FACET/Mack Center SoTL Travel Grants

FACET & the Mack Center are partnering to offer travel grants to faculty presenting SoTL work at a conference.

Applications for funding of faculty travel to conferences, as presenters, will be evaluated and awards made twice a year. Grants are for allowable costs as delineated by IU Travel Management up to $750. Faculty are encouraged to combine this funding with other sources.

The fall application deadline is July 1st for travel that will be completed by the following January. The spring application deadline is December 1st for travel that will be completed before the start of the next academic school year. If you intend to participate in a conference for which you have not received official acceptance, please apply by the appropriate deadline and forward the acceptance when it is received.   Funding will be contingent on acceptance.

Please complete the application form. Applications should be include:

  1. Faculty name and affiliations
  2. Updated contact information
  3. Co-presenter (s) name and affiliations, if relevant (Please note that these grants are provided to an individual presenter.  If a co-presenter wishes a grant, a separate application must be submitted)
  4. Co-presenter (s) contact information, if relevant
  5. Title of conference
  6. Confirmation of conference invitation/acceptance
  7. Title of paper/poster and a short abstract
  8. Paragraph statement of importance of faculty member's attendance
  9. Budget of anticipated costs
Review Process

All applications will be reviewed by a subcommittee composed of one FACET member, one Mack Fellow, and one former recipient of a FACET/Mack SoTL Travel Grant.

Funding decisions will be made as soon as possible after the application deadlines. Consideration will be given to the significance of the conference and the number of times the faculty member has been a recipient of the FACET/Mack SoTL Travel Grant. In addition, priority will be given to presentations over posters.

This funding is open to all faculty (IU Bloomington, IU East, IUPUI, IUPUI-Columbus, IP Fort Wayne, IU Kokomo, IU Northwest, IU South Bend, IU Southeast) regardless of rank or FACET membership. 

Spring 2015 Recipient Abstracts

Andy Gavrin, IUPUI

Presentation Title: "Course Networking from an Instructor's Perspective"

Brief Abstract: Course Networking (http://www.thecn.com) is a new social media tool designed specifically for the educational environment. It incorporates the ability for an instructor to create "tasks" based on course content, time periods, or other structures. It also allows instructors and students to create posts, polls, reflections on prior posts, and to "like" other's work. This talk will report on a first use of Course Networking in an introductory calculus-based mechanics course at IUPUI. Enrollment in this course is over 150 students. Further, IUPUI is a predominantly computer campus, so many of the students have little opportunity for social interactions in their classes. Particular attention will be paid to student attitudes about this new tool and their perceptions of its impact on learning and social engagement with their peers.

Katherine Strand, IU Bloomington

Presentation Title: "Leaving the Yellow Brick Road: Transformative Learning in a University Music Program"

Brief Abstract: College performance ensembles situate themselves within musical traditions that educate participants in performance practices, ensemble skills, technical fluency, and expectations for audience and performer behavior. Leaving university, these performers emulate what they learned, so that a cycle of rarified performance practice that is separated from a larger community continues from graduating class to graduating class.  The purpose of this qualitative case study was to explore the types of learning that occurred as performers engaged in service learning.  I examined reflective writings and in-class conversations of students in a performing ensemble as they learned music of several cultures and then organized musical engagements with three community groups. Emergent category coding revealed that the performers underwent three important changes in the ways that they viewed themselves and their performances.  The first change was receptivity, in which the learners became open to alternative ideas about performing.  The second change was recognition of the value of these alternate ideas.  The third change was a sense of grieving as learners recognized that their old ways of thinking were no longer relevant when their beliefs about themselves as performers expanded and evolved. These transformations support Boyd’s (1988) theory of transformative learning, a "fundamental change in one's personality involving the resolution of a personal dilemma and the expansion of consciousness resulting in greater personality integration" (Boyd 1989, p. 459, cited in Taylor 1998, p. 13). The powerful nature of learning in this project encourages me to consider implications for music teacher education.

Chera LaForge, IU East

Presentation Title: "The Pitfalls, Perils, and Possibilities of Problem-Based Learning in Online Classes"

Brief Abstract: As more and more professors are being asked to teach online, many struggle with how to translate their active, engaging classroom activities to an online medium. This paper explores the pitfalls, perils, and possibilities of using one active learning strategy--problem based learning (PBL)--in an online class.  PBL encourages students to think critically, act independently, and engage with real-world examples in the field.  The paper includes the potential challenges in implementing group based work in online courses, discusses the benefits students may reap from working together, and provides some evidence for the success of PBL in lower and upper-level political science courses. 

Beth Trammell, IU East 

Presentation Title: "Fostering understanding of personality theory and development in undergraduate students by raising virtual children: A high-impact practice technique"

Brief Abstract: As the push to include high-impact practice in the undergraduate classroom heightens, this poster will highlight the student learning outcomes in a personality theories course that utilizes a website called MyVirtual Child. As students learn about personality assessment and theory, they work within a small group to raise virtual children by selecting the most or least optimal parenting strategies (based on whichever group they are in – the "best parent" group or the "worst parent" group). There are two groups of each type of parent so that comparison of intra- and intergroup differences can be explored within the class. Students engaged in fruitful discussions about judgments of personality, variations of culture, the impact of the environment (including "good" or "bad" parenting practices) on personality development.

Although it is mostly used in developmental courses, the MyVirtual Child program has proven to be a fruitful mechanism by which students can explore the impact of the environment on personality development. This program gives students a "real life" person to compare various events and their impact on personality. It also allows application of theory to a "person" without the ethical dilemma of imposing certain theoretical underpinnings on a person that the student knows (i.e. perhaps labeling someone they know with a personality disorder, judging a person for certain behaviors). By using virtual children, we can look at certain behaviors exhibited and make non-controversial statements that very much enhance student learning. Overall, it has been a very engaging way of getting students excited about personality theory.

Whitney Schlegel, IU Bloomington

Presentation Title: "Connecting Undergraduate Learning in the Life Sciences to Authentic Professional Practices Enhances Understanding and Socialization in the Discipline of Physiology"

Brief Abstract: Authentic disciplinary practices engage students with the habits of mind and ways of knowing in the discipline. A need for change in undergraduate life sciences education has been established by diverse stakeholders, with a clustering of recommendations directed towards implementing authentic learning assessment and student experiences; including but not limited to, shifting course content requirements to competency requirements (AAMC& HHMI, 2009), establishing high-impact practices to align with expectations for learning (AAC&U, 2008) and providing authentic disciplinary experiences that reveal the process of science (AAAS Vision & Change, 2011). Collaboration and innovation in the workplace go hand-in-hand and the enterprise of science and communicating science is collaborative. Writing in the discipline facilitates understanding and socialization in the discipline. This study presents evidence of student learning in a senior capstone course where students learn physiology in semester teams within the context of patient cases and engage in collaborative writing, inquiry, presentation, and peer review with individual reflection on the learning process and peer evaluation. In a 2-year study, collaboratively written case reports and research reports paralleled semester improvement in individual and team exam performance. Student-driven team inquiry project posters ranked consistent with team writing in the discipline. Members of high performing and most improved writing teams were able to articulate collaborative writing strategies, value the collaborative writing process, and demonstrated disciplinary ways of knowing in their final writing products.

Murray Bethany, IUPUI-Columbus

Presentation Title: "Transformational Processes in Developing Cultural Understanding: Nursing Students' Experiences in Swaziland"

Brief Abstract: The presentation will be to report the experiences of six nursing students following a service-learning experience in Swaziland, Africa. Students provided hands-on care in both hospital and community settings. Following the program, the students were interviewed and the interviews were analyzed utilizing narrative methods. The results of the study closely followed other research that has been published on the value of overseas study as a curricular tool in teaching nursing student’s cultural understanding. Students went through stressful transitions, adapted to these and utilized internal coping strategies and personal strengths to accomplish a remarkable degree of personal and professional growth in a relatively short period of time. Experiencing mild hardship and culturally dissonance activated coping strategies within the students that enabled change and promoted transformation. This transformative process led to greater cultural understanding and both personal and professional growth.  The challenge for nurse educators is to try and find ways to incorporate the same processes of cultural dissonance that will provoke activation of coping strategies without the financial barriers.

Fall 2014 Recipient Abstracts

Susan Brudvig, IU East

Presentation Title: “Excellent Ratings in Marketing Instruction: Understanding End-of-Semester Evaluations” 

Brief Abstract: This presentation illustrates an analytic approach to understanding what influences student ratings of marketing instruction. After describing the motivation for analyzing student evaluations, a hierarchal logistic technique is described. Results from over 1,500 student evaluations will be presented. The findings highlight that instructional factors, such as instructor organization and instructor rapport, accounted for most of the variance in student ratings, not background factors such as student gender or student major. In other words, although student ratings of marketing instruction are influenced by factors outside the control of faculty, factors within the control of marketing faculty are the predominant influence. The presentation concludes by advocating a multivariate approach to understand how students rate marketing instruction, rather than simply relying on mean ratings of instructors or correlational analyses of course ratings.

Genevieve Shaker, IUPUI

Presentation Title: “Crafting Effective Online Graduate Seminar Classes”  

Brief Abstract: Graduate education faces unique obstacles when offered online. The graduate student population features different experiences and expectations than are typical among undergraduates. This symposium is focused on the extent to which the qualities commonly associated with traditional face-to-face graduate-level seminars—such as community-like experiences and deep engagement with course content—can be replicated in online venues.  

A case study of an online graduate course, The American Community College (ACC), is at the center of this research-based interactive session. A hybrid course with only two in-person class meetings and alternating synchronous and asynchronous weekly sessions, ACC was divided into five modules, nesting course topics within two- to five-week periods. For this mixed methods, descriptive case study, two sections of the ACC class (N = 33) were included.

The case, its findings, and implications will be used to facilitate a discussion about graduate learning in the online environment and about the assessment and strategic development of online classes.

Eugenia Fernandez, IUPUI 

Presentation Title: Understanding Gender Differences in Online Learning (with Dr. Julie Little-Wiles, Visiting Lecturer & Professor Pat Fox, both of Organizational Leadership) 

Brief Abstract: As virtual learning has become increasingly more popular and even more common within both two and four-year institutions, the question of student engagement within these courses remains a critical factor for both administrators and faculty. Determining how students respond and participate in online courses has been studied to some degree, but what has not specifically been addressed is the factor of gender. So simply asked: Does gender play a significant role in how students engage with online courses? This question directed a two year study that sought to determine if gender does play a role in the engagement and student success in one online sophomore-level ethical decision-making course taught at the School of Engineering and Technology. This paper will outline the various phases of the project including initial set-up and planning, the pilot study, and then the full launch to all sections each semester. The data examined includes students’ gender, total site activity and usage, total site visits, chat room activity, message activity, course letter grade, and course letter grade percentage earned. Basic demographics will be determined and statistical analysis will be performed at each stage of the study with a final conclusion drawn at the end of the two years. This two-year study is organized into four phases. Currently, phases one and two are complete with phase two, the pilot study, garnering some interesting results for the research team. Phase three, the full launch to all sections in two semesters, is now underway and the researchers hope the full launch will determine if the pilot results were correct or if a larger sample provides a clearer determination in regards to gender. 

Presentation Title: Student Performance in First Year, Mathematics, and Physics Courses: Implications for Success in the Study of Electrical and Computer Engineering (with Jane Simpson, MSTech Grad Student) 

Brief Abstract: Mathematics and physics courses are recognized as a crucial foundation for the study of engineering, and often are prerequisite courses for the basic engineering curriculum. But how does performance in these prerequisite courses affect student performance in engineering courses? This study evaluated the relationship between grades in prerequisite math and physics courses and grades in subsequent electrical engineering courses. Where significant relationships were found, additional analysis was conducted to determine minimum grade goals for the prerequisite courses. Relationships were found between five course pairs: calculus II and differential equations; calculus II and physics I (mechanics); physics II (electricity and optics) and circuits analysis II; physics II (electricity and optics) and signals and systems; and circuits analysis II and signals and systems. The results indicate that a grade of C+ or higher in calculus II, and a grade of B- or higher in physics II and circuits analysis II will lead to higher grades in subsequent mathematics, circuits, and signals and systems courses. This information will be used to aid faculty in making decisions about future minimum grade requirements.

Tin-Chun Lin, IU Northwest

Presentation Title: Students’ Economic Behavior after Midterm Exams: An Empirical Analysis

Brief Abstract: I developed three hypotheses and a case study involving a sample of 203 students enrolled in four introductory microeconomics classes during the spring semesters of 2007 and 2009 to examine the effects of prior exam performance on increments for current in- and out-of classroom efforts toward future exams. I found that students’ prior exam performance is an important and significant signal of students’ decisions to invest more or fewer in-/out-of classroom efforts on the next exam. These findings also indirectly imply that many students may behave like producers in evaluating their previous production outcome and then deciding on a level of effort to invest in current production. In addition, we found that weaker students relative to stronger students could invest fewer efforts when they received poor exam grades. Comparing weaker students with stronger students, weaker students would be more likely to behave like producers.

Deanna L. Reising & Douglas E. Carr, IU Bloomington

Presentation Title: “A Comprehensive Interprofessional Education Program:  Innovation in Action”

Brief Abstract: An interprofessional education is infused into nursing curricula, the challenge become how to create a sustainable program that matters in practice. Detailing the specific competencies at each level, as student move from novice to expert skill sets, is important for designing educational interventions to achieve those competencies. The purpose of this presentation is to describe a comprehensive program of interprofessional education and practice that spans two years of nursing and medicine curricula. Student teams are formed with third year Bachelor of Science in Nursing (BSN) students, and first year medical school students, and are retained for two years. Team undergo yearly training to enhance interprofessional communication and collaboration skills using best practices in communication skills and TeamSTEPPS. Student teams practice these skills in both simulated and practice settings. The presenters will share the types of activities, which include standardized patients, simulation, and direct care with underserved populations. Research design and evaluation strategies will be presented for each type of activity along with lessons learned and improvements in evaluation. Results of the now five year program will be summarized, including educational and patient outcomes. Future directions, including the organization's participation i the National Center for Interprofessional Practice and Education, and new curricula design will be shared.