Digital Teaching Repository

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https://hdl.handle.net/1805/22346
The Digital Teaching Repository is a peer-reviewed, online archive of instructional materials created by educators at IUPUI, IUPUC, and IU Fort Wayne.

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Now showing 1 - 10 of 14
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    Alternative Delivery - Designing an Intensive Undergraduate Course
    (Indiana University, 2020-08) Donahue, Kim
    Creating a course to be delivered in a one week intensive is a creative approach to teaching undergraduate students. The format creates a favorable opportunity for students, instructors and administration. This article delves into the advantages and concerns of the format as well as discussing best practices for designing and implementing the course.
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    Assessing the Process of Team-Based Projects to Promote Quality Contribution and Equitable Assessment
    (Indiana University, 2024-03-08) Zhu, Liugen
    This article explores the development and implementation of a multifaceted evaluation approach aimed at assessing both the product and process aspects of team-based projects. Specifically, it delves into the practice of utilizing peer evaluation to evaluate the intricate process dynamics within team-based projects. In support of this methodology, this article references relevant literature and theories to underscore the importance of assessing the process and advocating for equitable assessment practices. The article includes the peer evaluation form, an informative FAQ page, a group discussion assignment, and a hypothetical example illustrating the grading process.
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    Assignment: Learning the Scientific Method by Analyzing Study Skills Research
    (Indiana University, 2021-07) Hass-Jacobus, Barbara
    In this activity, which is typically completed during the second week of the semester, students read and analyze the data presented in a one-page newsletter article describing cognitive psychology research on study methods presented in an education workshop at an American Society of Plant Biologists annual meeting. Students practice identifying parts of the scientific method within the study's design and analyze the data presented to determine which study methods were shown to be most effective. They also answer questions designed to have them think about those conclusions in the context of the course. After a class discussion, students are broken into groups and asked to reflect on their study habits in light of this research and develop a study plan for the semester incorporating what they've learned from the research study's conclusions.
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    Choose Your Own Learning Adventure: A New Approach to Modules
    (Indiana University, 2022-01-26) Scherzinger, Lamia
    The Modules tab on Canvas is a great way to organize your course, providing your students with a way to navigate the course and separate the lecture topics. Being able to list my students' weekly to dos, including the chapter's lecture via PowerPoint, was an easy to way to provide the course information to my asynchronous online courses. However, I began to feel limited in this approach, bothered by only relaying the information via a PowerPoint lecture with some words and my voice. Thus, I have created a second approach to this fall's materials: A choose your own learning adventure approach to the Canvas modules.
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    Course Organization Using a Central Framework
    (Indiana University, 2022-11-07) Cagnet, Danny
    Helping students develop deeper understanding, recognize patterns, and think critically is at the heart of what we do as instructors. In short, we can help organize our courses using a simple model or framework. With the use of repetition, we can improve learning and memory. I build my courses around a model and consistently draw students back to the model as we make connections and add new concepts. The model helps students connect to the current business reality and social context to create interest. The model/framework also focuses the interest on practical applications that move beyond knowledge acquisition.
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    Critical Reflective Practices: Social Inventory
    (Indiana University, 2022-12) Joslin, A'ame
    This activity is designed for students who are seeking to become elementary school teachers and will be teaching in diverse communities, often very different from their own experiences as students. This is an activity to use for developing critical reflective practices engaging in discussions about diversity, inclusion, identity and social justice. This is a self-reflective activity designed to increase the learner’s awareness of their own perspectives and to encourage them to seek out and include the perspectives of others into their social world.
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    Developing the Kelley School of Business Indianapolis Academic Fairness Committee Manual
    (Indiana University, 2020-11) Clemons, Michelle L.; Malatestinic, Elizabeth L.; McDonald, Jane A.; Nemeth, Melissa K.
    The Kelley School of Business Indianapolis Academic Fairness Committee has created a manual to organize our documentation for the committee, and has included sample materials used for misconduct and grade appeals. The manual brings together our committee charge, best practices from both industry experience, and academic hearing procedures and policies.
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    Discussion: Your IUPUI+ Profile
    (Indiana University, 2020-03) Towers, George
    "Discussion: Your IUPUI+ Profile" is designed to be the first discussion of the semester in an online class. It would also be suitable for a face-to-class class. This discussion serves the following purposes: 1. It is an "icebreaker" that causes the students to get to know each other. 2. It familiarizes the students with the IUPUI+ Learning Profiles in a personal way. For example, the initial post requires students to personally identify with one of the profiles. 3. The initial post and the feedback post require students to reflect on their responsibilities in the learning process. In other words, by participating in the discussion, many students take ownership of their learning. 4. The feedback post requires students to self-critically assess their approach to learning. For example, many students report that they would like to be more of a "Communicator."
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    An Examination of an Effective Peer Evaluation Process
    (Indiana University, 2020-05) Donahue, Kim; Ippolito, Mark
    This student, peer evaluation process for mid-sized groups was developed to allow for assessment of individual performance in a high-stakes, team project. The objective is to ensure, as much as possible, the grades being assigned are being earned.
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    Improving Student Learning with an Early Self-Reflection and Assessment
    (Indiana University, 2023-04) Zhu, Liugen
    Instructors often set expectations and explain what students need to do to succeed in their courses. Students achieve success by developing and applying effective study habits. This self-reflection and assessment survey contains ten true/false questions. These questions show students the correct study habits that will lead to improved learning and good grades. These questions help students predict their performance level because performance is tied to the amount of learning. Students complete the activity in the fourth or fifth week of a semester. This activity allows students to reflect on their study habits in the first few weeks and find ways to improve their learning and performance for the rest of the course.