Grant Proposal

​

2021 CEG Proposal

 

Co-Principal Investigator’s Names/ Email

Dr. Connie Justice  cjustice@iupui.edu

Purdue Computer and Information Technology

​

Rank/Title: Clinical Associate Professor of Computer and Information Technology;

Director of IT Security Education and Experiential Learning;Director of the Living Lab

                          

D. J. Oesch-Minor     djoeschm@iupui.edu

Rank/Title

Senior Lecturer, IUPUI Writing Program

​

Indiana University

The School of Liberal Arts

​

Project Title

Building Pathways for Cross-Disciplinary, Community-Based Experiential Learning Projects: Bridging W231 Professional Writing Skills and The Living Lab

 

Amount Requested (funds from CTL only)

$5,000

​

W231 Program Coordination and Faculty Support:

Mary Ann Cohen, Department of English Senior Lecturer/ W231 Instructor --  mdcohen@iupui.edu

Sara Harrell, Department of English Lecturer/ W231 Instructor -- saharre@iupui.edu

Lynn Jettpace, Department of English Senior Lecturer/ W231 Online  Insructor—ljettpac@iupui.edu

 

Courses involved in the project:

W231 Professional Writing Skills

and

The Living Lab

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STUDENTS ENROLLED:

1000+ W231 and 35 for The Living Lab

1,050 students enrolled in W231 last year (25 students per section/ 42 sections). 35 students participate in The Living Lab. Living Lab students have conducted 400+ projects.

​

This CEG serves as a pilot to connect 1,000 W231 students with other engaged learning opportunities on campus, starting with The Living Lab. This vital bridge between W231 and The Living Lab will provide proof of concept and set a precedent to construct pathways between W231 and other engaged learning initiatives.

 

Principal Investigator Assurance

The undersigned agrees to accept responsibility for the scientific and technical conduct of the research project, for submission of the final report, and for ensuring that the project fulfills the Indiana University Purdue University at Indianapolis (IUPUI) research compliance with human subjects requirements. (See http://researchadmin.iu.edu/HumanSubjects/IUPUI/hs_home.html)

Digital Signature of a Principal Investigator

D. J. Oesch-Minor

Date

24 January 2021 / Updated 19 March 2021

 

Curriculum Enhancement Grant [CEG] Proposal

Building Pathways for Cross-Disciplinary, Community-Based Experiential Learning Projects: Bridging W231 Professional Writing Skills and The Living Lab

 

Joint Proposal:

• Department of English, School of Liberal Arts, and

• The Living Lab, School of Engineering and Technology

  • C. Justice and D. J. Oesch-Minor with M.A. Cohen, L. Jettpace, and S. Harrell

_______________________________________________________________________________

 

Section 1: Principal Investigators / $5,000 Grant Request

Co-Principal Investigators

• C. Justice, Clinical Associate Professor of Information and Technology, Director of IT and Security Education and Experiential Learning, Director of the Living Lab 

• D. J. Oesch-Minor, Senior Lecturer, Department of English, School of Liberal Arts ​

• W231 PROGRAM FACULTY across 40 SECTIONS:

S. Harrell; W231 Instructor/PR and M. Cohen;, W231 Instructor/Data Analyst and Course Management; L. Jettpace, W231 Online Instructor/Data Analysis and Tech Guru; and W231 faculty involved in the pilot study [ $50 gift cards for W231 faculty participants]

 

Section 2: Abstract [250 Words]

W231 Professional Writing Skills and The Living Lab combine project-based curriculums and community-client partnerships to build projects the AAC&U identifies as signature assignments. In W231, students partner with 180+ community clients, conduct 10-weeks of research, then compose formal recommendation reports. The problem is that W231 students do not have opportunities to implement their client-project recommendations. The Living Lab fills this gap. The Living Lab will enable students to bring recommendations to life as they partner a second time with not-for-profits to research, design, prototype, and build technical tools that address workplace challenges. For this CEG intervention, W231 and The Living Lab will join forces to design, create, and implement pathways for W231 students interested in continuing their work with a specific workplace issue from W231 into a Living Lab. The CEG objectives create two unique pathways: a pathway for students and a pathway for community partnerships. Students will meet CEG goals through three distinct phases. The W231/Living Labs CEG will systematize an engaged learning pathway for W231 students, ensure a steady flow of workplace IT projects for Living Lab students, and expand IUPUI's cross-disciplinary course offerings that emphasize HIPs. The W231/Living Lab intervention will provide proof of concept for engaged learning projects that bridge a School of Liberal Arts course with the School of Engineering and Technology. This goal of this pilot project is to create a prototype for other pathways for the 1,000+ W231 students to continue projects in other IUPUI engaged learning environments.

 

Section 3: Key Personnel [250 Words]

C. Justice and D. J. Oesch-Minor will work as Co-Principal Investigators to explore pathways for cross-disciplinary, community-based experiential learning projects that Bridge W231 Professional Writing Skills and Living Lab projects.

 

Connie Justice, Clinical Associate Professor of Computer and Information Technology, spearheaded the creation of The Living Lab and is the Director of The Living Lab. Justice will oversee and implement promotional materials for the W231/Living Lab pathway, coordinate student-client projects, and oversee faculty/staff direction of student projects.

 

The creation of curricular pathways will include the creative support of faculty, staff, and students directing Living Lab projects.        

 

Debbie Oesch-Minor is the ground-level W231-PI. She will collaborate with Justice, Cohen, Jettpace, and Harrell to implement each phase of the CEG, design/systematize and help develop technical support, and compose reports to CTL.

 

Mary Ann Cohen will work with Jettpace to build correspondence management systems between the 160+ community clients and W231 student partners. Cohen will manage project communications, convene focus groups, support marketing, and explore additional W231 grant/funding options.

 

Sara Harrell will coordinate branding and design concepts for PR materials related to the W231/Living Lab bridge. Harrell will network with SLA Advancement to explore low-budget marketing options. Harrell’s marketing expertise is critical to the successful development and dissemination of all student-facing/public-facing aspects of the CEG.

 

Lynn Jettpace will be the W231 technical guru coordinating intelligent design strategies for student surveys and a database to track W231 community clients.

 

Faculty teaching W231 sections will also be invited to play a vital role in collecting relevant data.

 

Section 4: Project Description – 2,500 word maximum

The W231/Living Labs CEG proposal builds on the Association of American Colleges and Universities (AAC&U) 2015 charge to cultivate purposeful pathways as a framework for student success (Schneider). The individualized curriculums in W231 and Living Labs provide writing support and technical mentoring that contribute to a sense of community while developing workplace-relevant projects. When students have a voice in selecting projects, they better realize the professional relevance of their research and course work (Machemer, 2007). G. Schneider suggests that community-partnerships and project oriented curriculum provide unique support to first-generation students as well as other underserved student populations. However, while there may be course sequences and project-oriented classes at universities across the country, there are few (if any) university models where students can transfer a real-world project from one course into a second college course in a different field. The W231/Living Lab CEG proposes a groundbreaking, cross-disciplinary intervention to create portability for both students and community client projects. W231 students can network with a community client in one course (W231), then work with that same client to implement a technical component of their recommendation report in a future course with The Living Lab.

 

THE CURRENT W231 COURSE:  W231 Professional Writing Skills meets the 200-level core curriculum requirement for writing at IUPUI. In 2020, the Department of English Writing Program offered 45 sections of W231, serving approximately 1,100 students—with most sections full to the 25 student cap. COVID-19 did not negatively impact enrollment. In fact, more sections were added in 2019-2020 than the previous year.

 

During the pandemic, W231 students still connected with community clients [while social distancing], pitched the clients’ projects to the class. Each class selected four to five projects; teams formed and Zoomed with community clients, then conducted extensive research on best-practices to address specific challenges in the client workplace. Teams composed recommendation reports for clients, added transmittal correspondences, and emailed their reports. At that point, the relationship ended. There are no formal pathways for students to work with the client in the future and no formal correspondences between the Writing Program and W231 clients. This is a serious gap that negatively impacts student learning because they do not get the hands-on experience of building and implementing their recommendations. O’Rourke, Crowley, Gonnerman (2016) and Machemer (2007) suggest that cross-disciplinary initiatives support engaged learning. A cross-disciplinary bridge from W231, writing/research intensive course, into The Living Lab would transcend disciplinary boundaries and promote deep learning, project oriented, engaged learning as part of a second partnership with the same community client.

 

High Impact Practices, like students experience in W231 and The Living Lab, are especially beneficial for students from underserved populations. Finley and McNair (2013) AAC&U report on “Assessing Underserved Students’ Engagement in High Impact Practices” proved that “students from groups historically underrepresented in higher education” saw the most significant gains from opportunities to engage in HIPs and deep learning and emphasized that students ought to have high-impact experiences every year. The bridge between W231, with high enrollment numbers, could pave the way for more studies from diverse backgrounds to have better access to a sequence of high-impact experiences. In this way, the transfer of knowledge from the W231 recommendation report into The Living Lab where a recommended idea comes to life supports the IUPUI Strategic Plan Goal 9 to promote an inclusive campus climate by demystifying how college classes are interrelated and providing a clear pathway into a laboratory setting.

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CHART NOT INCLUDED on the WEB VIEW

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“Bridging W231 Professional Writing Skills and The Living Lab” proposes to create a bridge for the students who work with a client in a Living Lab or for W231 community clients to partner with another group of students in Living Labs. This presents new opportunities for W231 community partners to connect with a second course. More importantly, community partners take a recommendation from W231, and work with the student to build an essential, technical component of the recommendation.

 

For example, the W231 Indy Humane team suggested the use of logistical tools to schedule and map weekly puppy pick-ups at rescues across Indiana to lower euthanization rates in rural areas. The project ended. Indy Humane was on their own to build and implement logistical tools. Though this CEG, students could join The Living Lab to build the digital-logistical systems for Indy Humane and contribute to a reduction in puppy deaths.

 

SCENARIO 1: A Student Bridge from W231 to Living Labs

Katie could enroll in a Living Lab and continue working on this same roommate matching project. As a Living Lab directed project, in continued consultation with Skillman, Katie could research best practices for implementing Myers Briggs [MB] as a roommate matching tool. In a Living Lab, she could continue research on MB from licensing and dissemination, to collecting and analyzing results. After following engineering design strategies, she could build digital tools to distribute and collect roommate responses using MB, systemize analytics, and deliver the tools to Skillman.

 

SCENARIO 2: A Client Bridge from W231 to Living Labs

If Katie and others were not interested in moving forward with the roommate matching project, Skillman could still complete an application to work with students in a Living Lab. In this way, W231 could help funnel a steady flow of NFP and campus clients to Living Labs. The client and Living Lab students would have the recommendation report and information from W231 as a solid foundation for the lab project.

 

THE CURRENT LIVING LAB MODEL: The mission of the Living Lab is to provide an experiential and service IT learning environment for students. The Living Lab emulates an industry IT department in which students work on one or more projects as part of an IT team. By presenting students with an authentic production IT environment, the students will be able to contribute to their place of work immediately upon graduation.

 

The Living Lab allows students to apply networking, security, database, website and application development concepts with techniques learned from prior CIT courses to service, internal and/or external projects. Approximately five faculty and staff in Living Lab support 35 students each year. Students spend 200 hours working per semester which is equivalent to internship credit. Students solve IT problems with little or no supervision while meeting the business standards of managing, documenting and reporting their work in a timely manner with weekly status reports. Building a bridge between W231 and Living Labs will provide a wider variety of client projects for students.

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CHART NOT INCLUDED on the WEB VIEW [contact djoeschm@iu.edu for the complete copy without redactions]

 

The W231 Pathway to a Living Lab: Modeled on Purdue’s School of Science Sequence

The W231-to-Living Lab sequence is modeled, in part, on the 2007 Purdue University, School of Science (PU SoS) curricular change.  To build greater emphasis on critical thinking and analytical skills as part of professional competencies, the PU SoS identified six outcomes; three of these map onto this CEG:

• The ability to communicate well

• The ability to function on a team

• The ability to function in a multidisciplinary setting

 

One sequence of courses in PU SoS includes a discipline specific course followed by an internship. This provides in-depth instruction and project-based learning followed an internship. However, the multidisciplinary component may not always include instruction from faculty in two different fields.

The option for students to follow a sequence from W231 into a Living Lab would embody all three objectives. W231 requires students to communicate well, in both writing and speaking, as they correspond and meet with a community client; W231 students likewise interact in writing and oral discussions as team members; and W231 is already an interdisciplinary course, blending writing instruction with client projects that extend well beyond business writing acumen. The step from W231 into a Living Lab would continue to build on SoS concepts and provide another semester of faculty guidance and oversight on a technical project, where students would continue functioning on a team and working with a community client. The W231/Living Lab pathway is unlike the PU SoS option because it spans a general education course and a course within a major.

 

If this pathway project is successful, it could create a precedent for the Writing Program and W231 affiliates to build pathways with Schools across the Indianapolis campus. The success of the W231/Living Lab intervention will pilot a model which can be taken to scale campus wide. At scale future cross-disciplinary initiatives will positively impact thousands of IUPUI students through multi-course, engaged learning sequences.

 

PREVIOUS SUCCESSES with Department of English, Writing, and Literature courses:  Department of English (DOE) general studies writing and literature courses have worked with other IUPUI campus programs to create inter-disciplinary, writing intensive courses that compliment discipline specific content. In the past, this type of overlap flourished in Themed Learning Communities as well as W131 first year composition courses targeting specific majors, like Herron students and Women’s Studies majors. The DOE’s literature program has also created first year offerings to appeal to majors from other IUPUI schools. In 2018, Oesch-Minor designed and taught a TLC course for the DOE literature program; the new section of L115 selected readings from science fiction to realism to topically engage engineering and science majors; the course included emphasis on diversity and inclusion. DOE course are ideal for interdisciplinary partnerships because of the wide range in readings and written assignments.

 

PROJECT GOALS INITIATED IN FOUR PHASES: Implementation of the W231 to Living Lab Pathway

 

Phase One will explore ways to better capture W231 client information—like names, addresses, and emails—from W231 community clients. In 2019, a W231 Qualtrics Survey was designed as one aspect of an ePortfolio Initiative Grant. This survey and the subsequent three semesters of data provide a prototype; 2022 Living Lab students will modify the Qualtrics Survey and design related tools to follow-up with community clients and gauge their interests in working with another IUPUI student project in The Living Lab.

Anticipated outcome: One anticipated outcome includes systemized methods to correspond with students, community clients, and prospective students. Other anticipated outcomes include methods to request and collect data as well as efficient data storage.

 

Phase Two is a digital humanities component. CEG investigators will explore ways to better document and report on community-student partnerships in both W231 and Living Labs. This exploratory phase will draw upon student and client participation in the Qualtrics Survey in 2019 to identify ways to make the client partnership information available for a variety of Writing Program uses as well as use with Living Labs.

Anticipated outcomes: One anticipated outcome from Phase Two would be exploration of heat map options. With additional future funding, the heat map conceptualized in Phase Two would chart W231/Living Lab student-community client partnerships across Indianapolis.

 

Phase Three will enlist the support of W231 team/s as well as Living Lab students to explore models and best practices for sharing signature works through an open source database.

Anticipated outcome: In those instances when students and clients agree to publicly share projects written in W231 or built in Living Labs, the CEG will propose a way to build a searchable, free option for file sharing and access.

 

Phase Four will be a pilot project with student/s, client/s, or project/s from W231 stepping across the bridge to Living Labs.

Anticipated outcomes: One pilot project will start in W231 that develops in a Living Lab.

 

Section 5: Evaluation and Assessment

Because this CEG extends into and beyond the classroom, a portion of the evaluation will be of the effectiveness of data collection, creation of replicable-systematic correspondence strategies, and exit surveys of students and focus groups.

 

LIVING LAB PILOT PROJECTS and FOCUS GROUPS

The earliest stages of the CEG will include Living Lab student projects to construct W231 student survey tools and collection protocols that lay a foundation for the W231-to-Living Lab pathway. The Living Lab student projects will be piloted in Oesch-Minor’s W231 sections during November and December 2022. Then Kolb’s Experiential Learning Cycle will be used to examine the way students in W231 and Living Labs initiate, integrate, reflect on, and respond to their experiences.

• A focus group of W231 students will convene to comment on the data collection tools piloted in their sections and gauge their level of understanding and interest in the portability of projects/clients from W231 into a Living Lab.

• A focus group of Living Lab students will meet to discuss their desired project outcomes in contrast to the actual outcomes from the implementation of projects designed for W231.

Providing opportunities for Living Lab students to access the data collected from their projects helps them complete aspects of Kolb’s cycle. 

 

In January and May 2022, Cohen, Harrell, and Oesch-Minor will coordinate and host multiple focus groups: groups of students and a group of W231 community client/partners. Discussions will center on the benefits of experiential learning at IUPUI, the value of student-client partnerships (at the course level), the perceived value of the W231-to-Living Lab pathway, and the importance of transparency.

 

W231 DATA COLLECTION: January and May 2022 Analysis

Currently, about 5% of the W231 student teams are responding to a survey that collects client and recommendation report data using Qualtrics. L. Jettpace has the teaching and technological expertise to overhaul and update the Qualtrics to optimize data management. After the Qualtrics survey is updated and dissemination strategies are systematized, Jettpace and Oesch-Minor will analyze findings to see if the CEG phases one and two increased overall response rates. The Qualtrics response rates and data collected will be reviewed in January and May 2022.

 

W231 PRE-POST ASSESSMENT SURVEYS

Cohen, Jettpace, and Oesch-Minor will create pre-tests and post-tests to assess student growth and the importance of purposeful pathways. Questions will address experiential learning, student-community client partnerships, opportunities to share work with larger audiences, the value of taking a project from one course into a future course, and other relevant lines of inquiry that emerge after 2020 summer research on purposeful pathways in higher education.

 

The blend of quantitative components, like the percentage of student-team responses and pre-post tests, and qualitative components, like focus groups, will provide critical insights into initial successes of the CEG and help determine future possibilities for the W231 to Living Lab pathway.

 

Section 6: Dissemination [250 word limit]

Justice and Oesch-Minor will pursue opportunities to share in-process and post-CEG results with their respective departments and CEG affiliates, as well as at local, national, and international conferences.

 

LOCALLY:

Justice, Oesch-Minor, Cohen, Harrell, and Jettpace will present at the program level, department, and CTL:

• Upon completion of curriculum development, co-PIs, Cohen, Harrell, and Jettpace will disseminate findings to department/program affiliates. 

• At the University level, Justice and Oesch-Minor will send the final project overview and report to CTL, present a poster at the CEG symposium, and continue pathways discussions with J. Daday in the Institute for Engaged Learning.

 

REGIONALLY:

One or both Co-PI’s will also present at least one paper at a regional conference:

• Justice and Oesch-Minor will propose a session on Purposeful Pathways in project-oriented experiential learning courses to the EC Moore Conference 2022.

• Oesch-Minor will propose a paper on engaged learning pathways to WinterWheat, a regional conference for writers/teachers of writing at BGSU.

 

NATIONALLY/INTERNATIONALLY:

One or both Co-PI’s will propose to present at national and international conferences:

• Justice and Oesch-Minor will partner with Cohen, Jettpace, and Harrell, and W231/Living Lab students to propose a presentation on Experiential Learning and Purposeful Pathways at the 2022 Assessment Institute Conference, the largest national conference on assessment trends in higher education.

• Because of the integration of ePortfolios into her W231 sections, Oesch-Minor will propose a presentation on Micro-ePortfolios that span Experiential Learning and Community-Client Partnerships in concert with Purposeful Pathways to the 2022 AAEEBL Conference, an international conference on ePortfolios.

 

Section 7: Timeline

CHART NOT INCLUDED on the WEB VIEW [contact djoeschm@iu.edu for the complete copy without redactions]

 

Section 8: Budget/ from the School of Liberal Arts

CHART NOT INCLUDED on the WEB VIEW [contact djoeschm@iu.edu for the complete copy without redactions]

 

Section 9: Budget Justification

CHART NOT INCLUDED on the WEB VIEW [contact djoeschm@iu.edu for the complete copy without redactions]

Matching Funds, School of Liberal Arts (SLA)

The School will match the CEG budget to support W231 faculty working with the initiative.

 

REDACTION of BUDGET INFORMATION

 

Section 10: Biographical Sketches

Connie Justice, Clinical Associate Professor of Computer and Information Technology spearheaded the creation of The Living Lab and serves as the Director of The Living Lab.

 

Dr. Connie Justice is a Clinical Associate Professor of Computer and Information Technology and Director of Cybersecurity Education and Experiential Learning, in the Computer Information and Graphics Department, IUPUI. Dr. Justice has over 30 years’ experience in the cybersecurity, computer and systems engineering field. Professor Justice is a Certified Information Systems Security Professional, CISSP.  She created the networking and security options for CIT majors and a Network Security Certificate Program. She has designed and modified many courses in networking and cybersecurity curriculum to meet NSA/DHS Center of Academic Excellence (CAE) requirements and NIST National Initiative for Cybersecurity Education (NICE)Framework. She serves as Senior Cybersecurity Advisor for a fortune 100 company. Her areas of research include: experiential and service learning, information and security risk assessment, risk management, digital forensics, and most recently fake news.

 

Debbie Oesch-Minor, Senior Lecturer in the Department of English, integrated ePortfolios into first-year and second-year writing courses through the support of the IUPUI ePortfolio Initiative. In 2019-2020, she presented at state, national, and international conferences including:

• Teach, Play, Learn, IU South Bend, 2019

• Assessment Institute, Indianapolis (National Conference on Assessment) 2019, 2020

• Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL), Bronx Community College (International Conference on ePortfolios), 2019

Debbie received funding from Fairbanks School of Public Health’s Grassroots Maternal Child Health initiatives to design and implement a 15-session Advanced Grassroots MCH Leadership Training program and is currently working with grassroots leaders on key public policy initiatives including the RISE re-entry program, Mothers on the Rise, and a bi-partisan sponsored bill for paid family leave legislation.

 

EXPERIENCES ACROSS CAMPUS and CAMPUSES: Oesch-Minor was the Assistant Director of undergraduate admissions at Warner Southern College [WSC]; coordinated campus activities, served as Assistant Dean of Student Life, and coached college volleyball (FL Sun Coast Conference); later she worked with graduate admissions at Morehead State University [MSU]; she also coordinated a writing center for engineering students at The Ohio State University [OSU]. Experience in a variety of university departments provides Oesch-Minor with unique insights on networking with students, faculty, and programs across campus.

 

Mary Ann Cohen is a Senior Lecturer in the Department of English with 17 years of experience teaching W231.

 

Lynn Jettpace has 25 years of experience teaching literature and composition.  She has taught 44 sections of W231 over 17 years in online, hybrid, and face to face formats. She has 18 year of experience teaching online and developed and implemented the first online 231 courses. During her 12 years as Associate Director of University Writing Center, she developed and implemented the Online Writing Center.  She continues to support online instruction in the Writing Program.  Her current research focuses on supporting faulty by integrating Drama-Based Pedagogy to establish positive learning environments and on understanding effective approaches to faculty Communities of Practice. Lynn will bring her pedagogical expertise for digital course design to the W231 / Living Lab project.   

 

Sara Harrell is an English Department Lecturer with 16 years of experience teaching W231. Harrell has an impressive background in advertising/public relations. Her PR experiences include work with industry giants. Harrell composed an annual report for Barnes and Noble, created training materials for Coca-Cola, and worked with promotions for Anheuser-Busch and Best Western. She currently works with the Scholastic Writing Awards in Indiana while teaching full time at IUPUI. Harrell will coordinate with Cohen and Oesch-Minor to brand, design, compose, produce, and disseminate materials related to the W231/Living Lab pathway for students and community partners.

 

Section 11: Outcomes of Previous CTL Funding / Co-Primary Investigators

C. Justice, outcomes of previous CTL funding:

Dr. Justice worked on a pilot grant with Nick Novotny and Vicky Smith on creating Linux modules across networking and security courses in CIT program. Five modules have been created affecting over 300 students. Additionally, professor Justice worked with Rob Elliot in the creation of a virtualized environment that will allow students to write iOS applications without regard to hardware constraints. CIT 41000 IOS development course development grant helped over 40+ students.

 

D. J. Oesch-Minor, outcomes of previous CTL funding: This is the first CEG grant application [second submission due to Covid in 2020] to CTL by Oesch-Minor.

Debbie worked with Susan Kahn/Amy Powell and ePortfolio Initiative Pilot Grants in 2016 and 2018. Since the 2016-17, W131 ePortfolio grant, 300+ students in W131/W140 created ePortfolios to showcase their semester projects. Since the 2018-19 W231 ePortfolio grant, 250+ W231 students participated recommendation report focused, micro-ePortfolio projects with Debbie. Four W231 students shared about W231 experiential learning at the 2019 E.C. Moore Conference as part of Debbie’s session; three other W231 students partnered with Debbie to present about micro-ePortfolios at the 2019 Assessment Institute; four other W231 students partnered with Debbie at the online, 2020 Assessment Institute. The Spring 2020 Showcases: Engaged Learning Week featured six project-based, micro-ePortfolios by Debbie’s students. Debbie worked with the CTL 2018-19 Transparency in Teaching and Learning [TILT] and with the ePortfolio 2.0 Pilot for TLC.

 

Section 12: Letters of Support

C. Justice: The Computer Information and Graphics Technology Chair, Feng Li, composed a letter of support for the project and the importance of CEG funding for Dr. Justice.  

[pdf included with the CEG Application upload]

 

D. J. Oesch-Minor: The Department of English Chair, David Hoegberg, wrote a letter of support for the project and the importance of CEG funding for Oesch-Minor, Cohen, Harrell, and Jettpace.

[pdf included with the CEG Application upload]

 

CEG References

 

Adams, B., Frazier, E., Rea, A., Tyson, K., & Way, C. (2019). IUPUI Housing & Residence Life

recommendation report: Best roommate practices. Prepared for J. Skillman, IUPUI.

https://brandensa14.wixsite.com/roommatereport

 

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signature assignments. PeerReview. 20 (2).

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High-Impact Practices. AAC&U. Washington, DC. https://www.aacu.org/sites/default/files/files/assessinghips/AssessingHIPS_TGGrantReport.pdf

 

O‘Rourke, M., Crowley, S, C. Gonnerman. (2016). “On the nature of cross-disciplinary integration:

A philosophical framework.” Studies in History and Philosophy of Biological and Biomedical Sciences, 65, 62-70. https://doi.org/10.1016/j.shpsc.2015.10.003.

 

Schneider, G. (2015, 17 Nov.). Guided pathways, connected learning: A framework for first

generational student success. AAC&U. https://www.aacu.org/sites/default/files/files/LEAP/NYForumGuidedPathwaysHandout.pdf

 

Undergraduate curriculum: Science 2007 core. (2007). School of Science. Purdue University.

https://www.purdue.edu/science/future-students/undergraduate-curriculum.html

 

 

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signature assignments. PeerReview. Vol. 20, No. 2.

https://www.aacu.org/peerreview/2018/Spring/Budwig

 

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Promoting Inclusiveness in Higher Education. Knowledge, Creativity & Freedom program.

New York, NY.

 

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assessment, guided pathways, and curricular coherence. Assessment Institute. Indianapolis,

Indiana. Presentation.

 

Hanstedt, P. (2018). Creating Wicked Students: Designing Courses for a Complex World.

Stylus: Sterling, VA.

 

Hundley, S. P., & Kahn, S. Eds. (2019). Trends in Assessment: Ideas, Opportunities, and Issues for

Higher Education. Stylus: Sterling, VA.

 

Kuh, G. (2019, 9 October). Why skills training can’t replace higher education.

Harvard Business Review. Harvard Business Review.

 

Logue, A. W. (2017). Pathways to Reform: Credits and Conflict at The City University of New York.

Princeton, UP: New Jersey.

 

Machemer, P. L., & Crawford, P. (2007). Student perceptions of active learning in a large

cross-disciplinary classroom. Active Learning in Higher Education, 

8 (1), 9–30. https://doi.org/10.1177/1469787407074008

 

Mountford, C. (2011). Looking forward: Community gateways at victoria university. Australian

Journal of Adult Learning, 51, 213-222. Retrieved from http://ulib.iupui.edu/cgi-

bin/proxy.pl?url=http://search.proquest.com.proxy.ulib.uits.iu.edu/docview/203636309ww6?accountid=7398

 

Mullins Veney, R., & Sugimoto, L. H. (2017, 19 June). Transforming higher education: The guided

pathways approach. Educause Review. Educause Review.

https://er.educause.edu/articles/2017/6/transforming-higher-education-the-guided-

pathways-approach

 

O‘Rourke, M., Crowley, S, C. Gonnerman. (2016). “On the nature of cross-disciplinary integration:

A philosophical framework.” Studies in History and Philosophy of Biological and Biomedical Sciences, 65, 62-70. https://doi.org/10.1016/j.shpsc.2015.10.003.

 

Peden, W., & Reed, S. (2017). Rising to the LEAP Challenge: Case Studies of Integrative Pathways to

Student Signature Work. AAC&U.

 

Rose, M. (2016, June 22). Reassessing a redesign of community colleges. Inside Higher Ed.

https://www.insidehighered.com/views/2016/06/23/essay-challenges-facing-guided-

pathways-model-restructuring-two-year-colleges

 

Schneider, G. (2015, 17 November). Guided pathways, connected learning: A framework for first

generational student success. AAC&U.

https://www.aacu.org/sites/default/files/files/LEAP/NYForumGuidedPathwaysHandout.pdf

 

St. John, E., & Droogsma Musoba, G.  (2011). Pathways to Academic Success in Higher Education:

Expanding Opportunities for Underrepresented Students. Rutledge: New York.

 

Witchger Hansen, A. M. (2010). Community partners' perspectives of community-university

partnerships that support service-learning (Order No. 3412101). Available from ProQuest

Central. (728161439). Retrieved from http://ulib.iupui.edu

 

Vander Ark, T. (2019, 11 November). Should skills training replace higher education? Forbes.

Education/Leadership.

 

Elevator-Pitch for “Purposeful Pathways: Bridging W231 and Living Labs”

Imagine the educational experience of connecting with a client for W231, researching an authentic business challenge, conducting a local study, problem-solving, and coming up with practical recommendations in one IUPUI course: W231.

Then stepping into another IUPUI course where you research, design, prototype, build, and implement a technical solution with that same client’s project: Living Labs. 

This dynamic, experience-based learning is at the heart of the W231/Living Labs pathway proposal for the Curriculum Enhancement Grant.

 

SAMPLES: W231 Oesch-Minor, W231 Student-Team Recommendation Reports

Available Online

IUPUI Housing/ Roommate Matching Project https://brandensa14.wixsite.com/roommatereport

 

Back On My Feet/ Volunteer Retention Project https://devtaylo.wixsite.com/bomfrecommendation/reccomendation-report

 

Lists of previous clients in Oesch-Minor sections and links to other reports available online:

https://oeschminor.wixsite.com/w231reporttemplate/report-samples

*other project samples available upon request