Browsing by Subject "case study"

Now showing 1 - 7 of 7
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    Charting Paths for Neural Tech: A Case Study Implicating Neuralink
    (2024-06-14) Martinez, Emanuel
    Brain implants are a technology long implicated with concern to humanity. If one asks, what would be a therapeutic reasoning besides enacting control over a person’s brain, they need not look further than the cochlear implant. Such a device is used to permit an auditory sense for individuals affected by loss of hearing in situations where it is deemed the only solution. A case study of modern neural technology is presented here as a scope with socio-cultural analysis, ethics, governance, industry, and the modern market in mind. Activities by Neuralink are described with considerations relevant to the society of the United States in which the company resides. The efforts of this study seek to provide a comprehensive outlook to assist with guiding the future of research practice in neural technology.
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    Creating Incentives and Identifying Champions through an Open Education Award for Faculty
    (2019-10-30) Hinrichs, Rachel J.; Kani, Justin
    In an effort to boost the visibility of open educational resources (OERs) on campus, librarians from IUPUI University Library established an annual Open Education Award and corresponding event, dedicated to celebrating faculty who have committed to integrating OERs into their coursework. In a four-month period, we developed the award, sought nominations, selected a winner, and hosted an Open Education Award Ceremony. This poster will describe the development of the award, factors that contributed to its success, and how we are using the award to build our new OER program. While other universities, including Texas A&M (2019) and the University of Tennessee (2018), have implemented OER awards as part of established programs, IUPUI’s award is unique in its development and use as a tool to facilitate outreach for our newly implemented program. Initially, we were not aware how many faculty members on campus were already using OERs in their classrooms. By advertising the award broadly and soliciting self-nominations, we gained a better understanding of the number of faculty currently using OERs and those faculty members who could serve as ‘champions’ in efforts to save students money. Furthermore, the award reception served as a venue to not only reward and further incentivize OER use, but also to connect like-minded individuals and spark conversations. We identified several potential collaborators as a result of interactions at the reception. The development of an efficient project management process was a key factor in our success. We first developed a project charter and communication plan, and then used Trello, a collaborative project management tool, to create ‘boards’ of objectives and actions. Trello tracks which objectives are being worked on, who is working on what, and where they are in the process. This tool and regular meetings enabled us to easily and efficiently track our progress and overcome obstacles. We plan on using this process to create awards for other aspects of open scholarship that align with our library’s goals, including hosting a similar event for Open Access Week in October. Overall, this project was a success. We created and delivered the award in four months, received twice the anticipated nominations, and had a turnout of over 20 attendees at the reception. Our process for developing an open education award could serve as a model to others in higher education and similar institutions new to open education initiatives.
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    Foundation Position and Actions in the Multi-national Arena: A Case Study of Ocean Conservation in the Arctic
    (2023-03) Danahey Janin, Patricia Clare; Paarlberg, Laurie E.; Shaker, Genevieve G.; Badertscher, Katherine; Hellwig, Timothy
    This study examines private foundation positioning and actions in respect to governance and market considerations in the multi-national arena around the issue of ocean conservation in the empirical setting of the Arctic Ocean. Existing research has focused primarily on foundations in their domestic setting or alternatively in their international engagement within a foreign country. There is evidence that foundation creation and activity addressing global issues are rising. Questions remain around the role of foundations in global governance and their relationship to the market. Using a qualitative case study methodology, this study was guided by a framework based on governance and market. The framework incorporated Young and Frumkin’s conceptualization of government-nonprofit relations enhanced by three additional United Nations ocean-related frameworks, and an orientation toward the market based on empirical studies. Five key actions carried out by foundations were also considered. The study was organized around two ocean conservation policy contexts to see similarities and differences. The research focused on a total of eleven foundation case studies, drawing on data from publicly available documents, grant databases, the observation of public events, and sixteen semi-structured on-line video interviews of experts, foundation, government, and NGO representatives. The study supports the theoretical model demonstrating that foundations generally complemented government activity underway and took adversarial stances at specific decision-making junctures. Foundations were attentive to international frameworks that intersected with their issue area and approach. The study challenges the model due to the difficulty in differentiating the supplemental and complementary positioning. Governance architecture and interlocking policy fields kept foundations from driving the agenda. Primary actions were funding and deploying a variety of non-financial assets. No high-risk funding linked to markets was detected and sustainable market solutions coupled with regulation were favored approaches. Risk mitigation was a primary concern prompting questions around foundation innovation. This research points to factors hindering foundations to take on a key role in governance and the evolving dimensions of the market prompting further research on foundation activity in the multi-national arena. It provides scholars and practitioners insights into theoretical and practical implications for foundations working in complex, politically tense contexts.
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    Leadership as Advocacy: Transformational Leadership in Action
    (Office of the Vice Chancellor for Research, 2010-04-09) McGuire, Lisa; Murphy-Nugen, Amy; George, Kathy; Howes, Pat
    This poster presents findings from a case study of a partnership between the IU School of Social Work and the Indiana Department of Child Services (DCS), focusing on leadership as a form of administrative advocacy. Key findings from key informant interviews and focus groups will demonstrate how current and former MSW students have utilized transformational leadership in their administrative positions at DCS as the agency seeks to reform itself to achieve safety, permanence and well-being for Indiana children and families.
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    Promoting Public Health Through Community Engagement: Embracing the Journey
    (Taylor & Francis, 2016) Roberts, Theresa L.; Jumpper-Black, Carolyn J.; School of Social Work
    This case study recounts and analyzes the journey that graduate students, enrolled in an experiential, interdisciplinary health promotions course, took with a diverse, urban, Black, Midwest community. Community members, faculty, and graduate students in social work and public health were fellow travelers on this voyage into uncharted territory. A major goal of the journey was to teach students how to recognize community strengths and to facilitate the community in using those strengths. The learner’s stance is used as the guiding principle for this reflective journey that generated serendipitous benefits and challenges. The article concludes with recommendations for interdisciplinary education and curriculum development.
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    Reading the Game: Exploring Narratives in Video Games as Literary Texts
    (2018-12) Turley, Andrew C.; Musgrave, Megan; Buchenot, Andre; Marvin, Thomas
    Video games are increasingly recognized as powerful tools for learning in classrooms. However, they are widely neglected in the field of English, particularly as objects worthy of literary study. This project argues the place of video games as objects of literary study and criticism, combining the theories of Espen Aarseth, Ian Bogost, Henry Jenkins, and James Paul Gee. The author of this study presents an approach to literary criticism of video games that he names “player-generated narratives.” Through player-generated narratives, players as readers of video games create loci for interpretative strategies that lead to both decoding and critical inspection of game narratives. This project includes a case-study of the video game Undertale taught in multiple college literature classrooms over the course of a year. Results of the study show that a video game introduced as a work of literature to a classroom increases participation, actives disengaged students, and connects literary concepts across media through multimodal learning. The project concludes with a chapter discussing applications of video games as texts in literature classrooms, including addressing the practical concerns of migrating video games into an educational setting.
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    The IUPUI Comprehensive Learner Record (CLR)
    (National Institute for Learning Outcomes Assessment (NILOA), 2021-03) Daday, Jerry; Hahn, Thomas W.; Morrical, Erica
    Indiana University Purdue University Indianapolis (IUPUI) was invited to write a case study because of its strong and rich history of using numerous forms of applied and experiential learning to promote student engagement along with its ongoing Comprehensive Learner Record (CLR) work. This case study provides institutional context, an explanation of CLR creation and implementation, the framework and process for tracking student participation, and a breakdown of the current data gathered. Recommendations for next steps improving student engagement include adding a web-based tool or interface and improving communication with campus stakeholders and end-users in order to education about the utility of the CLR.