2016-17 EI Small Grant Recipients

In 2016-17, the EI Small Grant Program offered grants of up to $10,000 each and sought proposals that focused on implementing blended and online learning. The program funded 16 proposals from six schools and colleges at a total of more than $105,000.

Grant Recipients and Project Descriptions

1. Lynne Prost, associate faculty associate, Biochemistry, College of Agricultural and Life Science
Project description: Significantly improve student-directed learning in Biochemistry 551: “Biomedical Methods” by implementing a blended course design. The instructor will create online resources to optimize content delivery, increase student engagement with course material, allow for rapid updating of content, and increase the available face-to-face time for development of critical thinking and scientific writing. These goals will be accomplished through creating video demonstrations and interactive online tutorials about lab techniques.

2. Virginia Snyder, associate professor and program director, Family Medicine and Community Health, and the PA Program, School of Medicine and Public Health
Project description: “Cases of Patients” is an interactive teaching strategy to engage patients in sharing their personal stories with students in the health professions. This effort will transform the “Cases of Patients” curriculum into an interactive online format to better support and facilitate interprofessional learning. The online curriculum will allow students in various health professions to prepare for face-to-faces sessions and maximize their learning time with patients. Students will able be able to review cases, complete relevant activities and become familiar with the different healthcare roles that they will encounter.

3. Jenny Higgins, professor, Gender and Women’s Studies, College of Letters and Science
Project description: Enhance an existing online course, GWS 103: “Women and Their Bodies in Health and Disease.” The effort will include moving and reformatting all content to Canvas, and integrating two new textbooks to provide more affordable text options for students.

4. Robert Hardie, clinical associate professor, Surgical Sciences, School of Veterinary Medicine
Project description: Convert “Fundamentals of Surgery” to a blended format in order to: improve foundational information and make it available online for more efficient and convenient access; increase and improve the quality of available face-to-face time; reduce the challenge, anxiety, and frustration students have with applying foundational information to actual clinical or practical situations; and, develop a model for other courses in the curriculum to follow and to improve the overall quality of the DVM education.

5. Ivy Corfis, professor, Spanish and Portuguese, College of Letters and Science
Project description: Enhance existing blended learning components and create a flipped course design in Spanish 322: “Survey of Early Hispanic Literature.” The transformations will allow students to actively explore texts and historical/cultural information through online lectures, exercises and discussion board, affording more face-to-face time for the professor to guide students through the exploration of key concepts and topics. Specifically, the enhancements will include developing recorded lectures and additional interactive exercises, as well as incorporating images, music and oral readings of the literary works through embedded media in the online materials.

6. Sarah Beckham, instructor and program coordinator, Asian Languages and Cultures, College of Letters and Science
Project description: Create a blended course for Elementary Hindi. The primary aim of implementing a blended design is to increase student learning outcomes by significantly increasing face-to-face time with instructors while using the target language. The instructor will use a backward design approach to create a flipped classroom experience in which learners acquire and apply foundational knowledge in a distributed learning environment. Another overarching aim of the effort is to develop and enhance national standards for an Elementary Hindi curriculum by making the blended course available through an open-access, adaptive e-text.

7. Kevin Wyne, Alissa Devos and Amy Parins, clinical instructors and Michelle Ostmoe, educational technology consultant, Family Medicine and Community Health, and the Physician Assistant Program, School of Medicine and Public Health
Project description: Enhance three Physician Assistant (PA) Program courses through the development of an online library of case scenarios. The scenarios will allow students to practice specific clinical situations, and test their knowledge and skills, including interprofessional teamwork and cultural competency, prior to their actual clinical experiences. Student will also be asked to provide feedback to ensure continual improvement of the cases.

8. Alicia Hazen, director, Student Academic Affairs and Career Development Office, School of Human Ecology
Project description: Retool and expand an existing, one-credit SoHE Career Leadership Orientation Course in an effort to ensure the career readiness of all SoHE undergraduate students. The aim of this effort is to transform the course into an online format to better meet the learning needs of students and to expand capacity to deliver the course content to more students; to make the course a requirement of all SoHE majors and a pre-requisite to the school’s three-credit internship course; and, to ensure that all SoHE student have foundational career competencies to better prepare them for professional work experiences.

9. Walter Goodman, professor, Entomology, College of Agricultural and Life Sciences
Project description: Convert ENT/NIES 201: “Insects and Human Culture” into an online format for an eight-week summer session to increase student access and reduce current bottleneck issues. The transformation will include adapting lecture content, developing procedures for monitoring real-time insect growth, and developing individualized electronic logbooks to record data and observations.

10. Laurel Goodwin and Basil Tikoff, professors, Geoscience, College of Letters and Science
Project description: Add a blended learning component to Geosci/GLE 255: “Structural Geology.” Specifically, the professors will produce a series of 10-minute videos to allow students to review “kernel course concepts” – key concepts that will allow students to transition from passive consumers of information to active users of approaches intended to facilitate their success in the geosience and engineering workforce.

11. Ajay Sethi, associate professor, Population Health Sciences, and director of the Master of Public Health Program, School of Medicine and Public Health
Project description: Develop a new, two-credit, online course, “Conspiracies in Public Health,” which will be offered to MPH students, as well as those in other health professions. The course will include videos, podcast case studies and active learning exercises to create an innovative way for students to connect theory with practice, and ultimately, to prepare students to educate communities about important health and medical interventions. More specifically, these active learning approaches will allow students to reflect on their own beliefs and values, enhance skills in listening and motivational interviewing, and improve interprofessional communication and collaboration.

12. Sara McKinnon, assistant professor, Communication Arts, College of Letters & Science
Project description: Transform CA373: “Intercultural Rhetoric and Communication” into a fully online course as part of a department-wide effort to better meet enrollment demands, provide flexibility and access for students, and more actively engage students to ensure deeper learning. Students will engage in cross-cultural dialogue with students on campus and from other universities to enhance communication competency, ethical reasoning and action, and culturally attuned critical thinking.

13. Charles Dill, professor, Music, College of Letters and Science
Project description: Develop two course formats for a current music-topics course: 1) an emporium-style blended version, and 2) and online summer version. The emporium version will allow students to satisfy a Comm-B credit, access learning materials outside of class and use a WisCEL learning space to facilitate active learning exercises. The online version will be available to a broader array of students through Summer Session and distance learning opportunities. Both versions aim to enhance student learning by affording more flexibility and access to course materials, as well as providing diverse learning methods.

14. Adam Nelson, professor and chair, Educational Policy Studies, School of Education
Project description: Develop the department’s first online course, EDPOL 140: “Introduction to Education,” which will serve as the gateway course for the department’s new undergraduate major in Education Studies. The course will be offered online during Summer Term, with a blended version eventually offered during the academic year. The online summer offering will attract new student audiences and improve student access, especially students of color and other under-represented populations who express a strong interest in issues of inequality and social justice in education. The course will be designed with a project-oriented, problem-solving, practical case study approach, and will introduce students to career paths in education policy.

15. Natalie Zervou, lecturer, Dance, School of Education
Project description: Create a second online course in the Dance Department, Dance 168: “Dancing Gender: Embodiment, Politics and Feminist Theory.” Plans involve further developing recorded video lectures of guest artist (accompanied by PowerPoint presentations) and a series of assignments designed to enhance student learning and foster online collaboration skills.

16. Morton Gernsbacher, professor, Psychology, College of Letters and Science
Project description: Create an online version of Psychology 225: “Research Methods” that is based on fundamental principles of learning including the importance of active and distributed learning, collaborative student engagement and universal design. The course will be designed so that it can be offered during either Summer Term or the academic year.

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