Browsing by Author "Renguette, Corinne"

Now showing 1 - 9 of 9
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    Asking the Right Questions: Reflective Preparation for a Program Review
    (Wiley, 2018-07) Renguette, Corinne; Feldhaus, Charles; Wager, Elizabeth; Technology and Leadership Communication, School of Engineering and Technology
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    A Change in the Frame: From Absenteeism to Attendance
    (Frontiers, 2020) Gentle-Genitty, Carolyn; Taylor, James; Renguette, Corinne; School of Social Work
    School attendance is important for student long-term academic and career success. However, in the U.S., our current practice often disenfranchises more at-risk students than it helps. Students slated for suspension and expulsion are often recipients of these practices. This manuscript offers a recommended change in how we frame student absenteeism and attendance using attendance markers and conceptual information by identifying the discrepancies, proposing options, and recommending a new way to actively leverage attendance data (not absenteeism data) for proactive student support. Particular attention is paid to how excused and unexcused absences and in-school suspensions are treated. An emerging pivot program, the Evaluation and Support Program, engages students while they receive school services, community support, and complete consequences is discussed as a possible, promising intervention.
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    Developing a Just-in-Time Adaptive Mobile Platform for Family Medicine Education: Experiential Lessons Learned
    (AACE, 2017-10) Rogers, Christian; Cooper, Shannon; Renshaw, Scott; Schnepp, Jerry; Renguette, Corinne; Seig, Mary Theresa; Computer Information and Graphics Technology, School of Engineering and Technology
    EASEL is a platform designed to provide just-in-time adaptive support to students during experiential learning interviews conducted as part of required work in an online course in a family medicine education program in a Midwestern urban university setting EASEL considers the time and location of the student and provides questions and content before, during, and after the interviews take place EASEL will provide a new way to facilitate and support online family medicine students as they meet with patients and healthcare professionals This paper presents a look at the considerations, issues, and lessons learned during the development process of this interdisciplinary collaborative effort between the platform designers and family medicine faculty while working toward completion of the study
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    Developing an Adaptive Mobile Platform in Family Medicine Field Experiences: User Perceptions
    (Springer, 2019) Rogers, Christian; Renguette, Corinne; Cooper, Shannon; Renshaw, Scott; Seig, Mary Theresa; Schnepp, Jerry; Computer Information and Graphics Technology, School of Engineering and Technology
    EASEL (education through application-supported experiential learning) is a platform designed to provide just-in-time content and reflection opportunities to students during field experiences, such as interviews or field labs, conducted as part of the workload in a course. This study was conducted in area of family medicine education at Indiana University-Purdue University Indianapolis. EASEL allows instructors and students flexibility to engage with course content based on the time of day and the location of each student conducting field work by providing access to questions and content before, during, and after a targeted field experience. In this study, three cohorts of family medicine students (N = 20) interviewed either a health care professional or a patient. Students used EASEL to facilitate and support their experience in the field. This study examined the student perceptions of EASEL. The data indicated instructive information on the usability of the EASEL platform and aided developers in considering future technologies to use as a part of the platform.
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    Four-Phase Intergroup Dialogue Inclusivity Posters
    (IUPUI Intergroup Dialogue, 2018) Gentle-Genitty, Carolyn; Renguette, Corinne; Griffith, Daniel; White-Mills, Kim; Wright, Tamra
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    Problem-Based Teacher-Mentor Education: Fostering Literacy Acquisition in Multicultural Classrooms
    (Purdue University, 2018) Hartman, Pamela; Renguette, Corinne; Seig, Mary Theresa; Technology and Leadership Communication, School of Engineering and Technology
    We designed a professional development (PD) teacher-mentor program that used problem-based learning (PBL) to accomplish two goals. First, teachers explored how PBL could be used effectively in their classrooms to change the way they think about teaching to include literacy development in content areas. Second, PBL was the basis for PD training to help them improve their own knowledge of PBL, become mentors to other teachers, and implement PBL in their schools across content areas. Educators in the United States are challenged to teach linguistically and culturally diverse (LCD) students with differing literacy levels. The demographics of U.S. classrooms require a rigorous attempt to engage LCD students through collaborative, active learning opportunities (McGroarty, 1998; U.S. Department of Education, 2015). Research shows that literacy learning for all students improves in classroom settings that take a cooperative, student-centered approach (McGroarty, 1988, 1989; NCSS, 1991; Shumway, Saunders, Stewardson, & Reeve, 2001). PBL provides opportunities for students to engage in active learning and allows students with multiple learning styles to negotiate contextualized meaning through a variety of collaborative tasks. PBL has also been shown to be an effective method for teaching learners to be self-directed problemsolvers. However, in the absence of PD and ongoing support, teachers are often resistant to the implementation of PBL. In our program, we used PBL to help teachers learn more about literacy and PBL while providing opportunities for PD and support. As a result, the teacher reflections, discussions, presentations, and self-evaluations demonstrated how, by using PBL in their classrooms while immersing themselves in evidence-based content, they observed enhanced student collaboration. Teachers felt that they were better able to foster a learning environment in their classrooms that would allow students to develop literacy skills in a content-rich context both because of the incorporation of PBL and because of the support they provided for each other. This idea can be easily adapted to foster teacher development and mentoring programs in other fields.
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    Replication of a Tutor-Training Method for Improving Interaction Between Writing Tutors and Stem Students
    (2020) Hazelton Jones, Laura; Weissbach, Robert; Meckley, Jon; Renguette, Corinne; Sorge, Brandon S.; Rothrock, Matt; Pflueger, Ruth C.; Ice, Danielle; Dasgupta, Annwesa; Technology and Leadership Communication, School of Engineering and Technology
    The improvement of tutor training programs can impact the important work of writing centers. Tutors often feel less comfortable tutoring in genres different from their own discipline. A previous study introduced an assignment-specific tutor training model to improve writing center tutoring sessions between engineering students and writing tutors. The results of the previous study indicated a valuable addition to the resources available for engineering students. This model has now been replicated at two universities to assess the potential for wider dissemination. Preliminary data analysis suggests a relationship between initial tutor rating of student work, student perceptions of tutoring, and tutor perception of student engagement in the tutorial. Plans for future research include continued replication and expansion to test larger sample sizes, analysis of impact within and adaptations for other STEM areas, and continued study of the impact on tutoring team projects.
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    Teaching appreciation for differences via intergroup dialogue (IGD)
    (2022) Gentle-Genitty, Carolyn; Renguette, Corinne; Griffith, Dan; School of Social Work
    There are many ways to teach appreciation for differences. Most often, this involves a one-and done session with little room for continued growth or monitoring of skill development. To be effective, however, the method used to teach concepts around differences must recognize the personal and communal pain, hurt, shame, and vulnerability that marginalized groups feel resulting from the dominant culture’s lack of awareness of and sensitivity to diversity and inclusion. Recognizing these aspects helps individuals respond to feelings of unworthiness and inadequacy. The difficulty is that people often attribute blame to others and think the responsibility for change belongs to someone else. Intergroup dialogue offers an interactive four-stage model that can help teach appreciation for and sensitivity to differences. This chapter presents and defines inter-group dialogue (IGD) and shares information about some of the skills generated from using IGD. These skills can help participants gain awareness and foster action and can help educators teach appreciation for differences, integrate the model into their courses, and measure the outcomes. It is through awareness and action we author our own endings and advocate for social justice. The IGD four-stage model is a face-to-face facilitated learning experience that brings together different social identity groups over a sustained time to 1) build trust by creating boundaries for communicating about difficult topics, 2) share and understand commonalities and differences while examining the nature and impact of social inequalities, 3) dialogue about difficult topics and 4) explore ways of working together toward greater equality and justice (IGD in Higher Ed, 2007, p. 2). This chapter will begin to explore these ideas and how they can help inform teaching. only 3 stages defined
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    Teaching students how to tailor messages: lessons learned from a technical communication course
    (2016-12-05) Baechle, Mary Frances; Lovejoy, Kim B.; Buchenot, Andre; Renguette, Corinne
    Tailoring messages is the process of customizing messages that are more relevant for the receiver, with the aim of improving the recipient’s engagement with and understanding about information in the message. Little research has been done to look at tailored messages in technical communication about healthcare technology, even though the use of technology in healthcare, and the complexity of that technology, continues to increase. Research was performed to investigate if students who plan to work in the healthcare technology field can demonstrate an understanding about tailoring messages and can tailor messages in their technical communication. A four-phase Action Research Cycle for inquiry into teaching and learning was used to modify course materials and analyze work for six assignments submitted by 14 students enrolled in Technical Communication for the Health Care Professions, TCM 38000, during the 2015 spring semester. Although TCM 38000 has always been open to students in other majors, the majority of students who take the course are in the Health Engineering Technology Management (HETM) program at Purdue’s School of Engineering and Technology on the campus of Indiana University Purdue University Indianapolis (IUPUI) in Indianapolis. Overall, the modifications made to TCM 38000 were successful in helping students begin to learn about tailoring messages and create messages tailored for a specific end-user in their technical communication developed for some course assignments. In their Reflections for a User Manual assignment, the majority of students explained that they used what they learned through course materials and discussions to reach beyond their learning and come up with techniques for tailoring messages on their own. Students used word choice, information content and role-play techniques to determine the end-user’s information needs and then to tailor messages in their manuals to address those needs. After reflecting on the results of the research, some course materials will be modified so that students can gain a deeper understanding about tailoring messages and can have more opportunities to practice writing tailored messages in course assignments. Research implications expand beyond the classroom into workplace training for organizations that have both technical and non-technical employees that must effectively communicate.