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    • Spring 2021 USI Graduate Student Colloquium Theme Announcement

      USI Graduate Studies
      Theme: The Urgency of Now: Empowerment through Education and Social Justice We welcome abstract submissions related to the above theme from USI graduate students and alumni for the fourth annual Graduate Student Colloquium. This colloquium will be held virtually on April 7, 2021.
    • 2021 Celebration of Teaching & Learning Symposium Abstracts

      Center for Excellence in Teaching and Learning
    • 2020 Celebration of Teaching Learning & Symposium- Abstracts

      Center for Excellence in Teaching and Learning
    • 2019 Celebration of Teaching & Learning Symposium - Abstracts

      Center for Excellence in Teaching and Learning
    • 2018 Celebration of Teaching & Learning Symposium- Abstracts

      Center for Excellence in Teaching and Learning
    • 2017 Celebration of Teaching & Learning Symposium Abstracts

      Center for Excellence in Teaching and Learning
    • Internships and On-Line Capstone Courses: Transforming High Impact Teaching Practices and Fostering Equity and Inclusion during the COVID-19 Crisis and Beyond

      Brown, Kelly; Shine, Beau
      The COVID-19 crisis that hit the United States in March 2020 created untold obstacles and problems for higher education. With virtually no notice and a very short time-frame, faculty across the nation were required to move their courses to on-line instruction mid-semester. This challenge created numerous problems for administration, faculty, and students. Faculty rose to the challenge and through innovation and hard work were able to create on-line learning environments for students that met learning objectives while keeping students and faculty safe. Faculty teaching courses with hands-on learning experiences such as labs and fine arts courses faced additional challenges. This is especially true for faculty supervising internships. Internships are a high impact practice which allows students to work in a professional setting under the supervision and mentorship of community partners. During the COVID-19 crisis, faculty supervising internships had to navigate the concerns and policies of the agencies, departments, and businesses at which students were placed as well as those of their respective universities. Faculty had to transform practical, hands-on learning experiences in the communities into a comparable high impact practice on-line course. The process of transforming experiential learning to on-line capstone courses highlighted issue of equity and inclusion and their impact on student success. The purposes of this teaching practice session are to examine the experiences of transforming internships into capstone courses during the COVID-19 crisis and to facilitate a discussion on the broader issues facing internships and other high-impact practices in the context of equity, inclusion, and student success that were underscored during the pandemic. The need to address issues of equity, inclusion, and student success as they relate to high impact practices is critical to achieving the goals of higher education. The focus of this session is twofold. First, the session facilitators and participants will discuss the challenges faced by faculty during the COVID-19 crisis to move internship courses to on-line capstone courses while maintaining academic rigor and helping students achieve personal and professional goals normally acquired through internships. Second, the session will include a discussion of the challenges and solutions to fostering equity and inclusion in high impact practices, a need which has been identified in the literature and was highlighted during the pandemic crisis in Spring 2020. It is hoped that the facilitators and participants will bring to the discussion personal experiences and reflections on the challenges of transforming courses during the COVID-19 crisis and on the need to ensure student engagement and success through participation in high impact practices in underserved student groups. Ideally, practical solutions to the challenges faced by faculty teaching hands-on experiential learning courses will result from the discussion. Resources Brownell, J. E., & Swaner, L. E. (2010). Five High-Impact Practices: Research on Learning Outcomes, Completion, and Quality. Washington, D.C.: Association of American Colleges and Universities. Finley, A., & McNair, T. (2013). Assessing Underserved Students’ Engagement in High-Impact Practices. Washington, D.C.: Association of American Colleges and Universities Kuh, G. D. (2008). High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why they Matter. Washington, D.C.: Association of American Colleges and Universities. Kuh, G. D. (2013). Taking HIPs to the next level. Ensuring Quality and Taking High-Impact Practices to Scale. Washington, D.C.: Association of American Colleges and Universities. Kuh, G. D., O’Donnell, K., & Schneider, C. G. (2017). HIPs at ten. Change, September/October, 8-16. Lei, S. A., & Yin, D. (2019). Evaluating benefits and drawbacks of internships: Perspectives of college students. College Student Journal, 2, 181-189. O’Donnell, K. (2013). Bringing HIPs to scale. Ensuring Quality and Taking High-Impact Practices to Scale. Washington, D.C.: Association of American Colleges and Universities. O'Neill, N (2010). Internships as high-impact practice: Some reflections on quality. Peer Review, 12(4), 4-8. Parilla, P., & Smith-Cunnien, S. (1997). Criminal justice internships: Integrating the academic with the experiential. Journal of Criminal Justice Education, 8(2), 225-241.
    • A virtual approach to experiential learning: Using free web-based resources within the classroom to enhance students’ learning

      Wanjugu, Sabinah
      Traditionally, students within my digital marketing class have had an opportunity to work with a real client from the community to develop a digital marketing strategy. An approach that gave the student an avenue to enhance their learning process through a hands-on experience. However, due to challenges caused by COVID-19, I had to adjust this approach to experiential learning by use of free web-based resources that I incorporated within my classroom. These web-based resources ensured enhanced students' learning throughout the semester. Simulations: Previous studies on the use of simulation in business education have shown that simulations enhance students' learning process and boost student’s confidence and employability (Avramenko, 2012). I incorporated Mimic pro, a computer-assisted simulation within my digital marketing class to give students a simulated real-life learning opportunity. In Mimic Pro, the students assumed a digital marketer's role for an online digital camera store. Over the course of 6 rounds, students worked to improve the effectiveness of their online advertising campaigns. The simulation's goal was to provide students with a better understanding of paid marketing platforms, strategic keyword research, targeted ads, landing page management, email marketing, and key performance indicators (metrics). The students mentioned that the simulation helped provide them with an opportunity to promote concept attainment, allow for interaction between teams, and feedback to improve their knowledge and skills. Third-party certifications: I also incorporated third-party certifications within the class to back up the skills learned throughout the semester and within the Mimic Pro simulation. One challenge within the business field is balancing the concepts learned within the classroom with the specific skill needed by students to be successful in their business-related careers. Third-party certifications play a part in integrating the emerging techniques and technologies within the industry into existing business courses as part of the overall course learning outcomes (Kim et al., 2019). The current free online certification programs in marketing include Google Analytics certification, Google Ads certification, Hootsuite Social Marketing certification, and HubSpot’s certifications. In my digital marketing course, students took the Google Analytic Certification and Google Ads Certification, and by the end of the semester, they were able to add the two certifications into their resume, boosting their employability. Participants will be encouraged to reflect on the various free web-based resources available that could be implemented within their business courses to enhance students' learning experience and make them career ready. References Avramenko, A. (2012). Enhancing students' employability through business simulation. Education+ Training. Kim, D. H., Hettche, M., & Spiller, L. (2019). Incorporating third-party online certifications into a marketing course: The effect of learning style on student responses. Marketing Education Review, 29(3), 193-206.
    • Using Instructional Technology and Innovation to Facilitate Online Learning

      Schmuck, Heather; Peak, Katherin
      With the pivot to remote learning in Spring of 2020, many faculty scrambled to adapt courses with a hands-on learning component to an online format. Within the health professions disciplines, many courses present unique challenges when there is no access to equipment for practical skills demonstration and acquisition. Compounding this issue, many accreditation organizations for the various health professions require skills demonstration with an instructor for competent practice. This poster presentation will provide a reflection on how one program created an effective learning environment with remote learning for an imaging procedures course. Discussion will include the various instructional technology formats such as VoiceThread, synchronous Zoom, and student-created videos that were utilized for demonstration of hands-on skills that could not be presented and evaluated in the traditional on-campus laboratory setting. The purpose of these exercises was to encourage students to think critically about the individual steps involved in the simulation with the goal of incorporating the process into the student’s professional skill set. Additionally, innovative ideas for creating simulation equipment and laboratory space using items readily available within a home environment will be outlined. Conclusions will include reflections of lessons learned by faculty and general acceptance of the teaching strategies implemented. Presenters will offer suggestions for additional course applications and future integration into other course offerings. Considerations of the unique environments posed by both didactic and laboratory courses and strategies to promote student engagement within courses which have transitioned to an online format will also be included. By presenting this approach to learning utilized for an imaging procedures course, learners should be able to take away new ideas of the various forms of technology that can be integrated for courses requiring physical skill demonstrations. In addition to the guided discussion of the poster, the presenters intend to encourage feedback from the session attendees by inquiring about the obstacles faced by other faculty members during the transition to virtual learning and the types of instructional technologies they utilized to overcome these challenges. Learners will gain information about adaptations to consider for transitioning from a traditional course to an online course and potential obstacles that may be encountered with suggested avenues for success.
    • Same-Day Dental Procedures with Questions Requiring Immediate Responses: An IPE Assignment

      Hall, Mellissa; Coan, Lorinda; Holt, Emily
      Research Question/Context Does an interprofessional assignment support learning between two student groups: Dental Hygiene/Dental Assisting and graduate nursing students in a family nurse practitioner specialty? The interprofessional assignment was developed to simulate a real-life experience using a “patient” waiting for a dental procedure. The goal of the assignment was to emphasize shared patient responsibility between dental and primary care professionals. Clinical scenarios included commonly encountered concerns: uncontrolled diabetes, uncontrolled blood pressure, or daily use of medications associated with bleeding risk. Grounding The theoretical foundation of the assignment was derived from E.E. Bayles’ discussion of theories supporting learning (1966). Bayles’ emphasized five tenets of learning: learning as a mental discipline, learning as conditioning, learning as preparation for life, learning as development of insight, and learning as operant conditioning. The interprofessional assignment focused on the third and fourth tenets as presented by Bayle. Students were assigned commonly presenting patient scenarios they will deal with daily in their professional lives. With the patient scenario, students were led to develop insight on how to ask or provide answers supported by current literature/standards of patient care. Methods An interprofessional site was opened through the Blackboard Learning Management System for both dental hygiene/assistant students and graduate nursing students. IRB ruling was received from the University of Southern Indiana. The Blackboard site provided details about the assignment for both student groups and explained informed consent. Students could opt out of the study, but all were required to complete the assignment. The pre/post questionnaires focused on the value of the IPE assignment (King, Shaw, Orchard & Miller, 2010). Data from pre and post questionnaires were compared to determine the effectiveness of the assignment. Pre-IPE assignment responses (N = 71) and post-IPE responses (N = 50) were compared. Discussion/Lessons Learned Pre and post student surveys included quantitative and qualitative questions. Findings from the quantitative questions supported > 98% of students reported the IPE assignment was of value and helped them to understand the other profession’s role in patient care. The majority of both students groups responded the assignment helped understand how classroom content would be applied to their future work setting. Most qualitative responses were positive as well. Other disciplines could adapt a similar IPE assignment based upon anticipated collaboration between professions and the necessity for timely answers to assure patients/customers receive appropriate and timely services. References Bayles, E. (1966). Theories of Learning and Classroom Methods. Theory Into Practice, 5(2), 71-76. King, G., Shaw, L. Orchard, C.A. & Miller, S. (2010). ISVS: The interprofessional socialization and valuing scale: A tool for evaluating the shift toward collaborative care approached in health care settings. Work, 35 (1), 77-85.
    • What Do I Want to Be When I Grow Up? Orientation to Graduate Study and Confirming Career Decisions

      Swenty, Constance; Hall, Mellisa
      Research Question/Context Do synchronous virtual orientation sessions with graduate students satisfactorily answer their questions about personal career choices? Students beginning a Master of Science in Nursing program may select from five different graduate specialties. This selection will determine their career opportunities for the remainder of their lifetime. Orienting students to their chosen specialty and fully emerging them in scenarios that emphasize their role selection is key to success in a graduate study and to career satisfaction. Grounding As discussed by Fedeli and Bierema (2019) adult learning requires attainment of knowledge management. The orientation sessions offered during the synchronous sessions focused on the end outcome: knowledge management. Transforming knowledge gained through coursework is of value only if it translates to improved career performance. The focus is not only on new knowledge, but on lifelong achievements of personal career goals. To support student engagement during virtual orientation, a portion of the schedule used gaming strategies to immerse students in understanding their career choices. Karpouzos and Yannakakis (2016) support how gaming impacts learners and promotes retention of new knowledge. Methods A Blackboard learning management site was created to direct students to the synchronous virtual sessions. Six separate sessions focused on role/specialty selection. A total of 88 students participated. Each session offered dedicated time for question/answers following initial discussions. The gaming session offered time for questions/answers after each career conundrum was presented. Students were required to consider their chosen specialty when responding to questions commonly encountered in work environments. Student feedback was obtained at the conclusion of the virtual sessions. Feedback was anonymous and only aggregate data were considered. Ninety five percent of students participating viewed the sessions as beneficial in answering their questions regarding the 42-credit hour curriculum and their chosen specialty. Discussion/Lessons Learned Student feedback from the virtual orientation sessions was overwhelmingly positive. Feedback requested included quantitative and qualitative responses. Student response rate was > 75% for the virtual sessions. Suggestions for improvement included limiting the total time frame from 1 ½ days of virtual sessions to one full day. No student requested to move the orientation to a face-to-face platform. Future plans for the orientation include reviewing data that compares student graduation rates between 1. face-to-face orientation sessions, 2. asynchronous orientation presented for viewing at any time in Blackboard, or 3. synchronous virtual sessions. Other graduate programs may be interested in adapting to the needs of adult learners by offering similar orientation sessions. To move learning to knowledge management, interactive scenarios focusing on issues faced by graduates could be considered for any discipline. Assuring students have chosen wisely before beginning graduate study will lead to student retention. References Fedeli, M. & Bierema, L.L. (2019). Connecting adult learning and knowledge management: Strategies for learning and change in higher education and organizations. Springer. Karpouzos, K. & Yannakakis, G.N. (2016). Emotional games: Theory and praxis. Springer.