Winners and Finalists

Collaborative Activities: Andy Tuholski

• Assistant Professor of Political Science, IU Kokomo
• “The Corruption of Kundu: An Ethics and Public Policy Simulation,” prepares students to tackle corruption, engage in informed policy analysis, and navigate real-world challenges in their academic and professional pursuits. In teams, they each play a role with different priorities and capabilities to help solve a complex puzzle with a wealth of internal dynamics working against them.

Community Engagement: Heather Eastman-Mueller and Kelly Scholl

• Heather is a Clinical Associate Professor of Sexual and Reproductive Health in Bloomington. Kelly is Learning Technologies Faculty Fellows Director at UITS.
• Their activity “Client-Based International Projects Program (The Hijabi Mentorship Program”). Students investigate cultural influences impacting receptivity of dialogues on sexual and reproductive health. They develop health curriculum for healthcare providers, peer counselors, and community activists.

Creative Uses on Online Tools: Lamia Scherzinger

• Senior Lecturer of Kinesiology at IU Indianapolis
• Her activity “Using Technology to Step Up My Lecture Game,” implements low-stakes assessments on lectures to provide instant feedback on students' retention of the material. She used a software that creates animated presentations and explainer videos and is set up similarly to PowerPoint in that you create slides but there is a plethora of options for video, images, animations, etc. to insert.

Skills Across the Curriculum: Dawn Wisher

• Senior Lecturer in Business Communication at IU Bloomington
• In her activity, “You can't play it by ear without active listening," students practice active listening skills through participation in interactive improv games, demonstrated by improved nonverbal communication cues. They develop the ability to stay present and focused in the moment to better understand verbal and nonverbal cues, as well as to respond effectively.

DEIJ-Informed Pedagogy: Mary Encabo Bischoff

• Lecturer in Linguistics at Purdue Fort Wayne
• Her activity, "English teaching without borders: Engaging conflict zones through the English Language Partners (ELP) Program," students analyze, develop, and apply pedagogical approaches and techniques for effective English language instruction, particularly to serve vulnerable populations. Engage in peer-to-peer learning and actively contribute to a community of practice of pre-professional language specialists.
  
   

Collaborative Activities

Nicole Jacquard and Angela Caldwell

• Nicole is a Professor and Area Coordinator of the Metalsmithing + Jewelry Design Program at IU Bloomington. Angela is a Visiting Assistant Professor in the same program.
• In their activity, “Radical Jewelry Makeover – Midwest Edition,” students work in teams to assess and assign values of each donation from the community. The students learn how to identify and test for precious metals, while demonstrating leadership in a sustainable practice.

Erica Kovacs

• Clinical Assistant Professor of Management and Entrepreneurship at the Kelley School of Business in Bloomington
• In her activity, “COIL and Experiential Learning in Cross-Cultural Management,” student groups worked online with Brazilian students and then travelled to Brazil to present a case competition. They learned how to identify and mitigate cultural differences while working in a diverse team. After the trip, students connected the main course topics to applications while abroad.

Community engagement

Trent Engbers

• Adjunct Instructor at the O’Neill School of Public and Environmental Affairs at IU Bloomington
• His activity, “O'Neill Online Week” is a week-long course for online graduate students to live on campus and collaborate on a project addresses a community problem. They develop strategies and a final report of solutions that are presented to the community client.  
  

  Marlene Wenta

• Visiting Clinical Assistant Professor at the Vera Z. Dwyer College of Health Sciences at IU South Bend.
• In her activity, “River City Rollers Adaptive Sports Practice,” students are required to actively participate in at least one Rollers basketball practice. Then they link what they learn from their experience, course content, and their own research to develop a formal report.

Creative Uses on Online Tools

Christina Carnes

• Assistant Professor of Management and Entrepreneurship at IU Bloomington
• In her activity “Corporate Scandal Autopsy,” students are able to assess and communicate the unique structural and behavioral characteristics of a firm’s strategic leadership and governance that either contributed to, or allowed for, the corporate scandal. Overall, students demonstrate a robust and rich understanding of how and why a corporate SLG failure occurred.
  
  Michael J Oakes
• Senior Lecturer of Finance at IU Bloomington
• His activity, “Stretching Canvas + Delphinium for Gamification,” sets up his course as a game. While course content and learning outcomes remain about the same as in previous versions of this online-only course for business minors, the course design relies heavily on Canvas and a new application Delphinium. 

Skills across the curriculum

Christie Debelius.

• Visiting Lecturer of English at IU Bloomington
• Her activity, "Remediate This!: Considering Poetry Across Media," asks students to demonstrate their ability to critically read and interpret poetry, write analytical arguments about poetry, and recognize key generic features of poetry by remediating a poem and writing an analysis of both the poem and their creative process.

Sarah Miller

• Lecturer of Media and Journalism at IU Southeast
• In her activity, "Journalism Multimedia Storytelling - Multiple Projects," students use free online software to create the following multi-media projects: Interactive Infographic, Interactive Map, Data Visualization, Photo Editing, Audio/Video Editing, and a Group Project using the concept of Scrollytelling. This builds not only portfolios for students but the confidence in their skill sets.

DEIJ-Informed Pedagogy 

Kirsten Prange

• Lecturer of Communication and Professional Skills at IU Bloomington
• In her activity, "Connecting Implicit Bias and Science to Create Common Ground for Discussion," students develop cultural competence through increased awareness of implicit bias, acquisition of intercultural communication skills, and application of inclusive practices in a real business setting. They leverage self-awareness to grow as a professional and strengthen key social skills.
  
  Kelley Ethics & Equity Teaching Team (lead nominator is Eric Sader)
• Lecturer of Business Law & Ethics at IU Bloomington
• Instructors of Ethics & Equity in Diverse Business Organizations, a junior-level required course at IU’s Kelley School of Business, collaborated on a video activity was created as a unified front to students to: 1) express unwavering commitment of the institution to DEIJ issues, and 2) more effectively convey the importance of DEIJ competencies to business relevancy.

Collaborative Activities:Andy Tuholski

• Assistant Professor of Political Science, IU Kokomo
• Diplomats and Spies: A Competitive and Collaborative Political Simulation puts students into teams to form countries with varying traits and governments. Using an online platform, students could visualize borders, track resources and developments, launch military offensives, and more. Each week, we held a “World Summit” in which students proposed, negotiated, voted upon, and enacted international resolutions and even developed entirely new organizations. 

Community Engagement: April Grudi

• Assistant Clinical Professor, IU Bloomington
• MSHM Practicum and Capstone aims to develop courageous and competent leaders with practical experience and strong professional networks. These classes have two components: classroom learning and practical application in the community. Students earn a coaching certification, a project management certification, learn how to give a professional presentation, write effective emails, lead effective meetings, and learn about A3 thinking. 

Creative Uses of Online Tools: Jean Abshire

• Associate Professor of Political Science & International Studies, IU Southeast
• Using Model Diplomacy in an Online Asynchronous Class with Canvas gives students a crisis situation and they play the roles of members of the National Security Council to draft, negotiate, and recommend a US foreign policy response. They write policy analysis papers, debate various policy options, and negotiate policy recommendation(s), trying to achieve optimal outcomes for the crisis.

Skills Across the Curriculum: Vipul Srivastava

• Adjunct Professor of Business, IUPUC
• Industry Ready: Learn Future Challenges Today with Industry Linked Project allows student teams identify a sector and reach out to a concerned business professional from a local organization to gain insight on their current process challenge or opportunity. Based on their in-class learning, they propose an improved process to the professional contact. 

DEIJ-Informed Pedagogy: Alysa Lambert

• Alysa is a Professor in Human Resources Management at IU Southeast.
• Their activity, “Building a more Empathetic Student Body,” begins with measuring each student’s level of Ethnocultural Empathy using the Wang et al.’s (2003) Scale of Ethnocultural Empathy (SEE). Then, three interventions are implemented throughout the course in the hopes of broadening their understanding and empathy towards other cultures. At the end of the semester, students took the SEE again and changes in scores are assessed. 

Collaborative Activities

Sarrah Grubb

• Assistant Professor of Education, IU Kokomo
• Book Tasting allows students get to know each other in a low-stakes environment and share stories with each other. In randomized groups, students read as many picture books as possible while keeping course essential questions and outcomes in the forefront. This semester, they also designed a book tasting experience for juniors and seniors in our Tomorrows Teachers program.

Tanya Perkins

• Associate Professor of English, IU East
• Gallery Walk showcases students’ poems taped on the walls around the classroom (their names are removed). Students then wander the room, read each poem, and write a response on a post-it note answering one of three short prompts that correlate to a different colored note. They are encouraged to talk and share what they notice.

Community Engagement

Ghadah Alshuwaiyer

• Associate Professor of Allied Health Sciences, IU Kokomo
• Service-Learning Experience (SLE) in Community Health engages students to volunteer at a field site organization related to community health or focuses on decreasing the risks and complications of diseases. At the end of the semester, students submit a portfolio with the field site’s organizational structure, mission, and vision. They also present on the recent statistics related to the health issue addressed by the site.

 Jesús Rafael Pico

• Teaching Professor of Spanish and Humanities, IU Kokomo
• Igniting Students’ Passion for Lifelong Community Service allows students to explore humanitarian service projects to carry out during the semester or academic year. We make a list of finalists and divide into small groups to research the most effective way to pursue the objectives planned. One example is collecting in-kind materials, such as school supplies, clothes, and hygiene items that were delivered to a local charity.

Creative Uses of Online Tools

Taryn Liechty

• Assistant Clinical Professor in the School of Nursing, IU South Bend
• Electronic Health Record in Nursing Simulation allows students navigate a simulated health record to plan their shift. They will look through pertinent data such as the medication record, diagnostic tests, and health care provider orders. During the simulation, students can use the medication administration tool within the site to dispense the patient’s ordered medications in a realistic way.

Jon Padfield

• Assistant Professor of Management, IUPUC
• Critique of ChatGPT Generated Research Paper assigns students a research topic and instructed to use ChatGPT to write the paper for them. They are encouraged to use different descriptions of what they want the AI to write for them. Then they write a three-page critique of the AI-generated paper focusing on the strengths and weaknesses of the paper, and how it differs from their own writing.

DEIJ-Informed Pedagogy

Erin Cooperman

• Lecturer of Applied Health Science, IU Bloomington
• Team Building Workshops to Teach Interpersonal Communication,” prepares students for groupwork by guiding them through the process with workshops throughout the semester. In weeks two and three, students lay the foundation for good teamwork, discuss the benefits of interpersonal communication, and practice these skills in weekly workshops. At the end, students evaluate their teammates’ skills on each of the channels introduced at the beginning of the semester.

Cal Simpson

• Assistant Professor of Marketing and Management, IU East. 
• Mock Interview for Graduating Students Entering the Workforce provides multiple stages in which students learn, develop and apply techniques and methods associated with job hunting and career advancement. The project assists students in obtaining positions consistent with their career goals in creating a well-developed employment campaign.

Collaborative Activities: Lamia Scherzinger

• Lecturer of Kinesiology, IUPUI
• Global Exchange in a First-Year Seminar Class facilitates comparative and interdisciplinary learning across cultural contexts, intercultural learning, and global problem solving. Through this project, IUPUI and Newcastle University students connect through synchronous and asynchronous activities, to learn about each other’s lives, culture, government, and policies affect eating and nutrition.

Community Engagement: Christina Romero-Ivanova and Paul Cook

• Christina is an Assistant Professor of Education and Paul Cook is an Associate Professor of English at IU Kokomo
• Crucial Events, Creating Empathy: Storytelling with Tomorrow’s Teachers engages high school students during the second course in the tomorrow’s teachers dual credit program at IU Kokomo. After using a digital storytelling guide and artifacts from their lives as mediators, students created a re-story narrative of a smaller story within the grand, crucial event of their lives.

Creative Uses of Online Tools: Sumreen Asim 

• Assistant Professor of Elementary Science and Technology, IU Southeast
• Bringing Augmented Reality to Deepen Learning leverages free online tools to enhance students’ process and thinking skills to improve overall understanding of science content and how immersive technology can help transform pedagogy to help deepen learning of science content.

Skills Across the Curriculum: Rebekah Dement and Steffany Maher

• Rebekah is a Lecturer of English and Steffany is an Assistant Professor of English Education at IU Southeast
• Reading, Writing, and Peopling: Essential Skills for College Success allows incoming and returning students to dust off social skills and practice essential strategies for success. Students weary with remote learning rekindled interpersonal skills by participating in theater games and practicing foundational skills of college-level reading and writing.  

DEIJ-Informed Pedagogy: Donna Albrecht 

• Associate Professor of Education, IU Southeast
• Using I Am from Poem Creation to Inform DEI Practices and Build Community allows students to explore their identities and to share the human experience. Students examine I Am From poems​ for patterns and imagery, then brainstorm memories from their home, childhood, relatives, foods, and more. They share descriptive powerful words using a Gallery walk or Flip-Grid.

Collaborative Activities

Savannah Hall

• Lecturer of Communication, Professional, & Computer Skills, IU Bloomington
• Who Wrote It Best?’: Bad News Writing Competition helped students determine the appropriate delivery method for bad news that maintains relationships and identifies a path forward. As a team, students craft a message to an audience based on a bad news scenario. The judges create a scorecard and select a winner.

Meghan Porter

• Lecturer of Chemistry, IU Bloomington
• You Be the Teacher! helps students solidify their content understanding and develop applications skills. Groups are given a journal article and series of questions designed to help them critically read the article, determine key findings, and relate results to concepts previously discussed in class. Once they’re ready, each groups presents their questions, answers, and rationale.

Community Engagement

Olga Korne

• Senior Lecturer in Accounting, IU Kokomo
• VITA - Community Service and Experiential Learning allows students to apply tax knowledge in the real world while assisting underserved communities and low-income individuals with free tax preparation and tax filing. Upon earning the required certifications, students work as volunteer tax preparers under the direct supervision of the VITA coordinators at United Way.

Jamie Oslawski-Lopez and Stephanie Medley-Rath

• Jame and Stephanie are Assistant Professors of Sociology, IU Kokomo
• #GetEngaged Assignment encourages students to apply sociological concepts to the real world. Students attend an event to get them more connected to their campus, community, or both. Then they prepare an artifact that includes photographic evidence of their attendance and write a narrative connecting what they are learning in class with the event.

Creative Uses of Online Tools

Jared Allsop

• Clinical Assistant Professor of Health & Wellness Design, IU Bloomington.
• Understanding Implicit Bias engages students in a four-part academic process to better understand their own implicit bias against individuals with disabilities and what they can do to overcome those biases. By using five different online tools, students remain deeply engaged in the material and demonstrate a higher level of understanding.

Mohammad Merhi

• Associate Professor of Decision Sciences, IU South Bend
• Increasing Students’ Engagement, Motivation, and through Online Gaming motivates students to prepare before class by utilizing Kahoot.  Students are asked to provide answers and to think critically about the question. For difficult questions, they brainstorm with other students and then discuss it with the whole class. 

Skills Across the Curriculum

Sara Loy

• Associate Instructor of English, IU Bloomington
• Vampire Art teaches analytical writing by exploring the figure of the vampire. Students find an image of a vampire and label the vampiric characteristics they observe. These characteristics will likely include fangs, but students are required to point out what else shows us that this person is vampiric.

Katie Metz

• Senior Lecturer of Accounting, IU Bloomington
• Dear Sir: The Regulations Need to Change allows students to showcase learned skills via a cumulative “create / evaluate” final project. In teams, students take the role of an SEC task force and propose to revise a U.S. GAAP financial reporting standard through a team memo, a team roundtable presentation, an individual email, and an individual video response.

DEIJ-Informed Pedagogy

Sara Cochran

• Clinical Assistant Professor of Management and Entrepreneurship, IU Bloomington
• Women and the Entrepreneurial Challenge allows students to apply the learnings from the course to develop a plan for success in their entrepreneurial career. Students explored their specific interests through a book club assignment where they selected a book related to class topics and presented it to the class, as well as through a research paper further exploring a specific topic of interest.

Kelly Blewett

• Assistant Professor of English, IU East
• Arguing Style: Considering Students' Rights to Their Own Language that allows students to articulate a position regarding style and language rights. Students read and discussed the readings via a low-stakes discussion board titled “Coming to Terms with the SRTOL.”

Collaborative Activities: Kevin McElmurry, IU Northwest

• Associate Professor and Department Chair, Sociology and Anthropology; FACET Associate Director, IUN campus
• The Island Exercise
• A small airplane has crashed and only 10 passengers have survived. A rescue helicopter is inbound, but can hold 5 people… After setting the scene above (in dramatic fashion), 10 volunteers pick an identity out of a hat. Then the group leaves the room to create a back story for themselves. When they return, the volunteers make their case for a seat on the helicopter. The remainder of the class form groups and asks questions of the survivors. Students record their own choices fand rationale for each. We debrief with a discussion of roles, statuses, and social identities.

Community Engagement: Kimberly McInerney, IU South Bend

• Senior Lecturer in Communication Studies; Coordinator of the Public Speaking Course
• The Real World South Bend: Bridging the Gap Between the Classroom and the Field
• The Public Relations Campaigns class partners with a local non-profit organization on an opportunity or need identified by the organization. The students are divided into groups that act as public relations firms for the semester. The firms begin working on developing a campaign by following their textbook to execute research, create strategy, draft communication tactics, and develop evaluation methods. I ask the organization to give students a calendar of events or volunteer times when the students can participate to get a better understanding of the organization’s mission, values, and needs. Each firm delivers a 10-minute presentation where they pitch their campaign. The organization then has time to ask questions of the firm and their campaign. Each group provides the organization with a binder that details the campaign and any resources needed for implementation. The organization chooses one firm as the “hired” firm, or the best campaign. The firm that “wins” is exempt from the final.

Creative Uses of Online Tools: Amanda Carmack, IU East

• Associate Dean for Nursing Undergraduate Program; Assistant Professor, School of Nursing and Health Sciences
• Virtual Reality Simulations and Developing Empathy and Compassion in the Undergraduate Nursing Student
• To ensure our students develop a sense of compassion toward patients with dementia, I implemented a strategically placed virtual reality (VR) simulation experience in the curriculum. The experience began with students attending practicum at a dementia care unit the week prior. Students also prepared by assigned readings from their textbooks and a worksheet regarding Lewy Body Dementia and Parkinson’s disease. The assignment also offered me the opportunity to identify gaps in student knowledge and understanding. During the simulation experience, the students embodied Dima, a Lebanese-American immigrant, demonstrating symptoms of both Lewy Body Dementia and Parkinson’s disease. The students experienced the patient’s disease progression as she transitioned from receiving care at home to care in a residential community. During the debriefing, the students opened up about the frustration they felt when embodying Dima, the feeling of being dehumanized and losing their identity.

Skills Across the Curriculum: Jamie Buffington-Adams, IU East 

• Associate Dean, School of Education; Associate Professor, School of Education
• From Beading to Reading
• Students are given beading materials and only the text portion of the directions for completing a sewn beading project. I then direct them to complete the project and inform them they will be graded on the accuracy and quality of their final product without offering any assistance or modeling. Frustration naturally ensues as student attempt to complete the project and encounter many barriers to doing so. At planned breaks, I provide supports such as: vocabulary definitions, diagrams, a finished project model, and instructor modeling. I also lead discussions which facilitate students’ abilities to connect this experience to that of a struggling reader. I conclude this class session with two culminating discussions.

Collaborative Activities

Julie Goodspeed-Chadwick, IUPUC

• IUPUI Chancellor’s Professor of English and Women’s, Gender, and Sexuality Studies; IU Bicentennial Professor (2019-2021); Founding Director of the Office of Student Research at IUPUC.
• Concept Maps as a Collaborative Learning Activity
• The concept map assignment is a collaborative activity that requires students to engage in meaning making with their professor and other students of the course, as well as participating (at a remove) from scholars in the discipline. Essentially, the concept map becomes a tool of creative inquiry that promotes critical thinking and assessment individually and collaboratively.

James Mendez, IUPUC

• Associate Professor of Chemistry and Program Coordinator of Chemistry; Division Head of Science
• Chemistry and Chaos: A Role-Playing Game for Learning Chemistry
• In Chemistry and Chaos, students take on the role of a chemist and go on an epic quest to solve mysteries, fight monsters, explore new locations, and hopefully learn some chemistry. This is a role-playing game (RPG) similar to Dungeons and Dragons (D&D) but instead of using swords and magic to fight monsters, our heroes use chemistry. Chemistry and Chaos is designed such that the framework can be used for a variety of courses.

Community Engagement

Jonathan Racek, IU Bloomington

• Area Coordinator, Comprehensive Design; Senior Lecturer, Comprehensive Design; Co-Director, ServeDesign Center
• Prototyping Across Continents: Designing local solutions for Rural Rwanda
• In 2018, I traveled to a high school in Musanze, Rwanda to install a 3D printer. The idea was to set up a system of design and prototyping between a rural community in Rwanda and my design students at IU. A teacher at the Rwandan high school worked with his students to canvas community members to understand what tools could help make life easier. My students created multiple designs which were first prototyped in cardboard and then prototyped using a 3D printer. Each student created a total of 4 designs and prototypes for their tool. After presenting to a group of experts, these final designs were emailed to the school to be 3D printed. The intention was employ these printed designs in the community to get additional feedback about how they could be improved for yet another iteration.

Mohammad Merhi, IU South Bend

• Department Chair and Associate Professor, Decision Sciences
• Creating Database System For Local Businesses
• For the past 5 years, my students have created many databases and websites for local businesses. Students select a company and identify a project to investigate, analyze, and present solutions to a current problem involving information systems. They present their solutions based on ideas and concepts they have learned in class. They collect data and analyze various options from employees and other colleagues who have experience with the problem they are solving. At the end of the project, students submit their written proposal and present their solutions to the company’s owner.

Creative Uses of Online Tools

Oi Lin Cheung, IU East

• Associate Professor, Finance; Director, Center for Business and Economic Research
• “Automated” Hypothetical Case Study in Foundation Finance Course
• An instructor-written comprehensive hypothetical case study is divided into 3 parts – Part 1: Summary Writing (built on Canvas using the Quizzes tool), Part 2: Calculation (built on McGraw-Hill Connect) and Part 3: Essay/Analysis (built on Canvas using the Quizzes tool). Students need to open the 3 parts of the case study to read the requirements for each part before they start working on it. After they have read and understood the case background information, they are required to write a summary (and submit to Quizzes on Canvas) on those given information as well as what they are required to do about the case study. Then, they will do all their extensive calculations involved in the case study in Part 2 on McGraw-Hill Connect. They are able to check their answers (both intermediate and final) before they proceed on to their analysis. Then, they go back to Quizzes on Canvas for Part 3 to answer questions that form the core of their analysis.

Ke Anne Zhang, IU Bloomington

• Assistant Clinical Professor for Psychological and Brain Sciences; Coordinator, Undergraduate Clinical Psychological Science Certificate Program
• Piazza Posts
• The first Module introduces students to career development resources and opportunities. The second Module explores professional self-goals, interests, skills, and areas for further development. The third Module focuses on practical skills for career exploration, including job search techniques and teamwork with peers. This Piazza Posts activity requires students to post at least 5 times to a Q&A forum called Piazza throughout each 8- week course. They may post questions or answers (anonymously or not) at their own pace. An early lesson in the online course teaches them how to use Piazza, using a Quick Check quiz, and are required to post for the first time in the next lesson. These short lessons have due dates to keep students on track and get them to engage early. They earn 4 points per Piazza contribution, up to a max of 20 possible points.

Skills Across the Curriculum

Cal Simpson, IU East

• Sr. Lecturer, Management; Faculty, Marketing
• Sales Call Simulation
• Students participated in a simulated sales call. The latest rendition of the sales call was presented in the Fall 2019 semester. The purpose of the assignment was to have each student make a simulated individual sales call via telephone. The assignment was designed to have the students to utilize all the techniques, strategies, selling models, and methods learned in the course to execute a compelling, persuasive sales call. The sales call was presented into two categories: product and service. Students from each category will sell the same product, and students from the service category will sell the same product. Students were provided two weeks to prepare for the sales call. The product and service are provided by the instructor.

Collaborative Activities

Chera LaForge – Winner. Chera is an associate professor of Political Science at Indiana University East. She was nominated for her activity, “Podcasting and the Public Voice” where her students produced three podcasts on the presidential campaign cycle. Each 15-minute podcast required research, writing, recording, and editing to create a professional product. The students initially felt intimidated by the challenge, but by the end of the semester, they acknowledged how much they enjoyed this part of the course. Each recording went above and beyond the minimum requirements of the assignment and students were more confident in talking about the campaigns afterward.

Community Engagement

Jacquelyn Singleton – Winner. Jacquelyn, an Assistant Professor in Elementary Education, was nominated for her work titled “Reading Clinic.” Jacquelyn and the IU Southeast School of Education founded Reading Clinic for senior Elementary-Education majors to help struggling readers from New Albany-Floyd County Schools. The Reading Clinic meets the needs of approximately 60 struggling readers and allows elementary age students to attend the Reading Clinic at no cost. 30 IUS education students gain valuable service learning experiences providing direct instruction to students. Jacquelyn has received support from the Horseshoe Foundation to provide free tutoring and reading books, teaching materials, and iPads to assess and track student progress for years to come. Reading Clinics are held three times per year.

Creative Uses of Online Tools

Andrea Quenette – Winner. Andrea is an Assistant Professor in Communication Studies at IU East. Andrea was nominated for her work titled “Using Twitter to Simulate Real-World Events in the Classroom.” This activity involved four simulated real-world events that students engaged with through Twitter. Students were assigned specific roles such as journalist or government official. They worked through simulated terrorist attacks, reading, researching, and connecting current events, actual media coverage, and other web tools and resources to the simulated scenarios. They collaborated, discussed, debated, integrated and applied course content via Twitter. Students reported that they enjoyed the class and how it encouraged them to have greater attention to detail in current news and media content.

Skills Across the Curriculum

Lisa Russell and Aaron Setterdahl – Winner. Lisa and Aaron, both from IUS, were selected as a finalist for their activity “Let’s Talk… Making Beer!” The exercise leverages students’ thinking skills, improves students’ overall understanding and most importantly increases student-material, student-student, student-teacher, and student-larger-world interactions. In this activity, students are paired in small groups and provided with fresh ingredients involved in the beer making process and are given  ‘fill in the blank’ study guides to describe the process. This process encourages students to learn and apply critical thinking and engagement skills across the curriculum.

Collaborative Activities

Eric Robinson and Joshua Danish. Both from the School of Education at IUB, Eric and Joshua were nominated for their work entitled “Cities on the Edge of War Game.” This activity included a 6-week-long immersive board game. The students played the role of different faction leaders in different city states during the period leading up to and during the Peloponnesian War. They worked together to decide whether to build their military, move military units, make alliances, etc. Student learning matched or, in some cases, surpassed that of students in a traditional lecture course. The majority said in a post semester survey that this was the best course they had ever taken in their entire time at IU.

Community Engagement

Brenda Bailey-Hughes. Brenda is a Senior Lecturer in the IUB Kelley School of Business. She was nominated for her activity titled “Global Intelligence: A Burmese American Community Institute and Hutton Honors College Collaboration.” The Burmese American Community Institute serves Indianapolis’s community of over 19,000 Burmese refugees. Each of the last two falls, Brenda’s students have partnered with the institute on special projects such as collaborating with college-bound refugees to complete their college and scholarship essays. IU students practice their intercultural communication skills and last year there was a 100 percent enrollment in post-secondary institutions for students who participated in the project. 

Lesa Huber. Lesa, from the School of Public Health at IUB, was nominated for her work titled “Community/University Partnerships that Build Dementia Friendly Communities.” This hybrid model of training for local businesses interested in becoming Dementia Friendly became a learning strategy to combine online content with face-to-face interaction between a student and one local business representative. This project amplified the reach of IU Health’s DFB initiative, with over 120 business contacts since August 2017. Over 75 percent of students agreed that the DFB project enriched their perspective on being a public health professional, and 83 percent agreed that the DFB project helped them apply knowledge learned in the course to a real-life situation.

Creative Uses of Online Tools

Dawn Kutza. Dawn is a Lecturer in the Kelley School of Business and was nominated for her activity titled “Team-Based Peer-Evaluation & Self Reflection.” The Communication and Professional Skills Department within the Kelley School of Business integrated the self-and-peer-evaluation tool Qualtrics 360 into three years of its curriculum. The tool provides students with longitudinal anonymous peer-feedback on teamwork, communication, and leadership, identifying specific areas for improvement and creating self-awareness, reflection, and personal growth. The easy-to-read reports help Dawn address global concerns and personalized learning goals for each student. Student feedback showed student’s reflections and a new self-awareness for future group projects.

Skills Across the Curriculum

David Kim. David is a Lecturer in Criminal Justice at IU East. He was nominated for his work titled “Through the Lens of Justice: Body Camera Experimentation.” In this activity, his students wear body cameras like those used by current U.S. Law Enforcement and walk to public areas, record two hours of footage, and observe how their own behavior, in addition to the public’s behavior, changed due to the presence of the cameras. His students wrote reflective papers after the activity. He received feedback such as "... the body camera assignment was a great way to help gain knowledge on a whole other perspective that I did not think I would get to see for this class!"

Arkadiusz Mironko. Arkadiusz is an Assistant Professor of Management in the Department of Entrepreneurship at IU East. He was nominated for his activity “Bringing an International Business Challenge to IUE.” This activity includes an external, collaborative, and live business project and participation with collaborating teams from 40 universities in the US and abroad. The project teams are comprised of 4-5 participants from different universities and countries and encourage students to work together to find new markets or attractions for new businesses. Students have reported that they have a better understanding and that evaluations from external reviewers of their work prove to be an effective hands-on method of learning.

Learning how to Learn:

Miranda Yaggi - Miranda is a lecturer of business communication at IU Bloomington. She was nominated for her class activity, “Sticky Revision Workshop,” which challenges student teams to apply a rigorous, systematic approach to their ongoing writing process, encompassing continual brainstorming, drafting, and revision. In the workshop students engage each other in debate and discussion capturing ideas on sticky notes and coming to consensus on a well-structured logical argument.

Intensive Writing:

Rhonda Wrzenski - Rhonda is an associate professor of political science at IU Southeast. She was nominated for her assignment, “Predicting a Toss-Up Congressional Election in the Classroom,” which asks student teams to use to select a competitive Congressional race to follow over the course of the semester. Students submit mini reports on different facets of their race at five different points in the semester, including an election-day prediction. The students then integrate their mini reports into a final report.

Collaborative Activities:

Lisa Russell and Aycan Kara - Lisa is an Assistant Professor and Aycan is an Associate Professor of Strategic Management and Entrepreneurship IU Southeast. They were nominated for their activity “The Final Countdown: A Design for Helping Students Implement Business Strategies,” which leverages students’ thinking skills—comprehension, synthesis, and evaluation—to improve students’ overall understanding of functional responsibilities and functional implications when a company pursues a new strategy. The exercise uses groups of 3-5 students to act as Top Management Teams of a company and use 30 minutes to discuss scenarios, implications, and implementation tasks for functional areas. This exercise allows students to incorporate pre-existing knowledge of business while experiencing the way top managers integrate multiple functional area responsibilities into a cohesive overall strategic decision-making process.

Creative Uses of Online Tools: 

Sridhar Ramachandran - Sridhar is an associate professor of informatics at IU Southeast. He was nominated for the activity, “Google Maps for student empowerment,” which asks first year students to develop a google map/database of alumni that they share with junior and senior students. First year students gain perspective on the field and the potential it offers for careers in a personally relevant activity that connects them with the program’s juniors and seniors creating a feeling of community and belonging.

Community Engagement:

Angela Coppola - Angela is an Assistant Professor of Health Sciences and Co-Director of the Applied and Community Research Center at IUK. She was nominated for her activity ”Informing Outreach Methods for the Howard County Health Department’s Overdose Rescue Kit Program,” which involved students in sharing a report for recommendations to improve outreach methods. This project was used as a service-learning approach to provide students with experience in the role that Certified Health Education Specialists would play in improving health programs. The goal was to foster civic engagement through a professional and personally meaningful learning experience. Lastly, this service-learning activity was an opportunity for students to serve the HCHD and play a role in addressing the opioid epidemic in Howard County and Indiana.

Learning how to Learn: 

Suzanne Menzel - Suzanne is a lecturer in computer science at IU Bloomington. She was nominated for her class activity, “Say My Name,” which is about overcoming stereotype threat. Students learn about stereotype threat and receive several examples. They leverage their lived experiences to write coping strategies so as to inoculate themselves against performance-dampening effects of stereotype threat.   

Intensive Writing: 

Kathy L. Ritchie - Kathy is an associate professor of psychology at IU South Bend. She was nominated for her assignment, “The Self-Reflective Writing Assignment,” which helps students become independent learners as they develop not just writing skills, but how to effectively use guidance in the form of instructor comments. The assignment essentially leads to a written “dialogue” between the instructor and the students concerning their writing.

Julie Goodspeed-Chadwick - Julie is an associate professor of women’s studies at IUPUC. She was nominated for her five assignment sequence, “Reflection, Analysis, Assessment, and Synthesis: Student Investment and Writing across the Course,” which culminates in a synthesis of four scaffolding papers. The sequence provides students with lower stakes opportunities to learn the thinking and writing skills needed for a successful seminar paper.

Collaborative Activities: 

Jeanne Johnston - Jeanne is a Clinical Associate Professor at the School of Public Health at IUB. She was nominated for her activity “Interactive Cancer Case Studies,” which encourages students to use case based learning to practice effective communication, assessment, and program development in a diseased population. The students work in pairs and play both the role of trainer and client and this provides them with the opportunity to practice their interview skills, test their knowledge, receive feedback, and personally reflect on their performance.

Christopher Young and Joseph Ferrandino - Both at IUN, Christopher is an Associate Professor of History and Joseph Ferrandino is an Associate Professor of Criminal Justice. They were nominated for their activity, “Using GIS to Engage with and Learn History,” which helps students learn American History within the context of geography through a series of projects. These projects are designed to make learning collaborative, participatory, flexible, innovative, and visual to allow history to come alive for students through mapping. Using GIS in history courses was an approach adopted so students could “see” the history they were reading and where it occurred in the context of geography and topography.

Creative Uses of Online Tools: 

Christian Rogers - Christian is an assistant professor of computer graphics technology at IUPUI. He was nominated for his activity, “EASEL: An App to Support Reflection and Content in Real Time,” which uses a mobile app to help students engage in metacognitive activity in real time. The app allows an instructor to assign reflection questions, review content, assign photo and video tasks, or have students check in to a location. Tasks can be released at a certain location or a certain time or to particular students.

Tara Kingsley - Tara is an assistant professor of education at IU Kokomo. She was nominated for the activity, “Classroom Gamification,” which prompts students to become lesson planning ninjas. In this game, students complete quests, or activities, which are challenges performed to engage in course content. Badges, achievements, and rewards signify rank and provide feedback to students to document their progress. Students level up as they master content, ultimately achieving a lesson plan they can be proud of.

Community Engagement: 

Erin Doss - Erin is an Assistant Professor of Communication Arts at IUK. She was nominated for her activity “Social Media Campaigns Service Learning Project,” which engaged students with hands-on experience with social media campaigns. Her motivation for using this activity was to give students the understanding of how to deal with challenges as they arise and wanted students to create and implement a campaign they could become invested in and could discuss in future job interviews. She also used this project to involve the community, especially with small businesses who struggle to create or maintain a strong online presence.

Jared Allsop - Jared is a Lecturer of Recreation, Park, and Tourism Studies at IUB. He was nominated for his activity “IU and Me,” which is a community engagement program that allows for direct interactions between IU students and individuals with disabilities. “IU and Me” Allows IU’s Recreational Therapy students to directly interact with individuals with disabilities in the community and allows them to conduct assessments, develop treatment goals/objectives for real clients, provide meaningful therapeutic programming, and participate in clinical documentation. “IU and Me” has partnered with StoneBelt, a local agency that works with adults with cognitive, developmental, and physical disabilities, to give their clients free RT programming and interaction with 45 energetic IU students.

Collaborative Activities: 

Rob Elliott, IUPUI, SpyHunter: the Covert Intelligence Gathering Team (C.I.G.T.)

Rob is a lecturer of Computer Information Technology at IUPUI. To complete the SpyHunter activity, students split into five teams and assume the roles of secret agents tasked with finding a suspect. Introducing the activity as a game not only helps to decrease the stress that comes with learning a complicated topic, it also lets the students have fun. 

Community Engagement: 

Jessica Henderson, IUK, Student-generated Social Marketing for Community Engagement in Sexual Violence Prevention

Jessica is an assistant professor at IU Kokomo. She has been nominated for her project, “Student-generated Social Marketing for Community Engagement in Sexual Violence Prevention." Students created and presented evidence-based messages about sexual violence prevention on campus and in the community. This assignment not only gave students hands-on experience in community engagement, but also served the campus and local community.

Creative Uses of Online Tools: 

Tara Kingsley, IUK, Newberry Novel VoiceThread Project

Tara is an assistant professor of education at IU Kokomo. Tara has been nominated for her project, “Newbery Novel VoiceThread Project," which had students work collaboratively through Canvas as they created a handout and a “booktalk” over their assigned novel. The assignment required students to work effectively as a group, and the use of online tools taught students the benefits group work can have. 

Finalists for Intensive Writing: 

Clark Barwick, IUB, Getting Coffee: Coffee Shop Analysis Final Essay

Clark is a lecturer of business communication at the Kelley School of Business. He has been nominated for his final assignment, “Getting Coffee: Coffee Shop Analysis Final Essay," which had students apply course material to analyze and write about a local coffee shop of their choice. This assignment allowed students to connect class content to their actual lives while inspiring active consumerism as students analyzed through the lens of global trade and social justice. 

Learning How to Learn:

Linda Wright-Bower, IPFW, Signuature Art: Creativity Assignment #1

Linda is an assistant professor in the music therapy program at IUFW. She was nominated for her project, “Signature Art: Creativity Assignment #1," which invites students to create a work of art based on their own personal signature. She challenges students to express their personality in their work and to trust their own creativity, so they learn they are capable of being creative. 

Collaborative Activities: 

Deborah Judge, IUPUC, Building Bridges: Collaboration Between Two Schools of Nursing

Deborah is an assistant professor at the IU School of Nursing at IUPUC. She has been nominated for her activity, “Building Bridges: Collaboration Between Two Schools of Nursing." Students participated in the one day event which consisted of scenarios that might occur if a level 4 tornado came through a small town. The activity allowed students to use their skills in a practice setting while engaging with healthcare team members of another school who may practice differently than them. 

Melinda Stanley, IUK, Escape the Module

Melinda is a visiting lecturer at IU Kokomo. She has been nominated for her activity, “Escape the Module," which is modeled after popular escape rooms. The activity had students work together online on Canvas, searching for hidden clues to progress through the assignment. Making the activity a game helps keeps students engaged, while also increasing networking between students in the class.

Community Engagement: 

Julie Goodspeed-Chadwick, IUPUC,Service Learning in Literature: Mounted library Exhibition with Service Learning Community-wide Presentation and Discussion 

Julie is a professor at IUPUC. She has been nominated for her project, “Service Learning in Literature: Mounted Library Exhibition with Service Learning Community-Wide Presentation and Discussion." Students worked together as a class to prepare and implement a multimedia exhibit, presentation, and discussion on Sylvia Plath and other feminist writers. Students visited different libraries, reading over 10,000 pages, and planned their own event for the community. 

Tatiana Kolovou, IUB, Influential Communication across Cultures

Tatiana is a senior lecturer in the Kelley School of Business. Tatiana has been nominated for her project, “Influential Communication Across Cultures." Students worked with a Greek swimwear company, Terra Nation, to help them enter the U.S. market. The project gave students the opportunity to travel to Greece and work with professionals of another culture. 

Creative Uses of Online Tools: 

Christina Ivanova and Amanda Hanson, IUK, Digital Story

Christina is a visiting lecturer in English/Language Arts at IU Kokomo. She has been nominated for her assignment, “Digital Story," which had students use multimedia tools to present challenges that they’ve faced in their lives. This gave students an opportunity to present in a classroom setting while growing closer to their classmates in the process. 

Todd Peabody, IUB, Practice Transition Analysis Presentation 

Todd is a clinical associate professor and director of continuing education at the IU School of Optometry. He has been nominated for his assignment, “Practice Transition Analysis Presentation," which has students present their final projects using Zoom and VideoAnt. The assignment gave students the opportunity to practice presenting in a safe environment while receiving feedback on their projects before they presented to a panel of practicing optometrists.  

Intensive Writing:

Jessica Henderson, IUK, Disease Case Study: Real People--Real Problems

Jessica has been nominated for her assignment, “Disease Case Study: Real People, Real Problems." This case study had students interview and write about a person of their choice who lives with a chronic illness. This assignment prepared students for the national exam to become a Certified Health Education specialist and helped them make the connection between disease and “real life." 

Erinn Kelley, IUSB, Using Quotations in First Year Writing

Erinn is an English professor at IU South Bend. She has been nominated for her assignment, “Using Quotations in First Year Writing," which works on strengthening students’ ability to use direct quotations in their writing through a 12-minute video presentation. By using a video instead of lecturing, Erinn had more class time to focus on student questions and address challenges that they might face. 

Learning How to Learn: 

Debora Herold, IUPUI, Testing your Memory

Deb is a senior lecturer of psychology at IUPUI. She has been nominated for her in-class activity, “Testing Your Memory," which teaches students class concepts through experience. Students participate in five memory demonstrations in class, which allowed students to connect the concepts they learn in class to actual experiences and their own lives. 

Joshua Mugg, IUK, Reattempt Commentaries

Joshua is a lecturer of philosophy at IU Kokomo. His assignments, “Reattempt Commentaries," has students complete 8 written responses to their class readings, one of which they complete as a group. Joshua doesn’t penalize students who make mistakes, but instead helps them learn from them.