On November 2, the Office of Instructional Innovation’s (OII) Ideation Event sparked new ideas for teaching and learning that can be implemented across OHIO. After in-depth discussion and guidance between attendees, 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 2018 event or would like to read more about it, look through the Twitter Moment of the day’s related tweets.
When an engineering student is asked why he/she picked engineering as a major, often the immediate response is, “the good salary after graduation.” It is true that engineering graduates tend to have good prospects and job outlooks, but not many choose engineering careers because they are passionate about science and engineering. We believe this is due to mostly the traditional style of engineering lectures, where professors often portray themselves as knowledge authorities and students just want to get the right answers, pass, and move on to the next course. Recently, engineering fields have recorded decreased enrollment (e.g., civil engineering) and it may be time to investigate innovative ways of not only teaching but also inspiring a new generation of engineers.
The proposed project-based learning (PBL) environment seeks to develop methods popular to the social sciences in which many discussions and presentations are encouraged and tailored for undergraduate engineering students. The premise: replace rigorous assignments and exams that are traditional to engineering with semester-long projects. Additionally, enable students to routinely present project progression on white-boards throughout the duration of a course. Specific student objectives include: 1) engagement in mathematical/engineering discourse; 2) explain mathematical and engineering thinking; and 3) justify their reasoning mathematically and with valid engineering assumptions. Throughout this process, the professor(s) will no longer be the final authority regarding the validity of a claim, but mathematical/engineering reasoning will be the ultimate authority to determine the validity of a claim.
This PBL approach would allow gradual application of taught theories, encourage dynamic exchange of ideas, and develop deep conceptual understandings of engineering subjects that carry through instruction sequences and relate to a network of ideas and engineering relationships. Ultimately, professors who use PBL will adopt student-centered projects of teaching to show students that learning is indeed fun, have them develop passion for engineering, and enjoy using critical thinking for problem solving.
We wish to investigate whether or not a student-centered teaching approach could replace a traditional lecturing approach in engineering courses. Testing of PBL will be performed in civil engineering and engineering technology courses, with an evaluation of outcomes done via exit survey. Other measuring metrics suggested by the Office of Instructional Innovation are welcome. Ideally, this project should last at least two years so that enough data can be analyzed for the effectiveness of the approach. If PBL is successful, the PIs aim to broaden the concept to other STEM fields. We hope to partner with faculty members in other colleges, including local high school teachers, to develop the student-centered PBL approach in STEM subjects. Any available funding will be devoted toward class project materials, and more importantly to support two STEM education graduate students to conduct research on the effectiveness of enriching students’ interest in engineering subjects by employing a student-centered PBL environment.
Andrea Brunson, assistant director of Student Affairs for the Dublin Heritage College Campus
Betsy Kerns, assistant director of Student Affairs for the Cleveland Heritage College Campus
Charged with creating student wellness initiatives for years 1–4 at the Heritage College, we also are members of the Medical Student Assistance Program Committee, a group that helps medical students with impairments.
Students may experience stressful or traumatic situations within their clinical years; however, they may not have adequate support in those moments to help them with the processing of their emotions, leading to lingering emotional and behavioral health issues.
We want to deliver trauma-informed, just-in-time information/virtual encounters/programming to help students at a distance develop resiliency when encountering graphic patient injuries, patient losses, traumatic or tragic medical mistakes, and high-stress interpersonal encounters.
Technology to implement this dissemination of information/virtual encounters/programming with constraints in mind. We will need the assistance of our local counseling resources to help develop online content that specializes in trauma-informed care.
We propose to pilot our programming for the duration of one semester with a cohort of 15–20 students at the Cleveland and Dublin clinical sites. As we look at trauma-based scenarios, it would be helpful to map this to an emergency medicine clinical rotation.
Projected Evaluation Methods
Students would need to agree to opt in to participate in the pilot for the duration of their four-week rotation and complete pre- and post-pilot surveys to understand the efficacy and impact of the program.
Budget will depend on what technology resources may be available to help us with the delivery of information and objectives.
We project needing to compensate our local counseling resources (at $150/hr) for programmatic content consulting in trauma-informed care.
Impact and Wider Considerations
Depending on evaluations, we would then propose moving forward with availability of information/virtual encounters/programming for all clinical students at all sites, with a focus on right-timing and right-sizing in the clinical experience.
CHSP and social work students who participate in practicums, internships, or rotations may experience these same types of issues while at a distance from localized support services. Any solutions that we come up with may have immediate implications for their colleges as well.
A limitation to the current iteration of the Student Writing Center (SWC) is physical space. Honestly speaking, we are a “center” in name only, and provide just a fraction of the services offered at similar institutions with a dedicated physical presence for writing. Until such time that a “brick and mortar” OHIO Writing Center can be realized, we need to rethink how best to provide students with writing assistance.
One plan to begin innovating the practice of auxiliary writing instruction is to re-imagine what a co-curricular writing environment might look like. To that end, in the spring of 2019, the SWC hopes to pilot a Tutor Team program. The plan is to have teams of writing tutors who will pair with writing-intensive courses and the instructors that teach them. Teams will work with instructors to gain an intimate knowledge of the writing assignment, grading rubric, and instructor expectations. Instructors will agree to host at least one in-class “writing studio,” during which students will work on their writing while the teams are present. In this way, the SWC can increase its student contact numbers while also becoming a more visible resource on the Athens Campus, less bound to any one physical space.
Moving forward with this program, the SWC needs assistance identifying courses and instructors with an interest in collaborating with Tutor Teams. Assistance during this pilot period also would be needed regarding personnel logistics and data collection/interpretation at the end of the semester. In the long term, we will need additional funding to 1) increase the number of tutors we can hire; 2) purchase iPads and/or tablets to assist with mobile writing services; and 3) create marketing and promotional materials. If interest in the Tutor Team program grows, larger goals would include: hiring enough tutors to create teams dedicated to each department/course (an English 1510 Tutor Team, a field ecology Tutor Team, a business cluster Tutor Team, and so on); hiring a full-time graduate assistant to manage the Tutor Team initiative; outreach to regional campuses and/or Southeast Ohio high schools; and a Faculty Learning Community of past and present Tutor Team participants.
I have been thinking about how to develop a localized TV or web series that takes on local issues of the opiate crisis and ecosystem dynamics in a narrative form, possibly giving voice as interstitial interviews to residents throughout the neighboring counties talking about issues and/or recording folklore. When I was shooting a scene for a film this fall, I met a woman who told me her grandmother can still sing the “Paw Paw” song. These elements should be recorded to create a kind of Southeastern Ohio narrative voice. I know some of this is already being done through Appalshop, so it may involve reaching out to them. I am looking for partnerships for this exploration. This project could involve training people to tell their own stories and have their ideas become part of a piece that has an overall objective to cover a number of issues throughout several counties, making sure to give a broader sense of what it means to live in this part of the world.
The proposed project seeks to develop processes, systems, and course mapping for the assessment of OHIO’s Common Goals in general education courses. If successful, the anticipated impact of the proposed pilot would be three-fold: 1) map general education courses to the OHIO Common goals, 2) train faculty to assess student achievement of learning goals, and 3) document assurance of student learning.
In spring 2014, OHIO passed Common Goals for all baccalaureate degrees. Specifically, OHIO’s Faculty Senate passed a resolution endorsing OHIO’s Common Goals and asked the General Education Task Force to propose possible changes to general education in order to meet learning objectives and incorporate learning outcomes and assessment into any proposed changes. However, OHIO does not currently have systems or processes to know the extent to which student achievements of the Common Goals are being met. As such, the research questions would be as follows:
Monetary, faculty, and administrative resources are necessary to move the project forward. One possibility would be for OHIO to reconstitute a General Education Task Force (or an OHIO Common Goals Task Force) in order to explore and recommend systems and processes. Another possibility would be for OHIO to send a delegation to AAC&U’s 2019 Institute on General Education and Assessment to identify strategies/practices, review ideas for authentic course-embedded assessment strategies, and create a plan of action to implement general education reform and assessment. A third possibility would be for OHIO to participate in the VALUE Institute by having examples of student work scored or by supporting faculty to become trained VALUE scorers. A fourth possibility would be for OHIO to purchase a student success tracking platform to pilot student learning outcome assessments and to train faculty to use the platform to input and evaluate evidence of student learning.
If successful, the next steps toward a broader university application would be to present proposed revisions to UCC, EPSA, and Faculty Senate for university-wide adoption.
The Ohio River Valley comprises complex, overlapping cultural landscapes—the fragments of which are stored in archives, databases, historical societies, artworks and monuments, and public memory. A vital corridor bridging Appalachia with the Rust Belt, the region contains historical sites associated with Native American mound-building, European settlements, the Underground Railroad, and the manufacturing of coal, ceramics, iron, and other extractive industries. As with the natural resources that continue to be extracted from the region, the care and stewardship of cultural resources depend on who is doing the mining.
By founding the Ohio Valley Center for Collaborative Arts (CoArts), the College of Fine Arts is investing in the construction of what President Nellis calls an “engagement ecosystem.” Our mission with CoArts is to mobilize the university’s abundant creative and cultural resources to assist regional communities with locally-identified issues while creating applied learning opportunities for our faculty and students. As part of this mission, we propose the establishment of the 30-Mile Studio (30MS) Research Group. Modeled after Athens’ “super-local food economy” known as the 30 Mile Meal, and referencing Governor James Rhodes’s 1963 vision to establish educational facilities within 30 miles of every Ohio resident, the 30MS will become a network of Ohio University faculty, staff, and students interested in preserving and co-creating cultural assets. The group will support the mutually beneficial creation and exchange of applications-based research in partnership with cultural producers, educational institutes, non-profits, and government entities in the region.
Core competencies of the 30MS group will include creative placemaking and socially engaged art; architecture, planning, and material culture; cultural geography; public history, including oral history, storytelling, and exhibitions; and social sciences prioritizing qualitative and human-centered methods.
We request support to implement three stages of 30MS group development:
Selected cultural agencies, projects, and areas for 30MS investment:
Representative OHIO faculty:
We propose to create meaningful and fun Athens Campus tree and plant tours that will engage the campus community and visitors, including alumni, perspective students, and their families. In 1992, a popular campus tree tour was developed that consisted of a paper map (pamphlet) with identification and brief descriptions of 50 trees on and around the College Green. This pamphlet has never been updated and 20 of the trees are no longer here. We want to reinvent this campus tree tour for the digital age by delivering rich content (scientific, historic, and artistic) and interactive experiences (video gaming and augmented reality) to smart phones and the web. Developing such content and interactive experiences will engage faculty, staff, and students across campus, including but not limited to Plant Biology and Biological Sciences in the College of Arts and Sciences, the Game Research and Immersive Design (GRID) Lab in the Scripps College of Communication, the Voinovich School of Leadership and Public Affairs, Facilities Management, and potentially Visual Communications and the College of Fine Arts. In the future, we plan to develop similar tours for plants in the Plant Biology Greenhouse and for other trees on campus, including the Ridges. We also envision that these campus tree and plant tours can be integrated into the MappAthens Project under development by Nancy Stevens and her team.
This project will result in increased student engagement in various disciplines and establish new connections among faculty, students, and staff. We hope that this project will generate a greater appreciation and fondness of plants in general and at Ohio University, in particular for the campus community and visitors, including alumni, perspective students, and their families, K–12 students, and tourists.
Pilot Implementation Questions
Can our tours be seamlessly integrated into the MappAthens platform or will additional applications need to be developed? Can we provide our tours to a test audience to improve them before launch? How do we reach out and connect with other members of the campus community to enrich our tours? How do we best advertise these tours to the campus community and visitors?
We would like advice and support on: 1) App platform(s) that are best suited for integrating all of the components of our tree and plant tours into a user-friendly format for smart phones and the web; and 2) Maintaining interest and momentum on this project in the future.
Costs associated with this project will include: 1) Printing an updated paper map/pamphlet (in addition to the digital map/pamphlet); 2) High-quality labels or plaques to be mounted in the soil by each tree on the campus green tour; 3) Labels for all greenhouse plants and some other notable trees on campus, such as our championship trees or trees of historic significance; and 4) Possibly funds for students engaged in the project, if their contributions extend beyond class-associated assignments. However, it is likely that grant funding (e.g., 1804 Fund, Alumni Association Funding) can be secured to cover these costs.
A consortium of community members and OHIO faculty members want to pursue academic innovation by utilizing the Athens MakerSpace (AMS) as an off-site workspace for students and faculty members to foster collaborative student engagement. AMS provides 5,000 square feet of workspace and tools for woodworking, metalworking, textile arts, 3-D printing, electronics, and other creative disciplines. A core initiative of ReUse Industries, the AMS draws on expertise in the evolving upcycling movement while diverting waste from landfills and making market-ready products. By establishing this context-based learning environment, OHIO students and faculty will have the opportunity to build successful ventures. President Nellis stated that providing teaching and research opportunities tied to sustainable practices is a strategic pathway for OHIO.
This innovative academic approach will provide a “call to action” for multi-disciplinary students, faculty, and collaborative university teams to design and make upcycled products. Additionally, ReUse can help provide a path to commercialization through its partnership with LIGHTS and consignment space at ReUse on Union. AMS also will showcase the partnership with OHIO during the annual Appalachian ReUse Competition by establishing categories exclusively for OHIO students and faculty, and collaborations with community members. Now in its fifth year, the competition promotes and celebrates upcycled products.
Initially, this partnership will allow AMS and OHIO to provide student memberships and punch-card access for faculty members. The memberships would be awarded as scholarships and include required shop orientations, full access to the makerspace during its business hours, and exposure to and interaction with industry professionals. To promote interdisciplinary projects, this partnership initially includes three university colleges: the Russ College of Engineering and Technology, the College of Arts and Sciences, and the College of Health Sciences and Professions.
The aim of this partnership is to innovate at the crossroads of community engagement and real-world experiential learning through the development of social enterprises. Moreover, the partnership would support community projects and endeavors while solving local issues, allowing opportunities to further the pedagogy around student and community engagement, another strategic pathway espoused by President Nellis.
Through the scholarships, students would build a network of professional connections and gain valuable job skills and experience in project management, product development, team-building, creative problem-solving, and interprofessional/interdisciplinary collaboration.
Our proposed innovation is to create a new category of specialized courses at Ohio University: Passport to Education (PTE) courses. PTE courses would provide academic programs the opportunity to offer select converted courses that intertwine strategic domestic travel experiences into semester coursework. In doing so, colleges could offer innovative classes that substantially enhance their curriculum through place-based educational opportunities. PTE courses will be highly marketable to prospective students, will make academic programs competitive in the national marketplace, and will differentiate Ohio University as a leader in innovative place-based curriculum in the coming decade.The PTE program would seek to provide a compelling framework for a new type of OHIO course. It would infuse experiential place-based education into the curricular build of identified courses within a program, offering the possibility of connection to numerous field-based learning opportunities, occasions for networking with industry leaders and alumni, as well as building scores of community partners from across the U.S. and within Ohio.
PTE courses would pioneer a new type of education framework for courses, enabling students to not just read books or attend lectures of course content, but to experience their education through instructor-directed travel, leaving campus and vitally experiencing subject matter in various locations. Domestic travel experiences found within PTE courses could include curricular-based opportunities that are variegated and vital to each individual program. Examples could include direct connection to industry leaders, field experiences with alumni, industry-based engagement within the subject area, integrated learning opportunities within Ohio, destination-based service-learning in major cities, development projects with marginalized communities, as well as connections with concentrations of international communities within the United States.
A workshop and strategizing process, in conjunction with the Office of Global Opportunities, would be offered to interested faculty and a standardized university pipeline would be established for select courses to convert into a PTE course.
In order for this innovation to move forward, funding would be needed to provide course buyouts and travel funding for principal faculty developers of PTE courses, provide stipends for pilot course faculty within the PTE program, and travel expenses for faculty of pilot courses to explore potential travel targets in AY 19–20. The goal would be to launch select pilot PTE courses in AY 20–21.
If the pilot courses of the PTE program prove successful, the potential application across the University is wide-ranging. It has the capacity to develop a competitive marketing strategy for the University, create intellectual property for travel-based pedagogical development, and offer a new model for how education can transcend the classroom and engage directly with industries and the community.
Our recommendation to proceed would be to 1) Identify a select number of pilot courses from interested faculty across colleges to develop as PTE courses; 2) Provide funding, training, and travel opportunities to PTE faculty through AY 19–20 and establish a pipeline for course development; 3) Have PTE faculty launch pilot PTE courses after development and provide assessment; and 4) Present a PTE team assessment to the University for integration in additional programs.
Nursing and health care students are often not prepared to face incivility and violence in the workplace. Patient wellbeing is often stressed as the priority, but employee safety is also essential to safe, quality patient care. We propose the use of an avatar-based, interactive “game” to educate and prepare nursing students for incivility and violence in the workplace. The activity will provide evidence-based practices for handling such behavior in the workplace and provide the opportunity for the student to practice his/her skills in an interactive, “choose your response” game. Learner selections will prompt varied responses from the interactive avatar. Potential scenarios could include conflict with peers, patients, family members, or authority figures. To our knowledge, there is no specific curriculum to address incivility and violence for nursing students.
This proposal offers a creative, interactive approach to educating and preparing nursing students for uncivil and unsafe interactions in the workplace (and clinical setting) using an interactive and response-driven, technology-based approach. Pilot implementation of this program can answer questions about the effectiveness of a virtual game approach in educating and preparing nursing students for real-world experiences in incivility and violence, in a safe, virtual environment. If this innovation is successful, this program could be expanded to include violence and incivility situations that may be faced in health care settings across various health care disciplines, including those involving peers, authority figures, patients, and family members.
Ultimately, this innovation could be used in disciplines across the University and in the community, as everyone has the potential to experience incivility and workplace violence. In order to move this innovation forward, we would request connections to resources and resource personnel that would enable the development and piloting of an avatar-based, interactive “game,” as well as the funds to cover the development and implementation of this game.
The College Study Skill Coaching program began as a collaboration between the Academic Achievement Center and the Allen Student Center in 2017. Regular meetings with a coach help undergraduate students identify and implement personal solutions for overcoming academic barriers. Our coaches help students recognize what it takes to reach their full academic potential and to equip them with the strategies, supportive partnership, and personal accountability necessary to achieve academic success. In fall semester 2018, 346 appointments were scheduled and 176 students served. Available appointment times were consistently booked. The program is growing, and we want to continue to meet the needs of students as more and more advisors and faculty recommend students to coaching. Even in the short time this program has existed, we have seen a culture shift toward an increasing need for study skills coaching.
Tutoring Services, The Math & Science Center, and Supplemental Instruction utilize a peer-led structure, while Study Skills Coaching relies on graduate assistants and professional staff. While there are benefits to both approaches, research shows that students experience greater developmental gains when engaged in peer-to-peer mentorship. We want to enhance and grow our College Study Skills Coaching program to include a peer-led structure. Doing so will mirror the structure of the above-mentioned academic support services, as well as peer institutions such as University of Cincinnati, Bowling Green, and Miami University. College Study Skills Coaching is an innovative program as it is a testament to the power of cross-departmental collaboration. Creating a peer-led structure will allow us to develop more student buy-in and a culture of students empowering other students.
We plan to draw from the pool of trained peer tutors, students who have completed UC 1100 with B+ or higher, and students from the Patton College of Education. Recruitment will begin in fall 2019 with a final selection of 10–12 undergraduate coaches. Coaches will take an eight-week course in spring 2020 and shadow professional and graduate staff to prepare them. Coaches will be ready to start seeing students in fall 2020. Initial peer-led appointments will be observed by graduate or professional staff to ensure quality.
The TutorTrac scheduling system offers participant feedback per session. We can also pull feedback from our various partnerships with specific departments across campus, such as OMSAR, Math 1300, and the Transition Success Program (TSP). Additionally, we will be gathering qualitative feedback from the peer coaches.
Training Budget—variable depending on cost of class instructor and course materials
Operating Budget for Spring 2020—variable depending on appointments scheduled; students will be asked to have at least 5 hours of coaching availability per week. The starting hourly rate for peer tutors is $8.50.
Graduate Assistant—Ideally, we would like to have a graduate student from the Counseling or College Student Personnel program assist in recruiting, training, and monitoring the peer coaches. Current rate for graduate assistants is $12,500.
The initiative title is “Sustainable Recycling of Textile Products in OHIO & Athens (SRTP).” It is a cyclic process of serial steps, including the collection of textile waste by the Ohio University (OHIO) Campus Recycling & Zero Waste, reforming of textile waste to new products in the Retail Merchandising and Fashion Product Development (RFPD) program, retailing of new products in the RFPD program and the local community, and administrative endeavors in scholarship and reinvestment.
The initiative’s purpose is to minimize clothing and textile waste on campus and in the city of Athens, and to teach OHIO students the reforming skills and the practice of sustainable recycling. The initiative is operated by the OHIO Campus Recycling and Zero Waste, the RFPD, the OHIO administration, the Office of Sustainability, and the city of Athens. In the process, the clothing and textile waste is collected from campus and Athens streets, the waste is revived into new products through reforming by the participants—including the RFPD students—and the new products are sold in fashion shows and online stores, creating revenue that serves as a fund for scholarship or reinvestment. In the process, the Athens community can participate in the waste collection and retailing steps (e.g., Athens citizens donate used clothing and textiles and buy reformed products).
The initiative would bring various benefits, such as reducing the burden on landfills, generating profits, giving students a chance to exercise designing and retailing products, and promoting cooperation among people in Athens and the University’s campus. This initiative is very innovative not only because it would give economic, environmental, societal, and educational benefits simultaneously, but because it is a self-improving process in which its performance is evaluated and the next cycle will run with improvement in every successive semester.
In the pilot study, two research questions will be answered:
Research results accumulated from managing the process will be published as a case study regarding sustainability efforts in a campus town. This study will provide an exemplary model of synergistic cooperation between a university and a local community, which will inspire other universities and communities. To initiate the innovation, we need research funds, which will be used to locate recycling bins on the campus and the Athens streets, to purchase washers and dryers for cleaning textile waste, and to reform the waste into new products (e.g., sewing machines and necessary materials). After the pilot test, the innovation will be extended to campus and the city of Athens. More recycling bins will be installed to collect more textile products. More reforming experts will participate in the process to add higher value of new textile products. Retailing of new products will be accelerated by increasing the product volume in online stores and opening offline stores throughout the campus and Athens community.