Philadelphia University Nexus Learning Grant
2016 Application coming in Winter 2015
2016 Budget Template coming in Winter 2015
Nexus Grant Review Rubric coming in Winter 2015
Deadlines for Spring 2015 applications:
- Applications are due April 3, 2015
- Notifications sent on May 8, 2015.
- The grant project can be undertaken at any time in the funding year.
- Grant funds must be used by May 31, 2016, with all requests for reimbursement processed by June 30, 2016.
- Final report due on Monday, August 31, 2016.
Deadline for 2014 grant awardees:
- Grant funds must be used by May 30, 2015.
- Reimbursements requests due by June 16, 2015.
Open Houses to discuss topics, refine ideas and get feedback on proposed projects will be held in Spring 2015. The Director of the Center for Teaching Innovation and Nexus Learning (CTinL) is also available to talk about proposals at any time.
2015 RecipientsJeffrey Klemmens and Jack Suss
Developing Interactive Simulation Models to Focus Faculty-Student Interactions on Learning Outcomes in an Online Non-Major Science Class
Maintaining an atmosphere of active and engaged learning in one of the most difficult challenges in adapting courses to the online environment. The DECSYS courses have benefited by relying on Vensim for modeling systems thinking. While Vensim is a strong modeling tool, the installation and user interface presents a hurdle to students that is usually mitigated through instructor interaction in an active learning environment: a solution that has proved untenable in the online format.
This grant will fund the repurposing of systems models that have already been developed in Vensim into a Forio simulation that explores systems behavior without student model development precedent for this has been successfully achieved at MIT Sloan School. Secondly, we intend to test the effectiveness this implementation across thirty DECSYS classes from online and classroom settings.
_____________________Jeanne Felter and Michelle Gorenberg
To develop and deliver a trauma-informed, inter-professional training module for CTC and OT students
The Community and Trauma Counseling (CTC) and Occupational Therapy (OT) programs want to create a trauma informed inter-professional clinic that serves the emotional and behavioral needs of children, adolescents, and families from the Philadelphia area. The clinic will also serve as a venue for collaborative, real world interprofessional training for students in the CTC and OT programs, and potentially other health programs within the university.
The aim of this Nexus grant is to develop and deliver a trauma informed, interprofessional training module to CTC and OT students, to be implemented Summer, 2015. This module will represent a pilot of the first step in comprehensive interprofessional training in trauma informed practice.
_____________________Ryan Long and Frank Wilkinson
Evaluation of Change in Attitudes in Response to a Personal Genetic Information Exercise
Knowledge of one’s own genetic information may cause distress. When genetic information is not kept private, this exposes one to the risk of being harmed by third parties. Genetic testing therefore generates ethical, professional, and public policy problems. We intend to study how performing genetic self tests and participating in classroom discussions on genetic testing impacts student attitudes on such issues. The project will be implemented simultaneously in Hallmarks core and Biology major courses in both the fall and spring.
Digital Learning Tools to Enhance Student Learning
The purpose of this project is to develop and assess the effectiveness of a scaffold of digital resources that support individual student learning in upper level design courses, specifically Jacquard and Advanced Jacquard. Six years ago I created a series of video demonstrations. While helpful, it is apparent that increased technological support via revised videos, searchable data fields and hyperlinks (a scaffold) will increase student mastery of course content. My Nexus Learning hypothesis is that enhanced digital learning tools will support student learning through individualized pacing and mastering of complex and varied concepts.
- This project seeks to determine if increased integration of technology can:
- Enhance pacing and depth of upper level design courses.
- Enable students to participate as active, engaged learners in activities that foster exploration, synthesis and discovery.
- Facilitate better-informed design and structural decisions.
- Create a structure that supports individualized learning in real world projects.
_____________________Anne Bowers and Kathryn Mickle
Human Case Studies and Demonstrations for Active Learning and Application of Critical Thinking for Improved Mastery of Anatomy and Physiology from the Freshman to the Sophomore Foundational Courses
The purpose of this project is to support improved student mastery of fundamental anatomy and physiology knowledge and critical thinking skills for health professionals through a longitudinal collaboration across courses in the freshman and sophomore year using POGIL (Process Oriented Guided Inquiry and Learning) pedagogies.
Currently 35% of students do not meet progression requirements for health majors in anatomy and physiology. We will collaborate across the freshman and sophomore level to redesign four modules and then track both immediate student learning gains as well as longitudinal gains.
The Effects of RATs and TBL in the Classroom as a Means to Promote Student Preparedness and Integration of Key Academic Concepts
Anne Bower/Frank Wilkinson
Design, Implementation, Assessment and Professional Development Training of Faculty for Innovative Pedagogical Approaches to Biology Foundation Instruction
Kim Douglas, Assistant Professor of Landscape Architecture
Interdisciplinary Collaboration in the Design Studio
We must develop a new way of teaching design studio that takes the design studio into the real world and out of isolation and provides the missing link of collaboration among ‘experts’ and mirrors ‘real’ project work. We will develop an interdisciplinary collaborative studio over the summer that includes outside consultants and liberal arts faculty. For this grant we intend to develop a studio curriculum that addresses collaboration among varied disciplines with landscape architecture and architecture students. The collaborative studio will improve upon existing studios now being taught and developed with C-ABE and C-SLA as well as outside experts.
Katie Gindlesparger, Director of the Writing Program and Assistant Professor of Writing
Writing Across the Curriculum: Writing Beyond Writing 101
PhilaU has a sophisticated structure for WAC already in place: we require writing in all four years and writing intensive courses in every major; additionally, many programs require extensive writing in courses not designated as writing intensive. The trouble is, many faculty inherit these structures but aren’t trained how to teach in them.
This grant addresses the question, “How do we convey writing in a way that doesn’t alienate.” How might we help faculty integrate writing into their studios, labs, and specific disciplinary expectations? This grant proposes a “teaching circle” for faculty to learn more about writing pedagogy.
Katharine Jones, Associate Professor of Sociology, and Barbara Kimmelman, Associate Professor of History
Course Re-Design: The College Studies Capstone
Our purpose is to develop and pilot an alternative version of the current College Studies Capstone, Contemporary Perspectives in Fall 2013 that would integrate this Capstone with students’ senior year work in their majors, in order to revise both curricular content and encourage more active classroom practices.
Capstone classes are among the high impact practices that solidify student learning of concepts and skills, as evidenced by AACU data. They also showcase PhilaU’s commitment to integrative, collaborative learning based on active pedagogy.
The chief priority of this project is to achieve an integrated capstone experience that provides a more meaningful culminating experience of the students’ college careers by asking them to apply what they have learned in College Studies directly to their professional activities.
Kihong Ku, Assistant Professor of Architecture, and Susan Frostén, Associate Professor of Architecture
Incorporating Open Source Knowledge Communities into the Research Skillset of the Design Student as Evidenced through Prototyping of Interactive Architecture
We propose to incorporate and promulgate the use of information from open source knowledge communities and social media networks into the information literacy and research skills agenda of the architecture program. As entry points, we will use the studio, ARCH-502 Design X: Digital Methodologies and the theory seminar, ARCH-320 Ecology and Making. This supports proposed changes in the Architecture curriculum to create a more defined and enhanced design research agenda through a required theory seminar and design research studios.
Meriel Tulante, Assistant Professor of Italian Literature and Chair of World Languages, with Professors Farida Ferradji (French and Arabic), Concetta Caporale (Italian), Eiko Carr (Japanese), Siegfried Boettjer (German), Carlos Gonzalez-Ferrin (Spanish), and Maria Peale (Spanish)
Developing Best Practices in Nexus Learning for World Languages
The purpose of this grant is to provide an intensive and focused faculty development opportunity for the World Languages instructors at Philadelphia University. Participation in the ACTFL conference will promote instructors’ development on a personal level for instructors as well as involve them in a research effort to experiment with and enhance language instruction at the university.
This project does not envisage a single pedagogical framework, but will explore different ways of teaching that reflect Nexus Learning practices and best serve Philadelphia University students. Meriel Tulante (Chair of World Languages) will lead a workshop before the conference to discuss Nexus Learning and the goals of the project as well as a workshop after the conference to consider and collate what we have learned.