Faculty Tech Showcase Descriptions
We are still compiling complete descriptions for the 2013 Faculty Technology Showcase, but you can get an idea of the topics from the following list:
Paulette Bierzychudek, Biology
Why I Use “Clickers” in Large Classes
Biology 141 has 107 students this semester! I have found that “clickers” (aka personal response cards) are a great way to achieve these important objectives:
- provide an incentive for students to attend class
- give students feedback on whether they are understanding important concepts
- give ME feedback on whether my students are understanding important concepts
- keep students actively engaged and thinking about course material during lectures
- promote peer-to-peer learning
In this presentation I will explain how I use clickers, describe what I have found the “downsides” to be and how I have addressed these, and provide some feedback from my students.
Isabelle DeMarte, French
Managing Information In and Around the Classroom with Moodle
This semester I’ve used the tools and resources available in Moodle to manage meta-course material common to two different sections of FR101. I share in-class PowerPoint presentations, homework assignment pages, and additional lesson content using the Basic Filing Cabinet. Audio material for practice at home also be shared using the “Book” feature, and I populate the Glossary with a common list of course-relevant terms.
I use Moodle’s integrated communication tools such as the News Forum for basic communication, similar to how I’d used email announcements in the past. I also maintain up-to-date syllabi and course calendars with the Filing Cabinet. I’m also able to schedule individual and group consultations and oral interviews with the Moodle Scheduler, and complete mid-term evaluations with the Feedback feature.
Daena Goldsmith, Rhetoric and Media Studies
Virtual Team Assignment Using Google Docs
In my Interpersonal Media course, students meet one day a week in a virtual team to discuss readings, synthesize material presented in class, or write a brief essay in support of a position. Students meet in a Google doc with chat so that they experience a virtual meeting that is synchronous but text-based and I am able to observe all of the group meetings as they are occurring. Theories of online interaction are a focus of the course, so students record weekly field notes on the group process and write a final essay in which they analyze their field notes and the saved chat.
Stella Kerl-McClain, Counseling Psychology
Advanced Grading in Moodle
I believe that students learn so much in the process of research, writing, and evaluating information and in critically examining the topic under consideration. I see major papers as an integral part of graduate education. I also enjoy reading student papers and seeing how they’ve integrated the course content into their thinking. However, I don’t enjoy grading. Over the years, grading papers has been a task that hangs over me at the end of the semester like an ominous shadow of doom. I decided to try Advanced Grading in Moodle because I needed to do something to better structure the end-of-semester tidal wave of grading. I love it! Everything is online (you can even do online grading of in-class presentations) so there is no stack of 20 page papers (why do students still use plastic covers?!) to carry around. I’ve been able to use Advanced Grading to break down each paper into sections using my grading rubric, and this makes it really easy to give comments and grades on specific criteria rather than doing everything at once. I’m giving better feedback and I’m not dreading grading. Yay, Moodle Advanced Grading!
Diana Leonard, Psychology
Building Engagement with Curricular Games
For their first assignment of the semester, my Psychology capstone students got to play a video game of an unusual variety. It requires players to serve as a checkpoint immigration officer, deciding who can enter the country and who will be turned away or arrested. Papers, please and other empathy games are slowly taking a foothold in the $60-billion dollar gaming industry due to their ability to put players in the shoes of diverse others and, hopefully, change the way they see the world – some of the same learning outcomes of the liberal arts curriculum. Come by my presentation to see research supporting the effect of empathy games on pro-sociality, reflections by students on their experience with curricular gaming in PSY 465, and examples of empathy games that could apply to LC courses across the curriculum. You can even have your own empathy gaming experience!
Jim Proctor & Zach Holz, Environmental Studies
iPads for Digital Field Scholarship: From the Willamette River to the Valley of Swaziland
Last year, ENVS secured an institutional Miller Grant to purchase 10 iPad Minis to use in conducting Digital Field Scholarship in our courses and in our (new) overseas programs. Our proposal ideas centered around this broad notion of “the field”: simply put, spaces “out there” that are not our classrooms or campuses. We wanted to see how we could engage with and study place in new (yet still meaningful) ways through digital means. To achieve this, we purchased the 4G (LTE) cellular enabled model of the iPads (with a data plan, too) primarily to ensure accurate geolocating abilities in the field with the device GPS, but also so that students could use them in the field anywhere there was a cell signal.
As mentioned, we selected apps with an eye towards field-research — we wanted students to be able to take these devices anywhere, and be able to use them effectively in a variety of environments and circumstances. From investigating wastewater runoff around Ross Island in a kayak to conducting environmental health surveys in periurban areas of Swaziland last summer, our students have used the variety of apps on our iPads to great success, in ways that we think have augmented and enriched the students approach to studying place. I hope to share just a few of the apps, and the ways we used them, with you today.
Matthew Robins, Theatre
Designing with Vectorworks
Vectorworks is a powerful Computer Aided Drafting (CAD) program that is used heavily in the world of theatre. It is essential in the theatre to have high quality, accurate draftings. Set plans, lighting plans, working drawings… all of these need to be done well and on tight deadlines. Vectorworks has a host of tools specifically intended for use in live theater and is a valuable tool for faculty, staff and students.
As a Technical Director, I use Vectorworks to break down a set into manageable pieces that my student workers can build. As a facilities manager, I use Vectorworks to keep updated plans of my two theaters. As a lighting designer, I use Vectorworks to experiment with light and show directors my ideas. As an instructor, I use Vectorworks to create classroom materials and to explore difficult concepts in 3D.
Alicia Roberts Frank, Teacher Education
Teaching with SMART Boards
The Graduate School is home to two interactive SMART boards, on which instructors can present interactive class material, all at the touch of their fingertips. SMART boards have a large touch-enabled surface that allows you to write in digital ink with your finger or a pen, interact with applications and save your notes. Come see how one instructor at the Graduate School uses the SMART board to make her lessons more dynamic.
Bruce Suttmeier, Japanese
Student Research Projects on Google Sites: or How I Learned to Stop Worrying and Love the E-Assignment
As part of my JAPN 290 (Topics in Japanese Literature: FA13) class, students were asked to use Google Sites as part of a mid-semester “Short Research Project.” The assignment involved creating a 1500-word academic encyclopedia entry, complete with bibliography of primary and secondary citations. All the topics stemmed from our study of Meiji Japan (1868-1912), and included topics both wide-ranging (Meiji Imperialism) and quite specific (the Iwakura Diplomatic Mission). The technological challenges (for the instructor) were quite minimal. Setting up the google site and providing a ‘space’ for each entry was surprisingly easy.
Students embraced the project and the ‘reflection essays’ that accompanied the finished products were universally positive. The project allowed for great freedom (in design of site, in organizing the material), and forced the students to digest a great deal of information and synthesize it into a form appropriate for an academic reference work (I mandated use of at least two primary and two secondary sources; Wikipedia was not allowed as a source). Many students especially noted how seeing their classmates’ work on-line, both as the projects was being put together and in their completed states, helped them with their own entry. I plan on creating similar projects for both my language and literature classes, since the format/technology provides an engaging, pedagogically-productive means for students to explore all manner of topics.
Information Technology, Instructional Media Services
Classroom Technology of the Future Project
For the past year, Instructional Media Services staff have engaged in learning emerging classroom technologies. The goal is to find ways to make the classroom experience more multimedia rich and engaging for students.
Areas we’re looking into involve lecture capture, video conferencing with guest lecturers, and the incorporation of mobile devices in the classroom. We are currently demonstrating a solution from 323link that will allow a presenter to initiate a lecture capture and disseminate it to students through the simple act of inserting and removing a USB thumbdrive. The cart you see at the Showcase contains a camera and computer that function as an all-in-one video conferencing unit and automated lecture capture device.
Digital Initiatives & New Library Catalog
Over the last few years, the Watzek Library Digital Initiatives program has worked with members of the Lewis and Clark community to develop digital projects to support and/or showcase academics. Check out some of the latest projects, including the Spiders of Lewis & Clark, the New York City Graffiti and Street Art Project, Lewis and Clark Around the World, Oregon Poetic Voices, and Alternative Distribution.
Watzek Library will be unveiling a new library catalog on January 1, 2014. Primo is the new search tool for finding materials in both Lewis & Clark Libraries and in Summit Libraries. It is similar to other catalogs you may have used before. You can search for books, articles and more in a single search box and then filter your search results. The switch to Primo is part of a major cooperative effort on behalf of the Orbis Cascade Alliance (Summit) to consolidate all 37 institutions’ holdings into one single, shared library system. This move will allow for collaborative collection development and more cooperative workflows between Alliance libraries.