My goal for this project is to learn how to use GIS software in order to
demonstrate hydrogeologic concepts to students. Hydrogeology describes the
movement of water in the ground. Unlike many other areas in Geology, this
is difficult to demonstrate with maps and photographs. However, GIS can be
used to demonstrate the 3D aspects of aquifers, potentiometric surfaces,
cones of depression, etc, and how these features change in time or due to
anthropogenic stresses.

I would like to propose setting up a web-based paper for the case studies my students do in the ED 230 class - Exceptional Children. Previously, they have just presented PowerPoint highlights of a formal paper, which is nothing new for them. I saw what Anne Harris had done with a variety of templates set up by Mike Whitesell in one of the FITS sessions, and believe that this format for a case study would serve several purposes. One, it would help me to become familiar with Dreamweaver, which our students use to create their exit electronic portfolio. I have used Front Page, but not Dreamweaver. It would also give our students a segment that could just be added to their final electronic portfolio. I think it would also serve as a much more exciting way to write a case study as it would motivate students to see how differently they can create a paper with the use of technology and images to evoke feeling and emotion. The case studies require a variety of components and all are based on the student's individual experience, so there would need to be a variety of templates that would fit a variety of internship experiences. I require a research component about the disability of the student or students they work with for their internship. I also require them to describe the atmosphere of the classroom and the key personnel involved in the student's school life as well as their home life, if possible. I also require them to let me know in what capacity they worked with the student and if they were able to use modifications suggested in an IEP (Individualized Instructional Program) in place for their student. I also want to know if the strategies or modifications they used worked or not from their perspective. In other words - did they see progress in their student and if so how could they tell? I also require them to make the case study be one of human interest about their interactions with their student or students. I also require them to analyze the situation in light of our readings and class discussions and to summarize what they perceive to be a solvable problem situation or to highlight an effective situation. My students cannot take pictures of the student they work with or their classroom, but I am intrigued by the idea of adding some images to the paper that could highlight any of the sections required. I think the use of images of children with disabilities would serve a variety of purposes for my students. The images would allow others reading their paper to see cases of children with certain disabilities and to connect those images to their research on the highlighted disability. The images would also add to the human interest component of the case study and evoke emotions and feelings in my students as they write about their experiences and share with the audience a vision of those students or a resource room where those students might spend their day. I am excited to be able to move in a more current direction with my students, to give them something that contributes to their final portfolio for their major, and to give my students tools for presentation and reporting they may not have experienced before. I am also excited to think that this could contribute to our education studies majors expertise in technology that they can then take into the schools and in the future change the lives of their own students.

I have several almost-finished technology projects that I would like to take the workshop week to complete. This is particularly important to me this summer as I prepare my tenure file. My plan is to tackle projects one by one, moving down the list as I finish a task. 1. Professional website. I began a website a couple of years ago and was pleased with my progress. I need a day or two to update the information and fill in holes so that it will be useful to me, my students, and anyone else who wants to learn about my work at DePauw. I want to be sure to include extensive lists of links related to each of my courses so that I will have a central place to point my students. 2. Animated simulations. One of my flash modules is almost done. I would like a few hours to tie up loose ends, perhaps have other workshop participants test it, and ensure that it is ready for use in class and in my tenure file. 3. DyKnow best practices. My classes this semester have taught me a great deal about DyKnow and given me occasion to think carefully about when this technology is appropriate and when it may not be. I would like to develop a short sequence of DyKnow panels with an accompanying narration to present some of my observations and uses of this teaching technology. 4. GIS training. I began some training modules through ESRI during FITS winter term this year and would like to spend a chunk of time completing my on-line courses. I am working with Frank Gilbert to develop a winter term course on GIS so this training will help me in that pursuit.

The purpose of this project is to develop a web site to support my teaching of MUS CLO (applied cello) as well as the cello portion of String Techniques. The site would include instructional videos, exercises, essays, sound files, and downloadable music, as well as links to other sites. The web site would enable students to have greater access not only to a wide variety of resources, but also to explanations and modeling of the technical skills being developed in their lessons. While I have some basic skills in web authoring, HTML editing, etc., I hope to increase my skills in these areas, in web site design, and in audio and video editing.