2002-2003 Miller Faculty Fellowships
| Shaping the Body with Clothing: Classroom Learning Experiences | ||
| Jane Farrel-Beck, Mary Lynn Damhorst, Jean Parsons | ||
| Apparel, Educational Studies & Hospitality Management | ||
| CFCS/LAS | ||
| Present-day students express fascination with body-shaping
undergarments such as corsets and "bustles," never having worn apparel
that required such shaping. Their closest encounter with snug fit
comes from fashionable blue jeans and pants. Highly structured undergarments,
currently termed "tensors," were typically worn between the 1700s
and the early 1900s, influencing not only personal appearance but
also self-concept regarding gender and social class. Our project involves employing ISU theater specialists to make corsets that replicate 18th, 19th and early 20th century designs, two styles of late 1800s bustle, and a cage-crinoline in sizes suitable for 21st century bodies. We intend to offer students the opportunity to try on these body-shaping garments in classes in Appearance in Society (TC 165), History of European and North American Costume (TC 354), and various classes in pattern design (TC 225, 325, 326, and 495). We hope that by these experiences students (female and male) will gain an understanding of the physical limitations and altered sense of self imposed by such clothing. Our goals for learning outcomes are to increase student understanding of 1) changing definitions of comfort, attractiveness and fashionability throughout history and 2) ways that clothing helps to define gender, status, and other characteristics of identity. |
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| Developing Higher-Order Problem-Solving Skills in Introductory Physics | ||
| Craig Ogilvie; David Atwood | ||
| Physics & Astronomy | ||
| LAS | ||
| Many science and engineering students attempt to
solve problems by searching their memories for the "right" equation
that they can then plug values into. Because this "plug-and-chug" approach
fails for complex and unfamiliar problems, students trained in this
way often struggle while at university and as they begin their future
careers. Our goal is for students to learn a problem-solving process
that focuses on identifying the underlying principles within the
complex problem and from there building a solution. Key will be having students practice the process in highly-interactive small groups within a large enrollment course. We will implement these changes first in one course (Phys 222) and if this is successful it will be rolled-out over the next two years to all sections of introductory calculus-based physics courses (221 and 222). These changes will impact 1000 students for two semesters each year. Armed with stronger problem-solving skills, students will be better prepared to solve complex and original challenges throughout their academic career and then lifelong in their professional occupations. |
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| Identifying the Behaviors and Messages Used to Build and Sustain Interbeing in the Classroom | ||
| Scott Chadwick | ||
| Greenlee School of Communication | ||
| LAS | ||
| Teachers and students recognize classroom interactions
that maximize learning, are characterized by mutual respect and collaboration,
and flow seamlessly in which the teaching-learning interaction seems
to operate by itself and all participants are collectively engaged
and focused. This phenomenon, interbeing, is widely recognized but
has not been widely studied. The goal of this project is to enhance
student learning through observing videotaped and actual classroom
interactions, documenting the existence and occurrences of interbeing,
and operationalizing interbeing by identifying and documenting the
behaviors and messages that lead to, maintain, and disrupt it. I
will operate from Nhat Hanh's definition of interbeing, which is
the phenomenon that occurs when persons interact with each other
completely mindful of all persons in the interaction, their goals,
concerns, and feelings, as well as the process of the interaction
itself (1993). I will observe and analyze teacher's behaviors (i.e., what they do and don't do) and messages (i.e., what they say and don't say), identifying those behaviors and messages that lead to, maintain, and disrupt interbeing in the classroom. No scale or set of interbeing factors presently exists, thus preventing a content analysis to be performed. Rather, I will observe behaviors and messages, as part of the emergent process of interbeing. This is in keeping with Kerlinger's point that investigations into the relationships among interactive and interpersonal phenomena, "like class management techniques or group interactions" are best conducted through critically observing the phenomena (1986, p. 498). |
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| Ethics and Politics: Active Learning in Large Classes | ||
| Alex Tuckness | ||
| Political Science | ||
| LAS | ||
| This project will explore a new method of engaging
students in large, introductory classes in active learning experiences.
Students in Political Science 235, Introduction to Ethics in Politics
would participate in discussion groups led by advanced undergraduates
in which they would debate the application of moral ideas to concrete
cases. The undergraduates would lead the discussion sections as one
part of Political Science 495, Capstone Project in Political Science.
Learning outcomes for both the advanced and introductory students
would be enhanced by utilizing this active learning environment,
particularly critical thinking and communication outcomes. Students
in the introductory class will have the opportunity to discuss case
studies that raise important moral issues in politics in a small
group context that is not normally possible in a large class. The
advanced students in 495 would be able to participate in a small,
seminar format class and would be able to learn by teaching as well. |
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| Introducing a Low-Cost Virtual Reality Tool into the Introductory Design and Technical Graphics Curriculum | ||
| Shana Smith; Roger Smith; James Oliver; Steve Mickelson | ||
| Industrial Education & Technology / Mechanical Engineering / Ag & Biosystems Engineering | ||
| Education/Engineering | ||
| Virtual reality technology has been adopted by industry to improve visualization capability and enhance learning and understanding in design processes. However, undergraduate students in our introductory design and technical graphics courses only have access to traditional computer-aided design (CAD) tools. To remain in step with state-of-the-art learning approaches and technologies, it is important to enhance curriculum, instructional delivery, and student learning by using up-to-date design and graphics communication tools and methods. This proposal aims to enhance undergraduate introductory design and technical graphics curriculum, using low-cost virtual reality (VR) tools. The new learning tools will be made available to students in both the College of Education and the College of Engineering. Affordable PC-compatible virtual reality tools will be used in undergraduate laboratories to provide students hands-on VR-aided design experiences. Students will practice communicating their ideas for design improvements and changes to their teammates, within the virtual environment. | ||
| Equine Outpatient Cases: Virtual Horses | ||
| Steven M. Hopkins | ||
| Vet Diagnostic & Production Animal Medicine | ||
| Veterinary Medicine | ||
| Digital pictures from horse reproduction cases submitted to the Veterinary Teaching Hospital will be combined with the mare's presenting history, and any additional information pertinent to the situation, forming the initial components of a computer based 'case'. After review of the presenting information the student would be given video clip(s) depicting the internal reproductive structures routinely examined by palpation guided ultrasound. At this juncture, students would interpret the images and select certain appropriate evaluations from a pull down menu, in order to proceed to the next portion of the case. After the correct list has been established, the next part of the 'case' provides the findings of each evaluation technique, either in descriptive form or as images where applicable (for example a microscopic view of a biopsy slides). The student must interpret the information from each test and then select the correct interpretation. If all the test interpretations are correct, the student would select the appropriate diagnosis from another menu. This would be followed by the instructor's summation of the case, if the final diagnosis were correct. After the students have completed the cases, they would formulate a treatment plan. They will then present and defend their therapies before a peer group, which is monitored by the instructor. The group as a whole will then finalize the treatment protocols. | ||
| Enhancing Linguistic, Cultural & Pragmatic Competence through Authentic Multimedia Materials: Helping International Students Succeed at ISU | ||
| Volker Hegelheimer | ||
| English | ||
| LAS | ||
| This project aims to develop an instructional multi-media
package for English 101, Academic English, to enhance and assess
students' linguistic, cultural, and pragmatic competence and to augment
their academic listening, reading, and writing ability. With collaboration from faculty, advisors, and graduate and undergraduate students in departments across campus, the project team will produce videotapes on topics of central interest to students with regard to the understanding of the linguistic, cultural, and pragmatic aspects of American university culture. Possible topics include meeting with an advisor, working with American students on a group project, and participating in a classroom discussion. In addition to the videotapes, transcripts as well as selected readings and discussion questions on the particular topic will complete a teaching unit, which will be used as writing and discussion prompts in English 101 courses, affording learners the opportunity to discuss the content and to integrate the material while becoming familiar with American (college) culture in addition to linguistic and pragmatic conventions. Open-ended tasks will enable students to predict outcomes and discuss how certain situations are best approached. |
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| Visual Communication: An Instructor-Development Program for Teaching Visual Communication & Typographic Design Principles in Foundational Communication Courses | ||
| Katherine Hannigan; Paula Curran; Marty Graham; Sunghyun Kang | ||
| Art & Design/English | ||
| Design/LAS | ||
| A team from the College of Design and the Department
of English will create, implement, and assess a program to train
staff in visual communication and designing assignments that incorporate
principles of visual communication in foundational communication
courses. A few of the key products from this collaboration will be
a developmental workshop and a prototype web site on teaching visual
communication in foundational communication courses. Because visual literacy is a key skill in today�s technology, including well-integrated and well-developed visual literacy instruction into foundation communications courses is crucial. Developing such a program requires collaboration between the College of Design, which has expertise in visual communication, and the Department of English, which has expertise in teaching foundational communication courses. Training is especially critical because composition instructors are unlikely to have received in their own graduate programs training in how to teach visual communication. The staff will learn basic visual communication and typographic design principles that comprise a variety of visual communication conventions; how to incorporate the visual communication design principles into student oral and written projects; how to evaluate students' applications of these principles in oral and written assignments. |
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| (Re)Visioning World Religions: Designing Web-based Thematic Instructional Modules | ||
| A. Whitney Sanford | ||
| Philosophy & Religious Studies | ||
| LAS | ||
| I will consult with ITC to design a Web Template
for the Introduction to World Religions class that will allow me
to integrate forms of multi-media such as slides, music and video
into one integrated site. As part of this template, I will develop
a series of web-based instructional modules that will address specific
issues relevant to the field of Religious Studies. This novel and
flexible approach to enhancing Religious Studies with instructional
technology will offer students continued access to material presented
in class, will enable them to observe the source of the materials,
and will allow for innovative and responsive assignments and discussions.
This project develops new pedagogical techniques to better educate
students about the world's different cultures and religions, and
this multi-media approach opens up vast new areas of investigation
that reflect new research methods in the field of Religious Studies. Students will be able to see and hear aspects of the religious traditions under investigation. When studying the world's religious traditions, we investigate not only the beliefs and philosophies, but also the musical traditions, notions of sacred space and sacred images. Using a multi-media approach opens up new areas of inquiry that reflect new research methods in the field of Religious Studies. A Christian entering Notre Dame "reads" the stained glass windows, perceives the ordering of space, hears music and sees the movement of bodies-in-space in the communion ritual. |
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| ISU Service Learning: Enhancing Student Learning in Courses through Service | ||
| Sharon McGuire, Laura Bestler-Wilcox, Jim Colbert, Lisa Enloe, Leia Guccione | ||
| Educational Leadership & Policy Studies / Botany / Human Development & Family Studies | ||
| Education/LAS/CFCS | ||
| Service-learning is structured community service through which students achieve specific learning objectives, engage in active learning, integrate theory with practice, and reflect critically on their experiences and learning. Nationally and locally, service learning is increasing in participation and notoriety. At Iowa State University, service-learning is a component of the Strategic Plan and college and campus-wide initiatives such as ISUComm. Outcomes associated with service-learning are enhanced student academic learning (Eyler and Giles, 1999), application of academic concepts (Eyler and Giles, 1999), increased student retention (Astin and Sax), and stronger faculty-student relationships (Eyler and Giles). This project seeks to increase the number of courses incorporating service learning thus increasing the opportunities to achieve the associated learning outcomes. To accomplish this, we will identify and develop necessary resources for faculty, cultivate and publicize service-learning placement locations, conduct faculty workshops providing logistical information, and develop assessment templates. | ||
| Engaging Students in Statistical Discovery | ||
| Bill Duckworth; Amy Froelich; W. Robert Stephenson | ||
| Statistics | ||
| LAS | ||
| We propose to develop materials for a special section of Principles of Statistics (Statistics 101). The materials will include enhanced lectures, in class demonstrations, group activities and laboratory experiences. All materials will be designed to engage students in discovery using the ideas and methods of statistics. More than simply present the ideas and methods of statistics, the proposed materials will actively involve students in the design and implementation of data collection and the analysis and interpretation of the resulting data. The purpose of the special section is twofold. First, the Department of Statistics will use this special section to attract and introduce mathematically adept students to the discipline of statistics. This special section will also serve as the Honors section of Statistics 101. Second, materials developed for this special section that prove to be successful will be adapted for use in regular sections of Statistics 101. | ||
| Direct Student Involvement in Instructional Development | ||
| Gary Koppenhaver; Ginny Blackburn; Kay Palan; Sue Ravenscroft; Brad Shrader | ||
| Finance/Management/Marketing/Accounting | ||
| Business | ||
| The project promotes a supportive culture of teaching
excellence in the College of Business by directly involving students
in the process of instructional improvement. It directly involves
students in two different models of instructional development. The
first model is a student consultant program in which partnerships
are created between students and faculty to help develop instructional
improvement. A faculty member using the consultant program selects
from a menu of instructional services, which will then be carried
out by students. The services include attending class as an impartial
observer, soliciting feedback on class learning experiences, or videotaping
a class session. The second model is a program of student-assisted
teaching seminars for college faculty. Students work with the fellowship
recipients to plan and facilitate periodic discussion groups on topics
of special interest. Student partners help serve as seminar organizers,
panelists, and discussion leaders. Because the project is based on student and faculty partnerships, the learning outcomes benefit both students and faculty. Students active in either the student consultant program or the student-assisted teaching seminars gain an appreciation for the complexity of effective instruction. Faculty benefit from the course specific feedback of the consultant program or the more general discussions of the teaching seminars. |
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| Computer Visualization of Heat and Mass Transfer | ||
| Kenneth R. Jolls | ||
| Chemical Engineering | ||
| Engineering | ||
| Miller Grant funds will be used to develop programs
and procedures for the visualization of heat and mass-transfer processes
in typical chemical engineering applications. A senior undergraduate
will be supported to work with newly-released transport-simulation
software to create instructional modules for use in ChE 357 and 358,
the core heat- and mass-transfer courses in the chemical engineering
curriculum. Physical situations encountered in these courses yield
models that are eminently visualizable but that are sometimes de-emphasized
because of the scarcity of (and difficulty in preparing) adequate
visual aids. ISU has been named a "beta test site" for a new instructional
computer program that makes powerful, research-grade simulation software
available for classroom use. In partnership with the vendor, this
project will both test the new package and also develop teaching
applications that apply throughout chemical engineering. Computer visualization is perhaps the most useful teaching tool to emerge from technology since the electronic calculator. Yet it is not fully used in science and engineering education. This is due in part to the difficulty in focusing its persuasive power onto realistic models of physical phenomena, but it is also the result of our traditional left-brain approach to the teaching of physics and mathematics. The P.I. has spent many years developing computer visualization for the teaching of thermodynamics. This project will pursue the same pedagogical goal but in the areas of heat and mass transfer. |
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| Improving Communication of FSHN Students: Measuring our Effectiveness | ||
| Jean Anderson; Cheryll Reitmeier; Bonnie Glatz; Anne Oldham; Denise Vrchota | ||
| Food Science & Human Nutrition / Greenlee School of Communicatoin | ||
| CFCS/LAS | ||
| This project will identify and describe communication
skill expectations that may be transferred to each course in the
FSHN curriculum as demonstrated and practiced in a variety of settings
including the classroom, laboratory, learning community activities,
and so on. Students, especially those in the learning community,
will be taught and allowed to practice self-assessment and self-reflection
skills as they review their own communication skills, behaviors,
and attitudes. Finally, students will journal about their communication
experiences and compile the evidence of their successes in their
portfolios. The objective of this proposal is to develop means by which we can measure and monitor our efforts in improving communication skills in FSHN students by:
This project will strengthen communication across the curriculum, promote interdisciplinary collaboration between FSHN and the Greenlee School of Journalism, as well as with other ISU faculty with expertise in appropriate areas of study, as we work with undergraduate curriculum development, promote the use of student learning outcomes assessment to curriculum development, and allow the preparation of student communication portfolios. This project will affect every student in FSHN including 250 majors in dietetics, food science, and nutrition as well as almost 400 students from other majors who take FSHN courses each semester. |
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| How to Write (and Grade) a Philosophy Paper | ||
| Peter B.M. Vranas | ||
| Philosophy & Religious Studies | ||
| LAS | ||
| Taking a philosophy class is a requirement for a large number of students at ISU; for example, all Business and Computer Science majors. An important assignment in many philosophy classes is the writing of philosophy papers. A philosophy paper is both quite hard to write and significantly different in content and style from papers in other disciplines. Many students as a result experience frustration at not knowing how to write their papers in philosophy classes and how exactly the papers are evaluated. This project aims to provide a remedy by developing a rubric for philosophy papers. Like standard rubrics, this one will identify the dimensions on which a paper is evaluated, and will provide for each dimension examples of outstanding, competent, and inadequate work. The impact of the rubric on student learning will be tested empirically. A scholarly article explaining the rubric and its impact on learning will be composed. | ||
