Research statistics can engender a good deal of anxiety for students. I wanted to try to incorporate brief SPSS tutorials into my Moodle shell, using both Atomic Learning (24/7 Technology Training) modules and some of my own brief tutorials developed using Panopto with direct screen capture of me conducting (and narrating) specific SPSS analyses. This technology would allow students, whose anxiety can interfere with memory consolidation during class, to go back to review how to implement basic SPSS procedures and analyses on their own time.
This project involved integrating SWAY technology into NUR 407, a course in the RN-BSN program. NUR 407 introduces registered nurses to the research process. The formal research process is foreign to most students in the program. Thus, a main goal was to bring specific research concepts and principles down the ladder of abstraction, by integrating connections into clinical practice.
My project goal is to redesign a class on the health effects of climate change using a flipped classroom model. I have created a self-directed learning unit that the students will complete before class. The in-class application exercise will use Bubbl.us concept mapping to demonstrate important relationships between the environmental consequences of climate change and human health. Concept mapping is a metacognitive process that involves making decisions about different ways concepts are related to each other and leads to a deeper understanding of the problem.
My project involved re-designing a course to an online format. The course, PSY645 Environmental Psychology, includes exposure to such topics as climate change, ecopsychology, ecotherapy, environmental justice, and the relationship between humans and the rest of nature. This has required students to engage in personal and in-class exploration of their own political, religious/spiritual, social, and environmental identities, and has necessitated thoughtful management of in-class discussions so that differences were respected and even welcomed.
My goal has been to design the first digital humanities course for the History program, and I am teaching that course this semester. The course is titled HIS 309 Digital Local History, and in it, students learn about an aspect of local history, study some of the primary opportunities and challenges of using digital media to analyze and interpret histories, and then use available primary and secondary sources to create an online local history exhibit.
Revamping PSY101 – I used Storify to help students develop online projects that pull in multiple forms of media to explain psychological principles and I used Poll Everywhere to make knowledge check-ins with students multiple times throughout each class meeting.
Revamping PSY314W – I used OneDrive as a platform for students to contribute and share scholarly resources and have joint editing privileges over documents. I also used Google Sheets to facilitate joint data collection.
Providing feedback regarding a student’s level of proficiency with writing can be a daunting process for faculty. For my project, I explored the use of technology to deliver writing feedback in the online learning environment. Technology tools that supported best practices of effective written and recorded feedback were incorporated in a doctoral level writing intensive capstone course in the Spring semester of 2017.
My primary goal as a Tech Fellow was to increase student engagement in content and discussion in one particular course (EXS 302: Principles of Strength and Conditioning) by incorporating a variety of technological tools into my teaching efforts. I chose to utilize Poll Everywhere for muddiest content, iPad apps to supplement lecture, and Panopto for student submission of a practical exam.
All students are required to understand and adhere to programmatic processes related to clinical education/clinical experience. Students benefit from tailored coaching and mentoring as they prepare to enter into their clinical experiences: be it there first experience or final experiences. Delivering this information by way of class lecture can be challenging. There is a perceived benefit to having online audio-visual recording to allow students to asynchronously access and further consider various elements of clinical experience expectations and preparation during self-selected time periods.