• 3rd Celebration of Teaching & Learning Symposium Abstract Booklet

      Center for Excellence in Teaching and Learning; Center for Excellence in Teaching and Learning
      The abstract booklet for the 3rd Teaching & Learning Symposium, hosted by the University of Southern Indiana Center for Excellence in Teaching & Learning, February 6, 2019. The Teaching & Learning Symposium focuses on topics related to improving student learning, academic success, and curriculum in higher education.
    • Civility Begins With Clear Expectations

      Bonham, Elizabeth; Bonham, Elizabeth
      Topic/Problem statement: Incivility is a phenomenon found in many contexts (Phillips, 2016), including the classroom. Incivility is a disregard and insolence for others, causing an atmosphere of disrespect, conflict, and stress whereas civility is an authentic respect for others requiring time, presence, engagement, and intention to seek common ground (Clark, 2018). Online learning can breed an anonymous platform for rude behavior. Setting expectations of appropriate behavior and communication sets the stage for a safe classroom. Context: NURS 602, Evidence Based Practice for Advanced Nursing, is one of the first courses of the core curriculum in the Masters of Science in Nursing Program and delivered online. Two course objectives relate to engaging in civil, professional, and collaborative teams…. that improve patient care outcomes and to demonstrate effective leadership and interpersonal collaboration. Module learning objectives include demonstrating effective teamwork to manage conflict and problematic behavior and apply collaborative principles in small group work. Approach: As an initial assignment, students read an article by Dr Molly Worthen (2017) professor at the University of North Carolina Chapel Hill. Her article informs students what is appropriate classroom communication behavior. Using discussion board in Blackboard, students write a 150-200 word response to the article citing one other scholarly reference and then read and respond to at least one other students posting. All aspects of these points are included in a posting that gets full credit: Provides professional, insightful response that relates directly to the topic of the article; provides one scholarly reference which supports response; responds to at least one other student’s posting; and uses correct language conventions (i.e. spelling, APA formatting). Reflection/Discussion: Students appreciated reading the article but were surprised they were asked to do so. Their reason was that incivility was not an issue in their view but with further reflection realized the helpfulness of the assignment for setting the tone of the class. Students discussed the deconstruction of civil communication beginning in elementary school and actually lamented the demise of polite conversation. Students do a large amount of course assignments in NURS602 via small groups and find that this early assignment facilitates civil communication. This assignment is easily replicable for faculty in other disciplines and courses to raise student sensitivity of civility using discussion board technology. References: Clark, C. (2017). Sustaining civility in nursing education, 2nd ed. Indianapolis, IN: STTI Honor Society of Nursing. Phillips, J. (2016). Workplace violence against health care workers in the United States. The New England Journal of Medicine, 374(17), 1661-69. Worthen, M. (2017). U Can't Talk to Ur Professor Like This. New York Times, May 13, 2017.
    • Opening the Academic Gates: Using Threshold Concepts of Writing Studies as a Framework for Entering a Discipline

      Hanson, Morgan; Hanson, Morgan
      Topic/Problem Statement: Current theories on student learning express the inherent struggle with learning that students encounter when engaging with a new discipline in the university. One way to help students work through the troublesomeness that comes with learning about a new discipline is via threshold concepts, a framework first introduced by Jan H. F. Meyer and Ray Land (2003). In this poster presentation, I provide strategies for integrating threshold concepts of writing studies into course writing assignments (informal and formal) to increase participation in academic discourse and academic literacy and to minimize disciplinary gatekeeping. Context: I focus this presentation on a first-year composition (FYC) course (in this case, ENG 201), a Core 39 writing course at USI. I also study the English department’s program objectives for ENG 201 and Core 39 assessment rubric(s) to demonstrate how threshold concepts can further articulate the goals of the department and the university, thus enabling students to more effectively engage within USI’s academic community. Approach: In 2015, Linda Adler-Kassner and Elizabeth Wardle, along with other writing studies scholars, established threshold concepts for writing in Naming What We Know: Threshold Concepts of Writing Studies (NWWK). Building on the work of Jan H. F. Meyer and Ray Land (2003), Adler-Kassner and Wardle define threshold concepts as “concepts critical for continued learning and participation in an area or within a community of practice” (2). In this project, I take threshold concepts from NWWK, and I integrate them into formal and informal writing assignments to provide students with a more accessible way to work with key ideas in the field and departmental and university objectives. I provide strategies for creating reading responses that emphasize reflection on course content via a threshold concepts lens. I also demonstrate ways to include threshold concepts into major writing assignments to meet departmental and university goals for the course. Reflection/Discussion: Threshold concepts, with their accessible interpretations of major disciplinary knowledge, create a bridge for students to cross over the murky waters of entering into a new discipline.Through this approach, students gain confidence in writing and academic discourse and literacy, which allows them to ease into the work of the university. Moreover, students gain a new way to talk about writing, which can be used in other courses. To that end, then, instructors can take threshold concepts of writing studies and incorporate them into their own courses. Works Cited: Adler-Kassner, Linda, and Elizabeth Wardle, editors. Naming What We Know: Threshold Concepts of Writing Studies. Utah State UP, 2015. Meyer, Jan H. F., and Ray Land. Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising within the Disciplines. Occasional Report 4. Edinburgh: University of Edinburgh, 2003. ETL Project, www.etl.tla.ed.ac.uk/docs/ETLreport4.pdf.  Accessed 25 July 2017.
    • How reputation went down with the ship: How students can apply the situational crisis communication theory

      DiTirro, Lindsey; DiTirro, Lindsey
      Topic/Problem Statement: It can be difficult for students to not only understand the different theories in the public relations field, but to understand the importance of using theory in real-life situations. It is also important that students are able to apply theory to real-world examples. Theory can be somewhat abstract and unrelatable for students. However, they will need to apply theory to practice in their jobs, so it is an important skill they learn in the classroom first. Context: For PRL 101, Introduction to Public Relations, it is important students are exposed to different public relations theories. These theories will be used in subsequent PR courses. A foundation in theory is important for success in PR. However, theory does not always seem like it can fit in real-life and that it is more a classroom skill. Creating activities that allow theory to seem approachable and applicable are necessary to connect students with the content. Approach: This case study assignment teaches students the Situational Crisis Communication Theory (SCCT) (Coombs, 2007) by applying the theory’s concepts to an actual public relations crisis, different situations Carnival Cruise Lines faced. The goal of this assignment is to have small groups present an opening statement for a mock news conference to demonstrate how they applied SCCT to create a post-crisis message. Because these are situations that already occurred, students are able to compare their responses with how Carnival actually responded. This activity provides an opportunity to learn theory, apply that theory to practice and develop important PR skills that can be used in a range of crisis situations.  Reflection/Discussion: Through this assignment students are able to learn about an influential PR theory and apply that theory. However, most importantly, students are able to learn that careful planning is needed to create and implement post-crisis communication. It is easy for students to judge Carnival for making these PR blunders. Yet, when the students are tasked to create their own responses, they begin to realize how many factors play a role into a crisis situation. This activity creates a fun, interactive classroom for students. This activity could be applied to many different situations and theories and would be easy to replicate in other PR classrooms and even other disciplines. Reference: Coombs, W. T. (2007). Protecting organization reputations during a crisis: The development and application of situational crisis communication theory. Corporate Reputation Review, 10, 163-176. 
    • Student Perceptions of a Low-Tech Option for Engagement and Assessment

      Schmuck, Heather; Cook, Joy; Schmuck, Heather; Cook, Joy
      The focus for the IRB approved study was to explore whether utilizing a simple ‘low-tech’, inexpensive option in the classroom provided higher perception levels of engagement and assessment (average rating of agree or strongly agree) from both the student and faculty perspective. The research question for this study was ‘What are students’ perceptions regarding the use of dry erase whiteboards in the classroom as it relates to engagement, formative assessment and learning?’. There is ample literature supporting the use of high-tech ‘clickers’ or student owned technology to increase student engagement. Oftentimes, these high-tech options require increased cost burden on the student. Low-tech options can be relatively inexpensive and potentially create a similar engaged environment demonstrated in literature without additional financial burden. Small dry erase whiteboards were used by students in multiple imaging science classrooms to answer course review material during lecture delivery. Two cohorts of students utilizing this method were surveyed over assessment, engagement, and learning with Likert scaled items and open-ended questions. The researchers learned that this low-cost, low-tech method of student assessment was well received by students who were in overall agreement with every surveyed item. Faculty perceptions for the study included positive results including active engagement from all rather than a few students. Statistical analysis demonstrated a strong correlation between two survey items related to student assessment indicating that students perceived a positive benefit from the use of this teaching pedagogy related to self-reflection. A suggestion for future research would include measurement of actual student learning outcomes when employing this pedagogical practice rather than just perceived learning and a comparative analysis between this option and other ‘high-tech’, more expensive options.
    • More than a Conference: Building Online and In-Class Student Engagement by Attending USIs Health Informatics Tri-State Summit

      Wilson, Gabriela; Wilson, Gabriela
      Problem Statement: Students today can no longer rely only on the ability to accumulate discipline-based information for career success. They need to be able to analyze and evaluate information, solve problems, work interprofessionally and communicate effectively. As educators, our role is to provide our students with the opportunities to participate in meaningful projects in which they play an active role in shaping and enhancing their learning experiences (Delialioglu, 2012). Context: This presentation will highlight assignments built in four different Health Informatics classes offered both online and in face-to-face settings through participation in a conference provided on campus (i.e., Health Informatics Tri-State Summit). This event was used as a vehicle to actively engage students in the material, as well as provide networking and participation in online communities that might not exist in real life. The presentation will emphasize the bridge that was built between online and face-to-face students by creating assignments that involved both groups of students. It will also address the value of engaging students as partners in learning and teaching as the faculty member transitioned from an instructor to facilitator because of this approach. Approach: Transformative learning occurs when students are challenged to think not only critically but also creatively, as well as communicate and collaborate with one another (Freudenberg, Brimble, Vyvyan, & Corby, 2008). This can be accomplished by using information and technology, which need to align with the knowledge of learning (Keane, Keane, & Blicblau, 2016).  As a result, students enrolled in three courses (i.e., Health Informatics (HI301.001); Electronic Health Records and Enterprise Systems (HI302.N01); Social Media Monitoring in Healthcare (HI304.001 and HI304.N01)) were required to attend the 2018 Health Informatics Tri-State Summit organized by the College of Nursing and Health Professions at the University of Southern Indiana. Instead of taking attendance, students received participation points based on social media activity during the conference. The students enrolled in HI301.001 were graded based on the meaningful tweets posted during the event. The students enrolled in HI304.001 and HI304.N01 were assigned to groups and became part of a fictitious consulting team charged with examining the Twitter activity. Their task was to identify an analytic tool that could track the social media activity of all participants during the event and write a report to be presented to the Conference Planning Committee. Students enrolled in HI302.N01 worked in teams and developed a presentation that was relevant to the topics presented during the conference. The group presentations were exhibited using robots that were controlled by students via an app on their mobile devices. Reflection/Discussion: Attending the 1-day long conference presented students with an opportunity to learn how technology and social media can be used to increase the timely dissemination of health information, facilitate interactive communication, and most importantly, network and engage via social communities outside the classroom.  Furthermore, students had the opportunity to listen to reputable speakers on current topics and research in health informatics and healthcare in general. Through the class activities that were designed in each course, students improved not only their discipline-related knowledge, but also teamwork and communication skills. Reflection submitted by students in the form of a blog indicated that they perceived greater confidence in their abilities. From an educator’s perspective, actively engaging students via participation in a conference proved to be an effective tool that can improve teaching and learning by placing concepts in the context, keeping course content up-to-date, and fostering a sense of community. Bibliography Delialioglu, O. (2012). Student Engagement in Blended Learning Environments with Lecture-Based and Problem-Based Instructional Approaches. Educational Technology & Society, 15(3), 310-322. Retrieved 12 18, 2018, from http://ifets.info/journals/15_3/24.pdf Freudenberg, B. D., Brimble, M. A., Vyvyan, V., & Corby, D. E. (2008). A Penny for Your Thoughts: Can Participation in a Student-Industry Conference Improve Students’ Presentation Self-Efficacy and More? The International Journal of Learning: Annual Review, 15(5), 187-200. Retrieved 12 18, 2018, from https://papers.ssrn.com/sol3/delivery.cfm/ssrn_id1683150_code498263.pdf?abstractid=1493416&mirid=1 Keane, T., Keane, W. F., & Blicblau, A. S. (2016). Beyond traditional literacy: Learning and transformative practices using ICT. Education and Information Technologies, 21(4), 769-781. Retrieved 12 18, 2018, from https://link.springer.com/content/pdf/10.1007/s10639-014-9353-5.pdf  
    • Good Teachers, Scholarly Teachers, and Scholars of Teaching and Learning

      Friberg, Jennifer; Friberg, Jennifer
      Keynote Description: University instructors approach course design in unique and personal ways, often reflective of their own experiences, preferences, and perspectives. Despite the array of approaches instructors might use during a semester to teach, explore, or assess content, what IS uniform across course design efforts is the desire to advance students thinking and learning. While some course instructors look to design meaningful learning experiences through instinct and past training, others turn towards evidence to inform their pedagogical choices. Others engage as scholars to study learning in their classroom settings. This keynote will explore good teaching, scholarly teaching, and the scholarship of teaching and learning to explain a continuum of teaching and learning in university classrooms. Resources will be provided to support evidence-based approaches to teaching and the systematic study/reflection of teaching and learning.
    • Students Enhancing Healthy Eating and Active Living (HEAL) Through Service Learning

      Ramos, Elizabeth; Connerton, Charlotte
      Topic/Problem Statement: Service learning is meaningful community service with instruction and structured reflection to enrich the learning experience and teach civic responsibility. Through service learning, the NUTR 383 students enhanced the HEAL curriculum and met course learning outcomes by applying and sharing food and nutrition principles that promote and encourage simple food and nutrient choices among the HEAL participants. The students reflected on their learning to connect theory to practice while the HEAL participants expressed reciprocal benefits to help enhance their healthy food choices.  Context: Nutrition 383 Practical Applications and Evaluation of Food Preparation and Nutrition is a required spring practical food science offering for Nutrition and Wellness and Foodservice Management majors. The HEAL (Healthy Eating and Active Living) program is a grant funded endeavor that promotes healthy lifestyle changes in a church group, specifically All Saints Catholic Parish in Evansville. Students in NUTR 383 and participants in the HEAL program connected in this innovative learning process by constructing, discussing, sharing, and using these materials to make simple healthy food choices. Approach: Students worked individually on each assigned application after laboratory instruction. Through the applications, students creatively developed printed materials in four application / assignment sets. These sets included weekly dinner and snack menus, Dietary Guidelines and recommendations, suggestions for low cost foods, Nutrition Facts panel interpretation with focus on health claims, and nutrient connections to color choices of fruits and vegetables. The students also submitted recipes, which were assembled into a cookbook for individuals / families and quantity food service management. Each student created two recipes: One with enhanced vegetables (hiding a vegetable within another vegetable) and another with replacement of salt with flavor, herbs, and spices for a bean (legume) soup.  This recipe allowed students to show how to promote health and reduce the risk for cardiovascular disease, hypertension, diabetes, osteoporosis, obesity, cancer, and dental caries. Reflection/Discussion: Both the nutrition students and the HEAL participants benefited from the service learning application and the project cookbook. Students were able to plan menus, create recipes, and provide nutritional values for educational materials for the HEAL participants. Through reflection the students stated, “I enjoy and value the engaging hands on experience application that broaden my learning capabilities; and "I feel like it was a review of previous things that have been taught in other classes which is nice." The HEAL participants were very appreciative to receive the supplemental information. References: Brinkman, P. & Syracuse, C. (n.d.). Modifying a recipe to be healthier. The Ohio State Extension Family and Consumer Science Bulletin HYG-5543-06. Evers, W., & Mason, A. (2001). Altering recipes for better health. Purdue Extension Consumer and Family Sciences Bulletin CFS-157-W. McGee, H. (2004). On food and cooking. New York, NY: Scribner. U.S. Department of Health and Human Services and U.S. Department of Agriculture. (2018). 2015–2020 Dietary Guidelines for Americans (8th ed.). Retrieved from https://health.gov/dietaryguidelines/2015/resources/2015-2020_Dietary_Guidelines.pdf 
    • The impact of class delivery mode on student-faculty interaction and mastery goal orientation

      Celuch, Kevin; Milewicz, Chad; Saxby, Carl
      Topic/Problem statement:  A host of literature points to the significance of active/collaborative learning as a means of enhancing student engagement and subsequent learning.  Recently, questions have been raised as to the efficacy of the approach for different learning contexts (face-to-face versus online).  The present research explores the following question: how does class delivery mode influence the efficacy of active/collaborative learning?  Specifically, we examine perceived differences across delivery modes as well as if the effect of class delivery mode works through (is mediated by) perceived student-faculty interaction to influence student mastery goal orientation. Context:  Students completed a questionnaire related to their perceptions of the classes and their learning at the end of four classes: two sections of a marketing principles introductory class (one face-to-face and one online) taught by the same instructor using the same class assignments; and two sections of a marketing management capstone class (one face-to-face and one online) taught by the same instructor using the same class assignments. Approach:  Note that we controlled for instructor, assignments, and level of classes.  The literature often critiques comparisons of face-to-face versus online class formats for a failure to control such factors.   This research also measures important student process perceptions identified in the teaching and learning literature which have been tied to the effectiveness of active/collaborative approaches.  These included: perceived student-faculty interaction which assesses instructor provision of feedback and facilitation of discussion (adopted from Carini, Kuh, and Klein 2006); mastery goal orientation which assesses the extent of emphasis on understanding rather than memorizing content, enjoyment of learning, and performance improvement (adapted from Anderman and Midgley 2002; Church, Elliot, and Gable 2001); and perceived student engagement which assesses student perceptions of the class learning environment (adopted from Church, Elliot, and Gable 2001).  Reflection/Discussion:  Significant differences between the face-to-face and online delivery mode were observed with face-to-face classes having stronger perceived student-faculty interaction and mastery goal orientation than online formats.  Interestingly, both delivery modes were equally engaging.  Further, class delivery mode (face-to-face versus online) was a significant predictor of perceived student-faculty interaction.  Lastly, delivery mode was found to work through student-faculty interaction to influence student mastery goal orientation.  These findings hold implications for adapting and strengthening active/collaborative learning to online delivery.  Specifically, there is a need to explore at a more nuanced level how the perception of student-faculty interaction can be enhanced for online delivery to positively influence student mastery goal orientation which has been tied to deeper, longer lasting learning.  References Anderman, E.M. and Midgley, C. (2002), “Methods for studing goals, goal structures, and patterns of adaptive learning”, in Goals, Goal Structures, and Patterns of Adaptive Learning, ed. C. Midgley, pp. 1-53.Erlbaum, Mahwah, NJ. Carini, R.M., Kuh, G.D. and Klein, S.P. (2006), “Student engagement and student learning: Testing the linkages”, Research in Higher Education, Vol. 47 No. 1, 1-32. Church, M.A., Elliot, A.J. and Gable, S.L. (2001), “Perceptions of classroom environment, achievement goals, and achievement outcomes”, Journal of Educational Psychology, Vol.93 No. 1, 43-54.
    • Using a Mix of Strategies to Prepare Nursing Students for Disaster Response

      Connerton, Charlotte; St. Clair, Julie
      Undergraduate nursing faculty are expected to prepare students to participate as members and leaders of interprofessional teams that provide emergency services in their communities.  The BSN Essentials indicate that the baccalaureate nursing program must prepare graduates to “use clinical judgment and decision-making skills in appropriate, timely nursing care during disaster, mass casualty, and other emergency situations” (The American Association of Colleges of Nursing, 2008, p. 25).  Context: Nursing 455:  Population-Focused Nursing Practice is taken Fall semester of the senior year. The course promotes development of disaster preparedness competencies through seminar, online clinical modules and simulation. Students are expected to apply principles of SALT triage, plan and set up a shelter, conduct a shelter guest intake and health needs assessment, and use the medical evacuation sled in a seminar setting on campus. Approach: The disaster preparedness clinical education includes seminar, independent online learning and simulation.  The clinical activities include the following: Completion of the SALT Triage and the FEMA IS-100 course independently online prior to the seminar day. Completion of “Stop the Bleed” which includes skills demonstration of wound packing and tourniquet application. Demonstration of evacuation of a victim down a staircase using a Med Sled. Tour of the Physical Activities Center (a Red Cross designated shelter) and development of a shelter set up plans. Use of case studies with Red Cross shelter forms. Demonstration of triage competency using patient triage training cards. Reflection/Discussion: A mix of educational strategies was used to prepare senior level nursing students for response during a disaster.  Students demonstrated the ability to apply the principles of SALT triage, plan and set up a shelter, conduct a shelter guest intake and health needs assessments, and use the medical evacuation sled. Students were actively engaged, and learning occurred through the simulation. References: American Association of Colleges of Nursing (2008). The essentials of baccalaureate education for professional nursing practice. Retrieved from http://www.aacnnursing.org/Portals/42/Publications/BaccEssentials08.pdf American College of Surgeons (2015-2016). Stop the bleed. Retrieved from http://www.bleedingcontrol.org/ Federal Emergency Management Agency. (2018). IS-100.C: Introduction to the incident command system, ICS 100. Retrieved from https://training.fema.gov/is/courseoverview.aspx?code=IS-100.c MESH Coalition (n.d.). Adult patient triage cards. Retrieved from http://www.meshcoalition.org/products/patient-triagecards National Disaster Life Support Foundation (2015). SALT mass casualty triage on-line training. Retrieved from http://register2.ndlsf.org/mod/page/view.php?id=2056
    • USI OT/OTA Toy Accessibility Project

      Mason, Jessica; Dishman, Karen; Arvin, Mary Kay
      Topic/Problem Statement: The role of an occupational therapy professional is to ensure that individuals can participate in daily life activities. Play is the work of children. All children grow and develop from play experiences. For some children with disabilities, participation in play can be limited due to physical and/or cognitive deficits. Children with disabilities can utilize switch-operated toys to more easily engage in play. The occupational therapy (OT) and occupational therapy assistant (OTA) programs decided to work together to modify toys for children with disabilities in our community as a service learning activity. Context: Occupational therapy students and occupational therapy assistant students make up the USI Student Occupational Therapy Association (SOTA). The SOTA program applied and received the USI Endeavor Grant in the fall of 2018. The grant was written by two OT students, one OTA student, and two OT faculty members. The funds from the grant will allow students to learn how to adapt battery operated items using switches. Students will be able to use this skill in future professional occupational therapy practice. Approach: According to Hamm (2005), play experiences provide children with practice for skills that they require in adult life. Children learn from interactions with peers through play. The OT and OTA students received education and training on modifying a battery-operated plush toy into a switch operated toy. The process for adapting the toys was provided by the robotics program at Ivy Tech. This process included learning how a simple electrical circuit works, evaluating the toy, splicing together wires, and connecting the switch to the toy.  Toys were presented to the Evansville Vanderburgh School Corporation and Easter Seals Rehabilitation Center during December and January. A total of 50 toys were switch adapted by the OT and OTA students. Reflection/Discussion: After the toy adaptation sessions were completed, OT and OTA students were asked to participate in an IRB approved research study regarding the service learning experience.  Results indicated most students believed this activity helped them make a difference and become more aware of the needs in the community. A majority of the OT and OTA students also reported this activity reinforced problem-solving skills and critical thinking.  The OT and OTA students will present the outcomes of the project at the USI Endeavor Symposium in April 2019. References: Hamm, E. M., Mistrett, S. G., & Ruffino, A.G. (2005). Play outcomes and satisfaction with toys and technology of young children with special needs. Journal of Special Education Technology, 21(1), 29-35. Doi:10.1177/016264340602100103 
    • Survey of Dental Hygiene and Occupational Therapy Students' Perceptions of Team Behaviors and Client Satisfaction during an Interprofessional Education Event

      Coan, Lorinda; Arvin, Mary Kay; Reynolds, Erin
      Oral hygiene is an aspect of daily self-care that has a significant connection to overall health. There is a direct connection between the condition of the mouth, the condition of other systems in the body, and the transmission of infection throughout the body (Azarpazhooh & Leake, 2006; Li, Kolltveit, Tronstad, & Olsen, 2000; Sloane et al., 2013; Stein & Henry, 2009). Daily oral hygiene to maintain oral health has direct benefits for older adults (Bissett & Preshaw, 2011; U.S. Department of Health, 2011). In contrast, a poor oral hygiene regimen is associated with serious risks to overall health, especially in older adults who have been already diagnosed with certain medical conditions and are at risk for health complications (Azarpazhooh & Leake 2006; Li et al., 2000; Salamone, 2013; Stein & Henry, 2009). As patients age and experience a declining health status that leads them into long term care (LTC), oral hygiene tends to receive less attention than other activities of daily living (ADL) (McNally et al., 2012). Occupational therapy (OT) practitioners and dental hygienists (DH) share similar goals in the effort to improve oral healthcare in all populations. Shared assessments include both cognitive and physiological performance skills. Through a collaborative service learning activity, OT and DH students demonstrated interprofessional skills while performing oral and upper body screening of adult clients from the. Survey results indicate positive student perceptions of team planning, as well as high patient (adult volunteer) satisfaction in the care provided.
    • Training improves student performance and perceptions in small group learning

      Hopper, Mari K.; Gidley, Patrick; Mann, Daniel; Weinzapfel, Jacob
      Fifty percent of course contact time in the “renewed” curriculum at Indiana University School of Medicine (IUSM) was dedicated to non-didactic, small-group learning. End of course evaluations indicated that students did not understand or value the approach, perhaps due to lack of training in this methodology. Our aim was to determine if engaging students in training designed to enhance small group dynamics and explain outcomes of this approach would result in improved small group performance and enhanced perceptions. Following IRB approval, small-group case-based sessions were audiotaped on two occasions prior to training (Pre), and two additional sessions following training (Post). Recordings were evaluated and scored by trained evaluators using a rubric including the following categories: Participation, Shared Roles, Focus on Learning Objectives, Approach, Independent Thinking and Interpersonal Interaction. Scores for each category were averaged across the three evaluators both Pre and Post. Additionally, to assess student perceptions, a 15-question survey was administered at three time periods: 1) before any small group sessions or training; 2) after recording two small group sessions and directly prior to training; and 3) following training and after recording two additional sessions. Survey questions included topics such as personal preparation, interpersonal interactions, prior undergraduate experience, and perceptions of small group as an effective learning strategy. Question responses were based on a Likert scale of one through seven. Although work is ongoing, preliminary data analysis using paired T-tests indicate that participation scores increased following training, with members participating more equally and encouraging input from each other more frequently. There was little change in rubric scores for other criteria including ability to share roles and addressing learning objectives. Survey responses reveal that students enjoy small group sessions more, contribute more equally, and have fewer tangential discussions in comparison to the pre-training survey responses. These data suggest that students participating in small group learning sessions benefit from training in this approach, and such training will enhance student perceptions regarding effectiveness of this learning strategy.
    • Using World Literature to Build Cultural Awareness and Increase Cognitive Flexibility

      Gupta, Sukanya; Popescu-Sandu, Oana
      Abstract is not included by request of the authors. Please contact the authors for additional information.
    • Team Building Skills

      Seward, Mary Ann
      Focus/Problem Statement: Educators generally view the classroom with a Euro-centered lens where linear teaching is employed, and students are expected to conform to predetermined standards of academic proficiency.  I adhere to the new energy and vision where higher learning includes teaching excellence and learning-centered classrooms, so I offer a practical approach to student learning that includes the contributions of every race, ethnicity, religion, creed, and ability.  My teaching methods include research findings on team building skills in order to transform the classroom into a productive team who can apply the principles of collaboration, quality circles, and qualitative decision-making.  Teamwork in the classroom includes active learning engagements that require group projects that not only show students the value of free speech, but also promotes classroom civility, motivation, collaboration, and negotiation on division of labor, in order to meet learning outcomes. Context:  I am an Associate Professor of Communication Studies at Vincennes University, and I teach public relations, small group decision-making, public speaking, and interpersonal communication, all of which require the teacher to empower students, foster inclusion, and support diversity.   The onerous of fostering a positive team environment in the classroom increases the likelihood that students are able to meet targeted learning outcomes of the course and program.  For example, in small group communication, learning outcomes include the understanding of roles, identify the problem, and collaborate to provide viable solutions to the problem.  Some student outcomes in Public Relations include being able to identify corporate crises, evaluate the management of a corporate crisis, and provide effective solutions to ethically manage the corporate crisis based on public relations theories.  Collaboration and team building skills are key factors in how successful students are in identifying problems and providing conflict management strategies to effectively handle corporate problem(s).       Approach:   It is important to build students’ self-identity, accommodate special needs, and teach empowerment skills.  In order to empower students, meet students’ needs, and help them to construct a positive self-identity my curriculum includes:  a) student-centered teaching; b) collaborative learning with faculty feedback; and c) experiential learning activities.   My teaching method serves students of various learning styles and enhances the student learning experience.  I use grounded evidence in my teaching methods from the areas of measuring group efficacy, goal setting, and team performance in innovative projects (Hardin, Fuller, and Valacich, 2006 and Hoegl and Parboteeah, 2003).  The first step in teaching students to be effective team collaborators is to encourage them to share their ideas, unique perspectives, culture capital, and generally social reciprocity follows.  After trust is established, team members learn to rely on others’ contributions, begin to collaborate, follow through on commitments, and engage as productive participants in the division of labor, group decision-making process, peer review process, and the final culmination of the group presentation.   Reflection/Discussion:  For two decades I have developed my skills in student-centered teaching, collaborative learning with feedback, and experiential learning engagements.   What I have learned is that students want to share their ideas, dialogue, and banter about salient topics; after all that is kind of the point in Communication classrooms.  I have found that group projects allow students to try out various roles, collaborate, negotiate perspectives, learn empowerment skills, and gain effective group presentation skills.  The peer reviews of other students increase academic rigor and teach students how to provide constructive criticism, reminding them also to follow rubric criteria.  I realize that students do not care how much I know, until they realize how much I care about their academic success.  One way I show them how much I care is to guide them through the steps of collaboration and effective team building skills, encourage their voice in what matters, and praise them for their contributions.  I can offer instructors who may have a little trouble inspiring unmotivated students some evidence-based research on classroom team building skills that may help them to develop a warm and welcoming learning environment, increase student motivation and engagement, in order to meet learning outcomes.   References Beebe, S. A. & Masterson, J. T. (2016). Communicating in Small Groups: Principles And Practices, 11th Edition, Pearson Publishing. Bishop, J.W., Scott, K.D. & Burroughs, S.M. (2000). “Support, Commitment, and Employee Outcomes in a Team Environment,” Journal of Management, 26: 1113-32. Choi, J.N. (2002). “External Activities and Team Effectiveness: Review and Theoretical Development,” Small Group Research, 33: 181-208. Hardin, A.M. Fuller, M.A., & Valacich, J.S. (2006).  “Measuring Group Efficacy in Virtual Team: New Questions in an Old Debate,” Small Group Research, 37: 65-85Hoegl, M., & Parboteeah, K., (2003). “Goal Setting and Team Performance in Innovative Projects:  On the Moderating Role of Teamwork Quality,” Small Group Research, 34: 3-19. Klein, C., DiazGranados, D., Salas, E., Le, H., Burke, C.S., Lyons, R., & Goodwin, G.F. (2009). “Does Team Building Work?” Small Group Research, 40(2): 181-222. Lencioni, P., (2002).  The Five Dysfunctions of a Team:  A Leadership Fable.  New York: Jossey-Bass. Limon, M.S., & Boster, F.J. (2003). “The Effects of Performance Feedback on Group Members’ Perceptions of Prestige, Task Competencies, Group Belonging, and Loafing,” Communication Research Reports, 20: 13-23. Marks, M.A., Mathieu, J.E., & Zaccaro, S.J. (2001).  “A Temporally Based Framework and Taxonomy of Team Processes,” Academy of Management Review, 26: 356-76. Rains, S.A., & Young, V. (2009). “A Meta-Analysis of Research on Formal Computer Mediated Support Groups:  Examining Group Characteristics and Health Outcomes,” Human Communication Research, 35: 309-36. Ross, E. & Holland, A. (2006). 100 Great Businesses and the Minds Behind Them. Naperviille, IL: Sourcebooks, Inc., 358-61. Scholtes, P.R., Joiner, B.L., & Streibel, B.J. (1996). The Team Handbook, 2nd ed., Madison, WI: Joiner Associate.  Romig, Breakthrough Teamwork, Schrage; No     More Teams! Snyder, L.G. (2009). “Teaching Teams About Teamwork: Preparation, Practice, and Performance Review,” Business Communication Quarterly; March: 74-79.
    • Virtual Reality Simulation for Health Care Leaders of the Future, Utilizing Leadership Rounds in the Hospital System, An Online Educational Activity

      Williams, Jennifer M.
      Focus Statement The purpose of this study is to bring forth educational activities that prepare leaders in the healthcare system which positively impacts the health system to include quality, cost, and access. The nascent formulation of this project is to develop and study a pilot-education deliverable using virtual simulation leadership rounds in an MHA graduate program. Context The course, The Health Service System MHA 621 The active design and delivery of the educational strategy encompass three areas of which includes; target leadership gaps such as critical thinking, presentation, and communication skills. The second focus area covers the macro and micro healthcare related topics of the course, and third to assist in aligning course content with the mission and vision of the health administration graduate program. The University of Southern Indiana Hospital has been created and acts as a fictitious teaching hospital in the city of Blackboard located in Indiana. The hospital is now led by new chief executive officers that have implemented new strategies that align with their mission and vision, and a new emphasis is placed on quality and education. Graduate students will progress through a series of healthcare virtual scenarios, during healthcare executive rounds. These scenarios will introduce the graduate students to the unique hospital units, customer satisfaction surveys, quality performance measures, quality scorecards, financials while solving actual issues faced today in healthcare. The use of virtual hospital rounds will be used, and the student will (1) solve a set of financial equations (an economic model), (2) participate in a scaled model, (3) practice or rehears factual scenarios, (4) demonstrate competency through playing games (asteroid game), listening to interviews, and being introduced to an animated flowchart.   Approach A pilot-education survey (satisfaction instrument) will analyze quality measures of satisfaction and individual perceptions of the virtual simulation.  A Likert scale survey and open-ended questions will determine the satisfaction themes. The results of the survey will be analyzed using triangulation to determine common themes for the sample population. A study published in 2011, by the Centers for Creative Leadership (CCL) describes changes related to effective leadership. The findings and recommendations from the study indicate that the need for broad cross-functional learning opportunities for healthcare leaders. These changes are imperative for healthcare organizations and future leaders entering the industry. The university must recognize these changes and adapt the delivery of pedagogy activities that assist in the development of the next healthcare leader. Conclusions Graduate students will build upon basic knowledge and theories, as it relates to leadership. Virtual simulation is a useful tool that allow experimentation without exposure to risk, as many nursing and medical students benefit from this tool today. A similar concept may help improve the skills of the future healthcare leader. The leadership simulation will build upon competencies for the future healthcare leader and may be utilized in future MHA graduate classes.
    • Broadening career opportunities and breaking down stereotypes: Correctional facility tours and the criminal justice student

      Stacer, Melissa J.
      Students' negative perceptions of inmates are a challenging aspect of teaching criminal justice. It is not uncommon to hear an "us versus them" dichotomy when criminal offenders are discussed. Despite an abundance of television and "infotainment" shows introducing correctional facilities to the public, these facilities and those living and working within remain largely unknown and subject to negative stereotypes. Some scholars suggest exposing students to the criminal justice system may provide a realistic approach to understanding offenders and those who work within the system. Correctional facility tours are one way to create this real-life exposure. In two courses, CRIM 234 Introduction to Corrections and CRIM 370 Prisons, attending a jail or prison tour and writing a 500-word essay reflecting on the tour are course requirements. The original goal was to expose students to the criminal justice system in action and to allow students an opportunity to correct inaccurate perceptions. Beginning in 2014, I began conducting research to assess the effects of the correctional tours on students. This included a pre-test/post-test design wherein students were asked to complete a survey with Likert items and open-ended items before and after attending a prison or jail tour. Students were also asked if I could use their essay for research. This study was approved by the IRB, and data were collected in the Spring 2014, Fall 2014, and Spring 2015 semesters. Correctional tours are quite popular across criminal justice curricula, but competing perspectives exist on the impact of these tours on students. Some scholars illustrated the positive impacts, such as being able to apply concepts (Brown, 2001, Helfgott, 2003), being able to link class material to the real world (Smith et al., 2010), and changing prejudicial attitudes (Boag & Wilson, 2013). Other scholars (Payne, Sumter, & Sun, 2013) argue these tours are often seen by students as entertainment and thus are not educative, and illustrate issues with tours being "staged" and that inmates are objectified (Piche & Walby, 2010). The results of the study were both expected and unexpected. As expected, most students wrote about the influence of the media on their perceptions of corrections and revealed holding stereotypes about those who work and are confined in correctional facilities. Unexpected were results indicating that students reported more positive attitudes towards correctional staff after attending the correctional tour, and in their essays many students discussed how correctional careers were something they would now would consider.
    • Writing to Learn for NOS Scientific Literacy: Evaluation and Research Implications of A Curriculum for Historical Geology

      Wright, Carrie L.
      Scientific literacy is a primary goal of undergraduate introductory science education, and yet measures of this crucial pedagogical outcome among U.S. citizens indicate it is mediocre at best. Scientifically literate citizens have sufficient understanding of the concepts and the nature of science (NOS)—and how to communicate that knowledge in writing—to actively participate and make decisions in a global society grappling with issues such as climate change. However, understandings of the NOS and how to communicate science are lacking in many university students, both science majors and non-majors, leading to misconceptions that create barriers to scientific literacy. As an educational strategy to improve scientific literacy, Writing to Learn (WTL) is effective because it aligns with attributes of successful learning such as reinforcement, encourages students to emulate the languaging processes of building scientific knowledge, and also provides students with opportunities for the critical thinking, synthesis, and analysis needed for effectively engaging with and communicating science. A WTL curriculum was developed for and implemented in a historical geology course for majors and non-majors (N=22) to improve students’ scientific communication skills and scientific literacy in the NOS. Curriculum assignments include pre-writing, critical reading, in-class writing, instruction in argumentation, a research essay, structured peer review, revision plans, group work and field presentations designed to emulate science epistemology. Evaluation of pedagogical effectiveness was performed by comparing NOS literacy exhibited in student pre-writing with that exhibited in subsequent work, through analysis of the form and content of students’ written arguments, and an end-of-course survey. This paper will present the results of these evaluative measures in addition to describing each part of the curriculum and its theoretical underpinnings in science education research and composition studies, and discuss implications for future implementation and research. Results indicate that engaging students in the study of science through language arts—critical reading of and writing about scientific texts and the NOS—enhances the majority of students’ scientific literacy.
    • Developing Career Ready Skills Through a Service Learning Project in a Exercise Course

      Weatherholt, Alyssa
      Context: Two sections of the course Program Design for Healthy and Special Populations in the USI's exercise science program. There were a total of about 20 students per section. The course objectives were: Recognize the characteristics of individuals with various disabilities and chronic diseases. Describe the specific effects of various disabilities and chronic diseases will have on exercise testing and training. Perform exercise testing on various populations with knowledge of specific recommendations and special considerations. Create and present exercise programs directed at specific special populations Approach: I assigned a common service learning project within my classroom. Service learning is a common teaching approach in the health professions majors where the faculty and students partner up with a community member that is in need of services (1). The students then reflect about the services they provided to the community partner (1). In my classroom, I partnered with Jacobs Village who were in need of volunteers to provide exercise to their community. Jacobs Village is community with residential appartments and group homes for individuals with intellectual disabilities and lower socioeconomic older adults. The students enrolled in the course worked in groups of 2-4 people to provide 10 exercise sessions to those residents at their community center. I was also present during each session to observe the students providing exercise for the Jacobs Village residents. After each exercise session, the students turned in the exercise prescription and answered four questions to reflect about the exercise session. The students also completed 3 exams. Results:  Based on the reflections, exams and my observations over the 10 sessions, the students grew by becoming more confident and did well in their skills for prescribing and executing an exercise program. I also observed them communicating better with their client over the 10 sessions. Reference: 1. Seifer, S.D. (1998). Service-learning: Community-campus partnerships for health professions education.  Academic Medicine, 73(3)273-277
    • How I Flip my Accounting Class

      Seitz, Jamie
      Why do Accounting students have issues connecting accounting theory to assessments?  The flipped classroom models allow the instructor to be present during seat time to connect the lecture to homework. How does it work?  As with most classes involving numerical problems, example problem sets are often utilized to reinforce accounting theory.  All lectures are pre-recorded using Panopto and/or VoiceThread (lectures are approximately 15-25 minutes in length).  Students are required to take a pre-test in My Accounting Lab (homework management software) for participation points only.  This assessment is used to gauge the initial level of knowledge and introduce students to the topics and vocabulary.  Students are encouraged to read the textbook and review all recorded lectures for the chapter before coming to class at the beginning of the week.  The first 50 minutes of class are used to review the theory for the week.  The second 50 minutes are used to work examples previously selected by the instructor.  The last 50 minutes of the week are used for assigned homework in My Accounting Lab.  The instructor walks around and individually helps students with specific issues in homework.  If the instructor recognizes a deficiency in the majority of the students, then time is used to reinforce the topic(s).  By using this model, the instructor hopes the students gain confidence inside and outside the classroom, become more successful in accounting, and use time more efficiently.  Student comments on the flipped classroom model are positive.  Most student like the individual one on one time with the instructor and feel connected to the class.