| Title: |
|
Developing and Assessing
Desired Student Outcomes Using ePortfolios: A Comprehensive Transformation
of the ABE Undergraduate Curricula |
| Proposer(s): |
|
Tom Brumm, Steve Mickelson, Brian Steward, Lee Honeycutt,
Don Payne, Anthony Ellertson, Dave Fisher |
| Department(s): |
|
Agricultural and Biosystems Engineering, English |
| College(s): |
|
Engineering, Agriculture, LAS |
| Abstract: |
|
This project will create a comprehensive new way
of helping students achieve, and then have faculty assess, the desired
student outcomes of the two undergraduate academic programs in the
Department of Agricultural and Biosystems Engineering (ABE): Agricultural
Engineering and Agricultural Systems Technology. All ABE freshmen
will create, and then continue to develop throughout their entire
academic careers at Iowa State, professional multimedia electronic
portfolios (ePortfolios) that demonstrate competencies directly linked
to ABE student outcomes. This project will eventually affect every
ABE student, starting with the incoming freshman class of Fall 2003.
It will radically transform how we assess and implement our curricula,
making us a leader in achieving and assessing student outcomes. |
| |
| Title: |
|
Design Studies 183x: An Introduction to Design Culture |
| Proposer(s): |
|
Gregory Palermo, Michael Martin, Susan Bradbury, Gary
Tartakov, John Cunnally |
| Department(s): |
|
Architecture, Landscape Architecture, Community and
Regional Planning, Art and Design |
| College(s): |
|
Design |
| Abstract: |
|
The College of Design, as part of its Envisioning
Process, is embarking upon a comprehensive curricular redesign that
will provide a common core for first year students in the college.
The required core curriculum content and projected student learning
outcomes will adequately prepare students to enter any of the college's
diverse degree programs. A key component of that core curriculum,
Design Studies 183x: An Introduction to Design Culture, is being
designed to provide students an inclusive theoretical and historical
introduction to design culture. Occupying the interstices among several
more traditional design history/theory/visual studies introductions,
183x is charting new knowledge content, student learning outcomes
and pedagogical directions. Miller Faculty Fellowship funding will
enable the interdepartmental interdisciplinary faculty team to research
and develop this course which will meet required educational needs
of approximately 550-600 entering College of Design students, and
will provide a liberal studies opportunity for another 400 students
from across the campus annually. |
| |
| Title: |
|
Electronic Cases in Four Disciplines: Creating Self-Directed,
Self-Reflexive Learners Through Communication |
| Proposer(s): |
|
David Russell, Kristen Hessler, Tom Ingebritsen, Tom
Brumm, Steve Mickelson, Brad Shrader |
| Department(s): |
|
English, Biotechnology (Philosophy), Zoology and Genetics,
Agriculture and Biosystems Engineering, Management |
| College(s): |
|
LAS, Engineering, Business |
| Abstract: |
|
We will create/adapt four interactive, multimedia,
online cases for courses in each of four disciplines. To do so, we
will use MyCase — a software tool developed and piloted this
year by Russell and investigator David Fisher — that enables
instructors to rapidly create or customize multimedia online cases.
We will pilot the cases in five courses (total enrollment: 245) and
will assess how well the interactive multimedia cases facilitate
the following in students: self-directed learning and an awareness
of learning processes. |
| |
| Title: |
|
Testing the Efficacy
of Reverse Learning as a Teaching and Learning Method |
| Proposer(s): |
|
Russell E. Mullen, Gina M. McAndrews, Scott Chadwick |
| Department(s): |
|
Agronomy, Greenlee School of Journalism and Communication |
| College(s): |
|
Agriculture, LAS |
| Abstract: |
|
The concept of reverse learning was used to describe
this observation in the beginning agronomy course: some students
preferred to study course material using learning assessment programs
as the initial point of study rather than using course material designed
to initially teach course material. We propose to explore the concept
of reverse learning as an effective learning tool. In this project
we will test the theory of reverse learning by 1) developing interactive
programs in which students achieve understanding by practicing with
course material in a non-threatening quizzing environment, and 2)
assess the concept of reverse learning as an effective pedagogical
method of formal teaching. The research component will provide information
on how students prefer to learn, which types of multi-media components
of a program students most frequently use, and whether reverse learning
is correlated to their learning style and performance in the course.
The result of this project will lead to a clearer understanding of
ways students learn and allow us to provide improved learning tools
that will annually benefit over 350 ISU students, both resident and
distant learners. |
| |
| Title: |
|
Learning from the Learning Communities: Building Community
in ISUComm, Enhancing Liberal Education at Iowa State |
| Proposer(s): |
|
Michael Mendelson, Diana Shonrock, Tom Bowers, Irene
Faass, David Fisher |
| Department(s): |
|
English, Library |
| College(s): |
|
LAS, Library |
| Abstract: |
|
This project will adapt various Learning Community
strategies as an appropriate praxis for stimulating a sense of community
in the ISUComm foundation courses. These new courses will not only
integrate written, oral, visual, and electronic communication (WOVe),
they will also focus on a civic and cultural theme that unifies course
content and promotes engagement in public issues. In Spring 2004,
we will link six to eight sections of these theme courses with one
another, develop a common syllabus and assignment schedule, and employ
student cohorts in group activities that emphasize the connection
between communication practice and democratic engagement. In the
process, we hope to tap the potential of the foundation courses to
liberate students from a narrow view of communication study as skills
training. Rather, by invoking student communities as a supportive
context for collaborative learning, we seek to introduce our students
to the traditions of critical scrutiny, open dialogue, and civic
engagement that distinguish liberal education. |
| |
| Title: |
|
Problem Solving,
Communication, Critical Thinking and Peer Assessment: Integrating
Continuous Improvement Planning into the Veterinary Pathology Curriculum |
| Proposer(s): |
|
Jared A. Danielson, Amanda Fales-Williams, Ron Myers,
Eric M. Mills, Steve Sorden, Holly Bender, Claire Andreasen |
| Department(s): |
|
Veterinary Pathology |
| College(s): |
|
Veterinary Medicine |
| Abstract: |
|
This project will (1) improve problem solving and
communication skills of senior veterinary students, and critical
thinking and communication skills of junior veterinary students,
(2) bolster the veterinary pathology departmental assessment plan
by gathering meaningful learning outcomes data from the senior-year
necropsy experience, (3) introduce the use of peer assessment into
the departmental assessment process and the College of Veterinary
Medicine curriculum, and (4) provide the veterinary college with
a rich set of complete case reports for use in teaching during all
four years of the curriculum. This project supports the efforts of
both the Department of Veterinary Pathology and the University to "assess
the outcomes and effectiveness of academic programs, courses, and
targeted initiatives in the interest of continuous improvement," as
required by the North Central Association. |
| |
| Title: |
|
Addressing Diversity
in Classrooms: Video Case Studies in Literacy |
| Proposer(s): |
|
Anne Foegen, Roberta Vann, Carol Fuhler, Donna Merkley,
Donna Niday, Denise Schmidt |
| Department(s): |
|
Curriculum and Instruction, English, CTLT |
| College(s): |
|
Education, LAS |
| Abstract: |
|
Iowa's future teachers must be prepared to meet the
needs of increasingly diverse student populations that include growing
numbers of students who have disabilities or are learning English
as a second language (ESL). The Addressing Diversity project will
enhance Iowa State's teacher education program by creating a set
of four video case studies that illustrate issues of diversity in
literacy classrooms. Spanning the elementary and secondary education
levels, the case studies will feature students with disabilities
and ESL students, as well as specific strategies their teachers use
to meet their unique needs. The video footage, gathered in local
schools, will include interviews with general and specialist teachers,
as well as footage of specific instructional strategies in action.
The cases will be used in literacy methods classes, allowing approximately
520 future teachers each year to better understand how practicing
teachers help diverse students acquire literacy skills in general
education classrooms. |
| |
| Title: |
|
Technology Integration:
Seeking Pedagogical Innovation in Teaching Beginning Chinese |
| Proposer(s): |
|
Aili Mu |
| Department(s): |
|
Foreign Languages & Literatures |
| College(s): |
|
LAS |
| Abstract: |
|
Unlike any alphabetic language, the Chinese character
and phonetic systems are two entirely different things that students
have to learn separately. This fact has impeded the integration of
listening and speaking with reading and writing in learning Chinese,
especially at the beginning level. Today computer technology has
made the reproduction of written Chinese characters from their pronunciations
very easy. Through a study of how to use the emerging computer and
web technologies to bring about the shift from emphasizing memorization
and writing to the more communicative skills of recognition and reproduction,
in both oral and written forms, this project intends to simplify
Chinese language learning by making the phonetics and written forms
mutually beneficial and accelerate the learning process with interactive
activities of actual use of the language. A large part of the project
will be the design of in-class activities for the purpose of 1) a
firm grasp of the Chinese phonetic system, 2) a fast establishment
of a basic knowledge about the composition of written Chinese, 3)
maximizing oral input and output in class. |
| |
| Title: |
|
Innovations in Mechanical Engineering Measurements and Instrumentation |
| Proposer(s): |
|
Theodore (Ted) J. Heindel |
| Department(s): |
|
Mechanical Engineering |
| College(s): |
|
Engineering |
| Abstract: |
|
This project will incorporate internet data acquisition
and virtual measurement and instrumentation innovations into ME 370 — Engineering
Measurements and Instrumentation. Demonstrations, examples, and laboratory
assignments will be created with LabView to couple the course lecture
and laboratory more closely. These and other resources will also
be made available through WebCT to enhance student learning. A successful
project will increase the educational value of ME 370 to all undergraduate
Mechanical Engineering students. |
| |
| Title: |
|
Development of Student
Self-Learning Courseware for Undergraduate Engineering Mechanics
Courses at Iowa State University |
| Proposer(s): |
|
Frank R. Chavez, Jerald M. Vogel, Rebecca S. Kellog |
| Department(s): |
|
Aerospace Engineering, Engineering Distance Education
Center |
| College(s): |
|
Engineering |
| Abstract: |
|
Undergraduate engineering mechanics courses represent
an important core segment of engineering curricula. These courses
cover engineering fundamentals through general engineering applications;
hence, these courses represent significant building blocks in the
training of engineers. Since these courses are required by most engineering
curricula, class sizes are generally quite large. Decreasing faculty
numbers and increasing student enrollments add to the problem and
threaten the quality of these courses. A Virtual Classroom, based
on accepted learning-centered practices, is to be developed with
the goal of maintaining and enhancing engineering mechanics course
quality. In the Virtual Classroom, students are required to shift
from the traditional teaching environment to a self-paced, self-learning
environment that better emulates the professional world awaiting
them. Graduates will be of a higher quality and better prepared to
sustain the life-long learning required of professionals in maintaining
work excellence levels consistent with needs of the industries they
serve. |
| |
| Title: |
|
Integrating Interdisciplinary
Curriculum and Peer Teaching to Enhance Student Learning in Ecological
Restoration and Design |
| Proposer(s): |
|
Mimi Wagner, Heidi Asbjornsen |
| Department(s): |
|
Landscape Architecture, Natural Resource Ecology and
Management |
| College(s): |
|
Design, Agriculture |
| Abstract: |
|
This proposal centers on enhancing student learning
to prepare future professionals to work with complex interdisciplinary
environmental issues. We propose a new course formalizing student-centered
learning experiences through interdisciplinary peer teaching and
team projects. Students from two academic disciplines (ecology and
design) will teach each other key concepts from their own disciplines,
and then apply their knowledge and experiences to local case study
projects in small interdisciplinary teams. Students are expected
to achieve learning outcomes relative to the technical content of
this course as well as broader outcomes appropriate for professional
development. Learning outcomes will be assessed using direct measurement
and self-reporting. The results of this project will directly benefit
student learning as well as inform future efforts by both departments
to develop integrative, cross-disciplinary, team-taught courses in
order to strengthen the current academic curriculum. |
| |
