Title:

Proposer(s):

Douglas N. Yarger and William A. Gallus, Jr.

Department / College:

Geological and Atmospheric Sciences / LAS

Description:

The use of student outcomes assessment will be employed in an introductory science course and in upper division courses for majors to enhance student learning. A pilot project has been initiated to develop a collection of severe weather events that form a basis for students to test themselves concerning their understanding of weather processes. Preliminary feedback from students indicates that this type of outcomes assessment is seen as not only beneficial but a welcome non-threatening resource for learning. It is expected that as a result of these outcomes assessment tools that students will be able to certify to themselves that they know, understand and can apply their knowledge of science. Providing this interactive resource will directly benefit all the meteorology undergraduate students as well as the many students in the introductory meteorology course.

The purpose of this project is to use student outcomes assessments in an introductory science course and in upper division courses for majors to enhance student learning. The project goals are:

1. to build on the natural curiosity students have in severe weather events to involve them in actively doing science,
2. to provide a resource for students to use outcomes to guide their learning in an environment where many opportunities to learn from mistakes are available with immediate feedback,
3. to involve students in the construction and design of this resource to expand their learning opportunities, and
4. to obtain ongoing feedback by the users to improve the effectiveness of this learning activity.

Title:

Undergraduate Service-Learning at Reiman Gardens

Proposer(s):

Cynthia Haynes (Primary) and Cary J. Trexler

Horticulture, Agricultural Education and Studies / Agriculture

The purpose of US-LaRG is to develop a process where undergraduates of Horticulture and Agriculture Education and Studies learn in a real-world setting. This project will create a new course that combines instruction in basic horticulture with theories of learning in an agriculture context. This process unites professors in two departments as they design and implement a jointly taught course that uses Reiman Gardens as the context for learning. The design for this project is based on the theory of situated learning. In this case, a service-learning project would situate undergraduate learning in a community of practice as they develop educational materials and guide visitors through the Reiman Garden ChildrenUs Garden. Groups of undergraduates will apply their knowledge of horticulture and agriculture education to create lessons plans for teaching elementary school children about basic horticultural concepts. In addition, these students will research, design, and critique designated areas of the ChildrenUs Garden to compliment their lessons. Then, the undergraduates will test the materials by teaching and touring groups of elementary school students at Reiman Gardens. Finally, they will post exemplary lessons on the gardenUs web site for future groups to use in preparation for their visits. This project will merge often-isolated disciplines into an authentic learning experience for students interested in education through teaching horticulture.

Title:

Preparing Professionals for Inclusive Classrooms: Unified Program (Project PPIC-UP)

Proposer(s):

Mary Jane Brotherson (Primary) and Carla Peterson, Susan Hegland, and Karen Colbert

Human Development and Family Studies / Family and Consumer Sciences

The field of early childhood education is facing unique challenges at the present time. The importance of the early childhood years has been highlighted by recent research findings, and public officials are increasingly being challenged to direct attention and resources to provide high quality services aimed at enhancing school readiness and overall life outcomes for young children and their families. Unfortunately at this time of opportunity, there is a severe national and Iowa shortage of fully qualified Early Childhood Education (ECE) personnel available to provide quality services for children. This project will develop and integrate field-based practica experiences across several courses for over 300 students. It will develop a learning community approach through interdisciplinary and collaborative planning of learning experiences. The project will also concentrate on sustainability by submitting a proposal to further build innovative learning communities to train teachers to meet the unique needs of all young children.

Title:

Preparing Exemplary Teachers: An Innovative Partnership Between the West Des Moines Schools and ISU

Proposer(s):

Jackie Blount (Primary) and Al Campbell, Lenola Allen-Sommerville, Barbara Duffelmeyer, Aileen Nonis, Jeanette Olson, and Denise Schmidt

Curriculum and Instruction, English / Education, LAS

Students who participate in the Preparing Exemplary Teachers Project will be exceptionally well prepared to teach in IowaUs K-12 schools. This preparation will reduce turnover among novice teachers and also improve the quality of the stateUs teaching force. Students will experience a coherent, four-year teacher preparation program with closely integrated K-12 classroom experiences. West Des Moines Community School District faculty and staff will mentor and supervise students throughout the program. ISU faculty will offer an experimental curriculum that emphasizes connections among courses, and strong linkages between coursework and field experiences. WDMCSD and ISU faculty will cooperate in developing the whole curriculum and in teaching many of the courses. The program will strengthen ISU faculty membersU understanding of the current realities of K-12 teaching. Similarly, WDMCSD faculty will benefit from the curricular expertise of ISU faculty. Overall, the program aims to improve the respect and cooperation of WDMCSD and ISU faculty offering professional renewal in a mutual effort to produce high quality teachers. Eventually, this project will inform and guide curricular reforms in the ISU teacher education program.

Grant funds will facilitate the development a new course and the strengthening of preexisting courses to the unique demands of this project. Such strengthening would include refocusing courses so they are based on the curricular framework for the whole project, designing fresh assignments that would require students to resolve challenges that need attention in WDMCSD, and tightening the integration of field experiences with course content. Funds also will support the coordination and implementation of these courses that constitute the first two years of the teacher preparation program.

Title:

Interdisciplinary Urban Studio in Los Angeles

Proposer(s):

Ingrid Lilligren (Primary) and Mark Chidister, Elisabeth Hamin, and Paulette Singley

Art & Design, Landscape Architecture, Community and Regional Planning, Architecture / Design

A faculty team comprised of members of the four academic departments in the College of Design will be developing and implementing a semester-long Urban Studio in Los Angeles, California. This will allow graduate and undergraduate students to address pressing design and planning issues in an environment that is culturally rich and substantially more diverse that Ames. The project will address these issues from a multi-disciplinary perspective and presents the possibility for experimenting with linked courses and collaborative learning strategies. The location also presents the opportunity for students to connect with Los Angeles based individuals and institutions including securing internship.

The Urban Studio will provide students in each of the four departments with an opportunity to participate in an interdisciplinary program of study that engages the density and cultural diversity of the large metropolitan area that constitutes the city of Los Angeles. As with the Foreign Studies Program in Rome, the model for the Los Angeles semester, the Urban Studio allows full immersion in a diverse culture. The Urban Studio incorporates intense exposure to diverse cultures and peoples, interdisciplinary study, innovative learner centered educational practices, engagement with very real societal issues, and the potential for scholarship in teaching. As such, it is well aligned with University's new strategic plan and aspirations to become the best land grant university. The program's existence also has the potential of attracting students and faculty to Iowa State University. The Urban Studio's proximity to Mexico offers additional potential for international contact. Finally, a presence in Los Angeles for the College of Design will dramatically increase our interface with Iowa State University alumni.

Title:

Experiential Learning in Universal Design

Proposer(s):

Sue Crull (Primary) and Mary Yearns and Christine Cook

Human Development and Family Studies / Family and Consumer Sciences

The purpose of the project is to enrich the curriculum for undergraduate students by developing experiential opportunities to learn about universal design. The study of universal design is a core dimension of the housing curriculum in HDFS and this project provides several experiential opportunities to learn about the design of products and environments that are usable by people of all ages and abilities. The project establishes a "state of the art" Universal Design Learning Laboratory by using existing ISU Extension exhibits (view exhibits at www.extension.iastate.edu/Pages/housing/home-all-ages/overview.html ). The modular exhibits will be set up in a room in LeBaron Hall to provide the lab setting for experiential exercises for five HDFS housing courses to enhance learning about Universal Design and provide service learning opportunities for students to work with people, both in the learning laboratory and beyond campus. The project will allow for additional activities, components, and resources to be added to the modules in order to enhance experiential learning in universal design. The learning laboratory will also be available for undergraduate students in Architecture, Art and Design, Gerontology, Industrial Education and Technology, Residence and Student Services, and the general public. A Collaborative Advisory Board of faculty and staff from the various departments listed above has been established to guide the development and use of the Universal Design Learning Laboratory. The learning laboratory will be a continually updated feature on the HDFS Web Site. Student projects developed through field experiences in HDFS 317H will be showcased and new laboratory features will be highlighted.

Title:

A Web-Based Information Assurance Awareness Delivery System

Proposer(s):

Doug Jacobson, Jim Davis, Karen Lawson, George Covert

Electrical and Computer Engineering / Engineering, Library, Academic Information Technology

This project addresses a need for security awareness by all users of technology by developing a series of web-based tutorials that cover many basic but important aspects of security. This material can be used to supplement key introductory courses at ISU and other universities. The material could even be used as a training program that students go through when given access to campus computing resources. The justification for the creation of this material comes from many sources including industry and the government. As we move further into an information age where more of the nations business is conducted over networks, the need for all citizens to be aware of security is essential.

The primary audience for the material is campus wide. The need for making all computer users aware of security issues is critical to the long-term welfare of the nation and of businesses. The United States government has stated that every citizen needs to be aware of security issues and must play a role in defending computer resources. By providing instructional material that is self-contained complete with built in assessment the investigators believe the material could be placed in every curriculum on campus. The material could also be part of an information technology literacy course similar to the introduction to library course required for all students.

Title:

Impacting Students LEA/RNing Through a Faculty Mentoring Program

Proposer(s):

Barbara Licklider (Primary) and J. Davis, G. Nonnecke, M.J. Oakland, W. Slagle, S. Mickelson, A. Rohach, S. Ravenscroft, M. Wiedenhoeft, B. Keller, T. Boylston, and D. Jacobson

Department / >College:

Education Leadership and Policy Studies + 10 others / Education, Engineering, Agriculture, Family and Consumer Sciences, LAS, Business

New faculty and graduate students will become partners in learning with a core of faculty members who demonstrate in-depth knowledge and practice in using learning theory to structure learning experiences for students. The mentoring program fosters a supportive culture that enhances continued professional growth and impacts student learning.

The core group of faculty mentors will be formed from veteran participants in Project LEA/RN*. Through initial workshops and bi-weekly sessions, mentors and new faculty and teaching assistants will engage in a process shown to have a fundamental impact upon the way professors approach teaching and promote student learning. Utilizing learning partners, veteran LEA/RN* faculty, new faculty and teaching assistants will be given:

• Opportunities for self-reflection and re-examining
• Opportunities to interact with colleagues abut learning and teaching
• Strategies to ensure active cognitive processing by students
• Strategies to promote higher levels of thinking and reasoning from students
• Strategies to promote higher student achievement and increased retention
• Opportunities to develop assessments that will encourage and support on-going learning for participants and students.

The strength of the program is three-fold. It will directly and positively impact students and their learning. Second, faculty mentors will have the opportunity to further develop not only professionally, but also personally, as they continue to learn about learning and evolve as advocates of collegiality. Third, new faculty and teaching assistants also will become empowered to learn about learning, apply learning-centered strategies, develop assessment pieces, reflect and analyze their newly acquired knowledge and skills, and develop professionally and personally. The impact of their own learning will be reflected in the learning of their students.

Title:

Using Software Engineering Concepts to Enhance Learning: A Novel Approach

Proposer(s):

Daniel Berleant (Primary) and Steve Russell, Carolina Cruz-Neira, Julie Dickerson, Doug Jacobson, John Lamont, Arun Somani, and Charles Wright

Electrical and Computer Engineering / Engineering

Teaching of many topics in computer and electrical engineering, engineering in general, and indeed many other fields appeals to software in some form. Some topics require students to use existing packages. Knowledge about testing and usability can help students understand limitations and get used to using existing software products. As a more technical example, teaching of algorithms for computer networks can benefit from a number of software engineering techniques for specifying what software does, because those techniques help to clearly describe those algorithms in a variety of ways. Such techniques can emphasize visualization (benefiting students who respond to the visual modality), logical sequences (benefiting sequential learners), summarizations (benefiting global learners), and others. The diverse techniques of software engineering can address problems arising in numerous contexts, both in courses and in engineering practice. The proposed approach can therefore serve students and instructors in a variety of courses, and the integration of software engineering into these courses can both help students to learn topics in those courses as well as become familiar with software engineering techniques through their use.

Title:

Preparing Exemplary Science Teachers: The Necessary Role of Reflection in and on Practice

Proposer(s):

Michael Clough, Brian Hand, and Joanne Olson

Curriculum and Instruction / Education

Today's complex classrooms require that teachers enter the profession prepared to confidently respond to the challenges they will face. Such confidence is developed through understanding the complex nature of effective teaching. This project requires pre-service teachers to analyze exemplary teaching practice along with their own practice to develop a research-based framework for teaching and learning. Collaboration with master teachers in K-12 schools via direct contact and through the use of technology will become an integral part of the elementary and secondary preservice science teacher education programs. Key features of this proposal are: a) the use of real time classroom observations in methods courses; b) the production of a library of outstanding teaching practice exemplars; c) videotaping students' teaching sessions; and d) using technology to qualitatively and quantitatively assess practice. These features are combined meaningfully into this one proposal because together they form a logical progression that has preservice teachers:

• observing current best practice in science education;
• creating a research-based framework (Clough, 1992; Clough and Berg, 1994; Clough and Kauffman, 1999) to guide students toward the desired state set forth in the National Science Education Standards (NRC, 1996);
• implementing teaching strategies consistent with the desired state and research- based framework; and
• developing and practicing self-assessment strategies that progressively move their teaching to that desired state.

The outcome will be teachers who are reflective practitioners, skilled at examining and improving their own practices. The achievement of these goals is significantly enhanced by the appropriate use of technology.

Title:

Long Term Outcomes of Smaller Class Size in Introductory Courses

Proposer(s):

Sue Ravenscroft and Anne Clem

Accounting / Business

The purpose of this study is to determine the effect of smaller class size in introductory accounting courses on long-term student outcomes, such as performance in upper-level classes, retention, choice of major, and time to complete degree. Currently Accounting 284 and 285 have average enrollments of between 190 and 250 per section and are taught on a strictly lecture basis and without the benefit of recitation or tutorial sections. Unlike previous research of class size effects in accounting, we are looking not only at short-term course performance, but more importantly at long-term student learning outcomes. The design of the study would involve teaching a random sample of 50 pre-business students selected to enroll in a two-semester sequence of Accounting 284 and 285 in small-sized sections in order to determine whether student outcomes differ with class size. The study would be longitudinal and involve a multi-year analysis comparing the sample and the control group to determine whether differences in long-term student outcomes occurred.