INSTRUCTIONAL PROFESSIONAL DEVELOPMENT (IPD) 2013‐2014
The Instructional Professional Development Grant Program is a College‐wide program that awards grants to full‐time and adjunct faculty. Grants may be awarded up to $1,000 for innovative projects, research, and activities that directly enhance instruction, improve curriculum, or provide professional development related to the instruction or enhancement of students’ educational experiences. For more information: http://facultycentral.wordpress.com/welcome/teaching‐learning‐and‐academic‐professional‐ development/ipd‐grants/
Instructional Professional Development Awardees
Eastern Campus Jim Funai, Assistant Professor, Plant Science and Landscape Technology Tiffanie Reed, Assistant Professor, Sociology Dr. Michael Rowan, Assistant Professor, Biology
Metropolitan Campus David Sebold, Assistant Professor, Engineering Sharon Stefanovic, Assistant Professor, Physics Ky‐wai Wong, Assistant Professor, Hospitality Management Jim Funai, Assistant Professor, Plant Science and Landscape Technology
Westshore Campus Ashlee Brand, Assistant Professor, English Erin Chapman, Adjunct Faculty, Earth Science Tomasz Kowalczyk, Assistant Professor, Biology Kirsten Windahl, Assistant Professor, English as a Second Language
Western Campus Chris Caprette, Assistant Professor, Biology Dr. Holly Clemens, Associate Professor, Sport and Exercise Studies/Physical Education/Health ZsuZsa Daroczy, Adjunct Faculty, Early Childhood Education Shirin Dixon, Assistant Professor, English Edward Durkin, Assistant Professor, Information Technology Karen Goulandris, Assistant Professor, Early Childhood Education Mary Hovanec, Associate Professor, History Yasser Jahami, Assistant Professor, Radiography Karen Latterner, Clinical Preceptor, Radiography Dr. Keith Lyons, Assistant Professor, Information Technology Christine Phillips, Assistant Professor, Sport and Exercise Studies/Physical Education Michael Piero, Assistant Professor, English John Thomas, Assistant Professor, Veterinary Technology Emily Weglian, Assistant Professor, Anthropology 1
Robyn White, Associate Professor, Sociology
IPD Committee Members Eastern Campus Dwayne Keeney, Assistant Dean, Academic Affairs—Chair Lisa Donovan, Assistant Professor, Early Childhood Education Dr. Steven Leidich, Assistant Professor, Biology Matthew Pierce, Assistant Professor, English as a Second Language Scott Rhoten, Assistant Professor, Business Administration Angela Ugran, Assistant Professor, Political Science Tiffanie Reed, Assistant Professor, Sociology Metropolitan Campus Belinda Richardson, Assistant Dean, Academic Affairs—Chair Dr. Anne Marie Yunker, Associate Professor, Biology—Co‐Chair Dr. Valerie Brown, Professor, Sociology Mary Lou Haag, Assistant Professor, English as a Second Language Linda Komara, Assistant Professor, Nursing Barbara Mikuszewski, Associate Dean, Health Careers Brenda Stotesberry, Assistant Professor, Mathematics Joan Tischler, Assistant Professor, Dental Hygiene Westshore Campus Dr. Jerome McKeever, Professor, English—Chair Kathleen Heinlen, Assistant Professor, Counseling Iryna Mahlay, Assistant Professor, Mathematics Bhavna Thakkar, Assistant Professor, Psychology Nancy Weissman, Associate Professor, Librarian Dr. Frank Zatko, Assistant Professor, Biology Western Campus Felisa Eafford, Assistant Dean, Academic Affairs—Chair Linda Muren, Assistant Professor, Accounting—Co‐Chair Catherine Bloor, Assistant Professor, Nuclear Medicine Dr. Kathleen Catanese, Associate Professor, Psychology Darrell Clemetson, Assistant Professor, Respiratory Care Dr. Margot F. Freer‐Prokop, Assistant Professor, Biology James Leasure, Assistant Professor, Information Technology Sarah Morgenstein, Assistant Professor, Visual Communications Coleen Roy, Assistant Professor/Librarian Dr. Lemuel Stewart III, Assistant Professor, Counseling Dr. Peter Wickley, Assistant Professor, Biology Christine Wolken, Assistant Professor, Art 2
Jim Funai — Eastern Campus “Advanced Rigging Operations for the Tree Care Industry” In the tree care profession, technicians can advance their pay rate through understanding of advanced rigging techniques. When trees or damaged limbs cannot simply be cut and dropped, they must be carefully lowered with a complex system of rope, pulley, and friction management devices. This skill set includes calculations of friction, mechanical advantage, gravitational pull on static and dynamic mass, as well as stress factors on simple machines. With the purchase of the items requested in this grant, Tri‐C Plant Science and Landscape Technology will be able to add these lessons to the PST 2380 Arboriculture course. Learning advanced rigging techniques will allow our graduates to be more competitive in the workplace and increase the chance they will go home safe and uninjured each day. Tiffanie Reed — Eastern Campus “Phi Theta Kappa Washington DC Tour for Black History” For Black History Month, Phi Theta Kappa will sponsor a trip to Washington, D.C. for 24 students. Students will explore the black community from a black history point of view. We will drive to the historic community of Anacostia to see the home of Frederick Douglas. At Capitol Hill, we will visit the Mary McLeod Bethune statue in Lincoln Park. This grant will allow students to trace the footsteps of leaders of our country and the history of the African American contributions to the founding of America. Dr. Michael Rowan — Eastern Campus “Improving the Instructor’s Ability to Display Live Microscopic Videos in Biology Laboratories” The purpose of the project is to acquire a new color video camera for the instructor’s microscope in
biology lab EHCT 220. The camera currently attached to the scope is woefully inadequate for displaying live, moving microscopic organisms. A new camera will remedy this problem. It is compatible with the existing microscope and computer, and will allow for a sharp, fluid real‐time display of moving organisms. The project will aid student success by improving students’ confidence and microscopy skills. It will be much easier for students to find specimens in their own scopes if they see what they are looking for first. David Sebold — Metro Campus “Android Operating System Tablets for PC Maintenance Program” Google’s Android Operating System is a market leader in the mobile device platform. Purchasing the mid‐market tablet computers running Android “Jelly Bean” or higher operating system provides our students with the advantage of working with actual hardware and software designed for mobile computing and communications used by major corporations, local employers, and educational institutions. The platform is not Microsoft centered. It permits us to offer an additional level of kinetic learning experience to our students (beyond the typical Microsoft experience). The Android operating system was added to our PC Maintenance curriculum and will directly impact students. Sharon Stefanovic — Metro Campus “Technological Updates for the Physics Laboratory” The equipment used in the Metro Campus physics laboratory sections had been repaired repeatedly at progressively shorter intervals, while more technologically advanced equipment became available. One of the updates needed is rotary motion sensors to be used in the Mechanical labs. These sensors from Vernier will be utilized in conjunction with the LabQuest units already available to quickly collect detailed rotational 3
motion data. Students enrolled in PHYS 1210, including those in Engineering Technology, Steelworkers, and Physical Therapy Assisting Programs, will benefit from the greater efficiency and precision of this updated equipment. The Magnetic Field Sensor will be used in conjunction with a Rotary Motion Sensor for updated demonstrations on the directionality of magnetic fields in PHYS 1220. The additional equipment will facilitate other rotational motion experiments, and have broader uses within Physics and the Physical Sciences. Ky‐wai Wong and Jim Funai — Metro Campus “Tri‐C Garden” The Tri‐C Garden represents collaboration between Plant Science, Landscape Technology, and Hospitality Management. The garden was built by the Landscape Technology class in spring 2013. Hospitality Management students planted and maintained the beds over the summer and fall of 2013. The garden yielded over 200 pounds of tomatoes, 20 pounds of butternut squash, 5 pounds of eggplant, and 20 pounds of assorted peppers. The products were featured in the student run restaurants at Metro and Eastern campuses. Samples of salsa made from produce were handed out at the Tower City 50th Anniversary Celebration for Tri‐C. To make improvements for AY13‐14, grant funds are needed to purchase tomato cages, fertilizer, mason jars, and tomato plant stakes. The Tri‐C Garden enables students to gain experience in growing produce and maintaining the beds. The Tri‐C Garden further promotes sustainability, cross‐discipline collaboration, and cross campus collaboration. Erin Chapman — Westshore Campus “Technology to Enhance Web‐Based Instruction” The Earth Sciences at Westshore Campus currently offers a variety of courses in Physical Geography, Meteorology and Geology within Blackboard. These courses are mostly hybrid or web‐based formats. When teaching a hybrid or web‐based
science course, a computer does not provide all the functionality needed to accommodate structure or equation entry. This proposal requests funds to purchase a graphic tablet and one high quality headset units with a microphone.
A graphic tablet is a cost‐effective approach to allow the capabilities to draw structures and write detailed equations and seamlessly incorporate the images to Adobe presenter.
When teaching in a web‐based setting, it is important to have recorded explanations for complex scientific theories. High quality headsets will allow faculty the ability to both record lectures and discussions and also engage in live discussions using Adobe Connect. Tomasz Kowalczyk — Westshore Campus “True 3‐Dimensional Computer Assisted Instruction” The Biology department at Westshore Campus currently owns true three‐dimensional instructional equipment consisting of a 2D‐3D converter, plasma HDTV monitor, Blue‐Ray Disc player, and ten 3D active shutter glasses. This equipment is being tested in Anatomy and Physiology laboratory with the assumption that usage of such equipment by students may increase their ability to grasp complex three‐dimensional anatomical relationships. Preliminary results suggest that this technology is indeed increasing students’ engagement with the material, their interest in learning human anatomy, and their ability to learn inter‐connectedness of anatomical structures. However, the small number of 3D glasses currently owned by the department limits the access of all students in a particular lab to this technology. This IPD Grant will support the purchase of 14 additional Panasonic TY‐ER3D4MU 3D Active Shutter Glasses so all students in a lab can have independent access to this state‐of‐the‐ art instructional technology. Kirsten Windahl — Westshore Campus “Lab Books for Grammar Classes” 4
Students are currently buying a lab book to accompany each of the four grammar classes that we have in ESL. This lab book is called, Side By Side (levels 1‐4) and is used in class for focused grammar drills and spoken pair work. One of the challenges of teaching grammar is getting students to use it in spoken, not just written English. This series is the premiere textbook for using grammar in spoken language and some editions of this book have been used in ESL classes at Tri‐C for more than 25 years. The books are extremely useful for practicing grammar structures at each of the levels, but the books are generally not written in. This grant saves students 25‐30% of the cost of their grammar books, and reduces the number of required grammar books from two to one. The content of the series aligns perfectly with our grammar classes. Chris Caprette — Western Campus “Sampling Grids for Quadrat Analysis in Biology Labs” Approximately one third of Biology 1510, Principles of Biology II focuses on the biological discipline of ecology which is field intensive. It is important for students at this level to experience field activities. One of the activities we perform is an ecological sampling method to describe populations and communities called quadrat analysis. The activity involves collecting quantitative data from small areas (quadrats) within a large study area and then extrapolating those data to the entire study area. In BIO 1510, we sample plants on the Tri‐C campus. While this can be done with simple Items such as string and stakes to secure the string, doing so is imprecise and results in considerable sampling error especially between groups of students. I propose to construct a better tool for this job in order to standardize the areas sampled among groups of students and improve counting accuracy. I will construct six, one meter‐square frames subdivided into one 10x10 grid on each frame. I will construct these using 3/4" schedule 40 PVC pipe and fittings for the frame and monofilament
fishing line for the grid. These sampling grids will be lightweight, durable, reusable and easy to store and repair. The uniform design of these grids will reduce the previously substantial between group errors. Dr. Holly Clemens and Ms. Christine Phillips — Western Campus “Educational Resources to Enhance Student Learning in the Sport & Exercise Studies Program” Analyzing movement as it relates to the musculoskeletal and neuro‐myofascial system is a critical learning outcome for students in the Sport & Exercise Studies (SES) program. The challenge for SES instructors has been finding an educational resource that can enhance the learning of movement for visual and kinesthetic learners. With the help of the IPD Grant, the SES program will be able to acquire a full‐size anatomical skeleton. The full‐size anatomical skeleton is equipped with a flexible vertebral column, numbered muscle origins and insertions, numbered bones, and flexible joints. It is a great tool for visual and kinesthetic learners as they can exhibit their understanding of the location of the cranial and spinal nerves, muscle origins and insertions, joint actions and concentric, isometric, and eccentric contractions of muscles during various exercise movements. The skeleton will help enhance student success in a variety of SES courses including: Teaching Exercise Technique, Exercise Physiology, Kinesiology, Exercise Prescription and Program Design, Advanced Training Concepts, and Group Fitness Instructor. Zsuzsa Daroczy — Western Campus “Instructional DVD’s for ECED 2300 Child Behavior and Guidance” The Early Childhood Education Department (ECED) has one outdated video related to guidance in children. These DVDs will give the instructors the ability to show real life scenarios of children and teachers in early childhood settings who are experiencing difficult behaviors and give insight into how to handle them. These DVDs will be used 5
to supplement the text book by expanding discussions in small and large groups. The following DVDs will be purchased with the grant: Facing the Challenge, Disc 1 & 2, and Classroom Moments. Shirin Dixon — Western Campus “Voki Classroom Account” I would like to create and use Vokis in ESL classes in several ways to see their usefulness. First, I would like to use Vokis on Blackboard (Bb). A Voki would allow me to give oral instructions to students who are weak in reading skills and weak in navigating through Bb or both. With Voki, students have one more resource to help them navigate successfully. The Bb Voki would also personalize the site and welcome students to it. Additionally, I would like to embed Vokis into PowerPoint presentations I use with the Iclickers system. Adding voice in this way opens up teaching, practicing, and assessing listening, pronunciation, intonation, rhythm and other features of English language such as homonyms. With a Voki embedded PowerPoint presentation students can use and reuse them without the aid of an instructor. I can post presentations on Bb, so students can practice and review. Moreover, students find Vokis to be fun and entertaining, so they can increase student interest, create a friendly learning environment, and focus student attention on the point to be taught instead of the instructor. Finally, I would like to create assignments that require students to make their own Vokis. It would be a fun way to practice speaking in English. Edward Durkin and Dr. Keith Lyons — Western Campus “VMWare Academic Program Subscription” By subscribing to the VMware Academic Program, the IT department will be able to offer students access to cutting‐edge technology that is in demand in the workplace, including hands‐on experience with virtualization technology needed for cloud based solutions.
We expect to install a number of VMware products on server hardware that we already have. These products include: VMware Workstation, vCloud Suite, vSphere Enterprise, vCenter Server, and vCloud Director. The learning material should help faculty and students by providing a quick path to becoming familiar with the software. The subscription provides unlimited free downloads of the VMware products with appropriate licensing and certification exam vouchers. Lab installation in our environment is included. Karen Goulandris — Western Campus “Cleveland AEYC Conference 2014 – Creating Pathways to International Teaching” Tri‐C students will attend the Cleveland Association for the Education of Young Children (CAEYC) conference. Professionalism is elevated when early Childhood Education (ECED) students participate in events and activities that directly support their area of study. By attending the CAEYC conference titled, Creating Pathways to Intentional Teaching, students will gain first‐hand information from professional peers who implement best practices with young children in the community. This conference experience will validate the knowledge and practices that students obtain in Tri‐C’s ECED program.
CAEYC members represent a respected network of professional who are committed to improving the quality of early childhood education. By participating in the conference, Tri‐C students will begin to build their own professional network so that they may learn of potential job opportunities and become informed and respected early childhood professionals. Mary Hovanec — Western Campus “Honors History of Civilization 1020 Field Trip to Washington, D.C.” For the past 18 years, I have taken history classes on a field trip to Washington, D.C. primarily to visit the Holocaust museum, but also significant 6
historical sites of D.C. In recent years, I only take the Honors History of Civilization 1020 class because they specifically engage in research on the topic of the Holocaust as a class. Students pursue individual research topics which they present to the class. Each student creates an artifact to share with their classmates as a memory of the research they have conducted as part of their presentation.
send students to this meeting to learn, network and compete. Each year Tri‐C sends a group of senior students to the meeting and the competition. The spring 2014 meeting will be held in Cincinnati, Ohio and the cost for the students' travel, accommodations and participation in this meeting is a hardship for some due to the distance. This hardship will likely prevent some students from participating. As a result, fewer students will benefit from the educational opportunities and Tri‐C may not be represented in the Quiz Bowl competition.
The field trip to visit the Holocaust museum helps students to visually engage in the exhibits on the topics they have researched and engage in the topic at a deeper, richer level. Students also work as a team to determine travel costs, fund‐raising, and an itinerary of the trip. This activity helps students to appreciate the costs involved and engage in research on historic places they can experience in Washington, D.C. Yasser Jahami — Western Campus “Radiography Physics Lab Equipment” This proposal is to purchase basic physics lab equipment to be used in the Radiography lab in conjunction with the Physics 2250 Radiography course offered twice during the academic year. Currently, the course does not utilize any hands on physics experiments, despite the fact that the majority of the course content is experiment and discovery driven, such as Newtonian laws, Electrostatic, Electrodynamics, Ohm's law, etc. The equipment needed will enable the student with the instructor's guidance to conduct hands on experiments to simplify such laws. Research shows the value of hands‐on learning. Students are motivated; they learn more and their critical thinking skills improve. Karen Latterner — Western Campus “2014 Ohio Society of Radiologic Technologist’s Annual Meeting” Every year the Ohio Society of Radiologic Technologists (OSRT) hosts an annual educational meeting and Quiz Bowl competition in Ohio. Various radiography programs throughout Ohio
This IPD grant would allow eight students, accompanied by one instructional staff person, to attend this yearly educational meeting. The grant would pay for students’ registration and accommodations only. Michael Piero — Western Campus and Ashlee Brand — Westshore Campus “Assessing Student Writing and Best Practices” (Joint activity with two separate proposals) In collaboration with faculty across the College, we plan to organize a college‐wide, interdisciplinary workshop for faculty, writing center consultants, and tutors to discuss current theory and best practices of writing assessment to support student learning and success. The grant will provide for a guest speaker—writing assessment expert Dr. Brian Huot from Kent State University—to share up‐to‐ date, research‐based methods of assessing writing and the viability of such assessment strategies. The workshop will involve a keynote address by Dr. Huot as well as small and large group activities and discussions with the aim of (re)evaluating how we each think about and assess student writing. Faculty (full‐time and part‐time) and colleagues working in student support services (tutors and writing consultants) need this opportunity to gather together to discuss how they assess writing. The workshop materials will be posted on a new Google site for those who could not attend, enabling the conversations begun at the workshop to be continued afterwards. 7
John Thomas — Western Campus “On the Floor@Dove” Video Library for Veterinary Technology Program Students” Achieving mastery of more than 300 required hands‐on skills for Veterinary Technology (VT) Program students is dependent on access to high quality visual resources. In order to be successful, VT students must be able to review each new procedure multiple times while they practice and perfect their technique. This project will give approximately 85 to 90 veterinary technology program students and staff access to a constantly growing, high‐quality video library as well as a series of articles and blogs called “On the Floor@Dove”. Produced by the staff of DoveLewis Emergency Animal Hospital in Portland, Oregon, this collection is now available for veterinary‐related educational programs via the web at a cost of less than $10/person/year. The intent is that this project will help our students to build confidence and achieve mastery of key skills. At the end of the academic year, the effect of this project on student success will be evaluated, potential long‐term sources of funding will be identified, and the results of the project will be shared with the college community. Emily Weglian — Western Campus “Continued Expansion of Biological Anthropology Skeletal Collection”
are and will be utilized in ANTH 1020‐Physical Anthropology and then in a future Human Evolution Course (ANTH 1210‐‐proposed to CADRE), and will be utilized in any future course offerings for Biological Anthropology. Robyn White — Western Campus “Honors Sociology Research Projects” My Fall 2013 Honors Introductory Sociology class completed research started by the Spring 2013 Honors Social Problems class. They conducted focus groups and interviews to examine experiences with gun violence and violence against women. They will present their data as a poster presentation at the Northeast Ohio Undergraduate Sociological Symposium at Kent State University in March 2014. My Spring 2014 Honors Social Problems students are conducting surveys on heroin use and other health related topics. They will present their research as a poster presentation at the Tri‐C Undergraduate Research Symposium in May 2014. This grant has helped us to provide incentives for research participants as well as posters for our presentations.
The funds from this grant will be used to expand the Biological Anthropology collection that I was able to start in 2010 with the help of an IPD grant and funds from the Social Sciences division capital equipment budget. This year, I want to purchase some new skeletal materials as well as some duplicate skulls of the most important hominin and primate skulls to facilitate in class activities in a course that generally enrolls 40‐45 students. In order for everyone to get access to the materials in a reasonable amount of time, duplicate materials are necessary. All of the materials in this collection 8
