Browse the Poster Presentations Collections
May 4 Visitors Center as a Teaching Tool10/24/2014This presentation is based on a paper which will be provided. It will show how the May 4 Visitors Center (VC) can be used to teach topics in a variety of disciplines including Sociology, Political Scence and English. The presentation begins with a brief overview of May 4, next the three galleries of the VC are described and finally suggestions are presented on how the VC can be used for writing and research assignments. The presentation is illustrated with the author's experiences using the VC and a reaction paper assignment in sociological theory. |
Making Copyright Work for Teaching: Best Practices10/24/2014During this round table, the basics of copyright law will be briefly reviewed. Participants will discuss their experiences with and ideas for using third-party copyrighted materials to enrich course content. Because the TEACH Act, as well as many of the guidelines, can seem restrictive, the Fair Use Doctrine will be a primary focus of the conversation. Participants are encouraged to share their concerns and ask questions regarding current issues such as license restrictions and the impact of recent court cases. An outline of best practice strategies will be provided for making the law work for a variety of teaching scenarios. |
Inspiring and Empowering KSU Pre-service Teachers to Understand the Value of Natural Outdoor Environments for Young Children10/24/2014Abstract will be added later. |
Imagining a Way Through10/24/2014Imagining a Way Through is an investigation into finding ways to engage with residual urban space. As part of an introductory urban design studio, the project served as a tool for exploring the highly individualized process of imagining design solutions for vacancy in our cities. The tool becomes a method for researching and understanding site through the projection of imaginary conditions onto the existing context. In this way, the project has initiated further investigation into the role that the individual plays in developing alternate futures for urban space. The question is also raised against permanence as a goal of design practice. As the individual is given more agency to affect their environment, long-term solutions to what would be increasingly temporary design problems become less practical. |
Greening Printmaking Practices10/24/2014Abstract will be added later. |
Flipping an Anthropology Lab: Lessons Learned and Future Directions10/24/2014During Spring of 2014, I flipped one section of the laboratory course “Issues in Human Evolution,” and this attempt was met with mixed results. In this poster presentation, I describe this previous attempt and report on the difference in grades between my flipped classroom and previous sections of traditionally-taught sections of the same course. Though this pilot attempt of a flipped classroom did not uniformly improve all measures, the method still holds promise for increased; therefore, I will also outline my plans for (1) improving my practices and (2) measuring student success in order to check those practices. Regarding improvement, in-class activities must be aligned to online videos and also engaging; some elements of PBL pedagogy will be employed to this end. Regarding measurement, 5 total courses are planned for 2014-2015, during which I will collect data on my students in order to monitor student achievement under this new method. |
Expanding the "learning-scape" through linked courses10/24/2014A SoTL approach to Linked Courses led to the confederation of learning community between 3 departments. Outcomes included expanded "learning-scapes" for students to experience themes and relationships. Also, the community developed a rubric for assessment between courses. |
Engaging fashion design students with evolving technology; digital printing10/24/2014Junior level fashion design students were challenged to develop patterns that were to be printed directly onto fabric with a digital textile printer. First, students develop their design using draping or flat pattern methods and create their paper patterns. Second, they sew a muslin prototype of their garment design to evaluate the fit. Third, students altered their paper patterns based on their fit evaluation of their muslin prototypes. Fourth, students digitized their paper patterns and created their fabric design patterns in Fashion Illustrator. Lastly, students’ digital patterns were printed directly onto fabric; students then sew their garments from the printed fabric that already had cutting lines printed onto each pattern piece. This project idea was developed for students to learn how to engineer fabric designs on pattern pieces; it also encouraged them to think about sustainable design processes through the use of a digital textile printer. |
Engagement in high enrollment classrooms: Hybrid by choice10/24/2014The purpose of this project was to enhance a large format course with an enrollment of approximately 130 students. The course was redeveloped and students were given flexibility and choice. Each lecture was accompanied by a clicker activity. Alternatively, there was a BbLearn quiz on the same topic from the textbook, available for 24 hours prior to the end of that day’s class. On a day-to-day basis, students could choose to learn in the auditorium or elsewhere online. Student evaluations show positive reception to the “hybrid by choice” arrangement. Large enrollment courses can effectively retain the lecture format, yet become more engaging by integrating creative solutions. One caveat, “hybrid by choice” needs to be coupled by a dynamic lecture. Without the additional resources of embedded videos and museum artifacts, there would be little competition between a “straight” lecture and the online quiz. |
Effectively "Flipping" an Experiential Course10/24/2014This session reports how a “flipping the classroom” grant engaged undergraduate students using their preferred modes of communication and also provided them with opportunities for more “hands-on” activities leading to more effective learning. The course, a new elective created to combine three different experiential electives for efficiency, involved considerable rather varied material; the grant allowed the class to use class time for learning activities that normally have to take place outside of class. This included various forms of interactive learning, both individual and in teams, as well as meeting with the instructor as needed. Students then performed learning activities that normally take place during class time on their own time and schedule (including lectures recorded in Camtasia and posted on KSUTube for viewing). Students reported this was very effective because they could review lecture segments as needed. An excellent outcome was a student team winning an international competition. |