The Office of Instructional Innovation’s (OII) Ideation Event on October 20 sparked new ideas for teaching and learning that could be implemented across OHIO. After in-depth discussion and guidance between attendees and Advisory Group members, these ideas were transformed into formal proposals to receive support through the Academic Innovation Accelerator (AIA). Read more about the AIA here.
The proposals are made visible below. Click each submission title to review the complete proposal. OII will work with each project lead to determine how to move forward and what kind of resources are necessary to do so.
If you have an idea for teaching and learning at OHIO that you would like to submit, we still are accepting proposals throughout the year. Once received, we will schedule a follow-up to discuss your idea and next steps. Submit your proposal on the AIA submit web page.
For more information about the AIA, stay tuned to the AIA web page and follow OII’s Twitter account @OHIOinstr_innov and Facebook page. If you missed the event or would like to read more about it, read this Twitter Moment of the day’s related tweets.
Video games as athletic competition, or eSports, are projected to become a billion-dollar-per-year industry by 2020. In local perspective, the Counter Strike Championship sold out Columbus’ Nationwide Arena in 2016 and in October 2017, the Cleveland Cavaliers paid the required $10 million buy-in to join the North American League of Legends Championship Series. This growth in video games as a competitive sport is encased in the larger $100 billion-per-year video games industry.
High school and college-age students foster this growth as they shift from traditional sports engagement to video games and eSports entertainment. This engagement has led to more people watching the League of Legends 2016 championship than the NBA finals or World Series. Universities have begun to capitalize on eSports growth with the PAC-12 conference establishing eSports as varsity-level competition. Within this conference, the University of California Irvine became the first public university to provide scholarships for its eSports athletes.
Proposed Innovation and Impact:
My proposal is for Ohio University to increase new student enrollment and create new OHIO marketing opportunities by embracing eSports as both sport and field of academic study with two areas of focus:
Creating courses across the University would establish eSports and video gaming as an academic field at OHIO beyond the current work on game development in the GRID Lab. In conjunction with the eSports theme, this proposal suggests including the establishment of an OHIO eSports arena where the team can compete and where students can gather to play games in a space focused on games and gaming culture. OHIO has locations dedicated to other media cultures — music, movies, books — and the forward-looking statement of adding a venue for games and eSports puts OHIO in prime position to lead in eSports and attract a new generation of Bobcat gamers.
In this project, an established, custom-built Learning Management System (LMS) will be enhanced with Team-Based Learning (TBL) components. These components include immediate, individual, and team quiz recording; live and timed group application answering; live classroom display; answer analysis for instructors; timed discussion management; and enhanced academic integrity features. The integration of these features will create the first standalone LMS with integrated TBL features for classroom, blended, and online settings.
TBL’s innovative approach to teaching facilitates high levels of learning and engagement among students by guiding them through thoughtful exercises, group analysis, and discussions. This active learning approach helps deliver the transformative education we promise at Ohio University, even in large class sizes, which aligns with state initiatives.
The robust LMS could be used by any instructor looking for a streamlined, easy-to-use LMS, but will be especially beneficial for instructors adopting flipped classroom techniques or TBL methodologies. While effective, the standard method to implement TBL techniques is to develop numerous printed placards, paper quizzes, and scratch-off answer forms. Managing the materials and large numbers of students can be cumbersome and expensive. The new features will eliminate paper materials, saving time and resources. More importantly, it will enrich the engagement and learning among students and instructors.
The features of the LMS will also enable blended and distance courses to manage TBL components in synchronous and asynchronous environments though custom timing controls, which is something that is not currently available. As the demand for online courses increases, utilizing this LMS will enable more effective teaching and learning to a greater number of students.
Need for Funding:
Grant money will be used to fund the development and integration of the new components of the LMS. The developer is a College of Business instructor, which is ideal for support and additional custom development as necessary. The features will be tested by instructors on the team in flipped and online classes.
The custom-built LMS currently used in the COB features multi-section course synchronization, efficient content management, real-time analytics, rubric grading, group management, attendance and participation recording, advanced academic integrity features, and more. The current system is already used by around 25 instructors and around 1,200 students per semester.
The enhanced LMS will be available for use by all Ohio University instructors, especially those looking to implement flipped classroom and TBL methodologies. Over 30 OHIO instructors already use TBL techniques. The College of Arts and Sciences has funded three TBL Faculty Learning Communities, and the Bruning Teaching Academy continues to encourage TBL adoption. Therefore, the demand at the University for this type of system is increasing. Additionally, the LMS could be made available for use outside of the University. Those using TBL techniques, such as medical schools, are most likely to be interested.
Any traditional academic discipline can assume a credible position to define a place. We need look no further than environmental sciences, a discipline taking a lead in establishing place-based pedagogy, as an example. A leading institution in this particular area is the Teton Science School (TSS), an organization with a K-12 through graduate curriculum, located in Northwest Wyoming. Embracing systems theory, a perspective particularly useful in bridging disciplines, TSS “inspires curiosity, engagement and leadership through transformative place-based education” (Bertalanffy, 1968).
While the focus of instruction provided by TSS is in a natural environment/place, their program (and many other place-based programs currently offered across campus) are costly and even cost-prohibitive for many of our students. Southeast Ohio is home to many places with many opportunities for place-based instruction (e.g., The Ridges, Wayne National Forest, Little Cities of the Black Diamond), where disciplinary knowledge coalesces to define places’ mental health and general health care, architecture, economics, history, natural environment, literature, art, and many contemporary issues dealing with preservation, politics, non-profit organizing, and technology, etc.
There is a need for interdisciplinary synthesis that does not occur with a collection of courses. Our students can be better prepared to respond to questions and concerns that influence places and beings (i.e., people, flora, and fauna) that reside in or visit such places if given opportunities to synthesize and recognize the interconnections of diverse disciplines. Questions may address communication practices and public deliberations, environmental concerns versus economic development, histories influenced by perception of fact, and public health and care for diverse populations, to name a few.
As engaged citizens, we enter, move through, and depart from places that are vibrant in nature. Place is neither what was nor what will be once recognized, visited, and remembered. The simplest efforts can occur on and around campus; a more radical approach would be to create a place or places modeled after TSS where students and faculty from all levels of education could go to become immersed in learning without the comfort of routine.
A necessary first step would be to invite those who have a positive reputation of engaging in place-based education to Ohio University: TSS faculty and staff. Inviting TSS to campus is a short-term investment that has long-term consequences. By hearing their stories, challenges, and solutions to those challenges, along with them helping us discuss the pedagogy of place, we can begin to bring our current programs that engage in comparable instruction together and explore new and long-term initiatives that can help all become aware of the interdisciplinary nature of place.
Need for Funding:
As far as short-term, we ask for financial support to bring the TSS folks to campus this coming spring (2018) to bring OHIO and community stakeholders together. This effort would require a fairly quick and small investment of $5,000. Once together, OHIO stakeholders can begin to identify opportunities for academic synthesis and to locate potential places for such learning. Place-based pedagogy can easily enhance general education and complement other initiatives across OHIO.
Simulation prepares students for interactions with real patients by integrating theory and practice in a safe and controlled environment. Virtual/digital patient (VDP) learning experiences offer a comprehensive and tailored approach to health care.
Many nursing students have limited experience interacting with patients and families from other cultures. When working with patients from diverse cultures, nursing students can provide more effective care if they understand health beliefs and practices; further reducing misunderstandings and miscommunications that contribute to incongruent care and negative outcomes.
Methods:We propose the development of an immigrant/refugee VDP specific to obstetrics and pediatrics using a virtual learning environment to create a realistic interactive setting. The “patient” is a member of a multi-generational immigrant/refugee family case study being developed in collaboration with members of an immigrant/refugee community. This approach is also an innovative, new addition to the School of Nursing’s globalization of their curriculum. The VDP will encourage exploration of the nuances and complexities inherent in intercultural exchanges.
Review by culturally relevant key informants and health care experts will ensure validity. The VDP integrates effective educational pedagogy with safe exploration of sensitive issues affected by cultural beliefs and practices including birth rituals, female circumcision, infant/child care, and development.
We will evaluate student learning outcomes using mixed methodology, including cultural competence measurement tools, assessment of knowledge on course objectives, and student qualitative reflections.
After interacting with the VDP, students will:
Best-care practice requires an interprofessional approach when working with immigrants/refugees. This case can incorporate other health care, social service, and educational provider programs. Interprofessional experiences enhance student learning across disciplines throughout the University. Additionally, findings from the project will guide the development of interprofessional adaptations and modules for a more comprehensive approach to caring for culturally diverse families. Furthermore, the project findings will be used as a foundation for expanding the VDP educational experience to other family members for a multi-generational approach to culturally competent care.
Innovation:In the proposed educational project, students explore cultural issues as they impact health by utilizing an interactive VDP who is a member of a multi-generational immigrant/refugee family. The plan is to expand the approach so that students will “meet” other family members throughout the curricula. Furthermore, the potential for interprofessional learning enhances the educational experiences for students across the University beyond the health care professions. We will use findings from this VDP prototype to develop additional culturally-based VDPs to address complex health issues across the life-span and for diversity training.
Excel Grading Assistant is an automated system that automatically grades Excel workbooks while enforcing academic integrity. The system was introduced in the fall of 2017 and is currently in use to grade the work of over 700 students in the College of Business. Grading times per assignment have been reduced by up to a factor of 10, grading accuracy and feedback have been dramatically increased, and the ability to cheat has been eliminated, as far as we know. The program still needs system enhancements and bug fixes. We also need to research the system’s effectiveness and best use in an academic setting.
Excel Grading Assistant is actually a collection of three separate programs that seamlessly work together: Creator, Grader, and Explainer.
Creator takes, as input, a completed Excel workbook and strips out the formulas and formatting to create a separate start file for each student. The instructor may optionally elect to have the system embed hints and motivational messages for selected cells. Creator enforces academic integrity by randomly shifting formulas, randomly varying data values, and creating unique watermarks per student. It retains a separate answer key for each student to be used later by Grader.
Grader is the largest and most sophisticated program of the three. It takes, as input, the completed start file from each student. It then grades each cell in the submitted file for the answer, how it was derived, and how it was formatted. Grader provides explicit feedback for each error right inside the cell, as though the spreadsheet had been marked up by hand. The feedback includes the type(s) of error and point deduction for each, the student’s answer, the correct answer, the student’s formula, and the correct formula. Grader also was programmed to accept answers close within defined boundaries and award partial credit. This was a critical enhancement as there is often more than one way to solve a problem. Finally, Grader performs a series of checks to verify that the answers have not been copied from another student. It does this by comparing whether each random variation and watermark in the submitted file matches the distributed file.
Explainer is a teaching tool. It takes, as input, a completed Excel workbook, removes the formulas, and then progressively reveals each formula, syntax, and purpose. Explainer then visually maps the cell precedents for each formula to illustrate the logical flow of the worksheet.
Early results using the system have been encouraging. Grading time has been dramatically reduced while accuracy and feedback have been increased. As far as we know, cheating has been eliminated in a course where it had become an epidemic.
Future versions of Grading Assistant will expand the types of material that can be automatically graded — for example, pivot tables and graphs. Other enhancements include variable weighting of material, bug fixes, batch processing, and expanded grading analytics.
DH will increase student engagement with both computational tools and humanities methodologies and allow faculty to develop innovative instructional models that fulfill the University’s promise of a transformational educational experience. In addition, this proposal aligns with OII’s mission of fostering bold experimentation to enhance instructional models. DH allows students and faculty to investigate the relationship between computational tools and humanities disciplines by producing digital texts, studying “born” digital texts, employing digital tools to analyze texts, and using humanist thought to interpret the digital world (“projects”).
For our pilot study, we would like to organize two THATCamps — one at Marshall University and one at Ohio University — where students, faculty, and staff from both institutions can collaborate on digital humanities projects proposed the day of each event. THATCamp’s loosely structured and informal “unconferences” allow participants to discover digital humanities interests and foster ideas and skills related to the intersection of the humanities, arts, and digital tools and technologies.
Moreover, their open structure (THATCamps cannot be limited to a particular university) allows us to collaborate with our peers at Marshall University, who have recently created a DH minor and can share their experiences with both integrating DH into the curriculum and creating innovative DH courses and teaching practices (http://www.marshall.edu/dh). Participation at the THATCamps will allow us to 1) gauge student, faculty, and staff interest in DH; 2) determine strategies for implementing DH teaching and learning; and 3) make plans for future DH efforts at Ohio University.
Need for Support:
For the pilot study, we will need space (including computer labs) and support staff for the duration of the THATCamp on Ohio University’s Athens Campus. We will need transportation to Marshall University for the THATCamp on Marshall’s campus.
“Projects.” Digital Humanities. Marshall University, 2017, http://www.marshall.edu/dh/projects.
A 21st-century university provides educational opportunities that include engaged learning experiences with corporations across a spectrum of pedagogies. The infusion of “real-world” experiences into curriculum is essential to provide relevant and current knowledge that fully prepares a student for the workplace. There are a few excellent examples of programs at OHIO that deliver these experiences (e.g., Schey Sales Certificate) and numerous faculty across our space are providing opportunities for corporate speakers to deliver content and share work experiences to our students.
OHIO has a growing decentralized portfolio of this type of content, some of which may be captured on a local basis for reuse, but it is not available university-wide. The University lacks a system to support capture and storage with the ability to share broadly for curricular development, vetted content from experienced professionals. Similarly, imagine there are professionals (many of them alumni) who would like to share their knowledge and experience with a new generation and freely add their content to OHIO’s portfolio.
I propose the development of an OHIO Corporate Curriculum Content Portal (OCCCP) to serve this need. The key elements and functions of the system would include:
To develop elements of this system, OHIO can leverage substantial investment already made in technology solutions like Adobe Connect and Panopto, and integrate features of these into the internal and external portals. Details regarding ownership and permission for use of unsolicited content need to be resolved, but might be achieved through online acceptance of terms prior to content capture.
The portal would also provide a meaningful way for alumni to (re)connect and give back to OHIO. Their demographic data could provide input to our alumni organization for future development opportunities. Just as our alumni are able to access services of the CLDC, the portal would provide added value to alumni via upskilling opportunities.
The portal would be OHIO branded and could be developed as a platform for sale or shared with other educational institutes to brand. Alternatively, OHIO could partner with another university or our online content delivery partners (e.g., Pearson) in platform development.
An initial step might be the aggregation of the existing content to a single location and development of a query mechanism.
The OCCCP provides a 21st-century solution for our students, educators, and alumni to access the current and growing portfolio of real-world content of our learning community and allows OHIO to capture the full value of the vault of knowledge of corporate partners and alumni.
This initiative offers a fresh framework for promoting 1) healthy discourse about complex topics identified by the campus community, and 2) interdisciplinary collaboration among the arts and sciences. The University bears a responsibility to educate citizens that can contribute effectively to public dialogue about key issues that define civil society. The pace of news and the extent of social networks are currently unprecedented, making it increasingly difficult to navigate conversations on complex controversial topics despite limitless opportunities to gather information. With this reality for context, Open OHIO will offer pathways to reconnect information to the human experience through face-to-face conversation. Open OHIO also will connect artists and scientists in collaborations that exemplify how interdisciplinary communication can enhance civic friendship.
Open OHIO will be defined by three phases that can occur simultaneously after initiated. Phase one promotes a culture of civil discourse on campus. Phase two facilitates interdisciplinary collaboration on topics of interest to the campus community. Phase three coordinates the exchange of ideas among University affiliates and community members.
Phase one addresses the need for 1) a physical space on campus deliberately designated for face-to-face group dialogue, and 2) time for purposeful reflection and thoughtful exchange of ideas among diverse individuals. While a campus community is fundamentally designed to cultivate intellectual community discussions, campus-wide discussions are more often organized around a reaction to a specific event/policy, and gatherings are usually designed around a central speaker or panel rather than an open exchange of ideas among community members. The space and time designated for Open OHIO on campus will be open for all, with no labels or hierarchy assigned to individuals. Conversations will be encouraged in a world café style, allowing individuals to meet in small groups to exchange ideas that can then be developed by subsequent groups and eventually collated to reflect the topics of collective interest to the campus. As topics of interest emerge from the community, topical sessions will be organized at specific times.
Phase two is initiated as a topic of interest emerges from phase one. The topic will be reviewed by an advisory group of scientists and artists that will amass empirical information and historical or contemporary examples of art related to the topic with the goal of preparing an art installation in the Open OHIO physical space. After the art installation is in place, the campus community will be invited to participate in an “Art and Science Conversation,” or ASC.
Phase three is initiated by a series of conversations cohosted by a University representative and a community member at local public libraries, schools, churches, and pubs. University representatives will be identified from the participants in the ASC and trained in active listening. Each community conversation will start with a brief introduction to the topic that was the focus of a recent ASC, display an image of the art installation (or the actual art piece if it is feasible), and provide time for community discussion using the world café model that was used in phase one.
I’m interested in exploring the possibility of creating a climate change adaptation professional certificate that students (both undergraduate and graduate) could earn while doing coursework. No such professional certification currently exists. This would be in association with a number of new professional associations that have emerged around the issue of climate change adaptation, and reflects a growing demand for a new skillset in the market that universities are not adequately addressing in their curriculum. Adaption and resiliency planning is happening across the globe across all sectors of private, public, and non-profit organizations.
The program would be similar to other professional programs that provide coursework that parallels skills needed for professional certification. The OHIO College of Business offers a professional certification in IT management, for example, and a number of engineering programs have designed coursework for professional certification exams in civil engineering and hydrology. Such a program would cut across colleges and provide a foot in the door for students interested in working in the climate adaptation/mitigation field or who are likely to encounter it in their profession. The highest demand areas of study would likely be in conservation biology, environmental science, environmental engineering and public policy/MPA. However, I expect there would be interest in the business school, public health, and other departments.
While the initial offering would be for OHIO students and using existing coursework, there is potential for the certification and course design to be offered internationally and delivered via the web. This is, however, a new area of professional development and to date, no certification standards exists. It would be advantageous if OHIO could, at a minimum, be at the table in setting the standards as well as offer our brand, talent on campus, professional skill in online course delivery, and market analysis. There is potential for external funding either via foundations or federal agencies.
Ohio University has a number of advantages in being a leader in professional training for climate adaptation — it has the Scalia Laboratory for Atmospheric Analysis; robust international engagement; engaged faculty at the Voinovich School, which straddles the areas of environmental science and policy with its MSES and MPA programs; courses across campus examining climate science and impacts; and numerous researchers working on climate science, mitigation and adaptation.
Need for Support:
With assistance from the AIA, I plan to convene a group of OHIO faculty to explore the potential and interest, bring in representatives from emerging professional organizations, have market analysis conducted of the potential nationally and internationally for such a program, examine different professional certification delivery formats, and develop alternatives for revenue sustainability that would serve the interests of all parties in such a partnership.
A keystone of the OHIO Museum Complex, MappAthens is an innovative web-based application platform that enables learners to navigate the campus and region to engage in place-based learning about an array of topics ranging from art to wellness, history to geology, and poetry to archaeology. Aggregating and expanding upon creativity and design in programs around the campus, we propose to develop an integrated, interdisciplinary web-based app approach that can be leveraged as OUtdoor Museum tour experiences to connect our classrooms with the outdoors. In doing so, we will engage participants of all ages to participate in active learning experiences serving campus, community, and visitors alike. Existing experiences focused in the trail system on the Ridges Green will be augmented with additional tours that springboard from Museum Complex exhibits, across the Athens Campus, and into the region. Tours are envisioned to be able to start in different places, maximally engaging people to find out about the app and opportunistically to join in the learning experiences. Stakeholder audiences include classes across OHIO colleges/campuses, alumni/friends of the University, and K-12/general public across the region.
We see MappAthens as an exciting way of presenting OHIO research and creative activity, to increase student engagement in place-based learning through enticing tours that cross disciplinary boundaries. In addition to encouraging learning outside the classroom, we envision this platform also will help create efficiencies by developing a streamlined way to promote a portal for self-guided learning serving students, faculty/staff, and the general public. Ultimately, this will enable us to present our beautiful and compelling university, community, and region to promote tourism and economic development.
Questions for Pilot:
We have developed examples of proposed tour experiences, but would like to identify the best long-term platform(s) to accomplish our goals. How can we best connect users with different tour experiences, through a single app platform containing multiple tours (preferred), or across a number of commonly used apps with an engaged following? Or both? Can we pilot some of the tours to a test audience to hone them before launch? Are there additional ideas on campus that can help us expand this OUtdoor Museum concept? The more the merrier, let us know!
Need for Support:
OHIO Museum Complex curators have already identified waypoints and content for several MappAthens OUtdoor Museum tours spanning a broad range of interest areas. Working with Carol Abbot from the Lancaster campus, we developed an example version of the idea. We would like advice and support on app platform(s) that are scalable to multiple tours from one portal, and help with pilot testing.
We envision this approach as a useful educational tool, and a way to showcase OHIO research and creativity. We would love to see the OUtdoor Museum leveraged to help students, alumni, visitors, newcomers, and even long-time residents discover Athens and its surroundings. As a tool for recruitment/retention for the Athens Campus, we would particularly be excited to think about ways to expand this idea to embrace additional tours throughout the region and across OHIO campuses.
Today, universities face many challenges that affect teaching and learning (T&L). These challenges include:
In addition, scientific insight into how humans learn informs — of a variation in students’ learning — profiles and provides evidence that students learn better when learning is grounded in an authentic context. These challenges call for an optimization of T&L, which not only will accommodate the different learning needs of students, but also will create a whole learning experience for them.
Finally, today’s university operating environments are characterized by budget cuts and increased costs to accommodate learning for all students. Therefore, it is essential to not only improve and optimize T&L for all students, but also practice T&L that has financial impact on OHIO. Our project, “Augmented Reality for Academic Innovation,” aims to tap into student engagement, retention, and success, by applying augmented reality (AR) to optimize T&L and to simulate real world contexts.
Potential research questions:
Additional benefits to the ones derived from the research of the afore-mentioned questions:
Need for Support:
AIA funding and support will bring together resources from different colleges and/or programs in a learning community, which will work in a pilot project to investigate ways AR can be applied in the classroom. Since AR hardware and software already exists at OHIO, AIA funding will only pay for software development of AR materials for T&L. Successful implementation of the project will inspire implementations across different programs and colleges. Our learning community will mentor similar subsequent projects.
A green roof project will serve as a model to assess and increase scientific literacy and student engagement in the sustainability and climate action goals of Ohio University. Green roof systems use plants to offer many environmental and community benefits, including reduced UV damage, urban cooling, reduced stormwater runoff, increased biodiversity, and enhanced wellness through exposure to natural environments. The variety of green roof benefits supports the utility of the project for students and faculty in multiple physical, natural, and social science disciplines, making it an ideal demonstration project.
Why This is Innovative:
This project will combine an engaging learning space with a variety of activities that can be incorporated in existing courses or longer research projects. Our plan to measure the impact of these activities on student scientific literacy and commitment to sustainability is unique and could serve as a blueprint for other projects.
This project will:
Collecting and analyzing data on water runoff, air quality, temperature (heating offsets), plant growth, pollinator visits, carbon sequestration and the benefits of horticulture therapy will offer a variety of opportunities to engage students. These experiences can support discussions of policy, environment, food security, and scientific literacy.
Questions for Pilot:
Need for Support:
Future models could include additional sustainability strategies. Therefore, it will be important to evaluate which models would advance our sustainability initiatives while offering educational landscapes. Faculty who are approaching sustainability and climate initiatives from various perspectives, including business, health, and education, would need support in designing lessons that meet their learning outcomes.
PROPOSED INNOVATION:The proposed innovation is an alternative general education stream: a multi-year, cohort-based, interdisciplinary experience with integrated curricular and co-curricular work that is centered around a specific real-world problem, which would substitute for some or all of the current general education requirements. The menu-based approach to general education in the US means that students frequently lack a common intellectual experience and may not understand the critical outcomes to which general education is meant to contribute. A recent review of Harvard’s general education program asserted that “[the] program is a chimera: it has the head of a Gen Ed requirement with the body of a distribution requirement” (February 2015).
The alternative gen ed stream would maintain the current gen ed outcomes, but would approach them in an integrated, applied way and align them with OHIO’s vision. It could emphasize aspects that are unique to OHIO, such as its history, its sense of place (broadly construed), and its community.
The alternative gen ed stream contains the traits of high-impact practices, and would contribute to the NSSE engagement indicators. As Kuh (2008) notes, these practices can be transformational. Thus, the primary anticipated impacts are deeper student learning of the competencies and skills related to general education, and the demonstrated ability to transfer those skills across disciplines and apply them to real-world problems in a global context.
Alternative gen ed would draw from problem-based and team-based learning as appropriate, and function broadly as a learning laboratory; students would have significant input into shaping the experience. (In a sense, the alternative gen ed stream is similar to themes, but rather than comprising many courses associated with a broad theme, this is a single stream of experiences around a specific problem, is cohort-based, has required co-curricular experiences, and is focused on general education outcomes.)
Questions for Pilot:
How would gen ed outcomes be assessed in an integrated model? How does a student receive appropriate “credit” for integrated curricular and co-curricular experiences? How does credit “translate” if a student does not complete the experience? What is the optimum length and intensity of the program, and what is realistic given scheduling constraints? Should Tiers I and/or III be included, or Tier II? How could meaningful activities, such as cooperative, inclusive, interdisciplinary, and diverse engagement, languages, study away, and meaningful place-based and community-based learning be integrated? How could competency-based programs and/or microcredentialing apply? Do new outcomes emerge beyond general education outcomes? What is the best balance between a coherent experience and student choice?
We imagine starting with a team of invested faculty to plan for a small pilot cohort. Since the gen ed outcomes would be integrated throughout the experience, a curricular exception and a way to equate competencies to credit would be critical to develop for the program to succeed. While we do not know how scalable this program will be, it is possible that the answers to the questions above will be scalable (e.g., “credit” for co-curriculars, outcomes-based approach to general education).
We identified opportunities for synergies across different colleges, programs, and/or other entities in OHIO. The synergies will create curricular and co-curricular activities for various courses, or ancillary activities to support teaching and learning (T&L). For example, in a proposed synergy between ET 2800 (Engineering and Technology Overview) and ENG 1510 (Writing and Rhetoric I), we will create common assignments for the two courses. Students will work on the engineering side of the assignment in ET 2800, and on the writing side of the assignment in ENG 1510. In another example, in a synergy between ET 3300/5300 (Engineering Economy) and ITS 4440/6440 (Lifecycle Management of Information and Telecommunication Systems), we will draw from materials in ITS 4440/6440 to design projects in ET 3300/5300. In a third example, in a synergy between any of the colleges/programs and the Grid Lab, we will create augmented reality materials to support T&L in various disciplines. Other articulations of synergy include interactions between health sciences and engineering courses or health sciences and mathematics courses to create common curricular and co-curricular activities, as well as research cooperation between respective classes or programs.
We realize that creating the synergies and maximizing on their potential requires not only the “know how,” but also a “proper culture.” In addition, we recognize this exercise to be of great experiential value for faculty, as well as for students and staff. Therefore, we would like to take some of our students and staff colleagues through this innovation. Synergies in Teaching and Learning will create a learning community of students, faculty, and staff with the goal of building synergies between specific classes, programs, colleges, and/or other entities. In addition, our project will identify the core competencies necessary for building synergies and create training to build these competencies to students, faculty, and staff. At the end of the project, we will have:
Need for Support:
We ask the AIA to support us in building the learning community and funding one round of training to build the core competencies for synergy. In the future, the graduates of our learning community will deliver training to our colleagues and friends (students, faculty, and staff) who are interested in creating synergies, in which case we will kindly request the AIA to continue paying for the training materials.
Proposed Innovation:We propose that the idea of a “card deck,” or “slide deck,” of experiences can be used to motivate and integrate student engagement in value-added developmental experiences to increase learning and competitiveness for career opportunities. Working back from the types of “cards” that you might need to play to respond to an important interview question or life situation, students would create personalized development maps (a meta-curricular flowchart including purposefully selected extra/cross/co-curricular activities) linking where they are now to a future goal of who they want to be. This mapping could help prospective students transitioning into a college program to make sense of their journey (a wayfinding activity that encourages early exploration through experiences), and graduating students see their development continuing into their career.
We also propose using storytelling as a reflective learning tool (helping students describe the “why,” not just the “what” of their experience cards and how experiences connect and transfer to other scenarios) and as an important skill for improved performance in job interviews; the use of badges or endorsements from faculty or staff to add value to the individual experience cards; and the use of a curricular thread (0.5 credits per year) to serve as a way for faculty/staff and the University to get credit for and assess the impact of this meta-curricular development. This framework also could support an increased use of “credit for experience” as appropriate.
Why This is Innovative:We are aware of other initiatives such as co-curricular transcripts and integrative educational approaches on the course level, but we believe this “college experience”-level integration and the implementation with card decks and storytelling is innovative, and formalizing the endorsement of extra/cross/co-curricular experiences is an innovative application of open badging that could add value for students and potential employers.
The anticipated impact is increased learning and professional development, increased retention, improved job placement in desired first jobs, and increased national recognition for the University and students.
Questions for Pilot:
The pilot implementation could help determine:
Need for Support:
The support needed includes making connections across various parts of the University to build the team, project management and organization, help selecting and recruiting appropriate pilot groups to study, educational research and evaluation expertise for implementation and assessment, coordination of a potential University- and/or community-level matchmaking event to better connect interested students with cross-curricular opportunities and with other students interested in interdisciplinary student projects and competitions.