 0% (N=0) 13.0% (N=3) 4.3% (N=1) Neither Disagree Strongly Agree or Disagree Disagree The instructional activities and assignments supported the course learning outcomes. The activities and assignments challenged me to think more deeply/critically about the course subject matter. Overall, Marian s Franciscan values of peace and justice, responsible stewardship, dignity of the individual, and reconciliation were reflected in the class. 30.4% (N=7) Neither Agree or Disagree 30.4% (N=7) 0% (N=0) 4.3% (N=1) 4.3% (N=1) 4.3% (N=1) Disagree Strongly Disagree Improvement Strategies Student Perception and Engagement Aggregate course outcomes for each semester as well as modifications made based on student evaluations are shared. Orientation presentation developed to assist students to THRIVE in NSG 441 Introduction phone calls implemented to identify any individual learning or organizational needs. This strategy resulted in favorable response from students. Completed Magna: How can I avoid communication misfires ith students? Continuing education program. Met with members of the Marian University Center for Teaching and Learning to discuss the evaluation results and student comments to determine strategies for improvement. The student s perceptions of the faculty and the course significantly impacts their engagement. A three-pronged approach for improvement strategies included course structure, course management and faculty-student interactions Master Class Series 1 completed and best practices implemented in the course design. Weekly announcements are set to open on Sunday of each week including an overview of the content for the week as well as reminders upcoming assignments, quizzes, and exams. Mid-week announcements provide information for the module review sessions and any concerns identified during the week. Orientation presentation developed and delivered live to establish a relationship with the students and clarify expectations of the course. A third exam added to reduce the amount of material tested on each. Student emails are answered six (6) days per week through Canvas. Course evaluation comments used to inform course modifications. Three quizzes added to provide feedback to students between exams. Modules realigned to improve flow of content, limit and describe the additional resources and optional learning activities. Assignments revised to eliminate duplication from other courses and emphasize community concept information. Exam outcomes are posted as an announcement in Canvas including the high, low, and median score on the exam. Any student scoring less than a 78% receives an individual email encouraging a review of study and test taking strategies. Application Activities developed to guide student reading, act as a review of content, and highlight major concepts. Module reviews are offered each week on Thursday evening via WebEx. The review addresses any concerns the students have as ell as the Application Activities for the module. Meeting on a regular basis allows students to plan. The reviews are recorded and posted for all students to review at their convenience. Aggregate Course Evaluation data and comments from fall 2019 indicate improvement overall with student perceptions of the course and the instructor. Evaluation Conclusion Course Analysis 45.5% (N=10) 45.5% (N=10) 54.4% (N=12) 0.0% (N=0) 4.5% (N=1) 0.0% (N=0) 9.0% (N=2) 0.0% (N=0) 4.5% (N=1) 0.0% (N=0) 0.0% (N=0) 0.0% (N=0) 4.5% (N=1) 0.0% (N=0) 0.0% (N=0) 4.5% (N=1) 4.5% (N=1) 9.1% (N=2) 9.1% (N=2) 4.5% (N=1) 0.0% (N=0) 9.1% (N=2) Neither Disagree Strongly Agree or Disagree Disagree 22 45.5% (N=10) 22 36.4% (N=8) 13.6% (N=3) Mean Responses Strongly Agree Agree 22 45.5% (N=10) 45.5% (N=10) 40.9% (N=9) 18.2% (N=4) Course Questions 4.22 45.5% (N=10) 4.22 4.18 22 45.5% (N=10) 22 45.5% (N=10) 40.9% (N=9) The syllabus clearly communicated the learning outcomes of the course. 4.13 22 36.4% (N=8) 4.09 4.09 22 31.8% (N=7) The readings, discussions, lectures, labs, and/or projects helped me attain the stated learning outcomes for this course. Multiple instructional methods were used in the course (e.g. lectures, problem solving, case studies, hands-onactivities, experiments, discussions, etc.). The instructional activities and assignments supported the course learning outcomes. The activities and assignments challenged me to think more deeply/critically about the course subject matter. 3.91 5.6% (N=1) 5.6% (N=1) 5.6% (N=1) 0.0% (N=0) 5.3% (N=1) 5.6% (N=1) 5.6% (N=1) 5.6% (N=1) 5.3% (N=1) 5.3% (N=1) Disagree Strongly (2) Disagree (1) Overall, Marian s Franciscan values of peace and justice, responsible stewardship, dignity of the individual, and reconciliation were reflected in the class. I would recommend this course to another student Instructor Analysis Instructor Questions 33.3% (N=6) 33.3% (N=6) 33.3% (N=6) 31.6% (N=6) 36.8% (N=7) I thought for the most part the course ran smoothly, but I felt like some of the assignments were either not put together well or just was dragged out in discussion. The advocacy project I felt could have just been discussed in the clinical side of things versus adding another discussion post. In our post conference, Janet had people lightly touch on our topics we pursued, so I felt that it was just overkill with adding a discussion post to it afterwards. Lastly, the disaster project was some what of a disaster. It was very difficult to locate meetings/interviews and I feel that it would be beneficial if leaders of the communities expected to be contacted by students. Another issue we came across was that some meetings didn't even focus on disasters. 18 55.6% (N=10) 18 44.4% (N=8) 18 50% (N=9) 19 57.9% (N=11) 19 52.6% (N=10) Mean Responses Strongly Agree (4) Neither Agree (5) Agree or Disagree (3) 4.28 0.0% (N=0) 4.06 11.1% (N=2) 4.12 5.6% (N=1) 5.3% (N=1) 5.3% (N=1) 4.37 4.42 It was helpful to have 3 exams to better spread the material apart. This course was a little difficult for me, personally, as I have had no experience in a leadership/management position, so I was learning newer information that was different to the nursing thinking I have been tested on in other courses. It was a helpful and interesting course. I did find it slightly difficult to prepare for the exams when the study guides were the learning objectives, so the activities provided in the modules seemed more helpful to me. 4.17 This course proved to be more beneficial than I thought it would be. 5.6% (N=1) x there were some differences between the project, in order to do the project that was due in clinical, you had to review the requirements in the other. this was a bit confusing. 5.6% (N=1) x Overall the course was well put together. The instructor provided the class with plenty of information and ways to learn. 5.6% (N=1) x 33.3% (N=6) x The exam blueprints differed from the actual exam which made narrowing down areas to study difficult. Considering the amount of material on each exam and the short time frame between each exam, this would have greatly helped to improve study techniques. Overall, Professor Benson was very helpful and made herself available to all the students. 18 50% (N=9) x Course Comments: The instructor demonstrated mastery of the subject matter. The instructor provided well-organized learning activities. The instructor provided prompt, useful feedback that aided my learning. The instructor was available on a regular basis to answer questions. The instructor's behavior clearly reflected his/her genuine concern for my learning success. I would recommend this instructor to another student. x x If this is for the didactic portion I believe the instructor used blanket statements across the board for our grading. We all received the same grade on written assignments with the same feedback, even if that feedback was not applicable to our work Professor Benson was really good, she always made time for us. She was always available, (i dont know how she made time for all of us, she was amazing.) and responded quickly to questions. and expressed concern in our learning. The class was not easy, and Professor Benson was very challenging, but incredibly supportive. Just the way I think college professor's should be. Instructor Comments: This instructor was AMAZING. She was understanding, showed true care for our wellbeing and went out of her way multiple times to ensure we understood the material and were not confused on concepts. I wish I could have had her all semester x She was a really great professor and was always there if we needed anything. I was lucky to have her. Professor Benson was amazing. She had us call her at the beginning of the semester to chat on the phone just so she could put a voice to a name. She was always very quick to provide feedback and answers to questions. Her Thursday night module reviews were in a format that allowed all participants to actively engage in the discussion. She is genuine in her feelings and intentions with this class. She wants you to succeed and will do whatever she can to help you. x x x incorporate into any course to improve student metacognition, study skills, and motivation. Sterling, Virginia: Stylus Publishing LLC. McGuire, S.Y. & McGuire, S. (2015). Teach students how to learn: Strategies you can Ko, S. & Rossen, S. (2017). Teaching online: A practical Guide (4th ed.). New York, New York: Routledge. Resources Student evaluations have improved consistently each semester. Evaluations from fall 2019 show difficulty with the Disaster Preparedness project, which was new that semester. Revisions have been made to the assignment addressing student concerns. The course evaluations for spring 2019 will be analyzed for any further concerns. The individual touch with the students continues to be well received by students. Lisa Benson Marian University Leighton School of Nursing A Journey to Improve Student Engagement and Perceptions in Online Education Student engagement in learning is important to all courses and is especially challenging in online education. This poster shares my journey to increase student engagement and perceptions of a course including strategies used. Student evaluation outcomes pre- and post-implementation of these strategies are included Problem Identification Marian University Leighton School of Nursing (LSON) offered NSG 441 Leadership/ Community in the Nursing Profession for the first time online fall 2019 for the Accelerated BSN (ABSN) track students. The students in the ABSN track are second degree seeking, holding a prior bachelor degree, and are highly motivated adult learners. The course design mirrored the campus course and followed best practices established by LSON s educational partner. Eight (8) Canvas Modules organized the content and offered numerous additional resources and optional learning opportunities. The volume of additional resources caused undue stress on the students as they felt compelled to review all materials. This also led to a feeling that the course was not well organized. Aggregate Course Evaluation from fall 2018 indicate the level of frustration and poor student perceptions of the course and the instructor. 3.52 23 0% (N=0) 47.8% (N=11) 26.1% (N=6) 30.4% (N=7) 4.3% (N=1) Course Analysis 2.96 23 4.3% (N=1) 34.8% (N=8) 21.7% (N=5) 8.6% (N=2) 17.4% (N=4) Strongly Agree 3.39 23 4.3% (N=1) 34.8% (N=8) 30.4% (N=7) 26.1% (N=6) Responses 3 23 8.6% (N=2) 43.5% (N=10) 26.1% (N=6) Mean 3.13 23 13.0% (N=3) 30.4% (N=7) Course Questions The readings, discussions, lectures, labs, and/or projects helped me attain the stated learning outcomes for this course. 3.52 23 0% (N=0) The syllabus clearly communicated the learning outcomes of the course. Multiple instructional methods were used in the course (e.g. lectures, problem solving, case studies, hands-on-activities, experiments, discussions, etc.). 2.69 I would recommend this course to another student 56.5% (N=13) 13.0% (N=3) 17.4% (N=4) Mean 23 8.6% (N=2) 43.5% (N=10) 30.4% (N=7) Instructor Analysis 3.65 23 8.6% (N=2) 39.1% (N=9) Instructor Questions The instructor demonstrated mastery of the subject matter. 3.22 23 8.6% (N=2) Responses Strongly Agree Agree The instructor provided well-organized learning activities. 3.3 13.0% (N=3) 3.26 13.0% (N=3) The instructor provided prompt, useful feedback that aided my learning. 21.7% (N=5) 0% (N=0) 17.4% (N=4) 21.7% (N=5) 13.0% (N=3) 21.7% (N=5) 21.7% (N=5) 43.5% (N=10) 43.5% (N=10) 22 8.6% (N=2) 43.5% (N=10) 3.13 23 4.3% (N=1) The instructor was available on a regular basis to answer questions. 3.09 23 8.6% (N=2) The instructor's behavior clearly reflected his/her genuine concern for my learning success. I would recommend this instructor to another student. This course as is needs much improvement. The lectures need to be geared more towards teaching the students how to apply instead of simply reading from a book something we can read for ourselves. Considering the midterm and final are about application mainly, it would be helpful if there were activities, lecture material, or practice tests that accurately reflected how the instructor wanted us to know to apply, and this was simply not the case. There was a month of undue stress placed on a majority of the class because we were not taught how to apply concepts in concept-heavy course material, and the exams require as much. Granted the final had a much better outcome, the class average for the midterms, both the original and the retake, were all below the required benchmark to pass in this program. In a cohort that successfully made it through 3 semesters of much harder material, it is disturbing that this was the case for this class. Course Management  ...

... O e Tea -Teac g: S a g Be P ac ce I a d I c ea e S de & Fac Ka e e T c e MSN, RN, CPN & A Le g Sc fN 3200 C d S ABS RAC NSG 'Transition to Practice is a final semester course within the LSON BSN Curriculum in the traditional, on campus accelerated, and online accelerated programs. The team of online faculty, in partnership with school leadership and various online site locations, analyzed previous student and faculty feedback and subsequently identified opportunities for improvement which were implemented in the fall 0 semester. The aim was higher quality content, information, synchronous communication and assignments for students to enhance learning potential and increase student and faculty satisfaction. To achieve this, faculty incorporated feedback to plan, develop, and implement the following: new processes, revised content, re-aligned assignments, updated rubrics, synchronous activities, and innovative team communication strategies. This also helped to ensure consistency with the on-campus course. To help students ascribe value to their NCLEX prep activities, faculty worked with our third party to ensure NCLEX practice test scheduling and delivery was an improved process. In terms of evaluation, faculty plan to evaluate ongoing changes based on student and faculty feedback both qualitatively and quantitatively. To increase overall program alignment, faculty worked with the Progression Outcomes committee to bring in the end of program student satisfaction survey to ensure aggregate program data is collected in the course in addition to individual course analysis. Through this whole experience, a faculty aid was created as a process for handing off the course semester to semester which will be shared. g, Ma a U g Rd, I d a a e S de Sa fac Lea gO c e U a MS, RN, CNE e ,I da a , IN 46222 BACKGRO ND RECOMMENDA ION Faculty Aid Example NSG Transition to Practice Taught by multiple faculty (full time and adjunct) over the past semesters resulting in no consistency Importance of NCLEX practice testing not well understood or valued from faculty and students ASSESSMEN Quality Improvement Process FOLLO P SI A ION In following the Learning Experience Framework for Marian University, from The Center for Teaching and Learning, the team of faculty identified opportunities for improvement based on anecdotal faculty feedback. Goals for Alignment: Inclusive We wanted to include students in their learning as well as the faculty teaching the course to have meaningful input. Impactful We wanted to ensure this course was value-added in their transition from nursing students to working, practicing, licensed nurses. Integrated We wanted to ensure our students experienced an increase in the quality delivery, especially coming from faculty covering over 00 students in states/site locations. Plan Alignment (campus and online) Opportunities: Clarify purpose Kaplan testing Assure assignments meet course objectives consistently Ensure rubrics are consistent and measurable for team teaching approach Do Implement strategies Bi-Weekly WebEx Online Course Support Study Weekly Anecdotal Student Feedback Leadership check-ins 00 level Faculty collaboration Act Develop faculty aide Update live and master courses as needed LI ERA RE CI ED Ambrose, S.A., Bridges, M.W., Lovett, M.C., DiPietro, M., & Norman, M.K. ( 0 0) How Learning Works: Research-based principles for smart teaching. Jossey-Bass. San Francisco, CA. ISBN: -0- 00 Development, Implementation & Assessment of Geotechnical Concept Tools. ( 0 0). Retrieved from https://eng-resources.uncc.edu/gct/evaluation-plan/ Institute for Healthcare Improvement. ( 0 0). Retrieved from http://www.ihi.org/resources/Pages/Tools/SBARToolkit.aspx Learning Experience Framework for Marian University ( 0 0). Center for Teaching and Learning. Retrieved from https://login.marian.edu/f -w0 a f f 0 f c e d e e $$/departments/ctl/Shared 0 Documents/MU 0Learning 0Experience_v .pdf PDSA Cycle Template ( 0 0). Retrieved from https://www.cms.gov/Medicare/ProviderEnrollment-and-Certification/QAPI/downloads/PDSACycledebedits.pdf ACKNO LEDGMEN S Thank you to the team of faculty who taught fall of 0 including Kate Malarney & Nancy Campbell, the site proctors, and the leadership team at the LSON for their collegial collaboration.  ...

... Ge i g Abstract K O Income Upper Class Middle Class Working Class Lower Class e Sc ee Results . Swan, K., & Shih, L. F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks, 9(3), 115 136. Song, H., Kim, J., & Park, N. (2019). I Know My Professor: Teacher Self-Disclosure in Online Education and a Mediating Role of Social Presence. International Journal of HumanComputer Interaction, 35(6), 448-455. doi: 10.1080/10447318.2018.1455126 Song, H., Kim, J., & Luo, W. (2016). Teacher Student relationship in online classes: A role of teacher self-disclosure. Computers in Human Behavior, 54, 436 443. doi:10.1016/j.chb.2015.07.037 Rasmussen, B. M., & Mishna, F. (2008). A fine balance: Instructor self disclosure in the classroom. Journal of Teaching in Social Work, 28(1 2), 191 207. doi:10.1080/08841230802179274 Green, K., Derlega, V. J., & Mathews, A. (2006). Self-disclosure in personal relationships. In A. L. Vangelisti & D. Perlman (Eds.), The Cambridge handbook of personal relationships (pp. 409 427). New York, NY: Cambridge University Press Eom, S. B., & Arbaugh, J. B. (Eds.). (2011). Student satisfaction and learning outcomes in e-learning: An introduction to empirical research. Hersey, PA: Information Science Reference. Dupin-Bryant, P. A. (2004). Strategies for teaching in online learning environments: Utilizing instructor immediacy behaviors. Journal of Applied Research for Business Instruction, 2(2), 1 4. Acknowledgements This Photo by Unknown Author is licensed under CC BY-NC I ve had students state that they greatly appreciate how I interact with them through emails or Canvas discussions I ve been told by students that they way I speak to them, while personal, but also professional, that I don t make them feel like just another student on my roster. While this may seem simple for an instructor of such disciplines such as mine to incorporate this into my course and curriculum, this can be related to any discipline as an introduction discussion board, a quiz, or it can be incorporated into an assignment or lesson. For nursing, you may work with patients or co workers of these different demographics, how would they identify them based on just facts on the patient's charts and reveal to them that the health information is yours. For math or statistics instructors, create formulas or story problems that include yourself and your information in the problem, or ask students to include their own information. It s not just about doing the self-disclosure but also keeping that social presence with students throughout. Conclusion The research results from Song, Kim, and Park, (2019) indicated that even basic information about their teacher such as sex, ethnicity, and physical appearance is rarely shared with students The finding that one out of five students searched information about their teacher implies that students have a desire to want to know about their teacher. Shown in figure 2 below from Song, Kim, and Park, (2019), self disclosure can lead to that relationship satisfaction between teachers and online students and have a positive impact on the perceived knowledge that the students gain. Swan and Shih (2005) discuss that when professors address students by name, share personal experiences, and use a personal tone, they are important factors for enhancing social presence. When professors combine self-disclosure with a social presence in the online classroom, there can be a positive impact for all. gh Thei C m Age 0-25 years old 26-31 years old 32-40 years old 41-60 years old Religion Catholic Jewish Hindu Christian Buddhist Scientology Muslim Mormon Atheist Th Race White Black or African-American Aussie/ Australian American Indian or Alaskan Native Asian Irish Hispanic Latino Native Hawaiian or other Pacific islander Martial Status Married Widowed Divorced Separated Engaged Dating In a relationship Have a friend with benefits Single Biological sex at birth Male Female Intersex Education some high school high school graduate or equivalent (e.g., GED) some college trade/technical/vocational training Associate degree college graduate Bachelor s post graduate degree Master s Degree Doctorate degree (Ph.D, M.D.) This activity allows students to get to know myself through personal facts, and demographics, but also some controversial information that not all instructors provide to their students, such as my sexual orientation or martial status, or income. Thus providing the self disclosure that Song, Kim and Park, (2019) explain is important to creating the connection with students. Once the answers are revealed, many of them are shocked to find out that who I am describing is me. Since I am a Sociology and Human Services instructor, it is most important to cover the differences between these basic demographics because the students will encounter them in their personal and professional life and with potential clients. The common answers I receive (even though I post a picture of myself on the course homepage) are Middle Age, White, Catholic, Straight, Male, Grew up in suburbs, Upper/Middle Class, Employed 40 hours a week. As students go through the quiz and answer what they believe categorizes the individuals based on the 10 facts, they can learn about concepts that may or may not be familiar to them. Notice the Race category, as this leads to further discussion of race and ethnicity and which is which, and I can reference this activity throughout the course. This is also true for the Religion category with Catholic and Christian. This is the list of demographic choices that students must select whom the individual is. Disabled, not able to work Retired Self-employed Student Not employed, NOT looking for work Employment Employed, working 1-39 hours per week (Part- Time) Employed, working 40 or more hours per week (Full-time) Not employed, looking for work (Unemployed) Where did they grow up? Rural/Farming Area (Out in the Country or no stoplights) Small Town (Less than 5,000 people) Suburb (Ex. Carmel, Kokomo, Avon, Warsaw) City (Fort Wayne, Indianapolis, Evansville, South Bend, Chicago, New York City) Sexual Orientation Bisexual Asexual Pomosexual Straight/ Heterosexual Pansexual Gay Lesbian Queer O li e S de After teaching several face to face courses and then making the transition to online only teaching, I noticed something different between the student and professor relationship we had once had. Eom and Arbaugh (2011) discuss that students feeling of disconnection and the possibility of poor educational experience makes online education challenging. It can also make it difficult for the instructors as well, and to try and figure out how to mend that disconnection. This mend is important, as Dupin-Bryant found that it s important if the teacher is not around that students to feel that they are interacting with a real human being to experience personhood with their teacher in online class Introduction Song et al. (2016) discovered that teacher self disclosure was positively associated with teacher student relationship satisfaction. This finding by Song et al. could be the key to providing students with that personhood experience In online education, often there is a narrow amount of information about the instructor that is provided to students. Green, Derlega, and Mathews explained that teacher self-disclosure becomes important since limited teacher information is given, as they define self-disclosure as an interactive process through which one reveals personal information to others In the world of education we are taught to keep conversations and discussions academic oriented. The idea of teacher self-disclosure terrifies some teachers or instructors. Rasmussen and Mishna understood selfdisclosure as conscious and deliberate disclosures about one s self, aspects of one s professional practice, world or personal views, personal history, and responses to ongoing classroom events Methodology How do we go about instructor self disclosure in the online classroom? I will provide you an example I use in my classrooms. In my Introduction to Sociology courses (face to face or online), we complete an activity called Guess who this is? I list things about myself that do not distinctly describe my demographics, generally things I ve done or places I ve travelled in my life, items that can not define my gender, race, sexuality, religion etc. I use the pronoun they to assist with this activity. Students then must select which categories that they believe best describe the individual, only knowing the facts I ve provided them I generally place it in a quiz in Canvas that is ungraded, but it does show them what the correct answers are. I don t require a grade for this activity, but students are very interested in gaining bonus points for just completing the activity, whether they are wrong or right. Example: To earn 8 bonus points participate in this activity! To introduce you all to a crucial part of Sociology, I want you to participate in taking this survey, of guessing who this person is and their demographics based on the 10 things about them that I provide you. They have driven a 3-wheeler or have crashed a 3-wheeler into a tree They have met the late Pope John Paul II They have ziplined through the Costa Rican rainforest They once threw a goat over a fence They met Jeff Saturday (formally of the Indianapolis Colts) They have been to 5 countries They were in a fashion show They used to play soccer They used to watch WWE wrestling weekly as a kid They love to cook They have met the band Taking Back Sunday They have a pet named by Miranda Lambert (country singer) Revealing personal information such as this allows students to know who I am sociologically. This activity also allows students to gain a small introduction to topics that we will be discussing about throughout the term. I also do this activity to build a personal connection through selfdisclosure, but so they can feel comfortable with me as an authority figure and as one of their peers who has been in their shoes before.  ...

... Wells and Woes of my first attempt at becoming a Master at Mastery Grading Rationale Sample Mastery Assignments Level 1 Sample Mastery Assignments Level 4 Sample Mastery Assignments Level 2 Wells and Woes: Most college level courses, in particular STEM courses, use a traditional approach to grading. Here a grade is assigned for a particular evaluation instrument (e.g., quiz, homework assignment, test, project, presentation), the material is reviewed following the grading process (in class directly or presumably by the student) and the class moves on to new materials. The student presumably learns from his or her mistakes. Despite the assumed improved knowledge, the student's grade for the assessment only represents what he or she knew at the time of the evaluation. Furthermore, the overall course grade is typically a composite of these separate evaluations, and therefore, probably not a measure of the level of a student's knowledge at the completion of the course. Nonetheless these final course grades are typically used as an indicator of a student's achievement in job applications and applications for graduate education, scholarships, and more. Moreover, it is not clear what the real purpose of grades is-whether they are an indicator of a student's knowledge, effort, ability, or some combination of all three. For many students, grades are an important motivator. Various models of learning suggest that grades can be used to increase learning. Mastery grading is one approach that has become increasingly popular and as more research is done, greater evidence of the effectiveness of this approach compared to other grading approaches on learning outcomes for students is shown. Motivations Ultimately as an professor my goal is for my students to learn the course materials and not just pass the class. This motivation is often not shared by the students who typically are focused on passing with a certain grade on their transcripts and may not be interested in a full understanding of the course materials. (Sad but True) Cheating: It quickly became clear that many students were cheating so that once one person mastered the assignment (typically by going to the SI instructor) a whole group of them would magically master the assignment with all the same mistakes. Due Dates: Assignments were not given with due dates so students could turn in a mastery attempt at any time. Special mastery days were schedule for the class so that students could work towards Mastery. On these days students were encouraged to turn in at least two assignments for mastery check. However, most students procrastinated. So, How do I motivate my students towards learning and not just passing? How can I set up my course so that the grade students receive does actually reflect their knowledge leaving the course? Return/Feedback: I was not able to return mastery assignments in a timely fashion so many students were waiting for feedback. I attempted to combat this by always having something for students to do in the interim, but that did not sit well psychologically for some students. How can I use grades as a motivator for mastery of learning? These are questions I asked of myself and these same questions motivated me to attempt mastery based grading for my Calculus and Analytic Geometry Course Fall 2019. Set up Mastery Based Grading Homework Assignments: 1. Mastery graded homework assignments Level 1: Mainly procedural/Calculations Based assignments Remember, Understand, Apply Level 2: Building on Procedural, Exploring more conceptual Analyze/Evaluate Level 3: Building on Procedural and Analyzing abilities, more abstract conceptual Analyze/Evaluate Mastery: Usually 1-3 problems that involves read/exploring something new and combining past knowledge to find a solution to a new problem - Create This is the text as it appeared on the course syllabus accompanied by the two graphics of Blooms taxonomy for learning. The course was broken up into 4 different sections: Functions, Limits, Derivatives, Basic Integration Each section consisted of 4 levels of mastery which consistently contained the same elements: Level 1: Writing Assignment, Problems solved on a mathematical software Edfinity Level 2: A worksheet typically given in class Level 3: A shorter more involved worksheet (typically 3-4 problems that extend the concepts Level 4: The concepts in a new situation (typically an application of the calculus concepts) Grading Scale: The mastery grading scale was 0/1 which would indicate that you mastered a level or did not. However, this grading scheme was daunting and did not reflect the different levels of student mastery. I need to extend it to include progressive levels of mastery. Sample Mastery Assignments Level 3 For Future Iterations Overall Mastery Grading did motivate some students to be more focused on learning. So it is a keeper. Levels: The different levels worked well and using Blooms Taxonomy as a guide was another bright spot. Also a keeper. Due Dates Do over: Instead of allowing assignments to be turned in at any time. I plan to set a mastery by date for each of the sections. Additionally, I plan to keep Mastery Thursdays but put a cap on the number of assignments that can be turned in per week. So that students should submit a minimum of two and a maximum of four assignments per week. Assignments Grading: I plan on making some assignments shorter and requiring explanations only for a subset of the problems in an assignment so that students are not overwhelmed with the volume of assignments and having to write an explanation for every problem. This will hopefully help with returning assignments sooner as well since I will not have to read all of the explanations. Cheating: I have no solution for this at this time, but I welcome suggestions. Student Comments: She gave to much homework for no deadlines. Because be realistic we are college students we are not going to do them to much ahead of time. Nobody knew what was due until about week 6. With multiple types of homework and no deadlines, it was easy to lose track of what assignments needed to get done. In addition, her demands for complete mastery of assignments to earn any credit seemed unreasonable and her feedback was often vague. While I understand and appreciate that she was trying to get us to put in effort and work through problems on our own, I feel that her expectations were too high considering this was the first calculus course many of us took if this class was supposed to be set up as a mastery class, where students could redo assignments until mastered, I feel like more effort needed to go into returning these assignments quicker. Either that or assign less. The way the course was structured with "mastery" was a new experience for me. I have taken several calculus classes and I feel this was the most mentally stimulating class I have taken. I have never had so many real life applications given in a calc class and the way they were given with mastery made me feel like I was finally being challenged in a real college classroom  ...

... Brining Examples to Life: Case Study Writing Assignment in Biochemistry Kristy Wilson, College of Arts and Sciences, Marian University Indianapolis, 3200 Cold Spring Rd, Indianapolis, IN 46222 Questions over Part I. 1. How is the BCR-ABL protein formed? BACKGROUND STUDENT CASES TAKE APPROACHES THAT ENHANCE INTEREST Case study teaching is a powerful to introduce students not only to teach concepts and content, but also critical thinking and problem solving skills. Cases bring content to life using examples and approaches that can interest students. Biochemistry students wrote short cases in groups to share with their classmates about protein structure function relationships utilizing a variety of models. Assignment will help students practice the following skills: Collaboration Information literacy Written and oral communication skills Application of structure and function relationship SUPPORTING STUDENT CHOICE Model Type & Definition Diagrams: These 2D depictions are most common model that are encountered in biology textbooks, study materials, and research literature. Animations: a dynamic visualization that can display the components of a system or dynamics of structure as a sequence of events occurring in time and space. Extra Credit 2. Conduct a simplistic diagram (or SMRF model) comparing how separate BCR and ABL express a normal phenotype versus how the fusion protein expresses a mutated phenotype. - Hint: genes are transcribed to mRNA, mRNA is translated protein, and protein expresses phenotype. Group # 1 2 3 4 Model Protein Excerpt of BCR-Abl Case Dialogue, Diagram, and Questions Approach Tactile & Diagrams Troponin C- protein that is important in cardiac muscle contraction Presents heart attack scenario where troponin C levels are elevated in the blood Diagrams BCR-Abl- a mutant protein that causes Chronic Myelogenous Leukemia (CML) Dialogue between research student and professor describing drug binding and resistance Tactile & Diagrams Leptin- a signal that causes the feeling of fullness Diagrams Beta Hexosaminidase Acomponent of enzyme that breaks down fatty substance GM2 ganglioside which is toxic to neurons in brain and spinal cord Theoretical mutation changes in receptor confirmation and effects Dialogue between doctor and parents describing symptoms and mutation that occurs in Tay Sacks disease 0 4.6 Part II A Drug Inhibitor for BCR-ABL I was proud of the case my group wrote. 4.8 Sidney, are you aware that protein structure affects function? I liked the choice of models. 4.0 Yes I am. I know that shape, length, and types of bonds can influence the structure of a protein I thought the incentives for tactile models and simulations was fair. 4.2 I would like to see a similar case study assignment in other classes. 3.5 If I had time, I would like to revise the case for publication. 3.5 I see the value in the case study assignment. 4.4 Students should be allowed to pick their own groups. 4.8 1.7 which, of course, affects the function of a protein. That is a great start! Understanding that structure affects function allows us to determine what type of inhibitor will work. It is essential that we find an inhibitor that prevents the cancerous cell from being activated. I understand! So not all inhibitors will work to treat CML? Exactly! Lets take a look at what research has been done. Except 3. Resistance to Gleevec Image A: ABL Wild Type complexed with Gleevec. Within this complex, there is a threonine amino acid present. Excerpt of Leptin Case with Diagram Supporting Tactile Model Image C: Mutated ABL, specifically the T315 mutation, complexed with Gleevec. Within this complex, there is an alanine present (rather than a threonine.) Looking at the structure of alanine (hydrophobic) vs threonine (hydrophilic), it is clear that alanine is much smaller and does not have an OH group. Because of the amino acid difference, there is a binding resistance to Gleevec. Leptin and its Receptor Does this mean that the amino acid causes resistance? Well, yes but specifically the structure of the amino acid.Threonine Keep in mind the hydrophobicity of I did not understand the purpose of the case study assignment. I have a deeper understanding of why proteins are important to everyday life. Real life examples which I believe enhanced my understanding of this learning objective understanding protein structure and function. each amino acid. Notice that threonine contains an additional OH group compared to alanine. Since diagrams and animations can be found in ready to use in either the primary literature or on websites like YouTube no extra credit will be awarded to groups that select these model types. I am glad you think so, Sidney. There is much more to come as we progress in the semester, but for now, understand this: activation loops affect binding, bond type and structure affects activity, and activity and structure of a protein determines function.Alanine ---------------------------------------------------------------------------------------------------------------------------Questions of Part II. 3 1. Why does Gleevec work as a better inhibitor than Parke-Davis? Simulation: An imitation of a real-world process or system. Simulations allow users/participants to manipulate variables or views to observe changes and make/test predictions of phenomena. The phenomena normally explored using simulations can be difficult to directly observe because of inaccessibility due to temporal or spatial scales. You would not need to make the simulation but instead write a case for an existing program. Include instructions on how to Up to 10 points access and use the simulation by including screen shots. Instructions should include information on how to manipulate models to answer questions. Tactile models: 3D models that can be handled by learners. You would not make the program to print the molecules. Either identify company to produce model for a reasonable price or use fused filament 3D printers to create 4 sets of printed tactile models. Possibly colorize Up to 15 points tactile models to support student interpretation of models. The case and the questions need to be written such that the model is significantly utilized. 2. What role does Gleevec play in the confirmation of BCR-Abls the activation loop play SCAFFOLDED ASSIGNMENT PROCESS Select topic, model, and approach using primary literature Draft learning objectives Draft case with answer key Revised case Case study presentation and why does this cause enzyme inhibition? Figure 2: Diagram of the Leptin receptor. In this figure, the leptin protein is light blue, and the homodimerized leptin receptor is green and red. (Adapted from: The Leptin Receptor Complex: Heavier Than Expected? Frontiers in Endocrinology Wauman, Zabeau, Tavernier, 2017). 3. How does the amino acid change cause resistance to Gleevec? Consider the structural differences between alanine and threonine. Image 3: Threonine STUDENT FEEDBACK ON ASSIGNMENT The leptin receptor has six domains, four are part of the immunoglobulin-like domain (IGD), and two are part of the leptin binding domain (CRH2). Leptin has several binding sites that have affinity for certain domains. Binding site III as seen in figure two is especially interesting as it is allows for contact with the Immunoglobulin domain and induces receptor dimerization. Leptins AB loop interacts with this receptor using the hydrophobic amino acids 39-42 (Niv-Spector et al., 2005). This forms binding site three. What is most valuable aspect of writing and presenting case? All year, the focus3has been protein structure affects function. That, I knew - it was embedded in my brain. With that being said, the case study provided actual, real life examples (that I was interested in) about this learning objective. Having something that I could relate back to the core of the class was most valuable to me. It forced me to independently research and learn from real peer review published articles in order to write my case. Feedback Case Study Assignments Average Likert Scale Rating --------------------------------------------------------------------------------------------------------------------- This is all coming together now! 0 Statement I understand protein structure and function better after writing the case study. Hungry Hungry Leptin | L. Sartino, A. Timmerman, K. Adams Criteria to Receive Extra Credit STUDENT SATISFACTION WITH ASSIGNMENT What changes would you recommend to the assignment or feedback to make assignment more effective? Maybe spend more time in class working on it with the professor present. More checkpoints, for grades so the professor can oversee the progress of the project more closely. I think it was pretty well structured. I think there should be more emphasis on the learning objectives and that type of information compared to the information that we had to put into our story. 4 What changes would you recommend to the presentation? More time! If we are expected to answer the questions, we need the time to do it. Or, make the answers for a grade so everyone completes the studies and can turn them in on canvas at a later date. I thought the presentations went well. I would recommend having the students read the ones that are presenting ahead of time and the. Bringing questions about it to class to save more time. Requiring class participation for answering questions. Was your group effective in working together? Should part of the assignment include a peer evaluation? This assignment should include a peer review. My group did not work effectively together. I did the entire case study by myself. YES! We were very effective working together. I 100% think that there should be a peer evaluation part for this section because some group members did work more than others and that is not fair.. FUTURE DIRECTIONS One group has chosen to sign up for Independent Research in the Spring to revise case for submission to National Center for Case Study Teaching in Science. Steps for semesters is to revise case, write teaching notes, teach case in Molecular Genetics course, submit, and revise case in response to peer review. Changes to Assignment: Add in class work time to assist students in model selection and writing learning objectives to provide additional feedback. Add student examples to case assignment to show alignment between learning objectives and case activities. Add peer and self evaluation to assignment to make students accountable for effective group work. Have students complete case before class then discuss answerers to have more time in class for groups to discuss the case . STUDENTS WRITE CASES IN OTHER COURSES Can be used across curriculum to bring life to content: Research a specific person in a historical event Rhetorical analysis of government health campaign An artists process to explain color theory Factious counseling session to illustrate psychological theory  ...