2015 Grant Recipients
Janis Breckenridge (Spanish) REPORT
Visual Memory/Memorias visuales: Collective Memory & Visual Media in Spain and Latin America
Description: This project involves designing a new visual media course. A primary goal is to create a lending library of required course materials so as to ease the economic burdens posed by costly imported visual texts in order to make the course equally accessible to all interested students.
Phil Brick (Politics), Nick Bader (Geology), Tim Parker (Biology), Delbert Hutchison (Biology), Frank Dunnivant (Chemistry), Bryn Kimball (Geology), Kurt Hoffman (Physics), Don Snow (Environmental Studies), Scott Elliott (English), Kate Shea (Environmental Studies & Classics), Nicole Pietrantoni (Art), Michelle Acuff (Art), Matt Reynolds (AHVCS), Patrick Frierson (Philosophy), Jan Crouter (Economics), Aaron Bobrow Strain (Politics), Alissa Cordner (Sociology), Eunice Blavascunas (Anthropology), Jakobina Arch (History), Emily Jones (German Studies), Jason Pribilsky (Anthropology), Amy Molitor (Environmental Studies), Leena Knight (Biology), Tom Knight (Biology) and Lyman Persico (Geology).
Environmental Studies Workshop and Retreat
Description: Although our program is strong, our most immediate challenge is to find new ways to teach and staff Environmental Studies 120, the gateway to our major and a course that should be widely available to every student who wants ecological literacy to be part of their liberal arts education. This course was conceived by Bob Carson and Jan Mejer in the mid 1990s, it was team taught for many years and has proven to be one of the most difficult courses to teach and staff. The course is highly interdisciplinary; team teaching is the ideal way to staff it but we have been unable to do so as demand for the course has grown over the years. For years ES faculty have contributed guest lectures to the course as an overload. The course is unique in that it attempts to introduce students to environmental learning in all three divisions.
Rachel Chacko (Music) and Ben Murphy (Penrose Library)
Information Literacy Instruction in the Music History Classroom
Description: Our primary goal is to rethink how information literacy and musicological research are incorporated into Music 299: Music Since 1900, a history survey course on 20th-21st century music. This course often serves as music students' first experience with a significant writing and research assignment. By devoting a significant amount of time to in-class peer editing, including a collaborative writing project, students are exposed to new challenges and experiences that improve their writing and research skills. The method of library instruction that we are exploring moves beyond a single-session model to incorporate new teaching and learning activities. Specifically, this course is an example of situating information literacy instruction within a discipline. Rather than teach the mechanics of searching library resources, it attempts to integrate information literacy instruction into a program of students becoming participants in knowledge creation in the discipline of musicology.
Keith Farrington (Sociology), Michelle Janning (Sociology) and Kristen Erskine (Institutional Research)
The Tools, Ethics, and Applications of Data Visualization Using Tableau Software
Description: This project enables faculty members in sociology and a research analyst in institutional research to hone skills in Tableau data visualization software, which will lead to on-campus trainings for faculty, staff, and students, enhanced incorporation of data visualization and infographic design (including discussion of ethics and concepts associated with these skills) into the Sociology curriculum, and improved collaboration and communication between campus constituencies on data-driven projects and questions.
Moira Gresham (Physics), Doug Juers (Physics), Greg Ogin (Physics), Fred Moore (Physics), Mark Beck (Physics) and Kurt Hoffman (Physics)
Ubiquitous Implementation of Computation into the Physics Curriculum
Description: A workshop will be conducted to facilitate training in computation and curricular development to implement computation across all courses in physics.
Michelle Janning (Sociology) and Erin Pahlke (Psychology)
Finalizing an Interdisciplinary Global Childhoods Syllabus, Projects, and Assessment
Description: Our primary goal is to finalize an interdisciplinary Global Childhoods class that will be taught in Spring 2016. The ITL Grant will allow us to attend an interdisciplinary conference on global childhoods, which will allow us to create a finalized syllabus and course design (including projects, lectures, and assessment techniques) for the Global Childhood course.
Lydia McDermott (Writing Center), Ginger Withers (Biology), Dan Vernon (Biology), Arielle Cooley (Biology), Susanne Altermann (Biology), Frank Dunnivant (Chemistry), Bryn Kimball (Geology), Chris Wallace (Biology) and Nancy Forsthoefel (Biology).
Writing in the Sciences REPORT
Description: Science education is in the midst of a revolution, spurred by our rapidly evolving fields and by current research on how students learn. Thus far, substantial attention has gone into updating content and developing active learning in the classroom, while teaching effective writing has received little attention in the science education field. Our working group seeks to enhance writing instruction in the science curriculum. We hope to: 1. identify our common writing goals; 2. share and develop our best practices for incorporating writing instruction while not sacrificing important course content; 3. develop specific assignments in participants’ current courses that build on these best practices and work toward our identified writing goals; and 4. develop a publishable study of the pedagogical model(s) we develop.