Our goal for the 2017 cycle of the Academic Innovation Accelerator was to provide direct support for as many of the proposals as we could. We received 15 proposals total. One proposal is on hold, as the idea will likely be addressed through a larger University action project related to Higher Learning Commission accreditation. Another proposal is not actively being pursued, as the project team decided to move in a different direction. Two ideas from the same project lead were combined into one proposal that will incorporate aspects of both ideas. Thus, we move forward with 12 active projects in various stages of development throughout 2018.
To view the summary and key milestone progress for each project, click the boxes below. For a brief overview of the current project progress, view this AIA at-a-glance spreadsheet.
Team Lead: Derek Kauneckis
The Climate Adaptation Professional Certificate project has organized its innovation into three related objectives: gauging interest (phase 1), developing an undergraduate certificate (phase 2), and developing professional undergraduate and graduate certificates (phase 3).
Phase 1 – Gauging Interest
Rescoping project to build from proposal
PHASE 2 – UNDERGRADUATE CERTIFICATE
Develop curriculum, receive curricular approval
PHASE 3 – PROFESSIONAL CERTIFICATE
Develop curriculum, receive curricular approval
Team Lead: Kristen Lillvis
The Digital Humanities project aims to bring increased awareness of the Digital Humanities (DH) to Ohio University. 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. 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”).
MARSHALL UNIVERSITY’S THATCAMP PARTICIPATION
Via funding from the AIA, up to 20 Ohio University faculty and staff will participate in Marshall University’s The Humanities and Technology Camp (THATCamp).
MARSHALL UNIVERSITY THATCAMP DEBRIEF
Share what was learned at Marshall’s THATCamp and determine if the event would be worthwhile to hold at Ohio University.
Ohio University Interest in DH Determination
Reach out to faculty to provide information about DH and determine the level of interest in DH at Ohio University
Ohio University THATCamp Sponsorship
Via funding from the AIA, Ohio University sponsored a THATCamp on Sept. 21–Sept. 22. Faculty, staff, and students were encouraged to attend.
Ohio University THATCamp Debrief
Share what was learned at OHIO’s THATCamp and pursue steps to further increase awareness at Ohio University and test the appetite for a robust digital humanities initiative at OHIO.
DH Plans for Ohio University Determination
Using momentum from THATCamp, begin planning for DH within the curriculum at Ohio University
Development of DH within Curriculum
Work from fall through spring to incorporate DH into the curriculum and/or develop courses specifically focused on DH
Team Lead: Sherleena Buchman
The Cultural Competence through the Development of Virtual–Digital Patient (VDP) Experiences project has organized its innovation into five related objectives: developing a pilot module (phase 1), evaluating the effectiveness of the pilot module (phase 2), developing a true VDP experience (phase 3), evaluating the VDP experience (phase 4), and marketing the VDP experience (phase 5).
Phase 1 – Develop Pilot
Develop low-tech pilot module for testing and evaluation
Phase 2 – Evaluate Pilot
Evaluate the operation of the pilot module to inform VDP development
Phase 3 – Develop VDP
Develop full VDP experience
Phase 4 – Evaluate VDP
Evaluate the operation of the VDP experience to inform VDP marketing
Phase 5 – Market VDP
Market the full VDP experience
Team Lead: Jeff Kuhn
The eSports OHIO project has organized its innovation into three related objectives: building an eSports Club, developing an OHIO eSport theme, and exploring an eSports varsity team. Each of these objectives constitutes one phase in the overall project. Phase 1, building an eSports Club, begins small and plans to use momentum to move into phase 2, developing an eSports OHIO theme. Provided the first two phases prove successful, this initiative will explore the landscape of developing an eSports varsity team.
Phase 1 – eSports Club Discovery
Gauge student interest, identify eSports Club leaders
Phase 1 – eSports club development
Discussions at state level to explore options to collaborate and coordinate efforts among colleges/universities. These discussions will inform project's next steps.
Phase 1 – eSports Club Training
Club leaders attend summer orientation
Phase 1 – eSports Club Launch
Launch eSports Club
Phase 2 – eSports OHIO Theme
Network with other University video game courses and programs to develop a University-wide theme for eSports
Phase 1 – eSports Club Expansion
Hold spring invitational with other MAC schools
Phase 3 – eSports OHIO Varsity
Explore the development of an eSports varsity team
Team Lead: Raymond Frost
The Excel Grading Assistant project has organized its innovation into two related objectives: improving the functionality of the application and exploring the application’s effectiveness in an academic environment. Phase 1, improving functionality, will begin immediately, while phase 2, exploring the application’s effectiveness in an academic environment, will begin next fall.
Phase 1 – Excel Grading Assistant Improved Functionality
In progress, implanted new workflow-management system (Trello), focus on adding planned application enhancements and addressing bug fixes
Phase 2 – Excel Grading Assistant Academic Effectiveness
Research benefits of application in academic environment
Phase 2 – Present Research Findings
Submit conference proposals to present research findings from use of the tool
Team Lead: Kim Thompson
The Green Roof project has organized its innovation into four related objectives: explore existing OHIO green roofs (phase 1), develop new OHIO green roof (phase 2), engage in green roof outreach (phase 3), study air quality and storm water run-off before green roof is installed (phase 4), and perform green roof research (phase 5). The initiative will be working with Facilities Management & Safety to look at existing green roofs as well as explore the potential of developing new green roofs.
Phase 1 – Existing OHIO Green Roofs
(In progress) Explore two OHIO green roofs for outreach and research capabilities
Phase 2 – New OHIO Green Roof
Work with Facilities Management & Safety to explore the creation of new OHIO green roof. Work with Architecture, Design and Construction on procurement and implementation plans. Build green roof and planting schedule.
Phase 3 – ENGAGE IN GREEN ROOF OUTREACH
Explore educational opportunities within the Athens Campus and Athens community.
Phase 4 – PRELIMINARY AIR QUALITY AND WATER RUN-OFF RESEARCH (PRE-GREEN ROOF INSTALLATION)
Before the green roof is installed, collect data on water run-off and air quality.
Phase 5 – OHIO GREEN ROOF RESEARCH
Perform storm water runoff research on new OHIO green roof and incorporate green roof into classroom activities across campus.
Team Lead: Nancy J. Stevens
Aggregating and expanding upon creativity and design in programs around the campus, the MappAthens project will develop an integrated, interdisciplinary app approach that can be leveraged as outdoor museum tour experiences to connect classrooms with the outdoors. In doing so, participants of all ages will engage and participate in active learning experiences serving the campus, community, and visitors alike. The platform will enable 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.
Two tours have been developed: Athens Art Stroll and Ridges Geology Tour. Determining topics for the development of the next two tours.
Roll out a minimum of four tours for use and feedback. Continue to determine content for the development of additional tours.
Add additional tours to the app
Updates and additional tours will always be needed for the app
Team Lead: Kevin V. King
The OHIO Corporate Curriculum Content Portal project has organized its innovation into three related objectives: discovery (phase 1), planning (phase 2), and piloting the portal (phase 3). The initiative will focus on OHIO alumni’s recorded content and will work with the Ohio University Alumni Association in order to engage alumni participation.
PHASE 1 – DISCOVERY
Partnering with the Alumni Association to collaborate on effort
PHASE 2 – PLANNING
Develop a pilot model for capturing, storing, and making accessible OHIO alumni-delivered recorded content
PHASE 3 – PILOT PORTAL
Conduct and evaluate pilot portal
Team Lead: Sarah Davis
PHASE 1 – PHYSICAL SPACE SECURED
Secure a location on campus for face-to-face group dialogue
PHASE 1 – FACILITATOR TRAINING
Develop a core group of facilitators to manage topic-based dialogue events
PHASE 1 – EVENT PILOT
Pilot open dialogue and event in summer
PHASE 1/PHASE 2 – OPEN OHIO DISCUSSIONS LAUNCH
Tuesdays, Wednesdays, and Thursdays throughout the semester are scheduled for open discussions in Baker Center. Topics of discussion that arise are being reviewed and categorized to determine common and emerging themes.
PHASE 1/PHASE 2 – ART INSTALLATION CREATION
Based on the emergent theme, an art installation piece will be developed to spur further discussion
PHASE 1 and 2 – ART AND SCIENCE CONVERSATION
Invite the campus community to participate in an Art and Science Conversation (ASC) based on the art installation and related topic
PHASE 1, 2, and 3 – UNIVERSITY AND COMMUNITY EVENTS
University and a community member at local libraries, schools, etc. host a series of conversations based on recent ASC events
Team Lead: Jerry Miller
The Place-Based Pedagogy (PBP) project addresses the need for an interdisciplinary synthesis that does not occur with a collection of courses. If given opportunities to synthesize and recognize the interconnections of diverse disciplines, 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. Questions may address topics including communication practices and public deliberations, environmental concerns versus economic development, histories influenced by perception of fact, and public health and care for diverse populations, and more.
TETON SCIENCE SCHOOLS' WORKSHOPS
The Teton Science Schools conducted two workshops and participated in meetings, went on a site visit to Wayne National Forest, and held a panel discussion on February 27 and 28. The University community was invited to participate to learn about and experience place-based pedagogy practices.
LEARNING COMMUNITY BRAINSTORMING
Invite on-campus PBP subject matter experts to brainstorm the development of a Faculty Learning Community to expand PBP across campus
LEARNING COMMUNITY CREATION
Create a Faculty Learning Community to explore and foster PBP at Ohio University
LEARNING COMMUNITY SHARED RESULTS
Share the Faculty Learning Community results of their efforts and report on the status of PBP at Ohio University
Team Lead: Greg Kremer
The goal of the Stacking the Deck project is to create a series of cards that outline experiences that can be used to motivate and integrate student engagement in value-added developmental opportunities to increase learning and competitiveness for career opportunities. Working back from the types of cards you might need to play/respond to an important interview question or life situation, students will 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.
DETERMINATION OF PILOT TOPICS
Determine a selection of three to five topics for a pilot of the program in the fall
Complete the graphic design of the cards
The program design is nearly complete, with a pilot that will include two topics
Roll out the program in a pilot to the freshman and senior classes
Develop and roll out all cards to the continuing freshman class
Team Lead: Athan Vouzianas
The Synergies in Teaching and Learning project is focused on establishing synergies across colleges by developing curricular and co-curricular activities in courses and/or developing ancillary activities to support teaching and learning. The team will develop a replicable method that identifies the core competencies to build synergies that others may use to articulate and create synergies across the University. Eventually, the team would like to scale opportunities to include other institutions and entities.
Project lead conducted outreach to determine faculty members who would be interested in participating in the development of curricular and co-curricular activities in their classrooms. There are ten core team members.
Twenty ideas were generated by the core team (three curricular and 17 co-curricular). Idea prioritization will be conducted.
PROJECT PLAN DEVELOPMENT
Develop project plans for each of the prioritized ideas
An English course tailored to engineering students has been developed and senior projects focused on working with community organizations are underway
ESTABLISHMENT OF FACULTY LEARNING COMMUNITY
Establish the FLC that will meet monthly to discuss ideas, establish additonal synergy projects, and train those interested in creating synergies
RESEARCH AND MICROCREDENTIALING ALIGNMENT
The team members who are interested will present research findings from this project. The team also will determine if there is alignment with microcredentialing efforts being made by other teams across campus.