| Title: |
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An Interactive On-Line Case Study to Improve Problem-Solving Skills of Landscape Horticulture Students |
| Proposer(s): |
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Anne Marie VanDerZanden |
| Department(s): |
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Horticulture |
| College(s): |
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Agriculture |
| Abstract: |
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Graduates of Iowa State University�s Department of Horticulture entering the landscape design / installation /maintenance segment of the green industry will be faced with a multitude of complicated decision scenarios. Graduates must be able to integrate their understanding of plant science, environmental and physical site constraints, state and federal environmental regulations and the human impact on built and natural landscapes. Helping students develop the skills necessary to logically work their way through complex decisions related to these, and other factors, is an important part of their undergraduate education. After developing and using an interactive online case study as part of a landscape construction course at Iowa State University (HORT 444), I propose to develop an additional case study to use in conjunction with the first. This second case study will: focus on real life decision scenarios related to a complex landscape installation and management project; include a clickable landscape map, audio and video files, PDF documents, |
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| Title: |
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Assessing Problem Solving Skill Development in Science and Engineering |
| Proposer(s): |
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Sarah Ryan, Craig Ogilvie, John Jackman, Dale Niederhauser |
| Department(s): |
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Industrial & Manufacturing Systems Engineering, Physics and Astronomy, Curriculum and Instruction |
| College(s): |
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Engineering, Liberal Arts & Sciences, Human Sciences |
| Abstract: |
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Science and engineering education must prepare students to solve complex, ill-structured problems they will face in professional practice. This project addresses a difficult component of problem-solving instruction: how to assess improvement in students� problem-solving skills. Using a web-based learning environment for problem solving, we propose to assess prerequisite skills for effective problem solving in a sophomore level physics course, a junior-senior level engineering economics course, and longitudinally across both. The web-based system structures the problem solving process, collects data from student interactions, and supports observation of information-gathering and self-monitoring behavior as students solve increasingly difficult problems. In physics, assessment will focus on concept organization. In engineering economy, it will focus on identifying relevant information and critical parameters. By careful design of scholarly inquiries, we hope to contribute to the understanding of how problem-solving skills can be taught and learned. |
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| Title: |
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Connecting Mathematics, Mathematics Teaching, and Science Teaching |
| Proposer(s): |
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Jenna Seymour, Corey Drake, Beth Herbel-Eisenmann, Alejandro Andreotti, Heather Thompson, Gail Johnston, Joanne Olson, Mike Clough |
| Department(s): |
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Curriculum and Instruction, Mathematics |
| College(s): |
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Human Sciences, Liberal Arts & Sciences |
| Abstract: |
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This project will improve elementary pupils� math and science learning by coordinating pre-service teachers� preparation. To accomplish this goal, we will develop in WebCT three to four threads of activities connecting four courses across the departments of Mathematics and Curriculum and Instruction: Mathematics for Elementary Teachers 195 and 196, Teaching Children Mathematics, and Teaching Children Science. These activities will provide pre-service teachers with an integrated long-term experience of making instructional decisions in accordance with research on children�s mathematical development. Such experiences blend pedagogical and content knowledge into pedagogical content knowledge (PCK). Teachers with PCK are better prepared to achieve learning goals set forth by math and science education professional organizations. Pre-service teachers in this sequence will develop research-based PCK that connects (a) how people come to understand particular mathematics, (b) effective teaching methods to facilitate developing mathematical understanding, and (c) meaningful ways of supporting learners� mathematical understanding in scientific inquiry. |
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| Title: |
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Development of Alternative Energy Laboratory Experiments |
| Proposer(s): |
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Michael Pate |
| Department(s): |
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Mechanical Engineering |
| College(s): |
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Engineering |
| Abstract: |
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The project will promote teaching alternative energy conversion concepts and technologies by designing and assembling lab setups and then having the students perform detailed laboratory exercises that will be assessed for course learning outcomes. These six laboratory experiments will become and integral part of the ME course titled �Alternative Energy Conversion� ME 433 plus they will be used to support other thermal science courses. |
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| Title: |
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Enhancing Student Awareness of Consumer Credit Dangers: Which Approach is Most Effective? |
| Proposer(s): |
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Virgina Blackburn, Maurice MacDonald, Paula Morrow, Kay Palan, Sue Ravenscroft, Karen Terpstra |
| Department(s): |
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Management, Human Development and Family Studies, Marketing, Accounting |
| College(s): |
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Business, Human Sciences |
| Abstract: |
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Student debt levels have increased dramatically over the last decade. This debt takes the form of both student loans and consumer credit. It has become clear that students remain largely oblivious regarding the realities of carrying such debt burdens into their early adulthood. Most universities are struggling with this issue, but very little is actually been done to mitigate the problem. No one is certain what kinds of training or intervention will work to change attitudes and behaviors regarding debt. This project will attempt to help resolve this issue by creating and testing two distinct interventions. One intervention will consist of an interactive web cast designed to help students understand the consequences of acquiring debt. The second intervention will consist of a film in which several students who are in debt trouble tell how they got in their current situation and how it has/will impact their life and future. These will be tested against the traditional instructor-in-class intervention. If either of the two created interventions works well, we will have an end product which can be used long-term at no additional cost in classes or orientations. |
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| Title: |
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Integration of Experiential Communications Skills Learning into a Veterinary Clinical Rotation in the Senior Year |
| Proposer(s): |
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Leslie Fox, Cindy Adams, Kim Langholz, Monica Howard |
| Department(s): |
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Veterinary Clinical Sciences |
| College(s): |
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Veterinary Medicine |
| Abstract: |
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The veterinary medical interview is a dynamic interaction between doctor, client, and patient. Excellent communications skills are required to elicit complete, accurate information efficiently while developing a collaborative, supportive relationship with the veterinary client. In the present curriculum, students are well-prepared to meet the medical needs of the veterinary patient, however, there is little opportunity to learn the skills necessary to build a relationship with the client they depend on to give an accurate history of the pet�s illness, negotiate a diagnostic and treatment plan for their pet, administer health interventions at home and finally, pay for services rendered. Formalized experiential training in communication skills will be introduced into a required clinical rotation in the fourth year of veterinary training when students are expected to independently conduct the medical interview. Skills are learned through role-play and self- and small group evaluation of students� videotaped interviews. |
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| Title: |
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International Agriculture Case Studies for Enhancement of Undergraduate Competency in Cultural Adaptability |
| Proposer(s): |
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Amy Kaleita, Steven Mickelson, Brian Steward |
| Department(s): |
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Agricultural and Biosystems Engineering |
| College(s): |
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Agriculture, Engineering |
| Abstract: |
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With the advent of globalization, employers of post-secondary agriculture graduates require that those graduates have cultural adaptability (CA) competency. However, in spite of the wealth of international resources available to students at land-grant universities, many students do not gain CA competency before they graduate. Therefore, a need exists to integrate international content into undergraduate agricultural curricula that will increase the CA competency of graduates. The overall goal of this project is to develop an educational model for enhancing the cultural adaptability competence of agriculture undergraduates through the use of case studies based on actual international agriculture problems, using experiences from faculty involved in international projects. We will also create an electronic repository for these case studies and their associated educational multimedia materials so that the case studies can be used by other departments and institutions. |
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| Title: |
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Modernizing the Undergraduate Physical Chemistry Laboratory and Broadening Its Relevance |
| Proposer(s): |
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Jacob Petrich |
| Department(s): |
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Chemistry |
| College(s): |
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Liberal Arts & Sciences |
| Abstract: |
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The physical chemistry laboratory is one of the major hurdles in the curriculum of chemistry and nonchemistry majors alike. We request funds to modernize and expand the breadth of the physical chemistry laboratory to demonstrate the importance, applicability, and widespread relevance of the concepts taught in physical chemistry. Funds will be used for the purchase of a differential scanning calorimeter (DSC), a modern device for measuring how much energy in the form of heat is required or expended in a reaction. This device is ideal for studying polymers and biomolecules such a proteins and DNA, and hence this experiment is of interest not only to chemists, but to engineers and biochemists as well. Funds are also requested for a student to develop the experiment over the summer. Completion of this project would contribute to a process started several years ago to bring the laboratory in the modern era. |
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| Title: |
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Read, write, and listen: Revising the ISU English Placement Test |
| Proposer(s): |
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Volker Hegelheimer, Dan Douglas |
| Department(s): |
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English |
| College(s): |
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Liberal Arts & Sciences |
| Abstract: |
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Accurate assessment of the English proficiency level of incoming non-native speakers of English is crucial for the continued success of these students at ISU. Currently, the results from the English Placement Test (EPT), which is administered at the beginning of each semester, are used to place students into writing, reading comprehension, or listening comprehension courses offered in the English Department. However, the current test is a paper-based multiple choice test that has been in use for a number of years with minimal revisions during that time. While related to the current specific academic English needs of the students, it is a more general test of English language proficiency. Additionally, the scoring mechanism does not allow for enough diagnostic information for students and their instructors. The main goals of this project are to revise the current EPT, to make it more useful for diagnosing the proficiency of international students, and to make the administration and scoring of the test more efficient and convenient for both students and the university. |
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| Title: |
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Using Family and Community Resources to Teach Elementary Literacy and Mathematics: A Proposal to Modify CI 377 and CI 448 |
| Proposer(s): |
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Corey Drake, Lori Norton-Meier |
| Department(s): |
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Curriculum and Instruction |
| College(s): |
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Human Sciences |
| Abstract: |
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This project is intended to re-design two required courses for teacher education majors in order to include experiences learning about elementary students� �everyday lives� and using family and community knowledge as �rich resources� for learning and teaching elementary literacy and mathematics. CI 377 and 448 are required for elementary education students and, therefore, have the potential to affect more than 200 teacher education students per year. Important to this re-design will be a new partnership with a local elementary school where ISU students will attend these two courses while having unique opportunities to engage daily with teachers, children, and parents in and out of classroom contexts. It is important to note that this project will also have direct impact on K-5 students and in-service teachers in Iowa, thereby addressing an important aspect of Iowa State�s mission as a land grant university. |
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