2006 Learner-Centered Initiatives
ASU | NAU | UA | UA/ASU

Arizona State University Online LCE Idea Book: Integrating LCE, Learning Styles, and Technology La Verne Abe Harris, Department of Technology Management, ASU Polytechnic Campus $24,911 The focus of the proposed project is the creation of a multimedia learner-centered knowledge community center called "LCE IDeaBook”. The initial targeted recipients of the research in this study are faculty, who have the charge of creating the ASU Polytechnic Core curriculum, developed with the intent of portability across disciplines. Podcasts for Learner-Centered Education: Choosing the Time and Place for Faculty Development Susan Ledlow, Teaching Consultant, CLTE & DMIT, ASU Tempe Campus $25,000 The Center for Learning and Teaching Excellence and the Center for Learning and Teaching Excellence and the Digital Media Studio within Digital Media and Instructional Technologies propose the development of a series of podcasts for faculty development. The project primarily addresses the ABOR funding priority of faculty development, but is also related to the LCE research priority. During the first half of the project, we will develop approximately 20 audio programs that relate to learner-centered strategies such as interactive lecture, cooperative learning, writing to learn, classroom assessment techniques, and active engagement strategies for large classes. In the second half of the project, we will distribute and assess the impact of these programs.

Northern Arizona University TIMES: Training Intuition in Math for Engineering Success Phillip A. Mlsna, College of Engineering & Natural Sciences, NAU $42,565 The TIMES project will be an initial pilot test of a set of dedicated training activities and tools designed to improve student performance in their entry-level engineering foundation courses. The goal is to improve student success and retention in engineering by improving their abilities to apply key numerical and mathematics skills. The results will be measured and compared to establish the degree of effectiveness of the TIMES project overall. The plan is to broaden the scope in a future implementation to include other scientific disciplines whose students often have difficulty in their entry-level courses. Art Education Student-to-Student Mentorship Project Pamela Geiger Stephens, Art Education, NAU $25,000 The Art Education Student-to-Student Mentorship Project brings together novice art education students with their senior-level colleagues in a model program that will provide learner-centered activities for both groups. This model project is devised to address the changing needs of teacher preparation programs and the students enrolled in them. It will serve as a replicable learner-centered model for other teacher training programs. Learner-Centered Transformation of Freshman Circuits Course Elizabeth J. Brauer, Electrical Engineering, NAU $24,803 Because they are difficult to conceptualize and harder to comprehend, electric circuits have confounded many beginning engineering students, leading to problems in retention. We propose a transformation of the freshman electric circuits course using learner-centered principles to develop an effective, personalized learning environment. Our effort focuses on the modification of the introductory EE course, EE188 Electrical Engineering I, and the associated laboratory, EE188L EEILab, using learner-centered education techniques. Incorporating Learner Centered Education Strategies in Large Enrollment Biology Lectures Catherine Ueckert, CSTL, NAU $24,999 Using an action research model, biology faculty will examine, implement, and evaluate learner-centered instructional strategies to reach the goal of increasing the level of student achievement in the introductory biology course, BIO 181: Unity of Life I, which is characterized by both high enrollments and a high DFW rate. Outcomes will include the creation and implementation of an assessment tool for biology content knowledge and attitudes, a modification of BIO 181 to include LCE-based instructional strategies, pre/post data on the the other science department. Increasing Student Engagement and Success in Large General Education Class Settings Karen Pugliesi, Office of the Vice Provost for Undergraduate Studies, NAU $48,169 This is a faculty development program that will promote the use of learner-centered pedagogical strategies in the large lower division liberal studies classes. Twelve faculty who teach large lower division liberals studies classes and three faculty with experience in integrating learner-centered pedagogy in large classes (project fellows) will participate in a year-long professional development program leading to the incorporation of learner-centered pedagogical practices in their classes. The project will involve cohort faculty in seminars and work sessions, including peer consultations, throughout the year to examine the implications of LCE for large class settings and to implement course and curricular innovations. Besides offering peer consultation to other cohort faculty, project fellows will undertake research on the impact of learner-centered pedagogy in a large class setting.

University of Arizona The World We Create: Studying the Efficacy of an Innovative Approach to Foster Learning for Both Non-Science Majors and Prospective Science Teachers Vicente Talanquer, Dept of Chemistry & Science Teacher Preparation Program in the College of Science, UA $24,948 The central goal of this project is to investigate the educational impact of an innovative teaching model that will involve prospective secondary school science teachers in the planning, implementation, and evaluation of a learner-centered Tier I natural science course for non-science majors. The requested resources will allow us to analyze the data collected during two test periods, to design and implement necessary changes based on the evidence obtained, and to build a solid teaching model for improving both general education and the preparation of future science teachers. Learner-Centered Engineering: Integrating Product Dissection into the Engineering Foundation Course R. Reid Bailey, College of Engineering, UA $25,000 The purpose of this proposal is to enhance the University of Arizona engineering foundation course by incorporating a new, hands-on product dissection project that will increase student-faculty contact, encourage cooperation among students, and promote active learning. In addition, a Learner-Centered Education (LCE) workshop will be developed to teach foundation course faculty members (twenty sections of the course are taught by faculty each year) to effectively utilize LCE techniques in the foundation course as well as other courses within the college. Finally, an improved method for assessing the learning outcomes for the foundation course will be developed. Consistent with the 2006 priorities, this project is specifically designed to enhance student learning in a foundation course that enrolls a high number of students. University of Arizona Focus on LCE: Preparing Faculty to Lead Learner-Centered Teaching Practices Julie F. Padgett, University Teaching Center, UA $35,000 The 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 graduate teaching assistants, and (2) for those faculty to develop and implement an LCE advocacy plan for each of their departments that will ultimately bring faculty and institutional culture to actively embrace more learner-centered approaches to college education.

University of Arizona/Arizona State University Engineering Connections Environments: Developing Learner Centered Interfaces to Technical Content Modules Kevin Lansey, Department of Civil Engineering & Engineering Mechanics, University of Arizona Darryl Morrell, Department of Engineering, ASU Polytechnic Campus $48,871 ($21,410/$27,461) We propose a joint project between ASU and UA that builds upon the existing Engineering Science Course Modules developed by the UA College of Engineering and Mines. We propose to develop interfaces to the modules in the form of Engineering Connection Environments that embed the modules within a project-based learning environment and integrate them with problem-based learning exercises, background prerequisite material, and additional real world applications. This structure will be piloted in the ASU engineering program's sophomore curriculum during the 2006/2007 academic year. rev. 08/2006

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