Computer-Based Simulations in Audiology Clinical Education
The purpose of this grant proposal is to secure funding to purchase two different computer-based audiological simulators and the required student user accounts for the Fall 2020 AuD cohort. This simulation equipment will provide the students additional hands-on practice with basic audiological clinical skills to supplement and enhance their didactic learning and clinical practicum experience.
Robotics for Elementary STEM Teacher Education Courses
This project will support the full incorporation of three types of robotics in STEM education courses for pre- and in-service elementary teachers. Approximately 160 UNL students per academic year will be directly impacted, including graduate students in elective courses and elementary education students in required, integrated STEM Block courses. Study of robotics in elementary STEM teacher education aligns with the project leader's research agenda and findings from this project will be shared widely within the TLTE, CEHS, and through journals and conferences for STEM teacher education researchers and practitioners. This innovative project aligns with multiple aspects of the CEHS Technology Committee Strategic Plan.
Integrating Design Tools for Canvas
In Spring 2019, I was surprised when several of my students in class were talking about how amazing the College of Business' online classes were and how none of the NHS/CEHS classes were as interactive or as organized. They showed me several of their COB classes and I was completely surprised by their amazing layouts and interactive features! Fast forward to the Nebraska Canvas Users conference and at a student panel session the students said that they "judge" a course immediately by the Canvas shell that is released prior to class. In a later session, I learned that COB was using CidiLabs DesignPLUS Design Tools for Canvas. Upon contacting Mary Sutton and Cidi Labs in early Fall 2019, I found that it was $1500 for a single user license or $2500 for an entire college license.
Experiential Learning through research: NVivo project
Abstract: The University of Nebraska-Lincoln's 2025 draft strategic plan calls for experiential learning and exposure to research for all students. Further, the University seeks to transform the lives and learning of individuals through our research and creative activity. Therefore, to support the University’s mission, it is crucial for the College Education and Human Science (CEHS) and the Department of Special Education and Communication Disorders (SECD) to identify innovative ways to implement these initiatives on a large scale. Currently, students in the SECD department are seeking unique experiences and research opportunities. Unfortunately, however, if students cannot find a research laboratory willing to give them a project, they are left with few opportunities to create their own research experiences and expand their knowledge. To help support students’ pursuit of learning and creative activity this project seeks to provide software and equipment for students to use for class projects and small-scale investigative endeavors. Specifically, it targets qualitative software commonly used in the field of SECD that allows for the management of data that may inform quantitative methods by providing insights into concomitant variables not currently identified. Use of computers and software for qualitative methods could be utilized in many ways including 1) independent study of the software and its uses using manufactured data, 2) support for projects where a particular research lab/researcher does not have the software to teach qualitative methods to students, or 3) support small scale innovative projects taken on with the help of a faculty mentor that may or may not have primary research apportionment and a stand-alone laboratory.
Tangible coding as tools for developing prospective teachers' mathematical communication
Based on the results of my pilot work, a Program for Success, I have modified the learning cycle design (Koh & Divaharan, 2011) and developed a follow-up project entitled Tangible Coding as a Communication Tool (TCCT). In the TCCT project, I intend to use the results of the initial study and utilize the refined learning cycle approach to explicitly emphasize the development of prospective teachers' (PTs') mathematical communication. PTs must be equipped with pedagogy and content required to provide our 21st century learners with the greatest opportunities to grow and develop. By explicitly documenting PTs’ mathematical communication over the course of the semester, and engaging PTs in focus group discussions, questionnaires, and reflective responses, I plan to examine how tangible coding experiences in the Early Childhood Education Mathematics methods and content block (TEAC 416D and CYAF 402) provide opportunities to enrich PTs’ pedagogical noticing and Technological Pedagogical Content Knowledge (TPACK).
Motion Capture for Fashion Design Fit and Analysis
Students in TMFD apparel design courses are currently studying human motion to evaluate fit and performance however the process could be greatly enhanced by the incorporation of motion capture technology. We plan to purchase three Motion Capture Rokoko Smartsuit Pros to augment our existing Body Scanning studio. This will enhance the research capabilities and design approach for students working in a medium that has typically been done by hand and eye (tailoring, seam work, etc.) Our hope is by integrating digital methods to garment design that we can pioneer new design approaches with our students.
Virtual Reality Supporting Aspiring Administrators in Online Environments
Warranted criticism is routinely leveled at many graduate programs in education. In many cases, critiques of school leadership curricula offered by colleges of education is particularly harsh. Often, online programs are seen as particularly inadequate. We seek support of a CEHS Technology Innovation Grant to utilize virtual reality software into our online/hybrid MEd (principalship) and other programs in Educational Administration. We see utilization of this advancing technology as a way to enhance the authenticity of student learning experiences in an online environment and to drive other improvements within the MEd program and other programs in the Department of Educational Administration.
Incorporating Virtual Reality Content in Global Virtual Classrooms
This innovation project will support active learning through the creation and adaptation of virtual reality content in HRTM courses. Students in multiple courses would benefit and the content will be shared among faculty.