Browsing by Subject "instruction"

Now showing 1 - 5 of 5
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    Curriculum mapping: Creating options for integrating DIL into a degree program
    (2017-04-19) Macy, Katharine V.; Coates, Heather L.
    Students in undergraduate and graduate programs need to develop data information literacy (DIL) in order to be successful in their personal and professional lives. However, finding space for new content in curricula that are already full presents a challenge. Curriculum mapping can reveal where DIL naturally complements existing learning objectives and assist in identifying potential gaps. The process of mapping DIL competencies to a curriculum provides librarians with a deeper understanding of a discipline through detailed analysis of how existing course assignments may be adapted to incorporate elements of DIL. A curriculum map can also facilitate better communication between librarians and faculty as they determine the best strategy for integrating instruction. The panelists will discuss how they have used curriculum mapping within an undergraduate business program and a master of public health program to develop integration strategies, foster communication with faculty, and devise relevant disciplinary examples that resonate with students’ personal and professional lives. Presentation presented as part of the Curricular Challenges and Data Information Literacy panel at RDAP17.
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    Data information literacy instruction in Business and Public Health: Comparative case studies
    (Sage Journals, 2016-10-27) Macy, Katharine V.; Coates, Heather L.
    Employers need a workforce capable of using data to create actionable information. This requires students to develop data information literacy competencies that enable them to navigate and create meaning in an increasingly complex information world. This article examines why data information literacy should be integrated into program curricula, specifically in the instances of business and public health, and offers strategies for how it can be accomplished. We approach this as a comparative case study within undergraduate business and master of public health programs at Indiana University-Purdue University Indianapolis. These case studies reveal several implications for practice that apply across social and health sciences programs.
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    New Modes of Instructions for Electrical Engineering Course Offered to Non- Electrical Engineering Majors
    (American Society for Engineering Education, 2016-06) Shayesteh, Seemein; Rizkalla, Maher E.; Department of Engineering Technology, School of Engineering and Technology
    An issue of “too abstract and not too visible” ECE content materials was often cited by non electrical engineering majors when pursuing an electrical engineering course. Close scrutiny to the issues suggests that new modes of instructions are to be pursued in order to meet students’ satisfaction and successful delivery of the course. The ECE20400 “Electrical and Electronics Circuits”, a required course for the mechanical engineering program, has been offered for near 10 years in the department of Electrical and Computer Engineering at our school with the traditional text book format, covering linear circuits and digital electronics with a lab that is integrated with the course materials. Feedback from ME students throughout the years, has led to the new approach covered in this paper. New modes of instructions using mechanical/electrical system analogy, attached learning with real engineering applications to each section of the course, and project based portfolio with students’ engagement in multidisciplinary teams. In the latter, designated assignments to group individuals has led to positive impact on the course. In this paper, we are providing the new approach on the modified course in recent offering at our campus. Feedback from summer 2105 in addition to fall 2015 will be incorporated to the outcomes of the new development. With the advancement of integrated electrical systems from sub-micron integrated circuit technology to high frequency Wi-Fi wireless applications and as global market competition demands systems with enhanced functionalities and yet - lower cost, lighter weight and smaller size - the role of mechanical engineers in a multidisciplinary team in the workplace is highly critical in the success of the system design and performance. The non-electrical disciplines such as manufacturing, packaging, board layout, wire bonding, heat transfer, etc. have a profound impact on an electrical design. It is critical that non-EE team members know the basic electronics. To boost students’ interest, this message is conveyed to a mostly mechanical engineering student population in this required introductory analog / digital course. In addition, peer led teams from class present effective analogies to observe the connection of electrical engineering concepts to mechanical engineering equivalence. These, in addition to circuit simulation and hands-on laboratory experiments, encourage creative thinking, teamwork and active class participation, in an effort to prepare students in the global work force. Students’ feedback from summer 2015 supported much of the new modes detailed in this paper.
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    Training researchers how to manage data to produce better results, enable reuse, and provide for long-term access
    (2016-04-15) Coates, Heather L.
    The existing academic research workforce is ill equipped to manage research data using increasingly complex computing technologies available to them. Despite the availability of ever more powerful desktops, mobile technologies, and high performance cloud computing and storage, universities are failing to provide graduate students with adequate data management skills for research in academia or industry. The challenge for mid- and late-career faculty is even greater, given that it is much more difficult to change established research practices in the midst of ongoing projects. This skills gap puts at risk billions of research dollars, the integrity of vast quantities of research data, and the quality of life for millions of people. Providing faculty and students with the skills they need to collect, manage, and share their data effectively is a challenge many academic libraries are taking on. Though libraries may provide some technological solutions, our most valuable contributions lay in expertise and trust. We have the resources to fill this skills gap using our information management expertise, teaching skills, knowledge of the scholarly ecosystem, ability to facilitate conversation across departmental and disciplinary boundaries, and a uniquely holistic understanding of the scholarly record. At IUPUI, data management training is the foundation of our data services. This perspective is informed by the recognition that many graduate programs are not sufficiently preparing students to manage research data in this digital age. Before we can expect academic researchers to share, preserve, and curate their data, they must understand the value and importance of data management. This chapter will describe our initial foray into data management training, the lessons learned, and the next phase of our educational efforts. In developing the program, we drew upon best practices in instructional design and information literacy, literature on the lab experience in science, and data management expertise from various research communities. Focusing on teaching practical techniques for responsible data management, we use the data management plan as a tool for teaching as well as for research. The initial training offered at IUPUI has reached a diverse audience, many of whom were not identified as stakeholders when developing the curriculum. Development of the lab, assessment results, and modifications made to subsequent iterations will be described as a working example of an evolving data literacy program.
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    Using Competitive Intelligence Instruction to Develop Practice-Ready Legal Professionals
    (2015-12-14) Lemmer, Catherine A.
    Competitive intelligence is the identification and use of internal and external information to inform business decisions. Integrating competitive intelligence instruction into the law school curriculum is another option to use when preparing “practice-ready” legal professionals. First, it broadens the curriculum experience beyond the courtroom with its introduction of basic corporate, regulatory, and transactional documents, and second, introduces students to the critical decision-making and business-development skills lawyers use to identify, investigate, and develop business leads necessary for a financially viable legal practice.