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Item The Case for Integrating ePortfolio Pedagogy Into Nonprofit and Philanthropic Studies(2020) McKinley Freeman, Tyrone; Lilly Family School of PhilanthropyRecently named a high-impact practice in undergraduate education, electronic portfolios (ePortfolios) are student-created, web-based presentations of student learning and development designed for a particular audience. The ePortfolio pedagogy, as a prominent teaching method used at more than half of all U.S. colleges and universities, is particularly well-suited for the field of nonprofit and philanthropic studies (NPS) but has not yet been widely adopted. Engaging students in the process of creating ePortfolios produces numerous educational benefits that speak directly to NPS’s aspirations for its students as they graduate into their careers and lives as active citizens and for itself as an emerging field continuing to establish its authority within the Academy and its credibility with a public that struggles to understand what NPS is, what it does, and why it is needed. This essay explores the potential of the ePortfolio as a signature pedagogy for NPS. After examining what ePortfolios and ePortfolio pedagogy are, I argue that the strengths of ePortfolios are well-balanced and address key goals and particular considerations unique to NPS as an emerging and interdisciplinary field of inquiry in the 21st century. Following this, I review major issues and possibilities in adapting ePortfolios to support effective teaching and learning at different scales within undergraduate NPS. Finally, I offer professional development resources that help NPS instructors and program administrators initiate or advance their use of the pedagogy, and further encourage broader adoption across the field.Item A Case Study in ePortfolio Implementation: A Department-Wide Perspective(2019) Fallowfield, Stephen M.; Urtel, Mark; Swinford, Rachel; Angermeier, Lisa; Plopper, Allison S.; Kinesiology, School of Health and Human SciencesThis case study documents the trials and tribulations over a 3-year span of one academic department in implementing the ePortfolio as a high-impact practice to its undergraduate students. Failures and successes will be introduced with the resulting lessons learned applied to our current efforts. Pivotal instances that allowed the project partners to gain clarity about the design and implementation of an ePortfolio will be expressed to better understand our journey. The root of our collaborative efforts was based on the product versus process conversation around ePortfolios. Once our mindset shifted, we were able to embrace a more student-centered process ePortfolio that is threaded throughout our curriculum and not sporadically addressed as an add-on assignment.Item Crafting an Innovative Model for Developing an Online Data Curriculum(2021-09) Murillo, Angela P.This poster presents the preliminary findings and observations of developing the undergraduate Applied Data and Information Science (ADIS) Bachelor of Science program. The ADIS program incorporates competencies and skillsets from Library and Information Science and Data Science and is an interdisciplinary collaboration between an LIS Department and a Human-Centered Computing department. The LIS courses in this program are online asynchronous courses. This poster presents the preliminary findings and observations regarding program development, curriculum development, course development, and online course delivery to undergraduates. This poster will present the LIS and data science models and frameworks that were utilized to develop the program learning outcomes from the program development perspective. This poster will discuss the specific LIS and data science competencies embedded into the curriculum from the curriculum development perspective. This poster will present examples of how specific data skill sets and competencies are incorporated into the course from the course development perspective. Lastly, this course will discuss best practices for delivering hands-on data-related curriculum to undergraduates in an online environment from an online course delivery perspective. Although this poster focuses on undergraduate program development, similar models can be used for the creation of masters-level data-related program development, as well as the lessons learned from the delivery of online asynchronous hands-on data-related courses. Strategic partnerships, data-related curriculum, and online course delivery are highly relevant for all levels of current and future LIS education and program development.Item The Development of an Undergraduate Data Curriculum: A Model for Maximizing Curricular Partnerships and Opportunities(Springer, 2018) Murillo, Angela P.; Jones, Kyle M. L.; Library and Information Science, School of Informatics and ComputingThe article provides the motivations and foundations for creating an interdisciplinary program between a Library and Information Science department and a Human-Centered Computing department. The program focuses on data studies and data science concepts, issues, and skill sets. In the paper, we analyze trends in Library and Information Science curricula, the emergence of data-related Library and Information Science curricula, and interdisciplinary data-related curricula. Then, we describe the development of the undergraduate data curriculum and provide the institutional context; discuss collaboration and resource optimization; provide justifications and workforce alignment; and detail the minor, major, and graduate opportunities. Finally, we argue that the proposed program holds the potential to model interdisciplinary, holistic data-centered curriculum development by complimenting Library and Information Science traditions (e.g., information organization, access, and ethics) with scholarly work in data science, specifically data visualization and analytics. There is a significant opportunity for Library and Information Science to add value to data science and analytics curricula, and vice versa.Item Investigating Student Perceptions of a Dissection‐Based Undergraduate Gross Anatomy Course Using Q Methodology(Wiley, 2019) Byram, Jessica N.; Organ, Jason M.; Yard, Michael; Schmalz, Naomi A.; Anatomy and Cell Biology, IU School of MedicineThe demand for upper‐level undergraduate dissection‐based anatomy courses is growing, as professional programs require more advanced anatomy training prior to matriculation. To address this need, Indiana University School of Medicine (IUSM) partnered with Indiana University‐Purdue University Indianapolis—a large, urban, life science‐focused campus nearby to IUSM—to offer an undergraduate, dissection‐based course in regional gross anatomy. Because this is a new course, a deeper post‐course evaluation of student perceptions was conducted using Q methodology. In this study, Q methodology was used to evaluate student views of the overall course structure, pre‐laboratory materials and activities, assessments, and quality of instruction. Of the 15 students in the spring semester 2018 cohort, 80% (n = 12) participated in the evaluation, and 10 of those students followed up with written explanations for their rationale in selecting the four statements with which they most strongly agreed and disagreed. The Q methodology sorted the students into one of three statistically significant groups: Motivated Dissectors (n = 6), Traditional Students (n = 3), and Inspired Learners (n = 3). Motivated Dissectors and Inspired Learners felt strongly that the course did not encourage self‐directed learning and that the pre‐laboratory materials were not adequate to prepare them for quizzes. Traditional Students, however, disagreed, having a favorable opinion of the pre‐laboratory materials, even though this group felt most strongly that the amount of material covered in the course was overwhelming. This study demonstrates the utility of Q methodology to evaluate courses to elucidate student perspectives and inform future course modifications.Item Promoting metacognition in an allied health anatomy course(Wiley, 2023-05) Cale, Andrew S.; Hoffman, Leslie A.; McNulty, Margaret A.; Anatomy, Cell Biology and Physiology, School of MedicineMetacognition, the ability to self-regulate one's learning and performance, has been shown to improve student outcomes. Anatomy is recognized as one of the toughest courses in allied health curricula, and students could benefit from metacognitive activities. The purpose of this study was to explore the changes in metacognition of allied health students in an anatomy course and identify which groups need support with this skill. First-year physician assistant (MPAS), physical therapy (DPT), and occupational therapy (OTD) students (n = 129) were invited to participate. At the beginning and end of the course, students completed a questionnaire including the metacognitive awareness inventory (MAI) that assesses metacognition. Students were also asked to reflect on their examination performances using a modified Likert scale and participated in reflective discussion boards to encourage development of metacognitive skills, which were thematically analyzed. Paired metacognition scores had increased significantly by the end of the course. However, middle-performers anticipated high grades and were less satisfied with their grade, indicating a disconnect in their metacognition compared to high- and low-performers. Students' receptiveness to modifying study strategies to improve performance declined throughout the course; by mid-way through, they relied more on existing strategies. Increasing time constraints were frequently cited as a major factor when considering study strategies and modification of such strategies. To maximize the effectiveness of metacognitive activities, they should be positioned early in the course when students are most receptive. In addition, middle performers may benefit from additional support to improve metacognition.Item Using the IUPUI Capstone Taxonomy to Design High‐Impact‐Practice Capstone Experiences for Graduating Students(Wiley, 2020-07) McKinley Freeman, Tyrone; Pierce, David; Zoeller, Aimee; Lilly Family School of Philanthropy