Alliance the for Teaching Enrichment October 24th, 2019 e Steel Dynamics Keith E. Busse Alumni Center ‘19 ALLIANCE TEACHING SHOWCASE
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Alliancethe
for Teaching Enrichment
October 24th, 2019The Steel Dynamics Keith E. Busse
Alumni Center
‘19 ALLIANCE TEACHING SHOWCASE
WELCOME ABOARDThe Alliance is a community of educators committed to the celebration, development, and elevation of a diverse culture of teaching at Purdue Fort Wayne and in our region. We seek to enrich teaching and learning by fostering a collaborative community to serve faculty, staff, and students dedicated to the pursuit of authentic learning. The Alliance promotes creativity, boldness, enjoyment, and growth as pathways to excellence in teaching and learning.
• Collaboration
• Boldness
• Diversity and inclusion
• Enjoyment
• Meaningful work
• Mutual service and support
• Creativity
• Organizational Structure
VALUES
MISSION STATEMENT
POSTER PRESENTATIONS 4:45 - 5:301. Michael Kirchner, Ph.D. Assistant Professor, Organizational Leadership, Department of Organizational Leadership in ETCS Improving Students’ Training and Leadership Competence Through Applied Research: An Interdisciplinary Approach
2. Natalie Neuenschwander Junior, Elementary Education Jeong-il Cho, Ph.D. Associate Professor, College of Professional Studies Investigation of Learning Environments for Students at Purdue University Fort Wayne
3. Sue Mau, Ph.D. & Yvonne Zubovic, Ph.D. Associate Professor, Department of Mathematical Sciences Terri Swim, Ph.D. Professor, School of Education The Great Windows Inspection
4. Naomi Gurevich, Ph.D. Assistant Professor, Communication Sciences & Disorders (CSD) Creative opportunities for student research involvement: Sharing the research experience with students at all levels
5. Dina Mansour-Cole, Ph.D. Associate Professor, Organizational Leadership, Department of Organizational Leadership in ETCS Passionate Poetry and Leadership Podcasts? It’s Collaborative Active Learning!
6. Andres Montenegro, M.F.A. Associate Professor, Department of Art and Design Creating and implementing the use of visual metaphors to teach new media in Virtual Reality and Augmented Reality
7. Matthew Perkins Coppola, Ph.D. Assistant Professor of Science Education, School of Education Improving Communication: Integrating Google Voice into Practice
8. Behin Elahi, Ph.D. Assistant Professor, Department of Manufacturing, Construction, and Engineering Technology (MCET), School of Polytechnic A Successful Project-Based Learning Experience: Case Study of Fort Wayne Metal Research Project in “Measurement and Evaluation in Industrial Technology” Course (IT 507)
IGNITE TALKS 6:15 - 7:001. Daniel Boylan, Ph.D. Assistant Professor, Accounting, Department of Accounting Does Course Syllabus Affect Student Grades
2. M. Gail Hickey, Ph.D. Professor, Educational Studies, College of Professional Studies and PFW Director, Scholarship of Service-Learning Connecting Campus and Community through Service-Learning Experiences
3. Sarah Symonds LeBlanc, Ph.D. Assistant Professor, Communication, College of Arts and Sciences Connecting to the Material Through Collaboration on Case Studies: How PBL is Going CBL
4. Jack Li, Ph.D. Assistant Professor, School of Polytechnic Summarizing Material to Help Students Learn Quickly
5. Matthew Perkins Coppola, Ph.D. Assistant Professor of Science Education, School of Education Learning and Teaching in Physics – Training TA’s, LA’s, and Tutors
CONVERSATION WITH AWARD WINNING TEACHERS 7:00 - 7:301. Mark Masters, Ph.D. Chair and Professor, Physics Featured Faculty for Teaching
2 Jane Leatherman, Ph.D. Associate Professor and Program Director, Education Friends of the University Outstanding Teaching
3. Luke Rodesiler, Ph.D. Assistant Professor, Education Leepoxy Award for Excellence in Undergraduate Teaching
4. Rama Cousik, Ph.D. Associate Professor, Education Naomi Gurevich, Ph.D. Assistant Professor, Communication Sciences & Disorders Excellence in Online and Hybrid Teaching Award
5. Zesheng Chen, Ph.D. Assistant Professor, Computer Science Sigma Xi 2019 Science Teacher of the Year Award
6. Lee Roberts, Ph.D. Associate Professor, International Language and Culture Studies FACET
Alliance Teaching Showcase
October 24, 2019
Tips for Addressing Diverse Learners Jane Leatherman, PhD
email [email protected]
Special Education Associate Professor
Syllabus
Making connections: make sure students can contact you in a variety of ways. Office or cellphone (if you accept text or not); course Blackboard, PFW email, course websites.
Don’t make syllabus and handouts in fancy fonts; difficult to read for some students and electronic readers have difficulty with some fonts.
CELT offers syllabus templates for in-class or online
https://www.pfw.edu/offices/celt/online-teaching/index.html#planningforanonlinecourse
UDL syllabus suggestions: http://udloncampus.cast.org/page/planning_syllabus
Participation in class discussions
1. Allow think-pair-share first, then ask for volunteers to share for the whole class.
2. In small groups, assign students roles such as scribe, class presenter, etc. that way even shy or student who have a difficult time speaking in groups can have a job and can participate in the group discussion.
3. Provide discussion questions in advance so students who need more time to prepare their answers are ready.
4. Use electronic clickers for responses. If not available, use colored post cards for quick reference if students are getting the concepts. Assign meaning to colors; ie yellow = still fuzzy, or green = yes, or blue = A or B depending on the question.
https://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/#look Cooperative learning ideas
Suggestions for discussions that may be emotionally charged or difficult to navigate because of beliefs, culture or religion.
https://provost.tufts.edu/celt/teaching-resources/difficult-dialogues-hot-moments-classroom/
Present materials in a variety of ways
Powerpoints with and without narration posted online; short videos that students should access before class; podcasts on different topics related to class discussions; supplemental texts that expand on certain topics; ppt on line from other universities.
For more ideas about presentation of materials
http://www.ldonline.org/article/Accommodations_and_Compliance_Series%3A_Employees_with_Learning_Disabilities
https://cft.vanderbilt.edu//cft/guides-sub-pages/making-better-powerpoint-presentations/
Study Skills
All students can use ideas to improve their study skills http://www.ldonline.org/indepth/study
Time management skills https://chadd.org/for-adults/organization-and-time-management/ How to study http://www.howtostudy.org/overview.php
Assignments
For multiple step/component assignments use a checklist for students to make sure to include all components
Allow multiple ways to show mastery of subject matter: test, written narrative paper, speech (written or oral), drawing, video or audio with demonstration and understanding of concepts
UDL means of expression: http://udlguidelines.cast.org/action-expression
Other Resources
CELT Teaching Resources: https://www.pfw.edu/offices/celt/teaching-resources/
PFW Services for Students with Disabilities https://www.pfw.edu/offices/disabilities/faculty-resources.html
Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.
UDL websites of interest
http://www.cast.org/about
http://udloncampus.cast.org/home
Some adults may not know their best way to learn new material. Tips about how to improve learning, i.e. if a visual learner.
The VARK Questionnaire http://www.vark-learn.com/english/page.asp?p=questionnaire
The Writer’s Memo Karol Dehr
Department of English & Linguistics
When students turn in a polished draft for a grade, they are asked to submit this self-assessment memo (or cover letter). It allows them to both identify what they’ve done to improve upon and revise their paper and also provides insight into what they deem important in their writing process and the rhetorical choices they made. I read this Memo before I read their final draft for grading and it assists me in streamlining the process.
------------------------------------------------------------------------------------------------------------------------------------------------Writer’s Memo Guidelines (for students): For each of your major writing assignments, I will ask you to include a Writer’s Memo, which details one or two of the major revisions you made when completing the final draft of your major writing assignment. The memo should be at least one bigger paragraph of at least 1/2 or 2/3 page and should be submitted as you turn in your draft. Please answer these three questions: 1. WHAT major revisions did you make in completing the assignment?
For our purposes, “major” revisions means what we have called “Higher Order Concerns” (HOCs) or significant changes you have made in content to your draft: organization; thesis statements; introduction and/or conclusion; inclusion of a particular source; documentation decisions, etc. It does not mean what we have called “Lower Order Concerns” (LOCs), such as grammatical issues, editing, and surface level matters.
2. WHY did you make these revisions? Your reasons could address the feedback you received from your peers and me, and your own critical
thinking process. This part of the memo might address what was incomplete or weak in your writing and/or what was missing in an earlier draft that has now been added.
3. HOW did these revisions improve your paper? In this part of your response, you can address how these changes improved or enhanced your paper and
brought it closer to meeting the demands of the rhetorical situation (the assignment’s guidelines). You can refer to the criteria listed on the assignment sheet and/or the grading rubric for specific items. In other words, you are to address how your paper is now clearer, more organized, analytical, etc.
v
Impr
ovin
g Stu
dent
Trai
ning
and L
eade
rshi
p Com
pete
nce T
hrou
gh
Appl
ied R
esea
rch:
An In
terd
iscip
linar
y App
roac
hM
icha
el K
irchn
er, P
h.D
., A
ssis
tant
Pro
fess
or o
f Org
aniz
atio
nal L
eade
rshi
pPu
rdue
Uni
vers
ity-F
ort W
ayne
OLS
475
: “H
uman
Res
ourc
e D
evel
opm
ent”
•Pr
imar
ily ju
nior
s an
d se
nior
s•
Clas
s siz
e—up
to 2
4 st
uden
ts•
Cour
se c
onte
nt: (
1) H
RD p
roce
ss, (
2)
empl
oyee
dev
elop
men
t, (3
) car
eer
deve
lopm
ent,
(4) o
rgan
izat
ion
deve
lopm
ent
•Tw
o pa
rtne
r com
pani
es p
er s
emes
ter
•Tw
o te
ams
per c
ompa
ny•
Part
ner c
ompa
nies
hav
e in
clud
ed: F
ort
Way
ne M
etal
s, O
mni
Sour
ce, U
ltra
Elec
tron
ics,
Gla
dieu
xRe
finer
y, F
rank
lin
Elec
tric
, Rea
Mag
net W
ire
Back
grou
nd
•Stu
dent
s hea
r and
obs
erve
the
man
y ch
alle
nges
pla
guin
g to
day’
s or
gani
zatio
ns•S
tude
nts r
ecei
ve fi
rst-
hand
op
port
unity
to d
evel
op, p
rovi
de, a
nd
asse
ss tr
aini
ng
•Res
ume-
build
er•I
ncre
ase
com
mun
ity e
ngag
emen
t•B
uild
s bra
nd a
war
enes
s of
deg
ree
prog
ram
/cam
pus
•Mul
tiple
stu
dent
s hav
e re
ceiv
ed jo
b of
fers
as
a di
rect
resu
lt of
pro
ject
pa
rtic
ipat
ion
•Rep
licab
le a
cros
s di
scip
lines
, in
clud
ing
educ
atio
n, b
usin
ess,
engi
neer
ing,
and
hea
lthca
re
Chal
leng
es/L
imita
tions
Chal
leng
es:
•Em
ploy
er s
uppo
rt &
com
mun
icat
ion
•St
uden
t sch
edul
es•
Stud
ent b
uy-in
•So
cial
loaf
ing
Lim
itatio
ns:
•O
ne s
emes
ter t
imef
ram
e (s
tart
to fi
nish
)•
Tim
e di
strib
utio
nbe
twee
n le
ctur
e an
d gr
oup
wor
k on
pro
ject
•G
roup
siz
es•
Loca
l em
ploy
erin
tere
st
•Se
mes
ter-
long
pro
ject
w/lo
cal e
mpl
oyer
•“T
rain
ing
and
HRD
Pro
cess
Mod
el” g
uide
s the
cou
rse/
proj
ect (
see
adja
cent
imag
e)•
Nee
ds a
naly
sis b
egin
s w
/inst
ruct
or m
eetin
g co
mpa
ny
repr
esen
tativ
es p
rior t
o st
art o
f sem
este
r•
Stud
ents
list
en to
aud
io re
cord
ing
of in
itial
mee
ting
•St
uden
ts c
ontin
ue tr
aini
ng n
eeds
ana
lysi
s by
mee
ting
w/c
ompa
ny
repr
esen
tativ
es o
n ca
mpu
s•
Follo
w-u
p to
ur o
f fac
ility
•Fo
llow
-up
surv
eys a
nd in
terv
iew
s con
duct
ed w
/em
ploy
ees
•D
iagn
osis
of t
rain
ing
need
s •
Dev
elop
men
t of a
trai
ning
pro
gram
iden
tifie
d th
roug
h ne
eds
anal
ysis
•St
uden
t-fa
cilit
ated
trai
ning
on-
site
to p
artn
erin
g co
mpa
ny
empl
oyee
s•
Eval
uatio
n of
trai
ning
Proj
ect D
escr
iptio
n
Outc
omes
/Impa
ct
Need
s Ana
lysis
Meet
ing
Stud
ent-l
ed Tr
aini
ng at
FW M
etal
s
v
INVE
STIG
ATIO
N OF C
LASS
ROOM
ENVI
RONM
ENTS
FOR
STUD
ENTS
AT PU
RDUE
UNVE
RSIT
Y FOR
TWAY
NE
•In
orde
r to t
riang
ulate
the vi
ews,
inter
viewi
ng o
ther
stude
nts o
n clas
sroom
env
ironm
ents
would
be n
eede
d in
the fu
ture e
thnog
raph
ic es
say.
•
With
the g
ather
ing a
nd kn
owled
ge o
f thes
e diffe
rent
learn
ing e
nviro
nmen
ts thr
ough
the p
ersp
ectiv
e of
both
the
facult
y and
stud
ents,
the s
tuden
t res
earch
er w
as ab
le to
bette
r und
ersta
nd th
e PFW
envir
onme
nt an
d sup
port
the
facult
y adv
isor t
o ada
pt ea
ch of
the e
nviro
nmen
ts to
stude
nts.
•By
know
ing u
nique
nee
ds o
f stud
ents,
the s
tuden
t re
sear
cher
could
und
ersta
nd h
ow th
e clas
sroom
effec
ts stu
dents
and
adap
t the c
lassro
om en
viron
ment
so th
at co
llege
stud
ents
can s
tay en
gage
d an
d und
ersta
nd w
hat
they a
re be
ing ta
ught.
•
Thro
ugh a
rese
arch
focu
sing
on P
FW en
viron
ment,
the
stude
nt re
sear
cher
in th
e elem
entar
y edu
catio
n ma
jor
could
refle
ct on
effec
tive l
earn
ing e
nviro
nmen
t for
ele
menta
ry sc
hool
stude
nts w
ith an
d with
out d
isabil
ities.
•Pa
rticip
ant a
nd S
ettin
g:
❖Th
e res
earch
er is
a stu
dent
in the
Elem
entar
y Edu
catio
n ma
jor at
Pur
due U
niver
sity F
ort W
ayne
(PFW
) and
she i
s als
o pur
suing
an h
onor
s pro
gram
certif
icate.
She
ev
aluate
d the
clas
sroom
env
ironm
ents
at PF
W ba
sed
on
her e
xper
ience
s for
two y
ears
as a
stude
nt an
d de
velop
ed a
n ethn
ogra
phic
essa
y. •
Data
Sou
rce
❖Th
e stud
ent r
esea
rcher
gathe
red
the da
ta fro
m fac
ulty
and s
tuden
ts for
a pe
riod o
f thre
e mon
ths in
unive
rsity
even
ts, su
ch as
Teac
hing
in To
day’s
Stu
dent
s Wor
ksho
p an
d Al
lianc
e St
uden
t/Fac
ulty E
vent
(Don
’t Miss
the
BOAT
E! B
ringin
g St
uden
ts On
boar
d), th
at ar
e des
igned
to
shar
e mult
iple v
iews o
f stud
ents,
facu
lty an
d staf
f on
class
room
env
ironm
ents
at PF
W.
Meth
od
Nat
alie
Neu
ensc
hwan
der,
Elem
enta
ry E
duca
tion
Maj
or S
tude
nt a
nd Je
ong-
il Ch
o, P
h.D.
, Sch
ool o
f Edu
catio
n, P
urdu
e Fo
rt W
ayne
Liter
atur
e Rev
iew
•Co
llege
stud
ents
learn
bette
r whe
n the
ir phy
sical
class
room
re
flects
the c
ultur
e of th
e clas
s itse
lf. Fo
r exa
mple,
stud
ents
prefe
r hav
ing b
old w
all co
lors t
hat r
eflec
t their
lear
ning
excit
emen
t and
expe
rienc
e (C
otte
rill, 2
015)
.•
Stud
ents
bega
n to
feel p
ress
ure f
rom
their c
lasse
s whe
n the
y are
over
loade
d wi
th ma
ny as
signm
ents,
tests
, and
da
tes th
at ar
e clos
e to o
ne an
other.
(Rat
hman
n, H
erke
, Hu
rrelm
ann,
& R
ichte
r, 20
18).
•St
uden
ts wh
o lea
rn ne
w ma
terial
in a
stude
nt-ce
ntere
d lea
rning
env
ironm
ent a
re m
ore l
ikely
to re
memb
er th
e ma
terial
and t
hen r
ecall
it on
their
tests
. (Ke
arne
y, Sm
ith, &
Ma
ika, 2
016)
. •
A stu
dy co
nduc
ted a
mong
spec
ial n
eeds
stud
ents
of the
mo
st eff
ectiv
e str
ategie
s tha
t they
belie
ved
helpe
d the
m su
ccee
d in
their c
lasse
s. Th
e stra
tegies
inclu
de a
ssist
ive
techn
ology
, dire
ct as
sistan
ce, a
nd st
rateg
y ins
tructi
on
(Zen
g, Ju
, & H
ord,
2018
).
Limita
tions
and I
mpl
icat
ions
Conc
lusio
nSt
uden
ts at
PFW
need
vario
us su
ppor
ts for
their
lear
ning.
The c
lassro
om e
nviro
nmen
ts (so
cio-e
motio
nal, p
hysic
al,
beha
viora
l, tea
ching
stra
tegies
, and
evalu
ation
/grad
ing) t
hat
are c
ritica
l for t
he le
arnin
g of
K-12
stud
ents
are a
lso ke
y su
cces
s fac
tors f
or co
llege
stud
ents.
Clas
sroom
envir
onme
nts a
ffect
stude
nts’ le
arnin
g ex
perie
nces
at P
urdu
e Univ
ersit
y For
t Way
ne n
o matt
er
what
their r
ace,
age,
grad
e, or
the d
iagno
sis o
f a di
sabil
ity
are.
By re
cogn
izing
stud
ents’
nee
ds a
nd po
ssibl
e ad
aptat
ions t
o me
et the
se ne
eds,
we ca
n cha
nge
our p
ersp
ectiv
e of
how
we te
ach w
hich
can t
hen h
elp ou
r stud
ents
to su
ccee
d in
their a
cade
mic l
ife in
colle
ge.
Mode
l: The
Syst
emat
ic
Appr
oach
for A
dapt
ing t
he
Lear
ning
Envir
onm
ent [
SAAL
E]
It is n
ot wh
at we
teac
h, bu
t how
we t
each
that
open
s doo
rs for
stu
dents
who
lear
n diffe
rentl
y. Un
iversa
l Des
ign o
f Lea
rning
(U
DL) a
nd id
entifi
catio
n of
“Mism
atche
s” ar
e key
point
s.
Thre
e Majo
r Env
ironm
ents
I. Lea
rning
Env
ironm
ent
1.So
cio-e
motio
nal
2.Be
havio
ral
3.Ph
ysica
lII.
Teac
hing
Envir
onme
ntIII.
Eva
luatio
n an
d Gra
ding E
nviro
nmen
t
Sour
ce: W
ood,
J. W
. (20
06).
Teac
hing s
tude
nts i
n inc
lusive
settin
gs:
Adap
ting
and
acco
mm
odat
ing in
struc
tion
(5th
ed.).
Upp
er S
addle
Rive
r, NJ:
Merri
ll/Pre
ntice
Hall
Abst
ract
An et
hnog
raph
ic es
say w
as de
velop
ed b
y a st
uden
t in an
ele
menta
ry ed
ucati
on m
ajor a
nd an
hono
rs pr
ogra
m. T
he
class
room
env
ironm
ents
at Pu
rdue
Univ
ersit
y For
t Way
ne
were
evalu
ated
base
d on h
er tw
o yea
rs of
expe
rienc
es. T
he
obse
rvatio
nal d
ata on
mult
iple v
iews t
owar
d the
Pur
due F
W’s
class
room
env
ironm
ents
were
gathe
red
from
facult
y and
stu
dents
in th
ree m
onths
as th
e stud
ent r
esea
rcher
pa
rticipa
ted in
unive
rsity
even
ts wi
th oth
er st
uden
ts, fa
culty
, an
d staf
f at P
urdu
e FW
. The
resu
lts sh
ow a
discre
panc
y be
twee
n the
estab
lishe
d so
cio-e
motio
nal, b
ehav
ior, p
hysic
al,
teach
ing, a
nd ev
aluati
on/gr
ading
env
ironm
ents
and
envir
onme
nts st
uden
ts wa
nt. T
he cu
rrent
pres
entat
ion
shar
ed ad
aptat
ion a
nd im
prov
emen
t idea
s.
Resu
lts -I
ssue
s
Resu
lts –
Adap
tion I
deas
2019
Alli
ance
Facu
lty a
nd S
tude
nt Sh
owca
se
Socio
-Em
otio
nal E
nviro
nmen
t•
Allow
ing st
uden
ts to
walk
out o
f their
clas
s for
certa
in re
ason
s •
Scho
ol ne
wspa
pers
or si
dewa
lk ad
vertis
emen
ts to
infor
m stu
dents
of
PFW
even
tsPh
ysica
l Env
ironm
ent
•Ne
utral
wall c
olors
in cla
ssro
oms
•La
rger
table
spac
e on d
esks
or lo
ng ta
bles w
ith se
para
te ch
airs
Beha
viora
l Env
ironm
ent
•A
set li
st of
rules
for a
ll clas
ses p
rovid
ed b
y the
unive
rsity
and
profe
ssor
s adh
ering
to ru
les sp
ecific
to th
eir cl
ass
•Po
licy w
here
profe
ssor
s can
not g
ive ab
senc
es fo
r fac
tors t
hat th
e stu
dent
does
not
have
a co
ntrol
over
Teac
hing
Env
ironm
ent
•St
uden
t-Cen
tered
Lea
rning
whe
re st
uden
ts he
lp tea
ch th
e les
sons
•As
sistiv
e tec
hnolo
gy fo
r stud
ents
with
spec
ial n
eeds
Evalu
atio
n an
d Gr
adin
g En
viron
men
t•
Prac
tice q
uizze
s for
stud
ents
•Fin
al gr
ades
base
d no
t only
on as
sess
ments
, but
other
activ
ities
Socio
-Em
otio
nal E
nviro
nmen
t•
Job d
eman
ds o
n top
of sc
hoolw
ork
•PF
W E
vents
are n
ot we
ll com
munic
ated
to stu
dents
Phys
ical E
nviro
nmen
t•
Wall
color
s var
y in e
ach c
lassro
om•
Small
desk
s mak
e it d
ifficu
lt to p
lace
laptop
s and
othe
r mate
rials
onBe
havio
ral E
nviro
nmen
t•
Diffe
rent
set o
f poli
cies f
or ea
ch cl
ass b
ased
on p
rofes
sor
•St
rict a
ttend
ance
poli
cy o
f only
a few
abse
nces
for e
ach c
lass
Teac
hing
Env
ironm
ent
•Pr
ofess
ors m
oving
too q
uickly
and
using
comp
licate
d lan
guag
e•
Profe
ssor
s bein
g un
familia
r with
how
to wo
rk wi
th stu
dents
with
sp
ecial
nee
dsEv
aluat
ion
and
Grad
ing
Envir
onm
ent
•St
uden
ts fee
ling
unfam
iliar w
ith th
eir pr
ofess
or’s
style
of wr
itten
asse
ssme
nts•
Major
ity of
grad
es de
termi
ned
by pe
rform
ance
on as
sess
ments
v
CREA
TIVE
OPPO
RTUN
ITIES
FOR S
TUDE
NT RE
SEAR
CH IN
VOLV
EMEN
T: SH
ARIN
G T H
E RES
EARC
H EXP
ERIEN
CE W
ITH S
TUDE
NTS A
T ALL
LEVE
LSN
AOM
I GU
REVI
CH, P
HD
, CO
MM
UN
ICAT
ION
SCI
ENCE
S A
ND
DIS
ORD
ERS
Stud
ent i
nvol
vem
ent i
n re
sear
ch tr
ansf
orm
s th
e st
atic
nat
ure
of re
adin
g ab
out r
esea
rch
into
the
activ
e an
d dy
nam
ic n
atur
e of
cre
atin
g re
sear
ch. T
he re
sear
cher
and
the
stud
ent b
oth
bene
fit fr
om s
uch
a re
latio
nshi
p. B
ut a
re th
ese
oppo
rtun
itie
s af
ford
ed to
all
stud
ents
?
Opp
ortu
nitie
s ab
ound
for a
cade
mic
ally
suc
cess
ful h
onor
s st
uden
ts a
nd m
otiv
ated
sel
f-le
arne
rs. D
esire
or m
otiv
atio
n ca
n be
fost
ered
to g
row
the
num
ber o
f stu
dent
s w
ho w
ould
be
nefit
from
han
ds-o
n m
ento
rshi
p an
d pa
rtic
ipat
ion
in
scho
larly
exp
lora
tion.
•M
ake
the
proc
ess
acce
ssib
le to
stu
dent
s w
ith a
rang
e of
ac
adem
ic s
kills
and
goa
ls.
•Sh
are
your
love
& e
njoy
men
t of t
he re
sear
ch p
roce
ss w
ith
unde
rgra
duat
es w
ho n
ever
saw
them
selv
es a
s po
tent
ial
rese
arch
ers.
•Fo
cus
on in
divi
dual
ized
way
s to
pro
vide
a p
ositi
ve
lear
ning
exp
erie
nce,
sha
ving
off
piec
es o
f big
ger p
roje
cts
into
man
agea
ble
task
s.
•Re
duce
anx
iety
and
sel
f-do
ubt a
nd h
elp
insp
ire s
tude
nt
part
icip
ants
to b
e in
vest
ed in
the
outc
ome
and
to g
et
exci
ted
abou
t how
thei
r pro
ject
will
sha
pe fu
ture
de
cisi
ons
and
clin
ical
pra
ctic
e.
No
thes
is: n
ot h
onor
s; tr
ansf
er s
tude
nt c
an’t
fit th
esis
in
sche
dule
; out
of r
each
and
com
plex
; no
oppo
rtun
ities
;
No
prob
lem
: par
ticip
ate
in s
tage
s, le
arn
abou
t the
full
proc
ess
from
ow
n co
ntrib
utio
n.
Stra
tegy
Stud
ents
can
be
insp
ired
by
thei
r ow
n po
tent
ial…
“I’m
inte
rest
ed to
kno
w th
e fin
ding
s an
d I w
ould
love
to
cont
inue
to b
e pa
rt o
f res
earc
h to
cre
ate
new
kno
wle
dge”
“I be
lieve
rese
arch
allo
ws
us to
cha
lleng
e an
d te
st n
ew id
eas,
and
new
pos
sibi
litie
s”
“It c
an b
e ch
alle
ngin
g, b
ut it
’s re
war
ding
”
“I ho
pe th
at w
e w
ill b
e ab
le to
exp
and
this
rese
arch
in th
e fu
ture
, bec
ause
it is
suc
h an
impo
rtan
t top
ic”
“I do
find
mys
elf t
hink
ing
abou
t how
this
rese
arch
is re
late
d to
ot
her q
uest
ions
in th
e fie
ld”
“I th
ink
my
lack
of i
nter
est [
in re
sear
ch] c
ame
from
a la
ck o
f ex
perie
nce”
“It r
eally
hel
ps b
eing
so
fasc
inat
ed w
ith w
hat w
e’re
doi
ng! I
ha
ven’
t sec
ond-
gues
sed
my
deci
sion
to s
tart
this
rese
arch
w
ith y
ou”
“Bef
ore
wor
king
with
you
I w
ould
hav
e as
sum
ed m
y la
ck o
f ac
adem
ic e
xcel
lenc
e w
ould
exc
lude
me
from
wor
king
on
rese
arch
with
a fa
culty
mem
ber”
“Wor
king
on
this
rese
arch
ope
ns u
p ac
adem
ic a
venu
es th
at
wer
e ot
herw
ise
clos
ed o
ff to
me”
…an
d he
lp in
spir
e us
Stud
ent S
torie
s
Stud
ent 1
Prio
r res
earc
h: Im
port
ant,
but o
ut o
f rea
chPr
ojec
t titl
e : B
arrie
rs to
Rec
ruitm
ent o
f Rac
ial
Min
oriti
es in
to C
omm
unic
atio
n D
isor
ders
Invo
lvem
ent:
Rese
arch
que
stio
n an
d de
sign
de
velo
pmen
t, lit
erat
ure
revi
ew, d
ata
colle
ctio
n an
d in
terp
reta
tion,
dis
sem
inat
ion
(pos
ter p
repa
ratio
n)Ti
mel
ine:
>1.
5 ye
ars
Stud
ent 2
Prio
r res
earc
h: N
one
Proj
ect t
itle:
Bar
riers
to R
ecru
itmen
t of R
acia
l M
inor
ities
into
Com
mun
icat
ion
Dis
orde
rsIn
volv
emen
t: D
ata
entr
y an
d an
alys
is; p
oten
tially
dat
a co
llect
ion
and
inte
rpre
tatio
nTi
mel
ine:
1 se
mes
ter (
poss
ibly
2)
Stud
ent 3
Prio
r res
earc
h: G
ener
al in
tere
st b
ut n
o tim
e, n
o op
port
uniti
es
Proj
ect t
itle:
Inte
lligi
bilit
y Ev
alua
tion
Syst
emIn
volv
emen
t : St
imul
i (w
ord-
list)
ana
lysi
s &
tr
ansc
riptio
n; p
oten
tially
dat
a in
terp
reta
tion
Tim
elin
e: <
1 se
mes
ter
Stud
ent 4
Prio
r res
earc
h: In
tere
sted
but
did
n’t k
now
if w
as
elig
ible
(not
hon
ors)
, or i
f had
tim
e (t
rans
fer s
tude
nt)
Proj
ect t
itle:
Dys
phag
ia m
anag
emen
t and
in
terp
rofe
ssio
nal p
ract
ice
(IPP)
bet
wee
n nu
rses
and
SL
Ps in
hea
lthca
re w
ith re
spec
t to
diet
mod
ifica
tion
deci
sion
sIn
volv
emen
t: Li
tera
ture
revi
ew, d
ata
inte
rpre
tatio
n,
and
diss
emin
atio
n (p
oste
r pre
para
tion)
Tim
elin
e: 1
yea
r
Curr
ent P
roje
cts
(fal
l 201
9)
Stud
ent P
roje
cts
Crea
ting
Eval
uatin
g
Anal
yzin
g
Appl
ying
Und
erst
andi
ng
Rem
embe
ring
Man
agea
bilit
y of
pro
ject
: ver
y, b
ut d
oes
requ
ire a
ctiv
e ba
lanc
e of
sc
hool
and
wor
k
Inte
rest
leve
l: ex
trem
ely
inte
rest
ing;
add
ictin
g; im
port
ant w
ork
Gen
eral
izin
g th
e w
ork:
inte
rest
in e
vent
ual r
esul
ts; i
mpl
icat
ions
for t
he
field
& im
pact
on
heal
th o
f pat
ient
s; th
inki
ng a
bout
big
ger p
ictu
res
and
futu
re re
sear
ch q
uest
ions
rele
vant
to c
urre
nt w
ork
Dis
sem
inat
ion:
stu
dent
-aut
hore
d po
ster
s (2
), co
ntrib
utio
ns to
m
anus
crip
ts, a
ckno
wle
dgem
ents
(Con
cret
e) th
ings
Lea
rned
: exp
andi
ng in
tere
st in
sub
-are
as in
our
fiel
d &
com
mitm
ent t
o CS
D; l
earn
ing
to m
anag
e tim
e; le
arni
ng to
see
pa
tter
ns in
dat
a
Spec
ific
bene
fits:
pra
ctic
e tr
ansc
riptio
n; in
crea
se v
ocab
ular
y; m
aste
r sp
read
shee
ts; a
cade
mic
dev
elop
men
t; pr
epar
e fo
r gra
d sc
hool
; hel
p w
ith g
rad
appl
icat
ions
; opp
ortu
nity
to p
rese
nt
Futu
re in
volv
emen
t: w
ould
like
to c
ontin
ue in
volv
emen
t in
this
pr
ojec
t; w
ill lo
ok a
t fut
ure
oppo
rtun
ities
Stud
ent o
utco
mes
Podcast #1s are up on Blackboard! Enjoy! If yours is missing, please resend in em
ail asap. If you want to change the title
ofthe podcast as I have typed it in, please let me know
via mai. r for all of us:
Mat
thew
Zap
rude
r(20
17).
Why
Poe
try.
Ha
rper
Colli
ns P
ublis
hers
, New
Yor
k, N
Y.
PASS
IONA
TE PO
ETRY
AND L
EADE
RSHI
P POD
CAST
S?
IT’S
ACT
IVE
LEA
RNIN
G!
In o
ur o
rgan
izatio
nal l
eade
rshi
p (O
L) c
lass
es I
use
poet
ry
to e
asily
put
the
A (fo
r Art
) int
o ou
r STE
M d
iscip
line
in a
n in
expe
nsiv
e an
d no
n-m
essy
but
still
act
ive
way
. The
re
sulti
ng a
ctiv
e le
arni
ng fo
r the
stud
ents
was
…w
ell,
STEA
MY.
In th
e bo
ok ja
cket
for W
hy P
oetr
y , th
e pu
blish
ers c
all t
he
text
an
enga
ging
and
“pa
ssio
nate
arg
umen
t for
the
nece
ssity
of p
oetr
y in
an
age
whe
n in
form
atio
n is
cons
tant
ly b
eing
mist
aken
for k
now
ledg
e.”
Sin
ce o
ur O
L st
uden
ts a
re in
fluen
cers
and
stor
ytel
lers
, the
art
s and
po
etry
are
crit
ical
to th
eir c
reat
ivity
. In
man
y of
our
di
scip
lines
we
can
use
som
e re
adin
g an
d w
ritin
g of
po
etry
! Re
ad, t
hink
and
enj
oy!
Why
use p
oetry
?
Lead
ersh
ip st
uden
ts n
eed
to fi
nd w
ays t
o in
fluen
ce o
ther
s. I
n O
LS
3500
0 I a
lway
s inc
lude
cre
ativ
e w
ays t
o w
rite
for i
nflu
ence
. I h
ad
stud
ents
in th
e cl
ass c
olla
bora
tivel
y w
rite
a po
em.
How
? S
ince
they
wer
e no
t Eng
lish
maj
ors,
this
coul
d ha
ve b
een
a ha
rd
sell.
I b
egin
by
appo
intin
g on
e st
uden
t fac
ilita
tor w
ho h
as a
list
of 8
qu
estio
ns.
She
has c
lass
mat
es c
onsid
er th
e qu
estio
ns, o
ne a
t a ti
me,
an
d w
rite
the
answ
ers t
o ea
ch q
uest
ion.
For
the
exam
ple
in th
is po
em,
afte
r she
ask
ed th
e fir
st q
uest
ion,
our
faci
litat
or h
ad th
e cl
ass g
o ou
tdoo
rs a
nd fl
y ki
tes I
had
pur
chas
ed a
t a ‘d
olla
r sto
re’.
Afte
r we
cam
e in
, eac
h st
uden
t con
trib
uted
a li
ne fr
om th
eir a
nsw
er se
t and
we
wro
te
a po
em th
at in
clud
ed e
very
stud
ent’s
com
men
ts.
Fini
shin
g of
f with
ad
ditio
nal l
ines
and
rear
rang
emen
ts o
f cou
rse,
we
title
d th
e po
em.
Ever
y se
mes
ter t
he st
uden
ts a
re so
impr
esse
d w
ith th
e re
sults
of t
heir
own
writ
ing
–in
the
exam
ple
poem
they
wan
ted
to h
ave
the
poem
pu
blish
ed (s
o I d
id e
nter
it in
to a
smal
l com
petit
ive
proc
ess -
with
En
glish
maj
ors a
nd e
ven
Engl
ish p
rofe
ssor
s-bu
t the
y di
d no
t pla
ce)!
Writ
ing P
oetry
in OL
?Th
e Am
eric
an p
oet a
nd in
sura
nce
exec
utiv
e W
alla
ce S
teve
ns w
rote
abo
ut th
e ro
le o
f the
poe
t.“W
hat i
s his
func
tion?
Cer
tain
ly it
is n
ot to
lead
peo
ple
out o
f the
conf
usio
n in
w
hich
they
find
them
selv
es.
Nor
is it
, I th
ink,
to co
mfo
rt th
em w
hile
they
fo
llow
thei
r rea
ders
to a
nd fr
o. I
thin
k th
at h
is fu
nctio
n is
to m
ake
his
imag
inat
ion
thei
rs a
nd th
at h
e fu
lfills
him
self
only
as h
e se
es h
is im
agin
atio
n be
com
e th
e lig
ht in
the
min
ds o
f oth
ers.
His
role
, in
shor
t, is
to h
elp
peop
le to
liv
e th
eir l
ives
.”
Whe
n co
mm
entin
g on
the
Stev
en’s
desc
riptio
n of
a p
oet’s
life
, Zap
rude
rre
min
ds u
s tha
t poe
ts ta
ke fa
mili
ar la
ngua
ge a
nd u
se it
to b
uild
spac
e of
bot
h co
ntem
plat
ion
and
colla
bora
tion-
expe
rienc
ing
“a g
reat
att
entio
n ch
arge
d w
ith th
e po
ssib
ility
of n
ew a
nd e
lusiv
e co
nnec
tions
.” (q
uote
on
page
84)
.
Our
OL
stud
ents
are
not
poe
ts, b
ut th
ey d
o no
t onl
y w
rite
inst
ruct
ion
man
uals
eith
er.
Thei
r obj
ectiv
e is
ofte
n to
indi
vidu
ally
or c
olle
ctiv
ely
enco
urag
e ot
hers
aro
und
them
to c
ritic
ally
thin
k an
d co
me
up w
ith
conc
lusio
ns th
at fi
t var
ious
env
ironm
ents
or s
ituat
ions
. Th
e cr
eativ
e st
orie
s,
poem
s, p
lays
and
oth
er a
rt p
iece
s the
y w
rite-
simila
r to
thei
r arg
umen
ts,
case
s and
pos
ition
pap
ers-
can
and
do in
fluen
ce th
e th
inki
ng o
f oth
ers…
as
they
shou
ld.
Zapr
uder
tells
us t
hat t
o le
arn
to re
ad p
oetr
y is
to fo
rget
man
y in
corr
ect t
hing
s you
lear
ned
abou
t it,
part
icul
arly
wha
tpoe
try
is in
fa
vor o
fwhy
poet
ry is
writ
ten
and
wha
tit d
oes.
Thi
s ide
a is
simila
r to
how
we
talk
to le
ader
ship
stud
ents
abo
ut re
adin
g an
d co
nsum
ing
prev
ious
ly p
ublis
hed
chan
ge m
odel
s.
In th
e se
nior
leve
l OLS
496
00 L
eade
rshi
p Th
eory
and
Cha
nge
clas
s a c
olla
bora
tive
assig
nmen
t req
uire
s thr
ee s
ucce
ssiv
e pa
rts
thro
ugho
ut th
e se
mes
ter.
I had
stud
ents
firs
t rev
iew
pre
viou
sly p
ublis
hed
poem
s or s
ong
lyric
s tha
t pro
vide
d in
form
atio
n an
d em
otio
nal c
onne
ctio
n to
the
chan
ge p
roce
ss. S
tude
nts a
re e
xpec
ted
to in
clud
e m
ore
than
impl
emen
tatio
n iss
ues a
nd a
ddre
ss th
e ex
tern
al e
nviro
nmen
t, fa
irnes
s and
just
ice,
mul
tiple
stak
ehol
der n
eeds
and
mor
e. U
sing
the
sam
e 10
que
stio
ns I
use
whe
n I g
rade
th
e st
uden
t gro
up’s
orig
inal
mod
els,
my
colla
bora
tive
grou
ps a
nsw
ered
thes
e 10
que
stio
ns fo
r a c
hang
e em
bodi
ed in
the
poem
or
othe
r pre
viou
sly re
cord
ed w
ork
abou
t cha
nge.
How
? B
y cr
eatin
g th
eir o
wn
Podc
ast.
The
pod
cast
is a
rela
xed
pres
enta
tion
envi
ronm
ent t
hat r
equi
res s
tude
nts t
o th
ink
abou
t the
issu
e(in
this
case
, son
g ly
rics o
r poe
m) a
nd h
ow it
rela
tes
to o
rgan
izatio
nal
chan
ge.
Orig
inal
mod
el p
odca
sts w
ere
due
Oct
ober
18
(so
see
me
if yo
u w
ant t
o he
ar th
em) a
nd in
clud
e a
mel
ting
wax
cand
le
met
apho
r and
a m
ultip
le la
dder
mod
el.
Stud
ent R
eact
ion
In se
mes
ters
whe
re I
prov
ided
poe
try
(or s
ong
lyric
s-th
ank
you
Nob
el P
rize
win
ners
Tag
ore
and
Bob
Dyla
n!) t
he o
rigin
al m
odel
s pr
ovid
ed b
y st
uden
ts w
ere
mor
e cr
eativ
e an
d in
clud
ed a
visu
al th
at w
as m
ore
enga
ging
. St
uden
t out
com
es w
ould
incl
ude
poet
ry
of c
ours
e, b
ut a
lso c
hang
e m
odel
s loo
king
like
car
toon
s or s
ong
lyric
s am
ong
othe
r art
form
s. T
he b
est p
roje
ct to
dat
e is
a 3
Pers
on P
lay
whi
ch w
as a
cted
out
in c
lass
. It
incl
uded
man
y of
the
item
s we
wan
t in
a go
od c
hang
e m
odel
, and
pro
vide
d a
mem
orab
le w
ay to
beg
in to
thin
k ab
out p
lann
ed a
nd u
npla
nned
cha
nge.
A sin
gle
pare
nt co
mes
hom
e to
her
son
who
is o
n th
e flo
or p
layi
ng w
ith a
Jack
-In-T
he-B
ox.
She
is ha
ving
a
toug
h tim
e m
akin
g th
e tr
ansit
ion
from
her
org
aniza
tion
whe
re th
ey a
re fa
cing
seve
ral
chan
ges (
som
e la
rge
and
som
e m
inor
) to
hom
e. A
s she
also
lam
ents
that
this
tran
sitio
n al
so re
quire
s a c
hang
e in
her
ro
le, s
he re
alize
s tha
t eve
ry ti
me
Jack
pop
s up,
her
son
seem
s sur
prise
d AN
D ev
entu
ally
del
ight
ed.
She
then
beg
ins t
o se
e th
at e
ach
chan
ge co
uld
be v
isual
ized
as a
cra
nkin
g an
d th
en p
seud
o-su
rpris
e en
try
of
Chan
ge Im
plem
enta
tion!
...
Read
ing P
oetry
-in yo
ur di
scip
line?
Podc
ast #
1s a
re u
p on
Bla
ckbo
ard!
Enj
oy!
If yo
urs i
s miss
ing,
ple
ase
rese
nd in
em
ail a
sap.
If
you
wan
t to
chan
ge th
e tit
le o
f the
pod
cast
as I
hav
e ty
ped
it in
, ple
ase
let m
e kn
ow v
ia e
mai
l. Al
l of u
s can
che
ck th
ese
out.
You
will
not
e th
at th
ere
are
a va
riety
of f
ile fo
rmat
s, a
nd th
at is
ok
ay si
nce
I can
hea
r all
of th
ese.
And
whi
le so
me
voic
es a
re st
rong
er/lo
uder
than
oth
ers,
you
al
l avo
ided
dist
ract
ing
back
grou
nd n
oise
s (th
ank
you)
.
Rem
embe
r tha
t thi
s firs
t ass
igne
d po
dcas
t ask
ed y
ou to
use
10
ques
tions
abo
ut c
hang
e m
odel
s to
ass
ess t
he e
xist
ing
mod
el y
ou fo
und.
Som
e po
dcas
ts a
re sh
ort a
nd to
the
poin
t, w
hile
oth
ers
are
mor
e ca
sual
and
rela
xed.
Not
all
pers
ons i
n ou
r cla
ss w
ere
tape
d, a
nd th
is w
as n
ot
nece
ssar
ily a
requ
irem
ent t
o ge
t you
r voi
ce o
n ta
pe fo
r pre
sent
atio
n- y
ou d
id a
ll ha
ve to
hel
p ea
ch o
ther
lear
n th
e m
ater
ial h
owev
er.
As y
ou lo
ok a
t the
se, t
here
are
thre
e “n
ow w
hat”
or f
utur
e ite
ms t
o re
mem
ber f
or a
ll of
us:
1. L
isten
to th
ese
criti
ques
of c
urre
nt m
odel
s. T
hey
will
hel
p yo
u fo
rm
idea
s abo
ut w
hat i
s im
port
ant t
o in
clud
e in
a g
ood
chan
ge m
odel
(not
a
mod
el fo
r goo
d ne
cess
arily
). Y
ou w
ill a
lso g
et c
lues
abo
ut w
hat y
ou
wan
t to
emph
asize
in th
e fu
ture
, wha
t is c
onfu
sing
and
wha
t you
sh
ould
avo
id.
2. S
ince
thes
e sa
me
ten
ques
tions
are
the
ones
I us
e w
hen
I gra
de y
our C
REW
s ow
n ch
ange
m
odel
that
you
pre
sent
in P
odca
st #
2, I
hope
you
lear
n a
lot f
rom
Pod
cast
#1!
3. F
or y
our f
inal
indi
vidu
al p
aper
due
at t
he e
nd o
f thi
s sem
este
r, yo
u ca
n br
eak
from
you
r CR
EWs f
avor
ites a
nd p
ropo
se y
our o
wn
idea
s. M
ost o
f you
will
use
pie
ces o
f sev
eral
diff
eren
t m
odel
s to
crea
te a
cha
nge
that
seem
s fai
r, ju
st a
nd c
ompe
lling
to m
any
stak
ehol
ders
! Re
ad
abou
t you
r ind
ivid
ual p
aper
aga
in la
ter t
his w
eek.
And
rem
embe
r: a
fter
Pod
cast
#2
each
cla
ss m
embe
r will
pos
t rea
ctio
ns a
nd re
flect
ions
on
the
BB d
iscus
sion
boar
d (s
ee o
ur sc
hedu
le).
Crea
ted
by D
ina
Man
sour
-Col
e, P
h.D.
As
soci
ate
Prof
esso
r, O
rgan
izatio
nal L
eade
rshi
pfo
rFa
ll 20
19 A
llian
ce Te
achi
ng S
how
case
Are
your
toes
pai
nted
?Pe
rson
ally
I w
as a
nxio
us b
ecau
se o
f my
dres
s and
the
win
d.Su
nny.
Win
dy. P
erfe
ct.
Are
your
toes
pai
nted
?I s
aw so
me
faile
d at
tem
pts.
I h
eard
laug
hing
.La
ught
er a
nd w
ords
of e
ncou
rage
men
t. Do
my
feet
smel
l?N
eutr
al.
I was
n’t s
ure
wha
t to
expe
ct.
Kite
s, o
bvio
usly.
Sun
shin
e an
d bo
ndin
g.Ti
red.
Ha
ppy
adul
ts.
I gue
ss, y
oung
er.
Ente
rtai
ning
. Fun
. Hap
py.
Mov
emen
t and
smile
s.
I fel
t phy
sical
ly h
appy
bec
ause
we
just
got
our
kite
in th
e ai
r. Ha
ppy.
Com
petit
ive.
Exc
ited.
I fee
l tot
ally
exc
ited.
Tota
lly.
. ht
tps:
//w
ww
.npr
.org
/201
8/11
/15/
6620
7009
7/s
tart
ing-
your
-pod
cast
-a-g
uide
-for-
stud
ents
v
DDDD
DDDD
CREA
TIN
G A
ND
IMPL
EMEN
TIN
G T
HE U
SE O
F VI
SUAL
MET
APHO
RS T
O T
EACH
NEW
MED
IAU
SIN
G V
IRTU
AL R
EALI
TY A
ND
AUG
MEN
TED
REAL
ITY
THE
RESO
URC
ES U
TILI
ZED
IN T
HESE
TEA
CHIN
G S
TRAT
EGIE
S W
ERE
PRO
VIDE
D BY
“T
HE W
EDDI
NG
CHA
MBE
R,”
PRO
JECT
THA
T IM
PLEM
ENTS
THE
VIR
TUAL
DE
CON
STRU
CTIO
N O
F TH
E EM
INEN
T FR
ESCO
OF
ANDR
EA M
ANTE
GN
A LO
CATE
D AT
THE
SAI
NT
GIO
RGIO
CAS
TLE,
IN M
ANTU
A, IT
ALY.
THE I
MPLE
MENT
ATIO
N OF A
UGME
NTED
REAL
ITY A
S A
LEAR
NING
AND T
EACH
ING E
XPER
IENCE
In th
is ca
se th
e m
etap
hor i
s act
ivat
ed b
y th
e in
tera
ctiv
e ob
ject
stat
us o
f the
smal
l mod
els.
THE I
MPLE
MENT
ATIO
N OF M
ETAP
HORE
S TO
ACHI
EVE
LEAR
NING
EXPE
RIEN
CES
The
virt
ual r
ealit
y pr
ojec
t “Th
e W
eddi
ng C
ham
ber”
is a
re
sear
ch/c
reat
ive
ende
avor
inst
ance
whe
re te
achi
ng h
as
obta
ined
a d
irect
ben
efit
from
the
activ
e de
cons
truc
tion
of it
s com
pone
nts.
A n
umbe
r of m
etap
hors
hav
e su
rfac
ed a
s a re
sult
of th
e ap
plic
atio
n of
3d
mod
elin
g an
d m
appi
ng to
disp
lay
the
cont
ent o
f the
fres
co. T
he
mor
e ou
tsta
ndin
g on
es a
re: “
The
open
room
,” “T
he
Vaul
ted
Ceili
ng,”
“The
Sm
all M
odel
s,” “
The
Piaz
za,”
and
“The
Insp
ecto
r.”
Thes
e m
etap
hors
hav
e a
doub
le v
alue
:
•Fa
cilit
ate
the
unde
rsta
ndin
g of
the
hist
oric
con
text
of
the
fres
co.
•En
able
the
conf
igur
atio
n of
a v
irtua
l spa
ce to
teac
h th
e co
mpo
sitio
n of
the
fres
co.
A vi
rtua
l rea
lity
imm
ersiv
e ex
perie
nce
can
be
impl
emen
ted
thro
ugh
thes
e m
etap
hors
as b
uild
ing
bloc
ks o
f mea
ning
ful e
xper
ienc
e. T
he st
uden
ts th
en w
ill
appr
oach
a fu
ture
pro
ject
or c
onte
nt b
y:
•La
ying
out
the
conc
eptu
al a
nd a
bstr
act a
rtist
ic
lang
uage
into
a 3
Dsp
ace.
•U
sing
conc
rete
obj
ects
to c
onve
y co
mpl
ex c
ompu
ting
lang
uage
and
func
tions
.
“THE
VAU
LTED
CEI
LIN
G”
Teac
hing
new
med
ia s
uch
as V
irtua
l Rea
lity
and
Augm
ente
d Re
ality
invo
lves
the
use
of a
num
ber o
f com
putin
g ab
stra
ct d
efin
ition
s and
pro
cess
es th
at a
re n
ot a
lway
s ea
sy to
gra
sp. T
his w
ork
expo
se h
ow v
isua
l met
apho
rs c
an h
elp
to u
nder
stan
d th
is la
ngua
ge, a
nd h
ow th
ose
can
be im
plem
ente
d fo
r an
effe
ctiv
e te
achi
ng
met
hodo
logy
.
Opt
imize
d 3D
mod
els f
or
virt
ual m
anip
ulat
ion
.
THE U
SE OF
VIR
TUAL
REAL
ITY A
S A LE
ARNI
NG
AND T
EACH
ING E
XPER
IENCE
A m
etap
hor t
hat e
pito
mize
s a
dire
ct a
ugm
ente
d re
ality
ex
perie
nce
is th
e “i
mag
e ta
rget
.” 3D
con
tent
is
glue
d to
a p
hysic
al o
bjec
t or
imag
e to
be
over
laid
or
disp
laye
d di
gita
lly in
the
real
w
orld
.
This
can
be u
nder
stoo
d as
a te
achi
ng
devi
ce w
here
the
ceili
ng c
an b
e st
udie
d th
roug
h ac
cura
te o
bser
vatio
n.
This
isth
e de
cons
truc
tion
of th
e ce
iling
of
the
fres
co. I
n th
is sp
ecifi
c ca
se, t
he
imm
ersiv
e ex
perie
nce
of e
xplo
ring
from
bel
ow, f
acili
tate
s the
un
ders
tand
ing
of a
com
plex
geo
met
ric
layo
ut.
This
met
apho
r can
be
app
lied
to a
ny v
isual
sit
uatio
n w
here
obj
ects
ne
ed to
be
stud
ied,
in a
wid
e ra
nge
of d
iscip
lines
:•
Geos
cien
ces
•Bi
olog
y•
Chem
istry
•Hi
stor
y
Cent
er il
lum
inat
ion
to c
ast v
olum
es a
nd
shad
ows.
“THE
MIN
IATU
RES”
This
can
be u
nder
stoo
d as
a te
achi
ng
devi
ce w
here
the
3D m
odel
s can
be
stud
ied
in a
n im
mer
sive
spac
e. In
the
open
room
the
user
can
mov
e or
te
lepo
rt to
stud
y ea
ch e
lem
ent.
In th
is m
etap
hor t
he u
ser
mou
nts t
he c
ylin
dric
al
plat
form
, mov
ing
up a
nd
dow
n in
con
stan
t loo
p. T
he
virt
ual a
ctio
n is
to st
ep in
to
the
plat
form
to o
btai
n th
e ex
perie
nce.
Any
cont
ent c
an b
e se
t in
this
3D m
odel
. The
met
hod
of
imag
ing
is 3D
map
ping
.
TEAC
HIN
G R
ESO
URC
ES U
TILI
ZED:
TEL
EPO
RTIN
G A
ND
PHYS
IC A
NIM
ATIO
N
“THE
INSP
ECTO
R”“T
HE P
IAZZ
A”
View
ers a
re u
sed
to m
anip
ulat
ing
intu
itive
ly c
omm
on
com
putin
g m
etap
hors
such
as W
indo
w, D
eskt
op, o
r Re
cycl
e Bi
n am
ong
othe
rs. H
owev
er, t
he c
reat
ion
of
bran
d ne
w m
etap
hors
will
cus
tom
ize le
arni
ng
expe
rienc
es th
roug
h a
hier
arch
y of
nav
igat
ion.
In th
is sp
ecifi
c ca
se th
e co
ntac
t with
the
subj
ect i
s ver
y cl
ose,
in
whi
ch th
en th
e ob
ject
will
disp
lay
call
outs
, too
ltips
, rol
l ov
ers,
and
visu
al c
ues a
s hyp
erte
xt.
This
is a
stan
dard
use
r int
erfa
ce m
etap
hor i
n co
mpu
ter
grap
hics
, how
ever
, it c
an b
e us
ed in
mul
tiple
func
tions
to
disp
lay
leve
ls of
con
tent
.
In th
is ca
se th
e m
etap
hor i
s bas
ed o
n a
rota
ry a
ctio
n.
Use
rs c
an a
ppre
ciat
e pr
ecise
det
ails.
Mod
els s
et fo
r gra
bbin
g an
d cl
oser
m
anip
ulat
ion
usin
g ha
nd c
ontr
olle
rs o
r ha
nd tr
acki
ng se
nsor
s.
Rota
tory
ani
mat
ion
to o
bser
ve th
e 3D
pro
pert
ies o
f the
mod
el.
“THE
IMAG
E TA
RGET
S”
TEAC
HIN
G R
ESO
URC
ES U
TILI
ZED:
RAY
CAST
, TEL
EPO
RTIN
G A
ND
ANIM
ATIO
N
Obj
ect c
onte
nt d
ispla
yed
in a
hie
rarc
hica
l mod
e.
TEAC
HIN
G R
ESO
URC
ES U
TILI
ZED:
INTE
RACT
ABLE
OBJ
ECT
AND
HAPT
ICS
This
met
apho
r was
con
ceiv
ed to
un
ders
tand
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arch
itect
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co
mpo
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of t
he m
yth
narr
ativ
e as
soci
ated
with
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even
ts ta
king
pl
ace
in th
e m
ain
fres
co.
Augm
ente
d re
ality
requ
ires
3D m
odel
s. In
ord
er to
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oduc
e a
mea
ning
ful
expe
rienc
e, th
e us
er h
as to
m
anip
ulat
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e m
odel
. The
m
odel
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t hav
e a
low
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unt i
n or
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o di
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fect
ive
inte
ract
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mos
t im
port
ant
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pone
nt fo
r a d
ynam
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aliza
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in a
ugm
ente
d re
ality
is th
e te
xtur
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ent.
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tera
ctio
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eate
s a
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pelli
ng e
xper
ienc
e du
e to
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real
ism o
fth
e m
odel
s.
Augm
ente
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ality
allo
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he u
se o
f mul
tiple
“sub
text
,” an
d its
org
aniza
tion
can
be d
ispla
yed
thro
ugh
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erar
chic
al
orde
r.
“THE
OPE
N R
OO
M”
“THE
OVE
RLAY
.” 3D
MO
DELS
“THE
SU
RFAC
E.”
MAP
PIN
G A
ND
TEXT
URI
NG
TEAC
HIN
G R
ESO
URC
ES U
TILI
ZED:
IMAG
E TA
RGET
AN
D AN
IMAT
ION
3D m
odel
s em
erge
whe
n a
devi
ce
cam
era
or se
nsor
spot
s the
imag
e ta
rget
.
3D m
odel
s with
te
xtur
e in
form
atio
n.3D
mod
els w
ith
text
ure
info
rmat
ion.
Surf
ace
coor
dina
tes f
or a
m
odel
topo
logy
.
ANDR
ES M
ON
TEN
EGRO
, ASS
OCI
ATE
PRO
FESS
OR
OF
COM
PUTE
R AN
IMAT
ION
, DEP
ARTM
ENT
OF
ART
AND
DESI
GN
. AS
SOCI
ATE
CO-R
ESEA
RCHE
R, P
ROFE
SSO
R AU
DREY
USH
ENKO
, DEP
ARTM
ENT
OF
ART
AND
DESI
GN
•Sa
ntos
, Mar
c Er
icso
n C.
; Pol
vi, J
arkk
o; T
aket
omi,
Taka
fum
i; Ya
mam
oto,
Gos
hiro
; San
dor,
Chris
tian;
Kat
o, H
iroka
zu.T
owar
d St
anda
rd U
sabi
lity
Que
stio
nnai
res f
or H
andh
eld
Augm
ente
d Re
ality
. IEE
E Co
mpu
ter G
raph
ics &
App
licat
ions
.Sep
2015
, Vol
. 35
Issu
e 5,
p66
-75
. 10p
.
•Fj
eld,
Mor
ten.
Intr
oduc
tion:
Augm
ente
dRe
ality
--Usa
bilit
yan
d Co
llabo
rativ
e As
pect
s. In
tern
atio
nal J
ourn
al o
f Hum
an-C
ompu
ter I
nter
actio
n. 2
003,
Vol
. 16
Issu
e 3,
p38
7-39
4. 8
p.
•Ho
řejší
, Pet
r. Au
gmen
ted
Real
itySy
stem
for V
irtua
lTra
inin
gof
Par
ts A
ssem
bly.
Anna
ls of
DAA
AM &
Pro
ceed
ings
. 201
4, V
ol. 2
5 Is
sue
1, p
699-
706.
8p.
•Br
uellm
ann,
D. T
jade
n, H
.Sch
wan
ecke
, U.
An o
ptim
ized
vide
o sy
stem
fora
ugm
ente
dre
ality
in e
ndod
ontic
s: a
feas
ibili
ty st
udy.
Clin
ical
Ora
l Inv
estig
atio
ns. M
ar20
13, V
ol. 1
7 Is
sue
2, p
441-
448.
•Fj
eld,
Mor
ten.
Intr
oduc
tion:
Augm
ente
dRe
ality
--Usa
bilit
yan
d Co
llabo
rativ
e As
pect
s. In
tern
atio
nal J
ourn
al o
f Hum
an-C
ompu
ter I
nter
actio
n. 2
003,
Vol
. 16
Issu
e 3,
p38
7-39
4. 8
p.
•Ho
řejší
, Pet
r. Au
gmen
ted
Real
itySy
stem
for V
irtua
lTra
inin
gof
Par
ts A
ssem
bly.
Ann
als o
f DAA
AM &
Pro
ceed
ings
. 201
4, V
ol. 2
5 Is
sue
1, p
699-
706.
8p.
•Br
uellm
ann,
D. T
jade
n, H
.Sch
wan
ecke
, U.
An o
ptim
ized
vide
o sy
stem
fora
ugm
ente
dre
ality
in e
ndod
ontic
s: a
feas
ibili
ty st
udy.
Clin
ical
Ora
l Inv
estig
atio
ns. M
ar20
13, V
ol. 1
7 Is
sue
2, p
441-
448.
Refe
renc
es.
•Si
gnor
ini,
Rodo
lfo. “
Opu
s Hoc
Ten
ue.”
La a
rche
ttip
ata
Cam
era
Dipi
nta
dett
a de
gli S
posi
di A
ndre
s Man
tegn
a. 2
007.
Pub
li Pa
olin
i. M
P Pu
blic
ita. M
anto
va.
•Lu
cian
of S
amos
ata.
The
Wor
ks o
f Luc
ian.
The
Hal
l. A.
M. T
rans
latio
n. Ya
le U
nive
rsity
. 197
2. H
arva
rd U
nive
rsity
Pre
ss. P
176-
207.
Behi
n El
ahi,
Ph.D
.As
sist
ant P
rofe
ssor
Depa
rtm
ent o
f Man
ufac
turi
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n Co
nstr
uctio
n En
gine
erin
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,Sch
ool o
f Pol
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Purd
ue U
nive
rsity
at F
ort W
ayne
, 210
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olis
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ort W
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nce
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ects
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oved
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ents
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ders
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ing
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easu
rem
ent
tech
niqu
es,m
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erso
me
othe
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Fi
rst
Proj
ect:
Cold
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ing
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idel
yus
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etal
form
ing
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ess
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ntag
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surf
ace
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ses.
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gth
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gpr
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atsh
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e.
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Spri
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Spri
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Hyp
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Co
nfid
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Lev
elM
ean
Std.
Dev
.M
ean
Std.
Dev
.
1. T
he in
stru
ctio
nal m
ater
ials
, cla
ss a
ctiv
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bs, a
ssig
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ts,
and
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arch
pro
ject
wer
e in
tegr
ated
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way
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mad
e m
y le
arni
ng e
asie
r2.
860.
893.
890.
732.
69Ac
cept
ed
2. T
he in
stru
ctio
nal m
ater
ials
and
res
earc
h pr
ojec
t em
otio
nally
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gage
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e in
lear
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2.54
0.99
3.62
0.76
2.34
Acce
pted
3. T
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stru
ctio
nal m
ater
ials
and
res
earc
h pr
ojec
t inv
olve
men
t in
crea
sed
my
self-
conf
iden
ce3.
140.
783.
820.
742.
56Ac
cept
ed
4. I
achi
eved
a s
ense
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plis
hmen
t in
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943.
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27Ac
cept
ed
5. T
he in
stru
ctio
nal m
ater
ials
and
invo
lvem
ent i
n a
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arch
pro
ject
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Acce
pted
Mid
-Ter
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xam
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dard
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ion
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age
Stan
dard
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viat
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85.6
4.2
2018
89.6
5.2
91.2
3.9
Tabl
e 1.
Pos
t Sur
vey
Com
pari
son
betw
een
Cour
se O
fferi
ngs (
Scal
e Li
kert
4 p
oint
s)
Alve
s,A.
C.,M
orei
ra,F
.,Li
ma,
R.,S
ousa
,R.,
Din
is-C
arva
lho,
J.,M
esqu
ita,D
.,Fe
rnan
des,
S.an
dva
nH
attu
m-Ja
nsse
n,N
.,20
12,N
ovem
ber.
Proj
ectB
ased
Lear
ning
infir
stye
ar,f
irst
sem
este
rof
Indu
stri
alEn
gine
erin
gan
dM
anag
emen
t:so
me
resu
lts.
InAS
ME
2012
Inte
rnat
iona
lM
echa
nica
lEn
gine
erin
gCo
ngre
ssan
dEx
posi
tion,
pp.
111-
120.
Amer
ican
Soci
ety
ofM
echa
nica
lEng
inee
rs.
Har
riso
nM
.,eta
l.(2
011)
.Cla
ssro
om-b
ased
scie
nce
rese
arch
atth
ein
trod
ucto
ryle
vel:
chan
gesi
nca
reer
choi
cesa
ndat
titud
e.CB
E-Li
feSc
i.Ed
uc.1
0,27
9-28
6.Sh
affe
r,C.
D.et
al.(
2014
).A
Cour
se-B
ased
Rese
arch
Expe
rien
ce:H
owBe
nefit
sCh
ange
with
Incr
ease
dIn
vest
men
tin
Inst
ruct
iona
lTim
e.CB
E-Li
feSc
i.Ed
uc.1
3,11
1–13
0.
Pr
ojec
t-bas
edle
arni
ngis
anin
stru
ctio
nala
ppro
ach
plan
ned
topr
ovid
est
uden
tsw
ithth
eop
port
unity
tode
velo
pkn
owle
dge
and
skill
sth
roug
hen
gagi
ngpr
ojec
tsse
tar
ound
the
chal
leng
esan
dpr
oble
ms
they
may
tack
lein
the
real
wor
ld.
Su
cha
tech
niqu
epr
esen
tsop
port
uniti
esfo
rde
eper
lear
ning
in-
cont
exta
ndfo
rthe
deve
lopm
ento
fim
port
ants
kills
tied
toco
llege
and
care
erre
adin
ess(
Shaf
fere
tal.,
2014
;Alv
eset
al.,2
012)
.
St
uden
ts’i
nvol
vem
enti
nre
sear
chpr
ojec
tsis
attr
actin
gm
ore
atte
ntio
nin
the
last
deca
de(S
haffe
ret
al.,
2010
;Har
riso
net
al.,
2011
;Gav
in20
11).
Su
chex
peri
ence
allo
ws
stud
ents
and
inst
ruct
ors
toco
llabo
rativ
ely
brid
geth
ere
sear
chan
dcl
assr
oom
and
prov
ide
rese
arch
expe
rien
ces
fors
tude
ntsr
elat
ive
totr
aditi
onal
indi
vidu
alm
ento
red
rese
arch
.
St
uden
tsw
hoar
een
gage
din
rese
arch
proj
ects
repo
rtco
gniti
vega
ins
such
asa)
lear
ning
toth
ink
and
anal
yze,
b)af
fect
ive
gain
ssu
chas
delig
ht,c
)ps
ycho
soci
alga
ins
such
asbe
long
ing
toa
team
,ide
ntify
ing
asan
effe
ctiv
een
gine
er,a
ndd)
beha
vior
alga
ins
such
asm
otiv
atio
nsto
purs
uegr
adua
teed
ucat
ion
orca
reer
sin
engi
neer
ing
(Dow
ning
etal
.,20
11;A
mam
ouan
dCh
eniti
-Bel
cadh
i201
8;O’
Sulli
van
2013
).
oIm
prov
eth
est
uden
ts’
self-
effic
acy
(like
self-
conf
iden
cean
dre
spon
sibi
lity)
oIm
prov
eth
est
uden
ts’a
ttitu
deto
war
dsm
easu
rem
entt
echn
ique
so
Enha
nce
the
stud
ents
’und
erst
andi
ngof
the
rele
vanc
eof
subj
ect
mat
tert
olif
ean
dso
ciet
yo
Impr
ove
the
stud
ent’s
abili
tyin
deci
sion
mak
ing,
prob
lem
solv
ing
skill
s,an
dap
plyi
ngco
ncep
tso
Enha
nce
the
ease
ofle
arni
ngth
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bjec
tmat
terf
orth
est
uden
ts
oEn
hanc
ete
amw
orki
ngfo
rthe
stud
ents
oSe
cond
Proj
ect:
Stud
ents
focu
sed
onan
inno
vativ
eid
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desi
gn,
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e,an
dte
st3D
prin
ted
fabr
ics
tobe
used
asa
flexi
ble
skin
for
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resp
acec
raft,
spac
esui
ts,o
rfor
depl
oyab
lean
tenn
as.
A Su
cces
sful
Pro
ject
-Bas
ed L
earn
ing
Expe
rien
ce:
Case
Stu
dy o
f For
t Way
ne M
etal
Res
earc
h Pr
ojec
t
1
-1
1 -11
-1
Tens
ion
Tem
pera
ture
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d
3927
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36
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3934
1639
3319
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97
Cube
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t (fit
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ns) f
or T
ensil
e St
reng
th
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pera
ture
0Ho
ld V
alue
s
Spee
d
Tension
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0-0
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9200
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2000
3925
0039
2500
3930
0039
3000
3935
0039
3500
Tens
ile S
tren
gth
Cont
our P
lot o
f Ten
sile
Stre
ngth
vs
Tens
ion,
Spe
ed
Figu
re 1
. Usi
ng M
easu
rem
ent
tech
niqu
es (C
onto
ur p
lot a
nd c
ubed
pl
ot) t
o an
alyz
e da
ta.
Figu
re 2
. An
inno
vativ
e id
ea fo
r mak
ing
3-D
prin
ted
fabr
ics
Spec
imen
1
Spec
imen
2
Spec
imen
3
Figu
re 3
. Usi
ng M
easu
rem
ent t
echn
ique
s (Te
nsile
test
and
stat
istic
al a
naly
sis)
to a
naly
ze d
ata.
TEACHING SUPPORT���������������������������
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