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ItemAlternative Delivery - Designing an Intensive Undergraduate Course(Indiana University, 2020-08) Donahue, KimCreating a course to be delivered in a one week intensive is a creative approach to teaching undergraduate students. The format creates a favorable opportunity for students, instructors and administration. This article delves into the advantages and concerns of the format as well as discussing best practices for designing and implementing the course. ItemAssignment: Learning the Scientific Method by Analyzing Study Skills Research(Indiana University, 2021-07) Hass-Jacobus, BarbaraIn this activity, which is typically completed during the second week of the semester, students read and analyze the data presented in a one-page newsletter article describing cognitive psychology research on study methods presented in an education workshop at an American Society of Plant Biologists annual meeting. Students practice identifying parts of the scientific method within the study's design and analyze the data presented to determine which study methods were shown to be most effective. They also answer questions designed to have them think about those conclusions in the context of the course. After a class discussion, students are broken into groups and asked to reflect on their study habits in light of this research and develop a study plan for the semester incorporating what they've learned from the research study's conclusions. ItemChoose Your Own Learning Adventure: A New Approach to Modules(Indiana University, 2022-01-26) Scherzinger, LamiaThe Modules tab on Canvas is a great way to organize your course, providing your students with a way to navigate the course and separate the lecture topics. Being able to list my students' weekly to dos, including the chapter's lecture via PowerPoint, was an easy to way to provide the course information to my asynchronous online courses. However, I began to feel limited in this approach, bothered by only relaying the information via a PowerPoint lecture with some words and my voice. Thus, I have created a second approach to this fall's materials: A choose your own learning adventure approach to the Canvas modules. ItemCourse Organization Using a Central Framework(Indiana University, 2022-11-07) Cagnet, DannyHelping students develop deeper understanding, recognize patterns, and think critically is at the heart of what we do as instructors. In short, we can help organize our courses using a simple model or framework. With the use of repetition, we can improve learning and memory. I build my courses around a model and consistently draw students back to the model as we make connections and add new concepts. The model helps students connect to the current business reality and social context to create interest. The model/framework also focuses the interest on practical applications that move beyond knowledge acquisition. ItemCritical Reflective Practices: Social Inventory(Indiana University, 2022-12) Joslin, A'ameThis activity is designed for students who are seeking to become elementary school teachers and will be teaching in diverse communities, often very different from their own experiences as students. This is an activity to use for developing critical reflective practices engaging in discussions about diversity, inclusion, identity and social justice. This is a self-reflective activity designed to increase the learner’s awareness of their own perspectives and to encourage them to seek out and include the perspectives of others into their social world. ItemDeveloping the Kelley School of Business Indianapolis Academic Fairness Committee Manual(Indiana University, 2020-11) Clemons, Michelle L.; Malatestinic, Elizabeth L.; McDonald, Jane A.; Nemeth, Melissa K.The Kelley School of Business Indianapolis Academic Fairness Committee has created a manual to organize our documentation for the committee, and has included sample materials used for misconduct and grade appeals. The manual brings together our committee charge, best practices from both industry experience, and academic hearing procedures and policies. ItemDiscussion: Your IUPUI+ Profile(Indiana University, 2020-03) Towers, George"Discussion: Your IUPUI+ Profile" is designed to be the first discussion of the semester in an online class. It would also be suitable for a face-to-class class. This discussion serves the following purposes: 1. It is an "icebreaker" that causes the students to get to know each other. 2. It familiarizes the students with the IUPUI+ Learning Profiles in a personal way. For example, the initial post requires students to personally identify with one of the profiles. 3. The initial post and the feedback post require students to reflect on their responsibilities in the learning process. In other words, by participating in the discussion, many students take ownership of their learning. 4. The feedback post requires students to self-critically assess their approach to learning. For example, many students report that they would like to be more of a "Communicator." ItemAn Examination of an Effective Peer Evaluation Process(Indiana University, 2020-05) Donahue, Kim; Ippolito, MarkThis student, peer evaluation process for mid-sized groups was developed to allow for assessment of individual performance in a high-stakes, team project. The objective is to ensure, as much as possible, the grades being assigned are being earned. ItemImproving Student Learning with an Early Self-Reflection and Assessment(Indiana University, 2023-04) Zhu, LiugenInstructors often set expectations and explain what students need to do to succeed in their courses. Students achieve success by developing and applying effective study habits. This self-reflection and assessment survey contains ten true/false questions. These questions show students the correct study habits that will lead to improved learning and good grades. These questions help students predict their performance level because performance is tied to the amount of learning. Students complete the activity in the fourth or fifth week of a semester. This activity allows students to reflect on their study habits in the first few weeks and find ways to improve their learning and performance for the rest of the course. ItemInternship Midterm and Final Evaluation Surveys Aligned with Course Goals and IUPUI+(Indiana University, 2022-02-10) Haas, Hannah J.These student and employer midterm and final evaluation surveys for an internship course were developed to provide a quick means for internship students and their supervisors to reflect on the students’ progress toward meeting the course goals and the two IUPUI Profiles of Learning for Undergraduate Success (IUPUI+) most closely associated with the course. The student surveys also gather important information from students on their supervisors’ ability to communicate policies and expectations, offer support and constructive feedback, and uphold the internship objectives and student learning outcomes. Employers’ surveys also ask them to report on the students’ timeliness and adherence to organizational policies. Survey feedback helps the internship course instructor ensure that students’ supervisors are providing true learning experiences in safe environments and that students are performing well in their positions and meeting the course goals. Feedback from the surveys is one of several means used in assessing the students’ grades for the work performed on-the-job at their internships.