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2004 Learner-Centered Initiatives
ASU | NAU | UA
Collaborative | Tri-U
Indigenous Geology: Development and Assessment of a Culturally-Resonant, Place- Based Model of Geology Education for American Indian Pre-Service Teachers
Dr. Steven C. Semken, Asst. Prof., Dept. of Geological Sciences, ASUDesign, development, implementation, assessment and dissemination of an introductory undergraduate geology course that integrates culturally-responsive and place-based content and pedagogy, to enhance its relevance and interest to American Indian students in Arizona, principally pre-service teachers.
Orig. Proposal (PDF) | Final Report
♦♦♦♦♦♦Assessing and Evaluating Learning Outcomes in Traditional, Hybrid, and
Online First-Year Composition Course
Dr. Patricia R. Webb, Asst. Prof., ASUAssess and evaluate student success rates in traditional, hybrid, and online English 101 (First-Year Composition) courses at ASU. The study will use several assessment instruments to collect data that will be used to compare the effectiveness of face-to-face courses (traditional), hybrid courses, and online courses in meeting student-centered outcomes.
Orig. Proposal (PDF) | Final Report
♦♦♦♦♦♦Developing and Promoting Learner-Centered Instruction Through Science and Engineering Based Projects in Precalculus and Introductory Calculus
Marilyn P Carlson, Interim Dir., CRESMET, ASUMathematics, Engineering and Science faculty will collaborate to develop learner centered modules for use in precalculus and beginning calculus, two large enrollment undergraduate courses. The modules will provide instructional support materials for teachers, problem-based activities for in-class group work, and take-home team design projects to promote students' further exploration and mathematical analysis of a problematic situation.
The Virtual Environmental Learning Space: Phase II
Dr Eck Doerry, Asst. Prof., Computer Sciences & MPCER, NAUBuild a Virtual Electronic Learning Space (VELS) that will move ecological science education at NAU into the 21st century by greatly enhancing learning experiences, exploring a novel integration of the research and learning communities, and promoting the development of interdisciplinary course content.
Orig. Proposal (PDF) | Final Report
♦♦♦♦♦♦Video Based Learning Modules
Jean Ann Foley, Asst. Prof., Teaching and Learning Dept., NAUCreate video based learning modules. By enhancing or curriculum with interactive video streaming, we will build a learner-centered environment that allows the pre-service teacher to experience some of the pressures, constraints, and systems of support that can influence curriculum construction and delivery. Students will become more actively engaged in the culture of the classroom where decisions are made quickly with immediate consequences, linking practice to theory as students interact in the virtual classroom.
Orig. Proposal (PDF) | Final Report
♦♦♦♦♦♦WeBWork in the Calculus Curriculum
Janet M McShane, Assoc. Prof., Mathematics & Statistics Dept., NAUImprove student mathematical learning in the Calculus sequence by using the WeBWork online homework system. WeBWork will be piloted in the Spring 2004 semester in some sections of calculus and more extensively implemented during the 2004-2005 academic year.
Orig. Proposal (PDF) | Final Report
♦♦♦♦♦♦Developing scholar-teachers in doctoral education: A learner-centered approach
Lourdes Ortega/Joan Jamieson, Asst. Professors, English Dept., NAUDevelop a one-credit professional development courses whose goal is to incorporate structured apprenticeship into the role of scholar-teacher in the regular course of doctoral studies in the Applied Linguistics PhD Program at NAU.
Orig. Proposal (PDF) | Final Report
♦♦♦♦♦♦Discovering Genetics: A learner-centered undergraduate laboratory course
Karen P VanWinkle-Swift, Regents Prof., Biological Sciences, NAUModify, implement, and institutionalize a discovery-based undergraduate laboratory course in genetics. Students design, conduct and report (written and oral) original genetic research using a simple microorganism. Funds are requested for production of a formal laboratory manual and associated website, and for development of tools for assessing student performance as well as the achievement of broader course objectives. Discuss ways in which comparable learner-centered discovery-based laboratory courses could be developed in a variety of disciplines.
A Digital Self-Tutorial for Piano and Music Study
Lisa Zdechlik, Asst. Prof. Of Music, College of Fine Arts, School of Music & Dance, UADevelop an interactive instructional CD-ROM that will facilitate a learner-centered approach to study of the piano and music through studied linking of the performance of a musical composition with a graphic representation of the musical score. The project is defined in three stages, all enhanced by user assessment and feedback: design of a prototype with one piano piece, which will then be field tested and assessed; using assessment data, develop remaining eleven compositions; revise, based on evaluation and assessment results.
Orig. Proposal (PDF) | Final Report
♦♦♦♦♦♦Learner-Centered Mathematics Education for Pre-Service Teachers
Dr. Peter Wiles, Asst. Prof., Mining & Geological Eng., Mathematics Dept., UADevelop 3 strategies to educate prospective teachers to create an effective teaching force: focus on the mathematics of children's thinking; incorporate technology into the course which will encourage discussion and promote discovery learning in geometry; and conduct a professional development workshop for new instructors of the courses to help them foster learner-centered environments.
Orig. Proposal (PDF) | Final Report
♦♦♦♦♦♦A Web Based Simulation Environment for a Learner-Centered Surface Science Course
Anthony J Muscat, Assoc. Prof., Chemical & Environmental Eng., UADevelopment of a web based simulation environment for a course on the chemistry and physics of solid surfaces. The centerpiece of this project is to build stimulations that contain components, which are reversible in conceptual understanding. The simulation components can be run in the forward direction to build new knowledge as well as run in reverse to review or relearn the basic science concepts that provide the underpinning for the simulation.
Orig. Proposal (PDF) | Final Report
♦♦♦♦♦♦Improving Communication and Information Access within the community Environmental Leadership Program
Diane Austin, Asst. Res. Anthropologist, Bureau of Applied Res in Anthropology, UAEnhance the experiences of the student and faculty participants in the interdisciplinary Community Environmental Leadership Program (CELP) by developing a common base from which students from various campus departments can continue to work together through on-going community-based environmental projects and can build successfully on the work of students who came before them.
Orig. Proposal (PDF) | Final Report
♦♦♦♦♦♦A Shared Advisor Model for Undergraduate Pharmacy Students Conducting Research
Marion K Slack, PhD, Assoc., Prof, Pharmacy Practice & Science, UADevelop a shared advisor model of coaching undergraduate students doing research projects that is more effective and efficient than the graduate student model so that the research experience can be offered to classes that are 100 to 125% larger than current classes. The strategies include the development of an instructional website, offering just-in-time workshops, recruiting additional community-based advisors, and offering support to advisors.
Orig. Proposal (PDF) | Final Report
♦♦♦♦♦♦Improving Student Centered Learning: Mentoring and Language Support Labs
Diza Sauers, Lecturer, Assessments Coord., UAProposed project is to build upon the initiatives funded in last years proposal to improve assessment of learning outcomes at the course and program level within the Business Communication Program. The sustainability of this project rests on the final development of support labs that will provide the program with the necessary support to continue delivering the cycle of diagnostics now in place, as well as to respond to the data gathered in preliminary research indicating the need for earlier intervention to offset deficient student skill base.
Arizona State University West and Northern Arizona University
A Collaborative, Portable, Learning-Centered, 34-credit hour Master of Social Work Degree Program
Melissa Lavitt, Chair, MSW, Dir., Human Services - Social Work, ASU-W; Karen Gerdes, Assoc. Prof, School of Social Work, ASU; Karen Pugliesi, Chair and Prof, Sociology & Social Work, NAUContinuation of a collaborative, portable, learner-centered, 34-credit hour Master of Social Work (MSW) degree program. This proposal seeks funding to help continue the program through graduation of the current 27 student cohort.
Tri-University Collaboration on Learner-Centered Practice: Creating Learning Communities Among Faculty & Students
Dr Duane Roen, Dir., CLTE, ASU; Elizabeth Harrison, Assoc. Dir., UA; Jeane Spada-Allgood, Prog. Coord., Faculty Development Program, NAUThe intent of the project is two-fold: (1) To develop a critical mass of faculty who will engage collaboratively in the study of learner-centered instructional practice, apply what they learn, assess the impact of what they learn, and share their learning with other faculty; and, (2) for those faculty to develop and implement an LCE advocacy plan for each of their campuses that will ultimately bring faculty and institutional culture to actively embrace more learner-centered approaches to college education.
rev. 04/2006
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