I?ve taught Introductory Psychology for a very long time and it?s generally a good and interesting class. I?m reached a point where I want to completely rethink this class to sharpen its focus and emphasize key concepts that sometimes get lost in a survey course. This semester I am becoming increasingly frustrated as I try to gather together the appropriate media resources for each class (film clips, overheads, demonstrations, etc.). There are wonderful resources available for introductory psychology, but often I don?t use them simply because setting up a videotape for a two minute animation of a neuron firing or rummaging through a pile of handouts for just the right overhead takes too much time. I?d like to organize all these materials into basic powerpoint presentations for introductory psychology. If everything is set up and sequenced appropriately I won?t have to switch from overheads to video to the board and back again. It interrupts the flow of the class and I have to split my focus repeatedly between talking with and responding to the students and worrying about the media supplements. Since I want to reorganize the class anyway, I think now would be a good time to better incorporate media into the classroom. I want to learn how to 1) digitize film, 2) pictures, and 3) auditory information, and to 4) build more complex power point presentations than I am currently capable of creating. I?d also like to 5) utilize the computer to evaluate students? reading of supplemental material instead of using 10 or 15 minutes of class time in writing responses every week and possibly to 6) use the computer for small assignments that will prepare the student for each class. I hope that many of these skills will be useful in other classes as well as introductory psychology.
Expected Implementation: Spring 2004

In the Spring semester 2004, I will be teaching a new course entitled “Intro to World Music.” It is a survey course of musics from around the world embedded with more intense segments discussing the issues that arise in the study of music and culture (e.g., music and gender relations in society). As much as anyone, I wish to develop skills with the technological resources that are increasingly available and significant in the classroom. Further, I am more than interested in exploring those strategies that lead to the classroom as a more collaborative and collective space for students. This will be critical to my intro course considering the extent of the material. I am hoping the use of digitized files and tech-based learning components it will aid students’ in their interaction with such diverse materials, an interaction that may result in more discussion-based class time. I am uncertain at this time which strategies may best be employed toward this end. I, however, am interested in learning more about web authoring, digital audio and video, and teaching in technology-enhanced classrooms.
Expected Implementation: Spring 2004

As part of a change in curriculum for the music history survey, I will begin teaching a one-semester survey of music history to 1900. I want to design web-based materials such as listening assignments, homework material, analyses of works, and web-based discussion into the course. Although I have taught history for several years at DePauw, I had been expecting this change in the curriculum and have not done any of these types of projects (HTML, sound files, or discussion) up until this time. I am really starting from scratch on the technology. The pedagogical goal of learning these skills is to change the dynamics of the classroom time from being the only time I interact with the students about the material, to being one of many times we interact about history. I want to move the work of the classroom time from lecture to more discussion-oriented time. I feel I need to produce new ways for the student to interact with the material on their own time and at their own pace but with opportunities for them to provide feedback to me out of the classroom.
Expected Implementation: Spring 2004

My proposal for the FITS Summer Workshop is to learn to teach in a technology-enhanced classroom. While no stranger to computers, especially courses supported by Blackboard, and even “traditional” forms of media (overhead projector, tv/vcr, audio tape, etc.), I have never “put this all together” in a technology-enhanced classroom. In Fall of 2003 I will have three courses scheduled in technology-enhanced classrooms—Educ 170 Foundations of Education (2 sections), Educ 361 Adolescent Development, and Hist 400 SS Secondary Social Studies. I want to take my existing course structures, all of which are supported by Blackboard, and develop and integrate effective materials and methods for teaching in a t-e classroom. This development and integration would include translating existing overheads to PowerPoint presentations as well as creating new presentations; it would also mean integrating their use into the classroom with appropriate advanced organizers, questions for discussion, and follow up activities. I also want to work on creating collections of appropriate digital images that could be used in one or more of the courses as well as integrating their use into both the course requirements and activities as well as the actual lessons where they would be employed. Finally, I want to learn and begin to master the t-e classroom as a learning environment that would support my class goals of inquiry, reflection and creating a community of learners. This would mean two things: examining my existing course structures and pedagogical approaches used in each course; parallel to this effort would be my acquisition of the initial technical understanding of the components of a t-e classroom and then spending the rest of the summer beginning to master these components. Ultimately, I want to be able to approach the fall semester in a new environment as seamlessly as I now approach a “regular” classroom with the “outside” support of Blackboard.
Expected Implementation: Fall 2003

Title of FYS: “Golden Knight on the Silver Screen: Don Quixote at the Movies” Course Description: This Freshman Seminar (Fall 2003) is a course that intends to explore how salient themes and narrative devices from one landmark literary work are refashioned in the medium of modern cinema. Tentatively, eight films have been identified for the curriculum. Strategies for critical analysis of the texts (written and visual) will be studied and applied to the interpretation of the novel and the films. To help my students accomplish the following goals, I have complementary pedagogical objectives in [ ]: 1. Read and discuss Miguel de Cervantes’s novel Don Quixote de la Mancha [incorporate into specific modules digital images from Spain and Cervantes’s bio] 2. See the Spanish television 5-part mini-series based on the novel (in Spanish with English subtitles from Films for the Humanities) and discuss how the movie retells the narrative [select video segments to use as points of departure for online and in class discussion—coordinated with excerpts from film theory texts] 3. Learn about and use effective techniques for film criticism 4. Give written / oral critique of eight films as they relate to certain themes and storytelling strategies from Cervantes’s masterpiece [set up Blackboard site with film clips and pre-class session discussion questions] 5. Produce a short film that incorporates one of the major thematic emphases from the novel, while demonstrating an understanding of some aspect(s) of film criticism theory [work with tech advisors to learn how to produce and mount student films on a course web page] Technical skills I have rudimentary abililty with are the following: transference of digital images into power point building PP presentations for teaching modules I would need skills training for the following: create Blackboard and online digital audio, video and discussion link my course to relevant web sites and e-articles download student and other video to computer and to CD-Rom for future use Pedagogical Methods – I am excited to “practice what I’m preaching” in this course. The goals of connecting a seventeenth-century novel to contemporary cinema will be paralleled in my use of technology to link our reading of Don Quixote to the book’s modern manifestations. I seek methods that more fully integrate the technology into the lessons and provide students with opportunities to interact with course content in a variety of formats. I like to imagine that DQ would battle computers, believing them to be the enemy giants that a jealous enchanter had changed into PC’s to humiliate the knight in his quest to rid the world of evildoers. With quixotic passion and an able Sancho-squire from FITS at my side, I hope to conquer technology (impossible dream) to provide my students with an exciting curriculum presented in an engaging way.
Expected Implementation: Fall 2003

Abstract: Tim Good will work with Rick Provine and LUNA to generate an image database for use by Theater students and faculty, specifically those involved in scenic, costume, makeup, and lighting design, and in theater history. The immediate application for this project will be Advanced Theater Design and Production, COMM 317, which will be taught by Tim Good in Spring of 2004. This is an advanced theatrical design course, in which the history of theater architecture and the portfolio of images for research is important. However, the LUNA application for theater will also be effective for History of Theater 1 and 2, COMM 213 and 214, and for Theater Design and Production, COMM 117. All three of those courses require significant research needs for images. 213 and 214 count for group 3 distribution requirements, and are therefore taken by students from many different disciplines. 117 is taken by many Comm majors, so while this application will be used initially for advanced Theater students, it will have usefulness in a much wider perspective. Theater study requires the study and understanding of space and it's use in the creation of art. Currently this is addressed through the use of photos in books, some slides, and assigned collections that the students put together. A portfolio with the LUNA configuration would allow more specific instructor-guided understanding of the images that are germane to the art form. Right now I am tied to very specific examples that I can show in class with physical artifacts. With this kind of database, I can better teach students how to sort vast information themselves, and how to look for images that can fit both production and research requirements. I will be able to move from teaching tactics that involve much explanation and a few images to tactics that balance utilization of images for specific results with discussion. This would help the students develop more sophisticated analyses for research and production. The courses can be transformed because the link between words and images can be woven together more completely. Student understanding of viewing live plays will be enhanced because they will have a repository of meanings of images from which to draw, not just word texts that they have now. I will also be able to go much farther in showing students how to read images as texts beyond words, which again, if very limited at the moment. If I can set up progressions of images rather than merely describing those progressions, the students can take huge leaps toward integrating meanings of images. Right now we are tied to word texts (playscripts and historical studies), and trying to link those to a few images.
Expected Implementation: Spring 2004

For sometime now I have been keenly interested in transforming the static graphs of Macroeconomics into dynamic simulations that highlight the underlying economic processes. Two attributes I plan to build into these models are realistic scenarios based on actual events and the ability for the user to customize the simulation to fit their own interests. I have a reasonable level of knowledge in using EXCEL in creating simulations but no experience with the more creative packages such as FLASH or Quicktime. My project ideas parallel what Prof. Villinski has proposed to do in her Intermediate Microeconomics courses; I would think there would be some strong synergies in working together to integrate animation into these courses. In addition, I would like to build my skills in web-authoring particularly in the more advanced areas such as creating discussion forums and on-line testing materials.
Expected Implementation: Fall 2003

All students in the School of Music receive, during their very first semester at DePauw, an introduction to important music-related technologies, skills which are becoming increasingly crucial today for musicians as they express themselves in and about music. The rudimentary skills students learn in their first-year seminar are immediately reinforced in their music theory instruction, where those skills are put immediately into practical use. As sophomores, most students enroll in a required "Survey of Music History" (Mus230) and it seems logical that, in this course, students could continue developing and building on their technology competencies. More important, this continuation in the use of technology can be used to advance the academic goals of the course. In this FITS workshop, I plan to develop several class projects/assignments which will use technology consciously to pull students into closer interaction with the music, scores, and texts they are studying. These projects will allow students to refresh and enlarge their technology skills (web design, web sound, music notation, and sequencing) and require me to become more conversant myself with those skills.
Expected Implementation: Fall 2003

The problem I would like to solve during this work shop is image management. I use a lot of images in the two astronomy courses. Many images are from our slide collection, others are images that I have downloaded from various internet sources (e.g. the Hubble Space Telescope image gallery and many others). First, I need some way to organize and catalog all these images. However, it's even more important that I find a way to maintain the contextual information with each image. I need to somehow link the figure captions or other accompanying text to the image, as well as keep information about the image source (telescope, date taken, url etc.). Right now, I download an image and maybe print out the accompanying figure caption. The image ends up in some random directory, often the I drive for that class, and the print out of all the information about the image goes in a folder, or notebook, or pile on my desk, or somewhere never to be found again. When the next semester rolls around, I have to search around through directories for the images, and I probably won't find the printout of the contextual information. There must be a better way to deal with this! In this workshop I would like to explore the options for managing an image collection. Is this something you would use a data base for? Are there other software solutions? I do need the capability to easily add to the collection, as new images are available all the time. I also need to be able to easily use images from this collection in my power point presentations. I have fairly extensive web sites for these courses (developed as a result of the summer 1999 FITS workshop) and last summer I put all my lectures and course materials for Stellar Astronomy into power point. The web sites are at http://acad.depauw.edu/~kertzman/astro104f02/a104f02.htm (Stellar Astronomy) and http://acad.depauw.edu/~kertzman/astro103s02/a103s02.htm ( The Solar System). Developing a digital image collection seems to be the next logical step in using technology to enhance these courses.
Expected Implementation: Fall 2003

The main focus of my summer project will involve expanding my use of the electronic blackboard and setting up my fall courses on blackboard. Currently I am using the electronic blackboard to communicate student grades for specific exams. I would like to move to weighting the grades so students would know their current grade averages. Also, I would like to incorporate the discussion board feature for group projects. I will revise PowerPoint slides, external links, and other course materials. I am hoping to improve my use of Outlook for email (e.g. possibly transfer email addresses from "e" services to outlook email) and for scheduling. Also, I would like to organize my P drive and related folders and move some of the materials off-line. Another possible expansion would include providing prospective students access to basic course information (e.g. course syllabus) so that they can evaluate course content and requirements; and to provide enrolled students the information necessary to purchase course materials in advance from a source of their choosing.
Expected Implementation: Fall 2003

In the Spring of 2004, I am scheduled to teach Kinesiology 110 entitled “Sports Medicine & First Aid.” I am a new Assistant Athletic Trainer and instructor in the Athletic Training Education Program, and I would like to be more proactive with technology resources and web-based learning. I would like to construct a creative website for the class with the use of Blackboard. I would like be more oriented to Blackboard, and provide a central and accessible information source for students including course materials and lecture presentations. Since I am new to DePauw University, I would like to be more aware and master the technology resources that are available in order to make my classroom teaching more efficient and applicable. Athletic training students are required to complete a variety of educational and clinical proficiencies established by the National Athletic Trainers’ Association, and technology is essential to the preparation of certified athletic trainers of the future. I wish to develop presentations that involve video and digital clips of medical conditions and injuries found in the clinical setting. A picture is worth a thousand words, and they give a clearer understanding of how an injury or mechanism of injury may occur. It is my responsibility to provide important information in class and make the athletic training students comfortable applying what they learn in the classroom to the clinical setting. I believe with integration of technology advances I can better prepare students on what they may see on a day to day basis in a sports medicine facility. In this FITS Summer Workshop, I would like to develop class projects that implement a variety of technological advances in order to teach more effectively in the classroom and clinical setting.
Expected Implementation: Spring 2004

The goal of this project is to develop a virtual meeting place for the faculty and students who are taking Econ 400. Using Blackboard, I hope to develop exercises for learning about real-live economic environments, resources for the maintenance of financial portfolios, an FAQ resource, and a forum for sharing ideas and discussing questions and problems. Hopefully, this tool will help bring together a diverse group of people who study at different times, and in different locations, and enable all of us to better meet our common goal of providing the best possible environment for learning and teaching.

In addition to focusing on how to facilitate the discussion online and integrating it into my traditional classroom, I will focus on learning Blackboard and Excel.
Expected Implementation: Fall 2003

I intend to use this workshop as a springboard for my FITS project that has already been approved for Fall 2003. My upcoming project is to work with others who have technical expertise to create animated simulations of concepts and models used in Econ 294: Intermediate Microeconomics. During the summer workshop I want to bring myself up to speed on web authoring, in part so that I will have a "home base" to house the simulations I will be designing during the next school year. I also want to make web sites for my courses in general, to serve as a central and accessible venue for disseminating course information, assignments, answer keys, and past exams. I'm very excited to learn new skills that will serve me well in my ongoing quest to enhance my courses through technology
Expected Implementation: Fall 2003

Everything in math is related to a picture or a diagram. At each learning stage in any subject of math, it is very important that a student draw all the relevant pictures to understand the fundamental ideas of the subject. Many calculus students, however, have difficulty in drawing a solid of revolution obtained by rotating a graph on the xy-plane about the x-or y-axis. Before setting up a correct definite integral, it is essential that a student be able to correctly draw a top view, a side view, a front view, and a bird-eye view. I draw all such views on the blackboard when I teach, but it can be done much more easily by using a math software called DERIVE, which has just been made available to the math department this semesterTherefore, my primary objective is to learn to use DERIVE in a calculus classroom setting. In Math 363, the last chapter that I am planning to cover involves drawing many integral curves of flow. I will learn to create animated flows represented by integral curves. The secondary goal of this project is to develop websites for Math 151 Calculus I and Math 363 Differential Equations
Expected Implementation: Fall 2003

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Schedule

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April 9, 2003
Proposals Due

April 21, 2003
Pre-workshop meetings begin