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... USING COMMUNITY ENGAGEMENT TO EXPLORE THE FIELD OF COUNSELING Department: Psychological Science and Counseling Michael L. Slavkin, Ph.D., N.C.C., LMHC Findings from the Experience Overview of the Project Candidates from the Department of Psychological Science and Counseling participated in an immersive community experience with The Crossing, a not-for-profit alternative school program for struggling teens. The Crossing has locations at 16 different sites throughout the State of Indiana. Candidates participated with students at the Indianapolis school, located at Diversity Church at 101 East Raymond Street in downtown Indianapolis. As school counselors candidates involved in supporting the mission and vision of The Crossing, it was recognized that all adolescents can and want to learn. Candidates were from two courses: one undergraduate candidate was participating in PSYC 201: Careers and Applications, while the entire group of Masters of Counseling candidates were enrolled in COU 545: Organization and Administration of Guidance Programs. Candidates were to work with their faculty member at an alternative school in downtown Indianapolis to provide support and services for students working with the program. Students will gain experience as mentors and begin exploratory school counseling services by providing strategies that align with the content learned in the class. Focus of the Community Engaged Experience for Candidates Our goal in guiding and counseling these students was to help them develop their individuality, to improve their ability to function effectively with others, and manage their own destiny (Borders & Drury, 1992). Candidates worked along with faculty and staff to support students with their personal, social, educational, and career development. The cultural and community experiences of these students are affirmed and recognized, and all students will be provided equal access regardless of need. Strong work ethics, flexibility and adaptability are taught as critical skills all students must learn. Students are expected to work hard and learn how important collaboration, cooperation, and communication are toward the success of any industry. The school curriculum also is guided by weekly Family Time meetings, which provides faculty, staff, and students the chance to reflect on life and daily struggles incurred. Family Nights occur every 9 weeks, where family and students celebrate their accomplishments. Candidates were involved in participating in weekly family time meetings and organizing the Fall 2021 Family Night in Why is reflection so important? Reflection is at the heart of service-learning. Doing service without reflecting is like eating without digesting. Reflection helps candidates to: (1) explore service and the meaning behind service experiences; (2) focus on learning from the community and environment; (3) connect coursework with real life; (4) clarify goals and values; (5) highlight strengths and areas needing improvement; and (6) evoke constructive evaluation of the effort, the school and the community. Inclusive Learning Objectives For Course and Project Core standards met included: 1. Understand the elements of a comprehensive school counseling program, including the instruction of students in academic and technical achievement; career and workplace development; and personal, social, and emotional development through individual, smallgroup, classroom, and school-wide initiatives. 2. Appreciate strategies and methods for developing, implementing, coordinating, assessing, and managing an effective school counseling and guidance program for college and career readiness that meets the needs of all students. 3. Master skills and strategies for reviewing, selecting, using, and evaluating technology to plan, organization, and deliver a school counseling and guidance program that meets the needs of all students. 4. Practice strategies and methods for continually evaluating school counseling services to assess their impact on students, identify program gaps, and target interventions. Sydney shared, When planning the activities for the event, we made sure that they followed social emotional learning (SEL) skills; most focused on teamwork or communication. We believed these skills to be perfect because not only are they important for the development of high schoolers but they are key parts of the most entertaining and engaging games. Frankie reflected, The event really helps me understand the importance of building relationships with students and families and the people that I will be an encounter with in the future as a school counselor. Impactful Zai reflected, Going to the Crossing brought our classroom discussions to life. Organizing a family/student focused Friendsgiving allowed myself and my cohort to apply our textbook knowledge to a real-life setting. We were able to plan a lesson/group activity which aligned with the ASCA standards to cover Social Emotional Learning topics. Blake challenged, We were able to focus in on a population that we have a true interest in and will be working with in the near future. The students and their families were thankful for us putting on this event and made us feel very appreciated. This is a wonderful organization and changing the lives of many people, young and old. Integrated Resources Borders, L. D., & Drury, S. M. (1992). Comprehensive school counseling programs: A review for policymakers and practitioners. Journal of Counseling & Development, 70(4), 487498. Cook, A. L., Shah, A., Brodsky, L., & Morizio, L. J. (2017). Strengthening School-Family-Community Engagement Through Community Dialogues. Journal for Social Action in Counseling & Psychology, 9(1), 9-37. Millican, J. and Bourner, T. (2011), "Studentcommunity engagement and the changing role and context of higher education", Education + Training, Vol. 53 No. 2/3, pp. 89-99. Melinda shared, My world is very Black, and Brown and I am thankful to be apart of a space that looks like myself. I have considered it a privilege, and a calling to serve and work in my own community. My childhood was the complete opposite. I was always the minority, and I rarely saw Black or Brown women holding educational positions. The Crossing presented me the opportunity to students and families in similar economic statuses and struggles as my family. Lon asserted, The Crossing presents lost or forgotten students the unique chance to graduate from high school as well as train for a career. I was able to see similar struggles, with different faces. The larger picture for me was ensuring each student, no matter the race receives my undivided attention, and all the resources afford to them.  ...

... Expanding Engagement via Formative Assessment in a Survey Chemistry Course Alexandra D. Tamerius College of Arts and Sciences, Marian University Indianapolis 3200 Cold Spring Rd, Indianapolis, IN 46222 ABSTRACT PROBLEM SOLVING Chemistry 100, a survey course in chemistry primarily for students in the health sciences, provides an excellent opportunity for creating a course tailored to student interests, while posing the challenge many non-major courses face of capturing student interest and motivating study of the subject. Typically taken by 1st year students, Chemistry 100 also provides an opportunity help students build good learning habits. Here, efforts to improve student engagement via formative assessments are presented. Project Aims Expand active learning in and out of class Develop frequent and varied formative assessments to monitor student learning Explore methods for obtaining frequent feedback on student-perceived strengths and weaknesses Connect chemistry explicitly to health science Format: Various practice problems distributed throughout class time enabling students to ask questions and work through answers before seeing the instructor solution. ELEMENTS OF GENERAL AND BIOLOGICAL CHEMISTRY Chemistsry-100 is an introduction to the principles of general, organic and biological chemistry designed for students in the health sciences. Prerequisite for admission into the Nursing Program Student Population: Majority 1st year students in Nursing Course Structure: 4 credit hours, 3x per week for 90 min Assessments: 4 unit exams, weekly reading questions, inclass problem solving, review activities, and homework WEEKLY READING QUESTIONS Format: quick weekly canvas quizzes to help students check their understanding. Assess: Graded for correctness. Source of easier exam questions. Reading questions help me monitor how students progressing in understanding material. HOMEWORK Format: homework from textbook Practice with immediate with answers provided. feedback on more Assess: Graded on completion. challenging problems. Source for harder exam questions. In class practice Assess: Ungraded and full solutions provided. Source for the most exam problems enable me to questions. Developing problems model good problemsolving strategies with connections to health science. I might not understand at first but after we do more practice questions, I get a better understanding. Quote 1. From midterm evaluations: The aspects of the course that help my learning the most are MOLECULE MATCHING MUDDIEST POINT SURVEYS Format: An optional anonymous survey where students can submit questions on course content that guide the topics for the in-class problem solving. Prompts: Write one concept or technique you learned recently that you feel confident about Write one or more things that are confusing you Write one medical application of a concept you learned The specific heat function problems and the heat of fusion problems confused me this week. I tend to get the variables mixed up and struggle to start the problems correctly. Quote 2. From a muddiest point survey. Inspired class time on setting-up heat problems. Format: over 2-3 rounds, students are given either a model, drawing, or name of a molecule and form groups to make a matching set. Then students answer questions about the molecule, before sharing their molecule with another group. Assess: Common themes used to guide in class problems. Response rate is a major challenge for these surveys, considering making these an assignment for future courses. Figure 1. One of twenty molecule sets used in this activity. Each set includes a molecular model (C), structural drawing (IX) and formal name (5). As part of the activity students must form groups to match the sets are record the code: C, 5, IX. Format: Final exam question about the connections students make between chemistry and health science. Assess: Sorting responses by unit showed that unit two had the weakest connection to health science. Improving this connection will be the focus of future work. Assess: Graded on correctness. Serves as the review for exam 3. Review activities for other unit exams are under development. BIO-ORGANIC QUIZ Format: Quiz in same format as After taking the quiz alone, exams 3 and 4. Given between students discuss solutions exams 3 and 4 to connect topics and study strategies in and help students improve. small groups. Assess: Graded for correctness. Opportunity to improve on exam 3, which usually has the lowest average, practice for exam 4, and explore how the concepts connect. CONNECTION TO HEALTH SCIENCE SURVEY Prompt: Describe one concept that you learned in this course and how it will help you in your future studies or career. FUTURE WORK Continue incorporating more in class practice problems Use a simple problem followed by a problem in context to strengthen connection to health science Develop review activities similar to molecule matching for each of the unit exams Develop method for improving survey response rates ACKNOWLEDGMENTS A big thank you to Dr. Joyce Horton, Dr. Carl Lecher, Dr. Chris Nicholson, Dr. Patrick McVey & Dr. Rod Macrae for their mentorship  ...

... Using a Buzzer System and Game-based Learning to Engage Osteopathic Medical Students and Apply Content Jeremy Jones, 1Marian 1 DO University College of Osteopathic Medicine, Indianapolis, IN. Corresponding author. jljones@marian.edu Abstract The use of a buzzer system and game-based learning after delivering clinical-based medical content effectively take a studentlearner from remembering and understanding medical knowledge to applying it to an immediate task. The required amount of relevant material for osteopathic medical students to develop a sufficient medical knowledge base is colossal. Frequently, medical students remain at the level of memorization. Game-based learning using a tactile buzzer system can increase the level of engagement of the material and emphasize key concepts at the end of instruction. Equipment Results The buzzer system used is a 4-team Team-box Quiz System from Novel Electronic Designs, Inc. Schematic and images courtesy of Novel Electronic Designs, Inc. (buzzersystems.com). Selected evaluation comments include: Board review sessions with Dr. Jones and Dr. Nelligan were PHENOMENAL. Definitely engaging and hits home content I needed to reinforce. Would be helpful to work through cases with classmates during class and then discuss. Dr. McClelland and Dr. Jones' review cases were helpful in this area. Future Considerations Resources Introduction and Method Health professions educators have been implementing game-based learning into traditional didactic lectures to optimize students learning outcomes (AEJ van Gaalen 2021). Many lectures begin to implement interactive learning activities, and game-based learning can be shown in individual medical school settings to improve cognitive learning outcomes and provide a high positive motivational impact on learning (M Boeker 2013). For two board review lectures and one traditional clinical didactic lecture within a course, game-based learning using a tactile buzzer system was implemented for some or most all of the contact time. The PowerPoint templates used were Classroom Jeopardy and Classroom Feud from Best Teacher Resources, available through Teachers Pay Teachers (teacherspayteachers.com/Store/Best-Teacher-Resources). Images courtesy of Best Teacher Resources. (bestteacherblog.com). Students have inquired borrowing the buzzer system for club activities outside the classroom. A science bowl event to invite and attract future applicants to the undergraduate college is possible with the equipment. Formal studies to validate an increase in engagement is warranted; this would dovetail into research affirming improved knowledge retention rates. Selected References M Boeker, P Andel, W Vach, et al. Game-based e-learning Is More Effective than a Conventional Instructional Method: A Randomized Controlled Trial with Third-year Medical Students. PLoS ONE 2013;8(12):e82328 AEJ van Gaalen, J Brouwer, J Schnrock-Adema, et al. Gamification of health professions education: a systematic review. Advhealth Sci Educ Theory Pract 2021 (26):683-711.  ...

... AN UNINTENDED LANGUAGE BARRIER: AN EXAMINATION OF BIG BAND JAZZ PEDAGOGY AT THE COLLEGIATE LEVEL Jazz is an aural tradition: The performance practices associated with jazz are passed down from generation to generation through mentoring and experience. This language barrier is being exacerbated by the inadequate training of pre-service music educators. Less than 2% of an average music education curriculum even includes any type of exposure to jazz, let alone training in jazz pedagogy. Photo Credit: Shutterstock, Dec. 2021 The push for the inclusion of jazz pedagogy within the realm of the academy at large by proponents like David Baker and John Lewis resulted in the establishment of the first written teaching materials which students could use to relate to the jazz idiom regardless of their training or background. Excerpt from A. Signor, Dissertation (Indiana University) A Glossary of Big Band Terminology 1957-75 Appendix 2. Additionally, the commercial publishing of music specifically for educational big bands in the 1970s and 1980s further codified the written approach to learning jazz performance practices. There is now a need for a reference work which can bridge this gap for the modern music educator who will likely be required to teach jazz at the secondary level through the instruction of a big band- Thus The Practical Guide to Big Band Terminology and Symbols was written by A. Signor in the fall of 2021. Examples of hand-written notation vs. modern notation: Excerpt from Jazz Pedagogy by David Baker, 1991. With a new focus on learning by reading rather than learning by listening produced a rift among jazz musicians and the tradition itself- students were learning jazz by eye rather than by ear and therefore many of the expressive elements of interpreting the music of American Big Bands became known only by those who actively participated in the making of the music on the bandstand, rather than those who were studying it in the academy formally. The Count Basie Orchestra from: https://www.thecountbasieorchestra.com/ Excerpts from The Practical Guide to Big Band Terminology and Notation A. Signor, publisher TBA. Over the course of the next four decades with the advent of programs like Finale and Sibelius, the prevalence of hand-written music being distributed to students for performance began to dwindle until a language barrier emerged: The modern student is nearly incapable of reading hand-written notation. CONCLUSION: If we hope to preserve American Big Band performance practices in an educational setting, we must train our pre-service teachers more thoroughly in the best practices for Jazz Pedagogy, make measurable efforts toward the re-inclusion of the aural tradition and continue the use of established written Jazz Pedagogy materials.  ...

... USING BACKWARD DESIGN IN CANVAS TO STIMULATE STUDENT ENGAGEMENT IN CLASS Department: Psychological Science and Counseling Michael L. Slavkin, Ph.D., N.C.C., LMHC Findings from CANVAS Usage Overview of Backward Design As instruction design trends shift toward focusing on learning outcomes, the Backward Design model of course design has gained prominence. Rather than beginning the course development process by designing instructional strategies, Backward Design starts by identifying learning outcomes and assessment methods. The focus of using backward design and incorporating materials on CANVAS was to ensure and improve student engagement and motivation with course materials. Improving Student Motivation Incorporate WHERETO in CANVAS Designed-Materials (Modules) Stage 1: Identify Desired Results WHE- To achieve effective instruction, course design should start by clearly identifying learning objectives. The driving question at this stage is: what is worthy and requiring of understanding? This stage often requires narrowing the scope of what can be covered in a course by filtering out those concepts or objectives that "clutter the curriculum" to allow students to master the most important concepts without overburdening them too many ideas at once. As criteria, or filters, to help select the ideas to teach, you might look at each objective and consider to what extent does the idea, topic, or process: (1) represents a "big idea" having enduring value beyond the classroom (see also Big Ideas and Threshold Concepts); (2) resides at the heart of the discipline; (3) requires uncoverage; and (4) offers potential for engaging students. RETO- Ensure the students know WHERE the module is headed and WHY HOOK students in the beginning; HOLD their attention throughout EQUIP students with necessary experiences, tools, knowledge, and knowhow to meet performance goals/course and program outcomes Provide students with numerous opportunities to RETHINK their big ideas, REFLECT on progress, and REVISE their work Build in opportunities for students to EVALUATE progress and self-assess Be TAILORED to reflect individual talents, interests, styles, and needs Be ORGANIZED to optimize deep understanding, not superficial coverage Ensuring Greater Student Inclusivity Stage 2: Determine Acceptable Evidence The next step is to identify how to know whether students have achieved the desired results. The driving question at this stage is: what counts as evidence of understanding? Consider a range of assessment methods, such as projects, portfolios, task performance, and papers, not just quizzes and tests. See also Evaluation of Learning and Assessment Strategies. Completing this stage will ensure that the final course design accomplishes the task of "anchoring instruction in credible and educationally vital evidence of the desired understandings."1 Stage 3: Plan Learning Experiences and Instruction The final step is to plan instructional activities that will help students achieve the desired results and prepare them to demonstrate their learning. The driving question at this stage is: what learning experiences and teaching strategies promote understanding, interest, and excellence? Completing this stage will ensure that the final course design accomplishes the task of ensuring that "coherent learning experiences and teaching will evoke and develop the desired understandings, promote interest, and make excellent performance more likely." Resources Bowen, R. S. (2017). Understanding by Design. Vanderbilt University Center for Teaching. Retrieved [01/01/2022] from https://cft.vanderbilt.edu/understanding-by-design/. Chickering, A.W., & Gamson, Z.F. (1987, Fall). Seven Principles for Good Practice in Undergraduate Education, Washington Center News, (n.p.) Fink, L.D. (2013). Creating Significant Learning Experiences: An Integrated Approach to designing College Courses, 2nd ed. San Francisco: Jossey-Bass. Frye, R., Mckinney, G. R., & Trimble, J. E. (2006). Tools and Techniques for Course Improvement: Handbook for Course Review and Assessment of Student Learning. Western Washington University: Bellingham, WA. Mazur, E. (1997) Peer Instruction. Upper Saddle River, NJ. Prentice-Hall Sample, M. (2011). Teaching for Enduring Understanding. Retrieved from http://www.chronicle.com/blogs/profhacker/teaching-for-enduringunderstanding/35243. Wiggins, G.J. & McTighe, J. (2005). Understanding By Design, 2nd ed. Pearson Higher Education. Ensuring Impactful Practices G - Goal (What task do I want the students to achieve?) R - Role (Whats the students role in the task?) A - Audience (Who is the students target audience?) S - Situation (Whats the context? The challenge?) P - Performance (What will students create/develop?) S - Standards (On what criteria will they be judged?) Integrating Material with Real-World Outcomes Contextualize learning and course design to a real-world situation. Require students to use judgment and innovation. Call for exploration of the subject like a professional in the field. Replicate challenging situations in which people are truly tested in life and work. Compel students to use a repertoire of knowledge and skill to negotiate a task Allow opportunities to rehearse, practice, consult resources, get feedback, and refine performance (opportunities for review, reflection, and repetition).  ...

... ABSTRACT Accurate scientific communication is of chief importance. The ability to understand complex biomedical content and describe it in accurate simplistic terms is a skill that needs practice and refinement. The Kindergarten Challenge began as a virtual learning activity in March 2020 designed out of necessity due to the global pandemic and has evolved into a unique assessment tool for our Medical Physiology and Pharmacology course in our Biomedical Masters of Science Program. Our graduate students are tasked with describing technical physiological processes and pharmacological interventions learned in our course to 5 year olds at a local grade school. This challenge allows our graduate students to practice accurate scientific communication to an inquisitive young audience, mimicking the skillset they will need as future leaders in the biomedical sciences and healthcare. ACTIVITY GUIDELINES Over the course of our MPP PBLs there has been an emphasis on how to effectively and accurately convey medical information to patients that might not have a medical background. For our PBL #3 we are going to put these skills to practice with....Kindergartners! Wednesday morning at 9:00am Kindergartners (5 and 6yr olds) will be posting questions related to our material so far in this block (Lectures 15-17; 19-21). Your challenge is to select one question from each of the categories of lectures below to answer via FlipGrid (i.e. 5 short videos will be uploaded in total). The Kindergartners will then be able to go back into FlipGrid with their caregivers and review your responses. Everyone is welcome to participate in the liking of videos they find particularly excellent; we might even crown a winner per question. GRADING RUBRIC MPP PBL #3: Kindergarten Challenge! Scoring: Pick 5 Videos to Answer Areas of Evaluation Video #: Kindergarten Challenge: Please consult the rubric on Canvas to understand the expectations for completion credit of each video. Video #: Video #: Video #: Developing Scientific Communication Skills in a Biomedical Sciences Graduate Program Completion 10pts Student addresses the main phys/pharm question accurately to the level of a Kindergartener. Students should also take the time to thoroughly explain any underlying topics in their answer to the Kindergartener. Student addresses the main phys/pharm question accurately to the level of a Kindergartener. Students should also take the time to thoroughly explain any underlying topics in their answer to the Kindergartener. Student addresses the main phys/pharm question accurately to the level of a Kindergartener. Students should also take the time to thoroughly explain any underlying topics in their answer to the Kindergartener. Student addresses the main phys/pharm question accurately to the level of a Kindergartener. Students should also take the time to thoroughly explain any underlying topics in their answer to the Kindergartener. Student addresses the main phys/pharm question accurately to the level of a Kindergartener. Students should also take the time to thoroughly explain any underlying topics in their answer to the Kindergartener. Video #: Additional Feedback: Incomplete 0 pts Score Student does not complete a video response. Student does not complete a video response. Student does not complete a video response. Student does not complete a video response. Student does not complete a video response. Total Score: /50 Scan the codes to watch submissions: What is CKD? What is Addisons Disease? What is a nephron? What are the adrenal glands? FUTURE PLANS Continue to develop the learning activity for use across our BMS curriculum. Partner with our local public school, Cold Spring Elementary, to promote a community of learners. A writing component could be developed into a pen pal type exercise. You will have 24hrs to complete this assignment due at 9:00am (EST) Thursday, March 26th. An example video will be posted to our Canvas site prior to the activity. Medical Phy Julia Hum, Ph.D. College of Osteopathic Medicine Develop the activity to be more dynamic between the elementary students and our graduate students.  ...

... ABSTRACT Practicing empathy and listening skills are not traditionally components of a graduate-level biomedical sciences curriculum, however incorporating an opportunity for students to refine both skills can be given using patient podcast interviews. Beginning in the Fall 2020 the Medical Physiology & Pharmacology course in the Biomedical Masters of Science Program started a summative project tasking graduate students with interviewing a patient about their lived experience with a chronic illness. The goal of our Patient Podcast Project is for our graduate students to experience our course material from the patient's perspective, while giving the patients story a platform. Power to the Podcast: Practicing Empathy and Listening Skills in a Biomedical Sciences Graduate Program DEBRIEF Students will conduct an interview with the patient and record the audio (or audio from video) from the interview. The interview does not need to take place in person, recording the conversation over the phone or video are acceptable. Target discussion length: 15-30 minutes Prepared questions To start off your conversation with your patient, we as a class will be identifying jumping off questions to help get your dialogue going with your patient. This process will take place on our Canvas page. During your dialogue with your patient the goal is to hear their story from the patients experience. Podcast Debrief: To conclude your recording a debrief to summarize the discussion, relate to our coursework, and share your reflection of the discussion with your patient must be included. MPP: The Patient Podcast Project Scoring Areas of Evaluation Fulfilled 10pts Apply MPP COURSE MATERIAL Patient Selection Discussion takes place with a patient whose Patients case is unrelated to MPP1 case relates to our MPP1 course content, course content. directly or indirectly. Relation to Coursework Student attempts to bridge course content to the discussion. Student makes no attempt to bridge course content to the discussion. Discussion Dynamics Student engages with the patient through questions and actively listens to the patients story. Student passively participates. Debrief During the last portion of the recording the student (either in the presence or not of the patient) summarizes the discussion, how it relates to our course and what they learned from talking to their patient. Recording lasts at least 20 minutes. No debrief recorded. Understand Scan the codes: Black Women & Mental Health Andrew Leukemia in Medical School Score Recording is not at least 20 minutes. STUDENT FEEDBACK Hear from our students directly Courtney Incomplete 0 pts Create PATIENT INTERVIEW ACTIVITY GUIDELINES The goal would be to interview a patient that has a disease or disorder related to content thats been covered in our course material this semester. Patient must be 18 years of age or older. If you encounter difficulties identifying a patient, please contact the Course Director for assistance. Medical Physiology and Pharmacology BMS 551 Fall 2020 Duration of Recording Students will select an acquaintance (family, friend, roommate, etc.) as their patient to briefly interview about their health care experience. GRADING RUBRIC Carmela Bladder Cancer Remission Cara Affording Medicine for Multiple Sclerosis Jonathan Lowery, Ph.D. & Julia Hum, Ph.D. College of Osteopathic Medicine I learned how to feel the emotions experienced by my patient. BMS Graduate Student ..Our podcast also created space to reflect positively on how to better appreciate our lives and surroundings. BMS Graduate Student the patient podcast gave us the thing that most of us students were looking for, and that was a great clinical correlation to all of the themes we were discussing in the course. BMS Graduate Student Its always nice to be able to see classroom concepts have impact in real world situations, and this is becoming even more apparent as we learn new concepts and pathologies in medical school. BMS Graduate Student  ...

... Making Time for Collaborative Active Learning Hansika I. Sirikumara E.S. Witchger School of Engineering, Marian University Indianapolis ABSTRACT Engineering is about understanding how things work, and exploring the ways to engineer them for the benefit of society. A solid foundation of STEM knowledge can open a student endless opportunities in various fields. An instructor must train students for defining, understanding, and solving problems with an organized critical way of thinking. The major challenge of teaching of engineering subject is motivating the less motivated students, while rewarding, encouraging as well as challenging high achievers. To overcome these challenges, teaching methodologies essential to adjust from traditional teaching methods to collaborative active learning methods such as Think-pair-share, Group assignments, Peer Instruction and Problem Based Learning and interactive simulations. Here, I will discuss how to implement above-mentioned collaborative teaching methods in Semiconductor devices course. MOTIVATION & BACKGROUND ACTIVE LEARNING APPROACHES Traditional teaching methods typically rely on students learning class material passively, which encompasses listening to lectures and taking notes. However, many studies show that the collaborative active learning leads to increase the students performance in the classroom. Many studies show that student attention span during a lecture is roughly 15 minutes. To keep the healthy learning environment throughout the lecture period I use different collaborative active learning methods. These activities help students to refresh their minds and actively engage in the learning process. Sample work sheet Think-Pair-Share Collaborative learning is the educational approach of In-class worksheet problems -poses a problem and the students think about it individually for a short time. using students' groups to enhance learning through Form pairs and share their solutions. working together. Some methods are, In class homework discussion. Think-pair-share A student discuss a problem/solution to the class. Group assignments Pros: Total engagement Peer Instruction Share their ideas Problem Based Learning Understand the mistakes Interactive simulations Cons: Sometimes hard to assist all the students Time consuming Here, I discuss my experiences in implementing a collaborative active learning classroom model in a Semiconductor devices course. Understanding the crystal structure using the Small group activities This poster also presents the course design and pedagogical methods with Intercommunication among a small number of students to achieve a molecular structure models. selected examples from the most recent offering of the course (Fall 2021). shared goal using in class demonstrations. Pros: Can ask for help when theyre struggling Help, teach and learn from each other PHY 380-Semiconductor Devices is a 3-credit hour course for all undergraduate Creativity electrical and computer engineering majors . It is an overview of the operation of Cons: Conflicts among each other basic semiconductor devices, device characterization, modeling and device Time consuming design. The main topics are; Interactive simulations Semiconductor Physics Semiconductor Devices Use different types of simulation tools to understand the concepts of Crystal structure pn junction & Diode semiconductor devices. Semiconductor in equilibrium Transistors Pros: Hands-on experience Carrier Transport Bipolar Junction Transistors (BJT) Total engagement Band structures Field effect transistor (FET) & MOSFET Develop visualization skills Cons: Technology barrier Learning Outcomes : By the end of the semester, the student will demonstrate the ability to: Engineering of electronic band structure using quantum Crystal structure modeling espresso- Future Goals using Xcrysden software Describe the fundamental semiconductor properties. Model and analyze the energy band diagram for semiconductor materials. Describe the principle and analyze the operation of pn-junction diode. Describe the principle and analyze the operation of Metal-OxideSemiconductor field Effect Transistor and the Bipolar Junction Transistor. CONTEXT Acknowledgments Semiconductor Device Fundamentals 2nd Edition by Robert Pierret ISBN 10: 0131784595 ISBN 13: 9780131784598 Publisher: Pearson, 2003 Center for Teaching and Leaning, Marian University Indianapolis Department of Chemistry and Physical Sciences, Marian University Indianapolis www.quantum-espresso.org/ www.xcrysden.org https://nanohub.org/resources/tools https://www.analog.com/en/design-center/design-tools-and-calculators/ltspice-simulator.html https://educatorhotspot.com/2015/09/07/cooperative-and-collaborative-learning-the-what-why-andhow/comment-page-1/ Peer Review Having students review each others work is a great way to make sure each student benefits from individual feedback and attention. -Used canvas Discussion feature to review their works -At the end of class, it is often a good idea to have students explain key ideas in their own words Understanding pn-junction devices using simulation tools -nanohub LTspice simulations for semiconductor devices Future Goals  ...

... ON NATIVE LAND: INTERACTIVE LEARNING FOR REAL-WORLD CHANGE Writing Land Acknowledgements in ENG/HIS 380: American Indian Film & Literature Figure 1. Native Land Map. Image courtesy of conservationco.org. CONTEXT: A land acknowledgment is a short but informative statement that educates others about Native presence in a specific location. The genre has recently become more widespread. For instance, you might notice land acknowledgements on websites for sports teams (Chicago Blackhawks) and universities (IUPUI), or you might hear one vocalized before a public event. In ENG/HIS 380, students compose a 4-6 page land acknowledgement paper as their first major research/writing assignment of the semester. Students must incorporate at least 5 sources in this interdisciplinary project (linking history, literature, and Native studies). Two sources must represent the direct perspectives of Native American tribes. To prepare for their papers, students first read several how-to articles (including the Smithsonian's "Honoring Indigenous Inhabitants") and then identify the tribe(s) who originally occupied their hometowns using the texting activity I describe at the bottom of this poster. GOALS: The institutional learning outcomes of this paper are 1) to exhibit curiosity in understanding other cultures and 2) to articulate insights into our own cultural biases. The course objectives associated with this project are 1) to build public awareness of Native American cultures and histories and 2) to provide Marian's students with real-world tools, strategies, and connections they can use to better advocate for Native American tribes. REAL-WORLD IMPACT: Students have already integrated this paper's crucial lessons on Native American sources and communities by: drafting Marian University land acknowledgements that faculty, staff, and students can copy/paste into email signatures, syllabi, and websites (please email rbrown@marian.edu if you would like a copy). composing and displaying a two-paragraph land acknowledgement in US Senator Todd Christopher Young's Indianapolis office (thanks to a Fall 2021 ENG/HIS 380 student with a legislative internship). sharing what they learn in ENG/HIS 380 with friends, coworkers, and family, including how to locate tribes on the Native Land Map (shown above), acknowledge Native presence, and help protect Native culture. Example Acknowledgement "Hello, everyone! My name is Rachel Linnea Brown, and I am an Assistant Professor of English at Marian University in Indianapolis, Indianathe traditional homeland of the Delaware, Kickapoo, and Miami. Although treaties with the US government forced many of these tribes into present-day Kansas in the 1830s and 1840s, the Miami Nation of Indiana remained and is currently headquartered in present-day Peru, Indiana. You can learn more about the Indiana Miami at http://www.miamiindians.org/. Thank you for your time!" ENG/HIS 380 Paper Prompt 1. Choose a meaningful place for you. It might be your childhood home, Marian University, Indianapolis Motor Speedway, Disneyland, etc. 2. Type your location into the search bar at https://native-land.ca. 3. Select ONE of the listed Native tribes for your location to study further. 4. Research the history, oral literature, and present location of the Native American tribe youve chosen (5 sources required; 2 must be tribal). 5. Begin drafting your 4-6 page land acknowledgement paper: a. In your introduction, explain your ties to the place youve chosen, identify all the Native American tribes in this area, and name the specific tribe youre going to focus on for the rest of your paper. b. Develop supporting paragraphs that share what youve learned about your chosen tribes history, including any relevant origin or trickster stories (two early genres seen in Native oral literature). c. Include a section in your paper that addresses where the tribe you have chosen is today, what their needs are, how they are engaging with tribal or public outreach, education, environmentalism, etc. d. End by explaining how this land acknowledgement assignment has shaped your relationship to the specific place you've chosen and what your readers should do in response to your research. Curious to know more about Native American heritage in YOUR hometown? Text any city and state (ex. Indianapolis, IN) to 907-312-5085. Consider the following when you receive your reply: What is your immediate reaction to seeing this text message? What will you do with your new knowledge? Enjoy this activity? Then visit https://native-land.ca for more interactive tribal and treaty information from around the world!  ...

... Now ask the beasts to teach you, the birds of the air to tell you. Job 12:7 John T. Noble, PhD School of Theology, Philosophy, and Ministry Marian University Indianapolis An Active Learning Introduction to Contemplative Prayer in the Natural World THL 105 Introduction to Theology Learning Outcomes 1. 2. 3. 4. 5. Articulate the implication of what human beings are and who is God. Explain the practice of prayer. Appropriately employ theological resources and methods in theological thinking. Demonstrate Catholic and Franciscan literacy Appropriate faith reflexively and respectfully Overlooking the natural landscape of the Ecolab, the quiet space offers refuge from the bustle and stress of campus life. With inspiration from St Francis and Job 12:7Now ask the beasts to teach you, the birds of the air to tell youstudents put themselves in position to practice a form of prayer known as contemplation as they attend to the divine voice manifest in creation all around. Contemplation is a receptive or passive process, one that God initiates in us. We cannot choose to contemplate, though we can dispose ourselves to it by practicing what St John of the Cross calls mental prayer. Thomas Joseph White, OP, The Light of Christ: An Introduction to Catholicism. Students prepare for our learning exercise by reading When God was a Bird, in Laurel C. Schneider and Stephen G. Ray, Jr., Awake to the Moment: An Introduction to Theology. In class, we spend a few moments reflecting on the idea of general revelation, representations of God in nature from Scripture, and the life of St. Francis of Assisi. Then we process to the St. Francis Colonnade, where students are invited to find a place to sit, close their eyes, and immerse themselves in the sounds, smells, textures, and ambiance of the colonnade and ecolab below. After a few quiet moments, I encourage students to focus on a single sensory experienceperhaps some nearby birdsong, the prickle of cool wind against the cheekand to listen for the divine voice. When students write about the experience afterward, Im often surprised by some of the ways that the activity moves people. Here are a few excerpts: I had my own spiritual experience recently when I sat outside on Wednesday. Wednesday was almost 70 degrees outside, I sat under a tree so that I could enjoy I enjoyed this because it was different from our everyday lecture-style classroom environment. This was also helpful to me personally because I did not come from a religious home or background so taking a step back while discussing things that pertain to the religion were helpful in many ways. Ive always believed in God and been thankful for Him. But standing outside with my eyes closed for just a few minutes, listening to, and feeling all of Gods creations was almost astonishing and hard to believe in many ways. The teachings of church and God have always been harder for me to wrap my head around because I was never entirely taught the religion until I started attending Marian University. None of my family is religious and I just feel as if I havent been exposed quite enough to understand the true meanings and beliefs. But by standing and just appreciating, I felt as if the animals and the nature were almost speaking to me. In Job 12:7-8, it states But ask the animals, the will teach you; the birds of the air, and they will tell you; ask the plants of the earth, and they will teach you; and the fish of the sea will declare to you. By conducting this experiment, I feel as if I fully relate to that statement. Watching the birds fly free, and hearing the leaves crinkling and the laughter of those around me, really made me realize this is what its all about. On top of the scripture and the teachings, there is a lot more to the religion and God than what you would normally think about on a day to day basis. The birds flying over and seeing over everything is a symbol of God and the people around me are His creation. I tried to listen to every single bird noise and be thankful for each of them, and I would try to sing with them. As the birds sang a song that feels like it was orchestrated specifically for me, I found myself stress free. I was no longer worried about the imminent stress on my back and for a few moments, a weight was lifted. This moment gave me enough energy to push through the day, and tomorrow it may get me through the week and maybe the semester. I recommend listening to God in nature for everyone. Get that stress off your mind, be one with nature for 10 minutes, it will make 24 hours feel easier. the sun and be cool at the same time. I felt so much peace within me when I sat in silence while enjoying God's creation. I witnessed God among the trees, the sun that beamed on my feet, and even the small subtle breeze that would come from time to time. Gods presence is fully around us but humans are too busy to see his presence. We are distracted by jobs, obligations, money, and social life that we don't stop and take the time to be present. If we do stop to witness natures beauty we will see him all around us. Today, during the last twenty minutes of class, we went outside of the Norman Center and walked all the way to the edge that is above the EcoLab. We used this time to reflect and relax. Professor Noble walked us through the whole thing. He made us sit down in some stone benches, facing the EcoLab (and the nature of course), told us to close our eyes, and to be aware of our surroundings. By paying close attention to our senses, now slightly more heightened once our sight was gone, we could feel the sun in our skin and the wind blowing in our faces. We could also hear some birds chirping, water rushing, and some leaves rustling (and of course, the sound of that one truck). It was a very relaxing experience . . . After a couple minutes, professor Noble told us to open our eyes and turn back to face him. We talked about what we experienced, and what it meant for us. I wouldnt really consider this as speaking out in mystical oneness in nature, but it sure got very close to a conversation with nature. It was hard to concentrate on nature completely due to the sounds of the city so nearby but it was sure nice to stop for a minute and take a break from school and our daily routine. As I was sitting on my front porch preparing to conduct this experiment about oneness with nature, something fascinating happened. I was expecting to observe an animal as part of my experiment, however, a huge thunderstorm rolled in over my house. So instead of looking from the perspective of one of Gods creatures, I decided to look from the perspective of one of Gods natural events. As I sat with my eyes closed listening to the rain, the thunder and eventually the hail I imagined God speaking. The rain was God saying that he was cleansing not only nature but also each of his creations. Just like the act of baptism, the rain was a symbol of cleaning away sins. The thunder was Gods stern voice saying that he is always with us and he will protect us and that no matter we should not turn away from him. The hail that eventually came beating down around was God showing how amazing his power is, how he can take a perfectly warm spring day and suddenly turn it cold enough to produce balls of ice. Observing this storm made me reflect on the wonder of God. I was reminded that despite how much I think I can control things, in reality God is in control. Despite how difficult it is we all need to trust God will see us through the storm. During this meditation in silence, I listened to the creatures and observed the several animals passing through the woods. Before this exercise, I seemed to not realize the amount of beauty that surrounds me every day. I took nature for granted and all the happiness and joy being outside brings me. I randomly connected with a bird passing from tree to tree. The creature was majestic and free. The animal seemed to be careless and at peace with the world. I believe I connected to the bird due to my mind remembering the significance of Jesus in the form of a dove. With this message in my thoughts, I felt as though I had become one with nature. I began to notice the gifts that God has provided me with. God has blessed humans with a beautiful climate to continue to help individuals reconnect with Him. Every tree, creature, blade of grass, and several other organisms are a reminder that God is always with us, living within the earth and our souls.  ...