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NAC&U Innovators: Innovation Summit November 2013


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NAC&U Innovators: Innovation Summit November 2013

  1. 1. NAC&U Innovation Summit 40 Innovators, 40 Stories
  2. 2. Widener University
  3. 3. A Pilot Collaborative Student Research Project Examining The Cost of American Higher Education Part of the larger NAC&U Costs of Higher Education Project – Interdisciplinary Team Examined Two Questions in the Spring 2013 Semester: • • • What are the true costs of a college education? Why do costs keep rising at private, nonprofit institutions? Collaborative Team Dr. Loyd Bastin • Coordinator of Undergraduate Research Office of Experiential Learning and International Programs • Dr. Tim Sullivan • (Education, SEICS) • 2 doctoral students • Dr. Rick Goeke • (Management, Business) • MIS 370 – 6 undergraduate students • Dr. Wes Leckrone • (Political Science, A&S) • POLS 288– 13 undergraduate students •
  4. 4. Motivation & Results Why an Interdisciplinary Collaboration? • Can address broader topics • Breaking down academic silos • Get to know faculty from other disciplines Assessment Exposure to other ways of thinking • Student-Student learning (class visits) • Faculty visiting lectures • Future collaborations Student-led project was successful – highly motivated students • • • Mixed results with content creation • Special speakers = added insight • Collaboration gave students a sense that they were part of something big & innovative
  5. 5. Innovative International Initiatives for Graduate Education Meghan J. Pifer, PhD Assistant Professor of Higher Education School of Education, Innovation, & Continuing Studies Widener University
  6. 6. SEICS International Initiatives Conceptual Framework Service & Reciprocal Learning CrossCultural Education Professional Practice Research & Data Collection Widener University
  7. 7. Widener University
  8. 8. John Carroll University
  9. 9. Scott Scott J. Allen
  10. 10. Center for Service and Social Action • University Commitment to Service Learning • 75 community partners • Wide range of opportunities • Incorporated throughout curriculum • Many not ‘traditional’ service learning courses
  11. 11. HealthCare IT Partnership with Cleveland Clinic • • • • • Healthcare Information Technology Major MDs and IT in the classroom Immersive undergraduate internships Very recent alumni guest speakers Research collaboration between JCU faculty and Cleveland Clinic doctors • Class projects based on real-world HC issues
  12. 12. Hamline College
  13. 13. Standards-Based Grading with Voice Hamline innovations with Andy Rundquist
  14. 14. Which Student Would You Like to Pack Your Parachute? Thanks to Frank Noschese Number of Attempts
  15. 15. Standards-Based Grading • • • • Figure out what you want students to learn o I use “I can . . .” statements Give them the environment where they can learn them o I use a “flipped class” approach for this  Most recently I’ve flipped that paradigm so that we tackle ideas in class first, then they ask for certain resources to be made available afterwards Assess their knowledge multiple times (just like the parachute example) Their grade should reflect their current understanding of each standard.
  16. 16. . . . with voice • • • I find oral exams to be the most authentic means of assessment Letting students add their voice to normal assignments approaches that level of authenticity Students use screencasting to walk me through their work o This is physics, so it’s often solving a problem o But it can be a derivation - something I was only able to assess in the past on exams since most texts have the full derivation in them.
  17. 17. Valparaiso University
  18. 18. Valparaiso University’s Innovation: Promoting Undergraduate Research
  19. 19. Undergraduate Research • Original research is typically reserved for graduate students, usually at large universities. • Research as a learning tool is a valuable experience for undergrads, so Valpo cherishes it. • Last year, Valpo had over 50 faculty and 150 Valpo students involved in undergraduate research projects during the academic year. • Valpo also runs multiple REUs and other summer research experiences for undergrads. • Learn more at: • Or talk to me:
  20. 20. Drury University
  21. 21. Innovation at Drury University Summit Representatives: Chris Panza, Ph.D. - Philosophy Regina Waters, Ph.D. - Communication
  22. 22. Proposed Certificate Programs • Certificate Program in Ethics: – 11 hours of theoretical and applied coursework. – Features ethics “labs” where students identify cutting edge ethical issues, conduct research, and present findings. – Open to individuals, governments or companies. • Digital Health Communication Certificate: (graduate) – Health professionals will lead class meetings live on the internet using a WebEx conference interface. – Credentialed faculty develop the curriculum. – 6 courses in the program; one course per month.
  23. 23. Existing Certificate Program • Social Media Certificate (graduate) • • • • Seated course that meets weekends in June. Project groups meet electronically during the week. Originally offered seated and online sections of the program. Online section co-taught by the author of The Social Media Survival Guide and a Ph.D. faculty member from the Department of Communication.
  24. 24. Wagner College
  25. 25. Innovation at Wagner College: Finding Resources in Creative Places Main Hall and Community: ‘Turning Lemons into Lemonade,’ Dr. Sarah J. Scott A Horrman Spotlight Gallery Exhibit collectively created by Wagner Students in the Museum Studies class, 2012.
  26. 26. Main Hall is the hallmark building at Wagner College. It houses the Fine Arts Departments, the Main Stage theatre, and over 20 classrooms. It was closed for renovations during the summer of 2009. Construction went overtime and over budget, and the building was closed for over a year. Faculty and students alike were disappointed and angry about the inconvenience. My students and I attempted to put a positive spin on the project through research and community outreach. Historic, Architectural, Economic, and Social research was conducted through various lenses and resulted in three final projects: 1. a student led exhibit, 2. a presentation during alumni weekend, and 3. a short publication in the Alumni Magazine. Ultimately, the campus community was much more optimistic about the project and new lines of thought were opened regarding the importance of architecture . Finally, donations increased for the project budget. It is my belief this was an innovative project in that we were able to use what was perceived as burden as a valuable asset for research and learning opportunities for our community.
  27. 27. Main Hall A Wagner Stage Set From the Wagner, and online publication. “During the fall of 2011, when the work on Main Hall was going full steam, my Museum Studies class conducted research on the process of Historical Architectural Preservation, using Main Hall as a case study. Through research into a variety of topics such as the Collegiate Gothic architectural style, brick and stone conservation, historical landmarking, Wagner’s history, the students learned many things. But the concept they found most engaging was the heritage cycle. Buildings acquire a social value far above that of its architectural value. The class and other Wagner students that came before them had developed a subconscious connection to Main Hall, and that this, not necessarily the architectural mastery, was the reason the building was valuable and worth preserving. As a class we took multiple trips down a Wagner memory lane; they remembered things like orientation, Songfest, and hanging out with friends on the Oval; they described people, sounds, smells. But when asked to very pointedly visualize these memories, they all realized that Main Hall rose up as their primary stage set. And as they came to understand that Main Hall was thus the backbone of their collective experiences and memory at Wagner, the building became more than an object. Main Hall was conjured as a sentient being, a stalwart, omniscient presence of the Wagner experience. “
  28. 28. The Wagner Plan for the Practical Liberal Arts: General Framework • The First Year Learning Community – Content Course Discipline 1 – Content Course Discipline 2 – Freshman Reflective Tutorial (RFT), housing a 30 hour experiential component • The Intermediate Learning Community (two courses or team taught) – Content Course Discipline 1 – Content Course Discipline 2 • The Senior Learning Community – Major Capstone Course, housing a Senior Thesis – Senior Reflective Tutorial (RFT), housing a 100 hour experiential component (internship)
  29. 29. The Wagner Plan for the Practical Liberal Arts: Actual Examples • Freshman LC: “Society and the City” – Soc 103 American Society & Its Problems – Gov 205 Urban Politics – Freshman RFT, housing community-based research leading to an grant proposal for an urban redevelopment project for one of two nearby neighborhoods • Intermediate LC: The Social Implications of Genetics – BI208 Genes to Genomics – SO291 The ELSI of Genomes • Senior LC: Sociology – Soc 491 Senior Seminar, housing a Senior Thesis “Is Family Structure a Cause of Delinquency?” – Soc 400 Senior RFT, housing a 100 hour internship at Richmond County Family Court and a Career Development Component
  30. 30. North Central College
  31. 31. I develop web pages for all of my classes, each of which features a wide variety of images, links to other web pages, youtube videos, etc. This helps students (especially “visual” learners) develop a more nuanced perspective on the material; it also helps them maintain engagement during lectures and sets up class discussions by highlighting relevant information on debatable issues.
  32. 32. In addition to the value of these pages during class, students continue to have access to the material throughout the course of the term. This allows students to explore the links that we’re not examined in class so that they can focus on the issues that they want to explore in more depth. For example, students can explore the mandalas on this page, learn more about To-ji (a temple in Kyoto), or click a picture to go to a virtual tour of To-ji, with detailed pictures and commentary.
  33. 33. Two of my colleagues, Mike de Brauw and ShereenIlahi, teach a course called Democracy and Identity: Reacting to Classical Athens and Modern India,” which is based on the increasingly popular “Reacting to the Past” (RTTP) program. RTTP is a teaching method designed to engage students in the study of history and primary texts through carefully designed roleplaying games. Students are cast as members of factions in actual historical debates. They argue positions based on independent research and reading of primary texts.
  34. 34. RTTP has been the subject of much discussion in higher education press (most recently, “Which Core Matters More?” Chronicle, 9/25/2011), and has received rave reviews by faculty and students alike (e.g., “…never seen students so engaged,” “…completely unique in my college experience,” see The course was taught for the first time last year, but virtually all of the students who took the course gave it rave reviews, many saying it was the best course they’d taken at the college. More importantly, students were thoroughly engaged in the course and did more reading and research for this course than they would typically do for their other courses.
  35. 35. Use of Hybrid (Blended) Courses at North Central College Introduced in the graduate program to – promote independent learning – extend classroom learning experiences – allow for flexible scheduling Two courses currently use the hybrid approach: – CSC 460/560 Database Systems – CSC 464/565 Data Mining
  36. 36. “Online” Part of Course Currently, Blackboard is primarily used to deliver the online component of the course.
  37. 37. Manhattan College
  38. 38. SCREENCASTS - Implementation - Summer pre-calculus bridge course - Benefits - Asynchronous - Learn at own pace - Low investment and easy to implement - Repetition
  39. 39. STUDIO BASED LEARNING (SBL) - Implementation - Fall material and energy balances course - Benefits - Develops both technical content and soft skills - Critical thinking - Group/Social dynamics - Repetition
  40. 40. The Sage Colleges
  41. 41. Sage College of Albany Russell Sage College NACU Innovation Summit November 2013
  42. 42. General Collaborat Focus on Education Innovationeam ion T Building Creative Problem Solving Experiences
  43. 43. Center for Teaching and Learning Sage May College for Faculty
  44. 44. Innovative at The Sage Colleges • Collaboration • Team teaching • Interdisciplinary • Courses • Undergraduate Research • Innovative UG General Education • i.Think: Innovation Thinking (Sage College of Alban) • WORLD: Women Owning Responsibility for Learning and Doing (Russell Sage College
  45. 45. • Service Learning • Local Consortium of Colleges and Universities • Capstone Research • Every program has a capstone course that includes a research project • Center for Teaching and Learning • Newly created • May College • Undergraduate Research • Annual Undergraduate Research Day • NCUR and other conferences
  46. 46. Samford University
  47. 47. University Fellows: Samford’s Honors College Experience • The program offers an interdisciplinary “great ideas” core curriculum, international study in Italy, and funding for academic enrichment. • Admission to the program is highly-competitive. • Designed for intellectually curious, ambitious students who want to make connections across disciplines. • Established in 2008 as a result of the QEP for SACS reaccreditation. • Currently 150 students enrolled For more information
  48. 48. University Fellows: Samford’s Honors College Experience Core Curriculum (2 years) Program features • Western Intellectual Tradition - Great Books • Writing and Rhetoric • Scientific Inquiry • Biblical Perspectives • Calling and Leadership • Calculus • Global Studies • Oxbridge Tutorials • Learning communities • Seminar-style courses • Major required outside fellows program • Trip to Italy for Sophomores • Support funds for other international study • Over 50% of fellows pursue graduate-level studies • “A leavening effect of the academic culture of Samford”. Provost Brad Creed For more information
  49. 49. University of Redlands
  50. 50. University of Redlands Summer Science and Study Abroad
  51. 51. Summer Science Research University of Redlands  Each summer between 30-50 students participate in summer science and mathematics research.  The students work closely with Redlands faculty on active research projects both on and off campus.  The on-campus students attend weekly lectures where they listen to other students present their work.  Freshman and Sophomore students are encouraged to participate.
  52. 52. Summer Science Research University of Redlands Advantages  Motivates students academically and enhances curiosity. Encourages participation in local and national scientific meetings.  Creates a community of scholars through experiential learning. New Directions  Collaborate more widely with NAC&U schools and the professional schools to increase opportunities.  Research with high school students or talented incoming students.
  53. 53. Study Abroad Initiatives University of Redlands  Each year 40% of undergraduates and between 75-95 graduate students participate in study abroad opportunities.  Options for engagement include a variety of program types.  Internal programs range from semester long sojourns for undergraduates at our long-standing Salzburg program to two-week intensive trips to explore businesses and practices in India, China, and Cambridge for MBA students.  Undergraduate tuition covers international courses without further expense to enable students from lower SES backgrounds to attend.  Service learning engagement has increasingly become a large part of study abroad offerings as exemplified by a reoccurring trip to Cambodia, where students teach English in rural schools and volunteer at an elephant sanctuary in the jungle.
  54. 54. Study Abroad Initiatives University of Redlands Advantages  Faculty entrepreneurialism and research interests promote a wide-range of opportunities for student learning.  Faculty and administrators leverage networks and relationships for student opportunities which lead to other institutional benefits.  Study abroad exemplifies experiential learning opportunities for students across programs, even more so in the service learning programs. New Directions  Increase cross-program, cross-school and potentially cross-institutional collaborations to increase opportunities.  As part of internationalizing efforts of our institution, perhaps include a study abroad requirement for all students both at the undergraduate and graduate level.
  55. 55. St. Edward’s University
  56. 56. St. Edward’s University Innovation Examples Jeannetta G. Williams
  57. 57. Simulation Games • WWII Conflicts • History course • Students design the simulation game for classmates to play • Games incorporate Political, Social, & Economic factors • Syrian Conflict • • • • Cultural Foundations course Role-play actors & agencies involved in conflict Students respond to given critical events Includes Research, Action, & Voting Components
  58. 58. Interdisciplinary Scholars Program • In School of Behavioral & Social Sciences • Students select a program theme and complete 5 upper-division courses • Across 3 distinct disciplines • Including 3 Areas of Emphasis • Global Understanding & Perspectives, Social Justice & Diversity, and Critical Thinking • 5th course is Interdisciplinary Research Methods • Students complete a thesis and present their work at a symposium
  59. 59. St. Edward’s University Innovation Examples William J. Quinn
  60. 60. Simulation Games in Ecology • Context is in Marginal Value Theorem • Well adapted foragers should optimize their nutrient uptake by abandoning a “patch” as its resources dwindle • They will leave SOME available resources in the patch for the promise of more abundant resources in a distant patch • Specific Activity • Some students model avian foragers • Most students model threatening predators • Groups of different foragers compete to determine who can get the most resources while suffering the least predation
  61. 61. Take Home Message From Students • Give us a thorough background in the theory under consideration • Develop a well-organized activity with clear “rules” that mimic the real world • Give us a reason to buy in • Reflect, reflect and the reflect
  62. 62. Stetson University
  63. 63. Early Start First Year Seminars • Passion-based courses • Class and study periods integrated into orientation schedule • Early introduction to academic support services • Seminars end early, spreading out finals
  64. 64. Pacific Lutheran University
  65. 65. IHON-Oxford Program Pacific Lutheran University – Social justice understood theoretically from multi-disciplinary perspectives – The implications of such thinking for practical responses 67
  66. 66. Curriculum – Individual tutorials and group seminars – Taught by local scholars and practitioners affiliated with Oxford, and the PLU site director – Service Learning: Connect academic study with practical responses to enrich the learning experience 68
  67. 67. Project-Based Study Away Physics & Geology of Energy Dr. Katrina Hay, Physics Dr. Peter Davis, Geosciences Interdisciplinary Physics Biology Fossil Fuels Solar, Hydroelectric Nuclear Power Biofuels Geothermal, Batteries Ocean Wave… Geoscience Chemistry
  68. 68. Looking Back Disciplinary Inquiry Capstone Question Development • Return to “Academic Identity” • What disciplines are well-suited to answer your question? Methods of Inquiry Modes of Communication Scientific Method Quantitative Data, Graphs Ethics In what classes have you: • Enjoyed yourself? • Excelled? • Struggled? • Stayed up at night thinking about? Discipline GEOS “Academic Identity” exercises Hierarchy of Values Dialogues/ Discussion Environmental Studies @ PLU ENVT 498 Interdisciplinary Inquiry and Analysis Drs. Claire Todd, Rose McKinney, William Teska , & PLU ENVT Faculty Looking Forward Case Study: Point Defiance Park • Fieldwork • Multi/Inter-disciplinary Project Interdisciplinary Inquiry
  69. 69. University of Scranton
  70. 70. Exit Interviews Maria J. Oreshkina University of Scranton Education Department
  71. 71. What is Exit Interview? Exit Interview is a face to face conversation among three student-teachers and two faculty members about student-teachers’ attainment of the Education Department standards. Prior to Interviews, student-teachers submit a professional portfolio that includes eight artifacts demonstrating attainment of eight standards. Exit Interviews also include presentation of a critical incident and students’ evaluation of the program.
  72. 72. Development of the Initiative Majority of faculty expressed dissatisfaction with the existing process of electronic portfolio (February 2010). Development of the Exit Interview format and guidelines for Exit Portfolios (spring 2010). First implementation of Exit Interviews and further modification of the guidelines (spring 2010). Each set of Exit Interviews is followed by a debrief to fine tune the process (on-going).
  73. 73. Problem-Based Learning @ The University of Scranton PSYC 330: Research Methods in the Behavioral Sciences with Christie Karpiak, PhD* WRTG 224: Business Communication with Beth Sindaco, Esq. + • Adapted from Medical School pedagogy (think House roundtable) • Active-learning, small group, collaborative problem solving • Students define discrete problems, engage diverse perspectives, brainstorm, prototype, and test solutions (Edutopia) * For more information see: Karpiak, Christie. “Assessment of Problem-Based Learning in Undergraduate Statistics Course.” Teaching of Psychology 38.4 (2011): 251-54.
  74. 74. Belmont University
  76. 76. John S. Gonas, PhD Associate Professor of Finance Sam M. Walton Enactus Fellow Belmont University College of Business NAC&U Innovation Summit November, 2013
  77. 77. Opportunities (“Quadruple Bottom Line”): Public and private institutions and municipalities in desperate need to divert solid waste from area landfills High recidivism rates in federal, state, and local prisons Formerly incarcerated individuals in need of sustainable employment and cash flow Non-profits seeking revenue sources outside of donated capital as well as “earned income” employment options for those they serve Today’s college student yearning to “make a difference” & often lacks direction Challenges: Are undergraduate students capable of designing, planning, and even implementing sustainable social entrepreneurial ventures in their local communities?  Matching a non-profit’s social mission, limited resources, and needs to a student’s time constraints, expectations, and skillset Are there market opportunities in a profit maximizing world where students can truly add value in enabling an enterprise to maintain a competitive advantage?  Identifying goods/services that can sustain operationally and economically in a profit maximizing marketplace
  78. 78.  Spring 2011 Belmont University students from 5 different schools/colleges (A&S, Business, Health Sciences, Law, and Religion) develop business plan and retail marketing materials, as well as scraped initial 100 mattresses; concept is piloted Summer 2011  Partnership with local church’s ministry (Isaiah 58) serving formerly incarcerated men & Davidson County Sheriff’s Office  Mission:  Support sustainable employment & small business training for formerly incarcerated men, and lowering our recidivism rates  Keep mattresses from area landfills…recycling and repurposing millions of pounds of metal, wood, foam, and cotton  Offer Belmont students across 5 Schools/Colleges to integrate their skill sets in building a sustainable social enterprise from scratch  February 2012: Moved operation into 8,000 square foot facility, purchased capital equipment, structured contracts, created marketing and promotion collateral, secured retail partnerships enabling inventory of 500 mattresses/week, and modeled cash flows, operations, and safety procedures.
  79. 79.  As of October 30, 2013:  Mattresses received from retailers in 5 states, waste management companies, two municipalities, local institutions, and local citizens.  5 men (on rotation) have full time employment  48,200 mattresses disassembled to-date; tipping fees ranging from $4 institutional to $10 consumer drop-off.  More than 2.4 million pounds of metal, foam, cotton, wool, and wood) have been derailed from area landfills and reconstituted into carpet padding, paper, mulch, and scrap metal.  Spring Back Recycling granted 501(c)3 in 2013 to license its operational model in other U.S. cities  Spring Back Colorado licensed in 2012; Spring Back Northwest licensed and fully operational in Summer 2013  Spring Back Charlotte opening in November 2013
  80. 80.  NPR National Morning Edition  WKRN News 2 and News Channel 5 (Nashville)  Belmont Vision
  81. 81. Nazareth College
  82. 82. (1) Our New Core A. Engagement with Enduring Questions in introductory courses B. Students develop their own question to explore in three upper-level courses and through an experiential learning requirement Liberal or professional courses Experiential Learning has common SLOs across ‘pathways’ and common rubric for reflective component An ePortfolio reinforces integration and supports assessment of student development C. Students integrate their learning in a Core Milestone Seminar
  83. 83. (2) A campus-wide event designed to showcase the creative and scholarly work of Nazareth students. The inaugural event—CARS 2012—involved 193 undergraduate and graduate demonstrations and displays of student work, including performances, presentations, artwork, and posters. Forty-two faculty sponsors represented twenty-one departments/programs. The college has also committed $500 per year, per department to support undergraduate research. These initiatives are now in their third year
  84. 84. (3) A Hybrid Math Course Teaching & Learning Math with Technology • Online course • Introduces students to a variety of technologies that can be used in a K-12 school setting to teach mathematics • Hands-on investigation of appropriate uses of the technologies in a variety of mathematical subjects using problem sets
  85. 85. University of Evansville
  86. 86. The Freshman Edge (June) Freshman Edge is a unique 8-day summer program designed for incoming freshmen who want to begin their college experience with an edge on success. Goals are to (1) help students develop relationships and gain support among peers, (2) engage students in educational and social activities, and (3) earn three credit hours of general education. This program allows students to ask questions, seek answers, make connections, explore the campus, and be prepared to make a smooth transition to college!
  87. 87. Freshman Edge: ID 150: The American Corporation (3 credit hours) • Earn 3 credit hours in a University general education course • Explore the evolution of the American Corporation • Choose a corporation to research and apply concepts of strategy, marketing, leadership, globalization, ethics & diversity (15 pages) • Meet Evansville community leaders, guest speakers, and business writing experts • Tour an international corporation • Formulate your own retirement strategy
  88. 88. Arcadia College
  89. 89. Preview Courses for Spring 2014 Money, War, and Glory in Ancient Greece– Athens, Greece So You Think You Are Irish? Dublin, Ireland and Belfast, Northern Ireland The Arts, Music, Culture, and People of the West: Galway, Ireland Classic and Renaissance Rome through Poetry and Art - Rome, Italy Cultural Crossover and Change - Bucharest, Romania Tradition and Modernity - Madrid and Toledo, Spain A Tale of Two Cities: Changing Urban LandscapesShanghai and Qingdao, China Music and Culture of Austria - Vienna and Salzburg, Austria Nature, Bilingualism and Education at Home and in the Cloud Forest - Monteverde, Costa Rica Japan, the Old Heritage and Anime World - Tokyo, Japan Visual Awareness: Art and Culture of South Korea - Seoul, South Korea Get Your Groove on: Exploring the Urban Music Scene in London and Philadelphia London, England British Popular Culture: Past and Present – London, England Education and Service in Guatemala - Zacapa & Antigua, Guatemala Cuba: Myths and Realities - Havana, Cuba Marrakech at a Crossroads - Marrakech, Morocco This Sea is Not My Home: Immigration, Migration and Social Justice in the Sicilian Context Sicily, Italy
  90. 90. The New American Colleges and Universities