Ricerca

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

... This poster focuses on the importance of introducing graphic design majors to the process of co-design, the process of designing with stakeholders rather than for them. Graphic Design majors in ART 343 Design for Print Media engaged three client-focused projects in the fall 2019 semester. Students developed design solutions with clients from Ascension/St. Vincent, Marian Universitys Writing Center, and Computer Science students. Through practicing a co-design process, students learn to become design process guides or facilitators. They learn to leverage their expertise of design and research, but also learn not to let their own ambitions or ideas drive the outcomes. While guiding stakeholders through the design process of ideation and development, students learn to develop and raise the fidelity of their ideas and ultimately, design products. Alignment of course objectives with department learning outcomes + imprimo ART DESIGN MARIAN UNIVERSITY Indianapolis Applied SKILLS Demonstrate professional level production knowledge and skill with tools and processes in the completion of print products. D and ABSTRACT ART 343 Design for Print Media Professor Kevin Rudynski Associate Professor of Graphic Design Professionally present creative concepts through oral and visual written forms in class critiques and client presentations. Dante Hardin Connor Miller Halley Martin Kaitlyn O'Grady Maya Quandt Intellectual skills Consistently implement the following into the co-design process: client input, problem definition, divergence, transformation and convergence. Civic learning Maintain an open dialogue through critical and creative interactions with their class peers and clients about their own and colleagues work. Specialized skills Demonstrate mastery in the application of formal design elements/principles and how they facilitate the desired communication of client/audience needs. Practicing Creativity and Collaboration Through Co-Design Co-design process Seek to understand Non-judgmental Conduct interviews with clients and audience 3 IDEATE 2 RESEARCH Understand audience Assess Challenges Establish Project Objectives Confirm brief with client Collaboration: Ethos Ethics Journal Share ideas with client Concept Board #1 Connor Miller Exemplars: Elements: Title Photographer Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. ARTISTS NAME Position/Title Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. ARTISTS NAME Photography Position/Title Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. ETHOS | 05 Written Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut Title Author Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. ARTISTS NAME Position/Title Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. ETHOS | 12 ETHOS | 05 ETHOS | 13 Font Families: Title Author Poetry/Full Page Image During our first meeting with the client, students learned about the strategic objectives and gained insights into the clients vision for the journal. a journal of Catholic Health Culture Title Author Students met with Ascension six times throughout the creative development for the journal. The journal is now entering the production phase and students will continue to work on its completion during the spring semester. Share ideasall ideas worthy Diverge/Converge Prioritize Color Palette: ETHOS Sample Spread Layouts: Students collaborated with an off-campus client, the Office of Ethics Integration at Ascension St. Vincent on the development of an Ethics Journal titled Ethos for national distribution to in-house and external audiences. ETHOS 1 DEFINE Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. Josephin Sans Baskerville ARTISTS NAME Position/Title Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum. ETHOS | 14 fresh. new. clean. Following the initial meeting, working as a group, students developed a design brief and a production calendar for the project. NO.1 A Journal of Catholic Health ETHOS Upon client confirmation of the design brief, each student began individual research in preparation for their first creative concept presentation. Each student made several creative concept proposals to the client with the objective of selecting one concept to produce. NO.1 Students collaborated with on-campus client Mark Latta, Director of The Writing Center at Marian University to design environmental signage for the external window facades of the center. The Writing Center recently moved to a new location in the Mother Theresa Hackelmeier Memorial Library and Professor Latta wanted to announce the new location and promote the services to the Marian community. Students met with Professor Latta four times throughout the development of the environmental signage project. The project is now awaiting budgeting approval and is ready to proceed to final production. In the first client meeting, students learned about the strategic objectives and gained insights into the clients vision for the environmental signage. Following the initial meeting, working as a group, students developed a design brief and a production calendar for the project. Upon client confirmation of the design brief, each student began individual research in preparation for their first creative concept presentation. Each student made several creative concept proposals to the client with the objective of selecting one concept for production. At the completion of three concept presentations, one concept has been selected by the client for implementation. Client input & confirmation ETHOS 2019 ETHOS 5 TEST Understand impediments What works? Observe. Listen. Iterate. Wonders and Concerns of Radiology allows medical professionals to see into the interior of a living human body without having to cut it open. These rapid advances have greatly improved the ability of physicians to diagnose, treat and manage diseases and injuries that may have been fatal years ago. As much by Courtney Prater benefit as imaging brings, however, these exams also expose patients to ionizing In 2016 I began my healthcare radiation, which may increase a persons journey as a patient transporter and in lifetime risk of developing cancer. late 2017 I began a guided, hands-on Therefore, medical tests using ionizing training in the Radiography program radiation should only be done when at St. Vincent, Indianapolis. My last necessary. two years have consisted of learning Appropriateness can be difficult to to perform diagnostic measure with all the examinations as well types of patients seen in as building quick routine practice. Thanks Radiology allows relationships with to American College of medical profespatients to achieve the Radiology (www.ACR. best possible images sionals to see into org), there are evidencewhile ensuring that the based guidelines to assist the interior of a patient is cared for. referring physicians living human beThree things I and other providers ing without havenjoy most about in making the most ing to cut it open. Radiology are my appropriate imaging engagement with or treatment decision the patients, being a part of new for a specific clinical condition. ACR technology, and each day is different. guidelines is a great resource especially Due to a developing and unpredictable for physicians to assure all imaging environment, medical professionals are exams a appropriate. But what else is confronted daily with moral questions being done to assure medical imaging and ethical dilemmas. This raises a procedures are performed only when demand for healthcare professionals to necessary? have ethical standards to follow in the The FDA has partnered with many best interest of the patient. large professional groups to establish Since the accidental discovery advocacy campaigns such as Image of x-rays in 1895, medical imaging Wisely (https://www.imagewisely. has increasingly been one of the org/) and Image Gently (https://www. fastest growing medical procedures. imagegently.org/) to increase awareness Medical Imaging a journal of Catholic Health Culture vol. 1 // no. 1 // 2019 ETHOS | 1 2019 ETHOS A Journal of Catholic Health Culture Vol 1./No. 1/ 2019 plume ad regular 32pt I. Living Catholic Identity II. Focus on Formation III. Ars Vivendi: Ethics and Art IV. Personal Stories V. Living Proactive Ethics Intergration VI. Case Studies A Journal of Catholic Health Culture krub regular 26pt bright lively vibrant weight play color creativity structured strong bold typographic Mark Johnson Photographer/Photo Shop Started taking pictures at the age of three with his families temporary camera. Started his long exposures at the age of ten. His mission statement is: I want to take a lot of pictures, but I want each of these photos taken while doing a hand stand. He states that it has been challenging but this is one of his latest photos from his mountain series, called upside down mountains. Introducing NEW Ways to Experience the World of Ethics. South Windows: West Windows 5-9: West Windows 1-4: Collaboration: Marian University Writing Center Iterate mock ups quickly Keep it simple Fail Fast Kokaska, Title, see page 45 Students also prepared a proposal for the structure of the publication based upon the provided content outline for the journal. A distinctive feature of the journal are the creative products by Ascension St. Vincent employees, including visual and writing creative content. The focus of the journal is Catholic Health Culture. Introducing NEW Ways to Experience the World of Ethics. LIVELY CONTRAST exploring weight and color 4 PROTOTYPE THE WRITING CENTER THE WRITING CENTER West Windows 1-4: West Windows 5-9: THE WRITING CENTER TELL YOUR STORY. Inspiration, move me brightly. THE GRATEFUL DEAD TERRAPIN STATION THE WRITING CENTER HELPS WITH: It matters not what someone is born, but what they grow to be. ALBUS DUMBLEDORE HARRY POTTER AND THE GOBLET OF FIRE Academic Writing Creative Writing Resums Cover Letters MLA & APA Formatting Professional Writing Business Personal Statements Multimodal Writing AND MORE! COLLABORATE COLLABORATE ENGAGE ENGAGE SUCCEED SUCCEED THE WRITING CENTER HELPS WITH: How will history remember you? WILLIAM HUNDERT THE EMPERORS CLUB Academic Writing Creative Writing Resums Cover Letters MLA & APA Formatting Professional Business Writing Personal Statements Multimodal Writing AND MORE! I wandered lonely as a cloud. WILLIAM WORDSWORTH DAFFODILS THE WRITING CENTER TELL YOUR STORY. Not all those who wander are lost. J.R.R. TOLKEIN LORD OF THE RINGS Do or do not... there is no try. YODA THE EMPIRE STRIKES BACK Visuals shown are sample student products developed as proposals for each project phase. Students created concept and story boards, quick mock-ups, and progressively comprehensive prototypes to articulate concepts and testing with clients and their audiences. (Image credits from top left to lower right: Connor MillerEthos Journal concept board; Halley MartinEthos Journal cover concepts; Connor MillerEthos Journal cover and feature spread prototype; Dante HardinEthos Journal cover and spread; Kaitlyn OGradyFinal Ethos Journal cover and spread. Connor MillerThe Writing Center prototypes and final proposals; Halley MartinThe Writing Center prototypes and final proposals Reflection INCLUSIVE: Students developed and presented their own concepts to clients throughout the duration of the project. Our clients from Ascension and The Writing Center provided students with valuable feedback and encouragement. Students grew increasingly confident in their ideas and engaged as professionals throughout the projects. The Ethos journal project provided opportunities for individual and group contributions. One of the most important experiences for students was learning to understand and incorporate clients objectives and goals. Remaining open to IMPACTFUL: client participation in the creative process was a new experience for all students At the junior level of study, it is appropriate for students to engage in client-based as they are used to being the sole author of the creative concept phase. In the projects. Students have gained a firm foundation in their formal studies of graphic Ethos journal project, once the client selected the final concept, students joined design and general education, and are ready to test their knowledge. The chalforces to begin work on developing the selected proposal into a fully realized pub- lenges of understanding client goals and objectives, sharing in client values, unlication. Students stepped up into roles that fit their individual strengths. derstanding the clients constituency, and negotiating the creative process is essential preparation for successful design practice post-graduation. My role as faculty throughout the semester was a one of mentor and advisor, allowing stu- dents to make final determinations about how to proceed in their work. Students gained many valuable insights into how purposeful and impactful their work can be once produced and distributed to a world-wide audiencestudents really absorbed and understood the responsibility of their work, not only to the client, but the many people it will reach once distributed. INTEGRATED: As evidenced in the products shown above, students drew upon knowledge gained from not only their major, but from their general education studies at Marian University. In fact, the research, ideation, and presentation phases of their projects drew heavily from other disciplines eg. literature, history, communications, etc. Students shared that the projects helped them understand how to synthesize their interests as designers with the clients industry and the issues that matter to them. Students also gained insights into the values and commitments of the clients, and began to understand themselves as contributing professionals.  ...

... The Good, the Bad, and the Ugly: Using Exemplar Papers to Improve Students' Ability to Self-Evaluate with a Rubric Evaluate deidentified student introductions Use the rubric & checklist as a guide Assignment 2: Second draft of Introduction Write a second draft of an Introduction Use the rubric & checklist as a guide 80 90 100 70 60 50 40 30 20 0 10 80 Instructors Score Average Scores on 1st Draft Students Self-Score Improvement of Students Average Scores following Exemplar Activity 70 60 50 40 30 20 0 10 scientific writing skills. However, we found that providing students with exemplar papers along with a writing rubric improved the students ability to self-evaluate, and ultimately improved the quality of students scientific writing skills. This study suggests that a rubric alone is not a sufficient tool for increasing undergraduate biology students CONCLUSION I think this reall sho ed me ho specific this section needs to be and what all needs to be included Fig. 6 The handout that accompanied the exemplar activity No I understand hat specifics ou are asked students to reflect on the looking for in this section utility of the activity. This allo s me to see hat our group needs to do to get our introduction to an A graded paper Representative Student Reflections of the Exemplar Activity STUDENTS PERCEPTIONS OF THE EXEMPLAR ACTIVITY Fig. 5 After the exemplar activity, students were asked to revise and submit a second draft of their introductions. The instructor evaluations displayed marked improvement of the students abilit to write an introduction to a scientific paper. STUDENTS SCIENTIFIC RITING IMPROVES FOLLOWING THE EXEMPLAR ACTIVITY Fig. 4 Following the exemplar activity, students were asked to reevaluate their introductions. Students self-evaluations closely matched the instructor s evaluations following the activity, suggesting that students better understood how to use the rubric appropriately for selfevaluation. SELF-EVALUATIONS ARE MORE ACCURATE FOLLOWING THE EXEMPLAR ACTIVITY Karla B. Kinkade, Ph.D. and Kristy J. Wilson, Ph.D. METHODS Activity: Practice using a rubric for evaluation Score (%) College of Arts and Sciences, Marian University Indianapolis Write a first draft of an Introduction Use the rubric & checklist as a guide Students Score Instructor s Score Paper #3 The Ugl Student Scores (%) This study was conducted with the informed consent of the 49 students enrolled among 3 sections of BIO203L during the Spring 2019 semester. BIO203L is the lab portion of a core biology course and is conducted in a CURE format in which students work in small groups to perform actual research and write a scientific paper, focusing specifically on the introduction section. Of the students enrolled, 80% were freshmen and 20% were juniors. Assignment 1: First draft of Introduction Score: 1st Draft Fig. 2 Despite the detailed rubric, students did not score well on their first draft of an introduction to a scientific paper. 0 10 20 30 40 50 60 70 80 90 100 RESULTS INSTRUCTOR EVALUATIONS OF STUDENTS SCIENTIFIC RITING Paper #2 The Good Scores on Exemplar Papers Paper #1 The Bad Fig. 3 Using the rubric, students scored moderate and low-quality example introductions to scientific papers higher than did instructors, suggesting that the students were not using the rubric appropriately. STUDENT EVALUATIONS OF EXEMPLAR PAPERS Fig. 1 The rubric used in BIO203L is a version of the Research Across the Curriculum rubric modified so that the top score is in the Developing categor and the required elements are listed specifically. 80 90 100 70 60 50 40 30 20 10 0 Score (%) ABSTRACT Research suggests that providing students with a rubric increases scientific writing skills; however, we have found that the quality of scientific writing in a coursebased undergraduate research experience (CURE) is poor even with a detailed rubric. We tested whether requiring students to use a rubric to evaluate high-, intermediate-, and low-quality examples of deidentified student writing improved students ability to self-evaluate scientific writing using a rubric. We found that providing students with exemplar papers along with a writing rubric improved the students ability to self-evaluate, and ultimately improved the quality of scientific writing in undergraduate students enrolled in a CURE. INTRODUCTION Effective written communication is a basic skill required for all undergraduate students, and learning to write a scientific paper is a standard part of the biology curriculum at Marian University. As a department, the biology faculty has developed a Writing Across the Curriculum model to guide students in learning to analyze and write about scientific research. We have produced a rubric to scaffold the learning process throughout the curriculum. However, we have found that even with a rubric and a detailed list of requirements, students still produce poorly written scientific papers. Thus, we have incorporated an activity in the BIO203L Molecular Genetics lab requiring students to use the rubric to evaluate high-, intermediate-, and low-quality examples of de-identified student writing. We report that this activity improves students ability to selfevaluate scientific writing with a rubric. Score (%)  ...

... Andrea K. Owens, MSNEd, RN, CRNI, VA-BC Assistant Professor, Marian University, Leighton School of Nursing Providing safe and effective care is identified by the Quality and Safety Education for Nurses guidelines as an essential competency (QSEN, www.qsen.org). The overall goal for the Quality and Safety Education for Nurses (QSEN) project is to meet the challenge of preparing future nurses who will have the knowledge, skills and attitudes (KSAs) necessary to continuously improve the quality and safety of the healthcare systems within which they work. First semester nursing students are challenged to evaluate their awareness of how their words impact communication with colleagues and patients. After formal teaching to present standardized tools for clear communication, students participate in a simulation activity. Interpretation of the meaning of words may vary according to an individuals background and experiences. (Arnold & Boggs, 2020) Inaccuracies in interpretation can lead to errors that translate to safety concerns for patient care outcomes. Students learn that LEGO building has a specific language and understanding of that language results in enhanced outcomes with successful communication of the building process. Even without knowledge of LEGO speak, students will utilize a measure of critical thinking to maximize communication success. This includes strategically combining mathematical concepts, color wheel descriptions and verbal descriptions for thought visualization. Frustration with the process occurs when communication is challenged either by ineffective description or a language barrier. ESL students have found success with stating the communication in their native language and then translating it back to English. Student Comments The LEGO comm nica ion ac i i ga e me a ne e ec i e on ho ha d it is to effectively communicate with a patient and as the patient receiving from the nurse/doctor and how important it is to effectively communicate i h one ano he I a a ggle a fi ince e b h e e eeing diffe en hing I enj ed he e e ci e ince c mm nica i n i al a important and this situation of seeing two sides of things will happen. You must work it out with the people you are working with d ha i be f he a ien . Students are paired up and will sit back-to-back or sit at a table with a divider. Student A is the builder and Student B is the communicator. Each group is provided a container with Legos and a booklet of instructions. Student B removes the booklet and hands Student A the container of bricks. Students are given 1 minute to decide how to organize the bricks (Student A) and which object will be communicated to build (Student B). Timer is set for 5 minutes. No hand motions are allowed. All instruction must be verbal description. At the end of time, the groups rotate boxes and the roles are reversed. The Lego ac i i a good fo ac icing a ience good communication. It helped me realize that even if you think that you are comm nica ing ell i ill ma no be clea o he o he e on  ...

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

... Big Worksheets for Small Groups: Making Small-Group Discussion More Hands-On and Goal-Directed Amanda C. Egan, Ph.D.  Marian University Indianapolis  Dept. of Psychological Science & Counseling Summar Instructors frequently have students get into small groups for discussion during class. This can be a beneficial way to engage students & break-up the rhythm of a class, but there are also inherent drawbacks to small-group discussion. Groups get off-topic, underprepared & reticent student withhold participation, & contributions are difficult to assess. This activity was revised based on empirical findings from small groups research to improve small group, in-class discussions to maximize engagement & learning while minimizing problematic group behaviors. Students in a Psychology of Religion course worked collaboratively on large-format (24 x 36 worksheets to analyze the empirical support & conceptual overlap of four theories intended to explain helping behavior. Each student was assigned a perspective to represent, given time to review prior to discussion, & worked in four-person groups to complete a worksheet during class. The larger size of the worksheet facilitated collaborative group work. Learning Objectives Assignment: To critically evaluate alternate theories of prosocial behavior. Course: To develop skills necessary to engage in respectful, intellectual discussion & debate that demonstrates dignity of the individual regarding others faith traditions. Theoretical & Empirical Basis Idioms such as two heads are better than one & many hands make light work suggest that groups projects should yield superior results to individual assignments. However, teachers & students alike can attest that group work is fraught with challenges. In-class discussions are a form of group work prone to all of the same issues as group projects. Much behavioral research has investigated how small groups of individuals work together & share information. This literature has revealed a number of obstacles, both structural & motivational, that prevent groups from operating optimally & served as the basis for re-designing this small-group activity. Social loafing is a phenomenon wherein individuals exert less effort when working on a task as a part of a group, particularly when that task is additive & individual efforts are not easily recognized nor rewarded (Latan, Williams, & Harkins, 1979). Because these are features common to small-group discussions (e.g., the instructor cannot easily tell who is contributing more, there are no individual incentives) students contribute less. Psychological power refers to how much status or control a person feels they have in a given situation & is determined by asymmetric control over valuable resources (Galinsky, Gruenfeld, & Magee, 2003). In small-group discussions resources include information about the topic & access to handouts. Students are more participative when they perceive themselves as having more power via access to such resources. Information sharing among small groups tends to focus on information that all or many members possess rather than unique information that one or a minority of members posses. In part, this is because sharing unique information requires more effort & explanation while sharing common information is met with social approval & promotes group cohesion. However, this can lead to those holding minority viewpoint to self-censor & groups may make suboptimal decisions as a result of groupthink (Larson & Egan, 2020). Activit Features & Procedure Large-Format Worksheet Pre-Discussion Review Assigned Roles Reduces social loafing & Increases psychological power Reduces social loafing by increases psychological power by increasing access to taskmaking the task divisible & by granting all members equal relevant information (i.e., a conjunctive (vs. additive) so access to needed resources valuable resource). members cannot compensate (e.g., worksheet, instructions). Increases quality of information for others lack of effort Reduces social loafing by shared by ensuring diversity of Increases information sharing making individual contributions pre-discussion knowledge to by forestalling early consensus more apparent to other promote sharing of minority & ensuring equal representation members & the instructor. viewpoints & unique of minority viewpoints. Facilitates whole-class information not possessed by all Increases psychological power discussion when worksheets are group members. by making members aware that displayed following small-group their contributions are unique & discussions. important to task completion. Table 1. Design features of the activity & their associated advantages. Instructions Theoretical features, empirical findings, & faith traditions Notes Figure 1. Annotated worksheet used during class activity. Original worksheet inside border, annotations are in callout boxes to the left. Directions + Assign Groups & Roles Individual Review (5 min.) Groups Complete Worksheets (15 min.) Display Worksheets & Whole Class Discussion Figure 2. Step-by-step procedure used during class activity. References Galinsky, A. D., Gruenfeld, D. H., & Magee, J. C. (2003). From power to action. Journal of Personality and Social Psychology, 85(3), 453-466. Latan, B., Williams, K., & Harkins, S. (1979). Many hands make light the work: The causes and consequences of social loafing. Journal of Personality and Social Psychology, 37(6), 822 832. Larson, J. R., & Egan, A. C. (2020). Information sharing within groups in organizations. In L. Argote & J. M. Levine (Eds.), The Oxford Handbook of Group and Organizational Learning (127-153). New York: Oxford University Press.  ...

... FYS ON CAMPUS AND BEHIND BARS Department: First Year Seminar Instructors: Jenny Ambroise/ Holly Gastineau-Grimes Seeing, Thinking, Wondering KIVA - My Material World Premise: Through his exploration of the global garment industry, author Kelsey Timmerman learns about the different cultures that he visits. In Seeing, Thinking, Wondering students reflect on three prompts to deepen their understanding of specific African cultures. Premise: Kelsey Timmerman considers the global garment industry as one model to encourage economic development across countries. In KIVA My Materia World students explore other examples, such as entrepreneurship and education. 1) Inclusive: Students took a tour of Newfields African Collection. While on the tour, each student selected one object and wrote notes on the following prompts: What do you see? What do you think about that? What does it make you wonder? They then shared their discoveries when they returned to the classroom. Reflecting individually and having time to process before sharing with the class encouraged participation from all students. Students were challenged to strengthen their understanding of seemingly different cultures from their own through careful observation, interpretation, and further research and discussion. 1) Inclusive: After reading Parts I and II of Where Am I Wearing, students were invited to reflect on their own clothing choices and then take a global map tour with the following prompts: What favorite/special shirt or item did you wear to class today? Explain what it looks like and why you chose to share this item. Check the tag where is it from? Can you find the country on the map? What would you like to learn about this country? 2) Integrated: This strategy allowed for students to blend their personal interests with others around the world. KIVA is a platform that allows individuals to help others through crowdfunding and micro-loans (these are small loans to help those who cant access traditional banking). Students worked with partners to explore the site and proposals. This form of research strengthens intellectual curiosity across majors. 3) Impactful: Students voted on one loan proposal for the class to fund. This exercise required students to showcase their research, observational, and communication skills as each pair of students were tasked with explaining why the class should fund their selected proposal. This project both hones student skills and gives them an opportunity to help their global community. 2) Integrated: This strategy encouraged students to explore their personal interests by selecting objects that stood out to them in the collection, and this strategy could be applied to research in multiple disciplines. By visiting the museum, students integrated campus curriculum with learning in the broader Indianapolis community. 3) Impactful: This exercise helps set the stage for practicing primary source research, developing keen observational skills, and eliciting curiosity. Behind Bars: FIRST YEAR SEMINAR The First Year Seminar lays out Communication Fluency as one of the General Education Outcomes. Each individual class crafts their own assignments to achieve this objective. We spotlight two example assignments that both foster communication fluency, one inspired by the fine arts that explores African Art and a second from the social sciences that explores global development projects. Additionally, we show how to replicate these two assignments with a few personal modifications for classes beyond the traditional campus, at the Indiana Womens Prison. Course Objective: Communication Fluency Demonstrate critical and creative strategies for generating and sharing meaning Behind Bars: At the Indiana Womens Prison, 2 key changes were made: 1. African Art: Rather than visit the museum, students studied two authentic African masks for the Seeing, Thinking, Wondering prompt. 2. Student Art: Students made their own versions of masks using a pop-up technique with paper, which served to integrate students own life experiences with the exercise. I was inspired by the elegance of the Yaure and the symbolic nature of the masks. I love the representation of something being put to death and new life being gleaned from the pieces left behind. The secrets of the broken heart is the death of the violence and hate that was called love in my life. - IWP Student, 2019 (mask pictured in upper right) 1) 2) Name experiences and concepts with insightful and appropriate specificity Support claims with specific evidence, data, and illustrations as appropriate to writing assignments At the Indiana Womens Prison, 2 key changes were made: 1) Technology: Selected projects were pulled from the kiva site and shared with students as a hard copy packet. Students still paired together to explore and select a project to fund. 2) Student Prompt: The women all have the same clothing a few tags can be found on shoes, etc., Students were asked to circle back in their thinking about the project and reflect on the following prompt: KIVA also operates in the United States. Imagine that you have the opportunity to craft a proposal for either yourself, a friend, or a fellow student who has sought your expertise. What might you propose for a loan? One student proposed a loan to kick-start a dog foster and training program, pulling on her expertise gained from working with the Indiana Canine Assistant Network at the Indiana Womens Prison.  ...

... SoTL 101 An Introduction to the Scholarship of Teaching and Learning Andy Gavrin Dept. of Physics, IUPUI http://webphysics.iupui.edu/marian18/slides.pptx http://webphysics.iupui.edu/marian18/handouts.pdf Outline I. Introductory Remarks II. SoTL at Light Speed a. b. c. d. e. History Examples Outcomes Human Subject considerations Getting started III. Lunch IV. Light Speed (2) V. Final Activity January 3, 2018 SoTL Workshop, Marian University 2 The impossibility of today An Introduction to the Scholarship of Chemistry and Chemical Engineering An Introduction to the Scholarship of Biology and Medicine An Introduction to the Scholarship of Agriculture and Cuisine An Introduction to the Scholarship of Human History Maybe not quite that bad, but The resource list may be the most important thing I provide. January 3, 2018 SoTL Workshop, Marian University 3 Your goals H to develop my skills in scholarship origination and ultimately publication. S a egie for course research and a e e H to plan research questions for SoTL and ideas for instruments to conduct such studies H to publish on the Scholarship of Teaching and Lea i g I hope to learn how to conduct research in teaching and learning ha A true reflection of what and how I am teaching and how it fits in the program as well as its effectiveness January 3, 2018 SoTL Workshop, Marian University 4 Your other goals Ne strategies to engage students. A e e active learning teaching methodologies Be techniques for classroom teaching to today's students who are digital a i e . A hi g ha i i e eachi g Be e ways to engage de P i i e ways to get attention of students, especially in lowerlevel c e I e classroom ea i g Teachi g methods! January 3, 2018 SoTL Workshop, Marian University 5 Our goals I will focus on the first set What SoTL is Some practical tips Getting you started If your focus is on the second Evaluation is the link Plan an implementation like a research project Consider publication Also, try this January 3, 2018 SoTL Workshop, Marian University 6 Which of these is a correct penny? January 3, 2018 SoTL Workshop, Marian University 7 Details are hard! Teach de he SEE I eh d State: Write a clear, concise definition. Elaborate: Create a more detailed way of saying it in your own words. Exemplify: Find an example in your own experience. Illustrate: Think of an image, analogy, metaphor, or other comparison. Today, use it yourself! January 3, 2018 SoTL Workshop, Marian University 8 History Prehistory to 1990 1990: Ernest Boyer Sch a hi Rec ide ed: P i i ie f he P fe ia e 1999: Hutchings and Shulman The Sch a hi f Teachi g: Ne E ab a i , Ne De e e 2000 present: Explosion of work by thousands January 3, 2018 SoTL Workshop, Marian University 9 Example SoTL Goals Measure effectiveness of learning materials: curricula, courses, books, readings, figures/images, organizers, videos, case materials, clinical settings, animations, field sites, computer simulations, physical models, lab equipment, software Measure effectiveness of learning activities: lectures, reading assignments, problem sets, team projects, clickers, labs, review sessions, quizzes, exams, student presentations, critiques, group discussions January 3, 2018 SoTL Workshop, Marian University 10 Example SoTL Goals II Understand students: prior knowledge in the field, prior knowledge outside, misconceptions, analytical skills, ability to synthesize, reasoning ability, metacognitive skills, reading skills, teamwork skills, quantitative skills, attitudes, gender issues, racial and ethnic concerns, motivation, study methods, use of time How all those topics interact, and how to redesign teaching and learning in response January 3, 2018 SoTL Workshop, Marian University 11 What topics interest you? January 3, 2018 SoTL Workshop, Marian University 12 Outcomes Even more impossible to summarize! Students are not blank slates Preconceptions exist, and cannot be ignored Assets as well as misconceptions People learn by thinking Active learning methods, e.g., think-pair-share, really work People learn by connecting Ask students to make connections, discover relevance Organization matters January 3, 2018 SoTL Workshop, Marian University 13 Exercise: Remember this code for 1-9 January 3, 2018 SoTL Workshop, Marian University 14 What is this number? 2 1 4 7 5 3 8 8 January 3, 2018 SoTL Workshop, Marian University 15 Human Subjects Almost any SoTL project involves human subjects Evaluation by IRB (Institutional Review Board) M i be f d E e Exempt DOES require review Minimal risk No protected classes of participants Primary risks are to privacy Requires CITI training (Collaborative Institutional Training Initiative) Approval required before beginning project January 3, 2018 SoTL Workshop, Marian University 16 SoTL process Much like any other research 1. Identify research question(s) 2. Review the literature 3. Plan methodology 4. Acquire and analyze information 5. Speak, write January 3, 2018 SoTL Workshop, Marian University 17 Choosing Research Question(s) Not a topic, a specific question Relevant to challenges in classroom Relevant to your discipline Practical scope H chi g Ta f SoTL Q e i What is? What Works? Visions of the possible Theory building January 3, 2018 SoTL Workshop, Marian University 18 Team Activity Nothing is required Nothing is forbidden But I have a few guidelines Make teams of 3-4 Work with people who might share your teaching interests (by discipline?) You have 20 minutes to identify one (or more!) good research questions Refer to the handout! Write your question on the big pad Be prepared to report out, ~1 minute/team! January 3, 2018 SoTL Workshop, Marian University 19 SoTL 102 Advanced Scholarship of Teaching and Learning Andy Gavrin Dept. of Physics, IUPUI Quantitative Methods Quantitative data: Attitude surveys Concept inventories Exam and HW scores Attendance data Canvas usage statistics Grades, SATs, GPAs January 3, 2018 Quantitative analysis: Descriptive statistics Hypothesis testing Linear regression Multiple regression ANOVA Multiple ANOVA Factor analysis Ie e e he SoTL Workshop, Marian University 21 Qualitative Methods Qualitative data: Interviews Focus groups Field studies Student journals Teacher reflections Free response survey items January 3, 2018 Qualitative analysis: Grounded theory Phenomenology Ethnographic methods Case studies Discourse analysis SoTL Workshop, Marian University 22 Mixed Methods Ma f ! See C e e b k(e ce ha d ) Qualitative Quantitative Mistakes made in interviews used to develop MC distractors Quantitative Qualitative Hard questions guide selection of interview topics T ia g a i or conflict? January 3, 2018 M i e eh d i a a e,d SoTL Workshop, Marian University e 23 Research Methods Summary Question Strategy Method Example How much X exists? Descriptive Statistics, Interview individuals, Case study survey groups How often do students log into Canvas? Are X and Y related? Correlational Is the # of logins related to test scores? Does X cause Quasi-experimental Y? (Weak) Does X cause Experimental Y? (Strong) January 3, 2018 Gather data on at two variables from group Compare data from If I gives quizzes to my groups treated differently MW class will they do better than my TR class? Compare treatments on Same, with students randomly assigned randomly assigned. groups SoTL Workshop, Marian University 24 SoTL Publication Start with a talk! On campus Indiana Academy of Science E.C. Moore Symposium on Excellence in Teaching Indiana Section, Amer. Assoc. of Physics Teachers Central States Conf. on the Teaching of Foreign Languages Central States Communications Association Conference on Teaching Large C a e Published proceedings? January 3, 2018 SoTL Workshop, Marian University 25 Journal publications Just like other publications General to highly specific EBSCO Indexed? Predatory? Follow submission guidelines, etc. College Teaching (Taylor & Francis) J. College Science Teaching (Nat. Sci. Teachers Assoc.) Language Teaching Research (Sage Publications) Experiential Learning & Teaching in Higher Education (ELTHE) (Southern Utah Univ. Press) January 3, 2018 SoTL Workshop, Marian University 26 Open access options Teaching and Learning Inquiry (ISSoTL) Journal of the Scholarship of Teaching and Learning (IU) International Journal for the Scholarship of Teaching and Learning (Georgia Southern University) January 3, 2018 SoTL Workshop, Marian University 27 C i g ac i i : P e a Title Clear research question(s) Data you will need Analysis Dissemination Room for comments January 3, 2018 SoTL Workshop, Marian University 28  ...

... Online Tools for Active In-Class Learning Demetrice Smith-Mutegi, dmsmith@marian.edu Marian University, Klipsch Educators College INTRODUCTION All around us, we witness the pervasive use of technology, from advancing social media platforms to voice-controlled computers and phones. While technology continues to make progress in western society, it has also impacted the way some students are taught in schools around the country. In a 2009 study, 97% of teachers reported having access to a computer in the classroom daily (Gray, L., Thomas, N., & Lewis, L., 2010). In an education market study of 500 school educators, administrators, and IT staff, 78% reported that technology has an overall positive net impact on education (CompTIA, n.d.). In many instances, technology is used to motivate and scaffold de understanding and to offer an alternative approach to traditional activities and lessons (Higgins & Spitulnik, 2008). SURVEY TOOLS Google Forms Uses: Beginning of semester student information surveys and syllabus quizzes. Pros: Easy to use; sharable links available immediately; free to use with Google/Gmail accounts Cons: Not connected to MU accounts/credentials Office 365 Forms Uses: Very similar to the uses of Google Forms Pros: Can use with Office account (Outlook credentials); saves automatically in your One Drive folder Cons: Not as easy to use as Google Forms; difficult to modify questions after they are written The purpose of this poster is to share examples of my instructional use of technology integration in Education courses with pre-service educators at Marian University. This implementation has provided opportunities for students to use technology to analyze moral and ethical issues in education, identify multiple approaches to solving a problem through multiple perspectives, and communicate effectively. CONTEXT The educational technologies discussed in this poster presentation were integrated in the following courses during the Fall 2019 semester: EDU 307: Science of Learning 2 Sections EDU 419: Best Practices in Teaching 1 Section Most students were equipped with their own laptop of smart device. When necessary, students were provided advanced notice of technology requiring a laptop in class. Tools were primarily used to engage students in discussions, to collect data, and to share feedback. Poll Everywhere Uses: Used to engage all students during a warm-up or exit question. Pros: Can integrate into PowerPoint/Google slides; multiple uses include surveying and assessment; can use a Google account to register; immediate feedback; students can respond through multiple methods; selected and open responses allowed Cons: All students will need access to a smart device or computer; free version is limited to 40 responses per activity ASSESSMENT TOOLS Plickers Uses: To deliver quick assessments with limited use of technology. Pros: Free for a limited set of questions; immediate feedback; increased confidentiality in responses Cons: Limited to selected response/multiple choice questions; requires some setting up to track student responses; will require instructor to download app on smartphone Kahoot! Uses: Quick in-class assessment platform that is very engaging, even for college-aged students. Pros: Fast and easy to make; highly engaging and competitive; can quickly communicate the directions for signing on; able to make subtle modifications for assessment purposes Cons: scoring is not clear; limited to selected response/multiple choice questions; all students will need to have a smart device (or computer) to participate Canvas Peer Review Feature Uses: Used to assign peer reviewers in Canvas on first drafts of assignments. Pros: Students can be assigned automatically or manually; instructor can monitor feedback; students e ed fee i g fficia he idi g feedbac ; students have an electronic record of feedback in Canvas Cons: Students cannot edit scores when using a rubric after they have saved the assignment; quality of feedback varies for each student MULTI-USE TOOLS Padlet Uses: Any activity that would require poster paper; used to share ideas and critique/provide feedback during class discussions. Pros: Free; easy to share and edit; downloadable in PDF; students can like, comment, rate, etc. Cons: limited to three Free Padlet pages Google Docs Uses: Used to collaborate on in-class assignments and scheduling meeting times. Pros: Integrates with Canvas; has multiple uses; realtime Cons: must set up notifications in order to receive updates; when using the link to edit option, you cannot determine the author Popplet Uses: After reading an article, students created concept maps to communicate ideas they shared as a group. Pros: Free; quick; great way to add variety to typical group discussion and sharing; can be saved after opening an account; easy sharing via email Cons: limited designs; does not save without an account leading to lost work and frustrated students References: CompTIA (n.d.). IT Opportunities in the Education Market. Retrieved February 14, 2016, from https://www.comptia.org/resources/it-opportunities-in-the-education-market G a , L., Th a , N., a d Le i , L. (2010). Teache U e f Ed ca i a Tech g i U.S. P b ic Sch : 2009 (NCES 2010-040). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Higgins, T., & Spitulnik, M.W. (2008) S i g eache e f ech g i cie ce i ci h gh fe i a de e e : a i e a e eview. Journal of Science Education and Technology, 17:511 521  ...

... ABSTRACT Problem-based learning (PBL) has long been recognized as a valuable pedagogical tool. The Biomedical Masters in Science (BMS) program is uniquely suited to promote active learning through the use of discussion based PBLs, but also foster a supportive community of learners by incorporating volunteer facilitators that are BMS alums and current medical students at Marian University. PBLs extend our Medical Physiology and Pharmacology curriculums, but also provide an opportunity for different learners to connect material across graduate and medical curriculums. PBL exercises are graded via a group rubric, while debriefing and reflection occurs via the video response system, FlipGrid. ACTIVITY GUIDELINES Students report to their assigned rooms in the Evans Center. Facilitator hands out copies of the case study. o Groups are given a few minutes to review the case, notes, and other sources before being prompted with assigned questions. Points of emphasis during the discussion: o Relate pharmacological principles to your case discussion. o When discussing drug(s) to administer also explain how you would discuss with the patient how the drug(s) work. At the conclusion of the exercise facilitators fill out one group rubric (See right panel of poster). A short individual follow-up reflection video must be posted on FlipGrid by the following afternoon. PBL Grades: 2.5% total grade x 4 PBLs = 10% final grade Biomedical Problem Solving & Learning Community Building Hear from our students directly Scan the codes: Julia Hum, Ph.D. Marian University Assistant Professor of Physiology College of Osteopathic Medicine Areas of Evaluation Group clearly identifies the key issues to consider in discussing the patients case Excellent Group attempts to make connections between the cases and related coursework Group accurate discusses the mechanism of action(s) of drug(s) and describes how the drug works to the patient Group identifies some of the key issues to consider in discussing the patients case Group didnt engage well with each other during discussion of patients cases Group makes no attempt to connect the cases with related coursework Group only discusses mechanism of action of drug. Group identifies only a couple of issues related to the patients case Below Average 5 pts Group works together to provide thoughtful discussion of the patients cases Average 8 pts Scoring FEEDBACK RUBRIC Identification of the Important Issues Related to the Case 10pts Relation to coursework Discussion Dynamics Drug Intervention(s) Groups makes accurate connections between the case and related coursework Group provides a judicious and logical description of drug interventions, as well as accurately describes how the drug works and effects the drug(s) will have on elevating the patients symptoms Group works well together to provide insightful and through discussion of the patients cases Each member of the group uploads a brief reflection of PBL discussion by 12/05 @ noon FlipGrid Reflection Additional Comments or Feedback: Group Score BUILDING LEARNING COMMUNITIES It has been important to me to intentionally provide support to the BMS students and let them know that the former students are one of many groups of people on campus that are happy to help them out and eager to watch them succeed. - OMSI One of my favorite parts of acting as a PBL facilitator is getting to spend time with the students providing encouragement. -OMSI I liked how the PBLs were in individual rooms and with different facilitators. -BMS Student The PBL sessions were the greatest thing about this course. BMS Student Its very rewarding to have these days where we can both share with one another and continue building the bond between our programs. OMSI Ive been able to share small tidbits about what Ive learned with the current BMS students and spend some time reminiscing about when I was in their shoes. OMSI "I have loved the time Ive gotten to spend being a facilitator for PBLs. It has been fun as a medical student to get to revisit this material and know so much more about the practical aspects of these cases. -OMSI I think the facilitators were an important part of why I enjoyed the structure because each facilitator brought new insight and understanding of the material. BMS Student As a facilitator, it has been wonderful to come back to these cases and see what I remember, what Ive learned since I saw them as a BMS student, and to meet and get to know the current BMS students. - OMSI  ...