Below is a list of projects funded through the Tech Fund:
Rebooting the Earlham College Study Abroad Program à la française Aletha Stahl and Neal Baker, Earlham College Project explores the potential of synchronous digital communication and free Web 2.0 software for the Earlham College off-campus program in France during fall semester 2009. Where many voices throughout higher education view technology as a barrier to experiential immersion, we see an opportunity to project study abroad into the Earlham classroom. Instead of banning student use of computers and Internet in France, we will embed technology-based assignments into our "French Language and Society" course. For example, students in France will use Google video chat to converse en français with "Advanced Conversation" peers on campus in Indiana. Similarly, they will employ video cameras and blogs to produce French-language materials for students enrolled in the "Literature and Revolution" and "Intermediate French" courses that take place simultaneously at Earlham. Clickers Across Disciplines Kelley Griffith, Marian University Clicker software will be installed in six classrooms on the Marian College campus. "Clickers" or interactive response systems (IRS) are one of many emerging technologies that are affecting higher education. Class sizes in these rooms range from 35 to 125 students and impact a variety of disciplines: humanities, nursing, sociology, psychology, business, history, global studies, and education. Faculty will be trained in clicker technology. Faculty and staff will learn how to use student response systems to actively engage students and facilitate studentlearning. Initially, nursing and social science faculty will be supported as they redesign their courses and integrate IRS-based learning activities. The impact of these activities on teaching and learning will be assessed and “best practices” will be distilled and shared with other faculty. The project will also create a faculty development program to introduce instructors to interactive response systems and how to use them effectively. One of the outcomes of the project will be an Interactive Response System Web site for faculty and academic support staff which will include the best practices, resources on interactive response systems, and samples of faculty development projects integrating IRS into courses Integrating Geographical Information Systems into Civil Engineering Education Timothy J. Murphy, P.E., Trine University In civil engineering, some of the most powerful tools to emerge over the last several decades are programs known collectively as Geographical Information Systems (GIS), which are integrated software programs that link database management systems with spatial coordinate systems. GIS is now widely used by local, regional, state, federal and international agencies to collect, maintain, and provide access to spatially-varied data. GIS programs allow engineers to access and analyze the spatially-varied data, and to present their designs in easy-to-understand maps and figures. At Trine University, the Reiners Department of Civil and Environmental Engineering currently cannot integrate these important engineering tools into the curriculum because it lacks the necessary GIS software. The graduates of this department are well-prepared to understand the engineering challenges they will face in their careers, but they don’t have an understanding of some of the GIS tools that are currently being used to address these challenges. This proposal requests $2,600 in order to purchase a software license that includes one instructor copy and 25 computer-lab copies of ESRI’s ArcView software. With this software, learning objectives for several classes will be adapted, and graduating students will be better prepared to enter their careers as working engineers. Dr. Joi Patterson, Calumet College of Saint Joseph Calumet College of St. Joseph proposes to acquire a high-resolution digital presenter to prepare approximately 200 teacher candidates annually to utilize images effectively in their classroom teaching. The digital presenter, part of CCSJ's technology plan, is compatible with existing hardware and software platforms. It will make a substantial contribution to helping students meet the National Council for Accreditation of Teacher Education's Professional Standard 1: Candidate Knowledge, Skills, and Dispositions. Dr. Tim Reed, Manchester College Provide music students with the opportunity to craft creative projects from start to finish with a high level of quality and flexibility using industry standard digital audio recording and editing system, microphones, and direct to disc CD label printer. Such a system will help deepen student learning and understanding, while better preparing them for graduate school and employment applications in the field of music. Dr. Daniel Gurnon, DePauw University Chemistry: Projection of computer generated images in true 3D to a full classroom. This technology greatly facilitates teaching the critical skill of 3D thinking to students of organic, inorganic and biological chemistry. The ability to display exciting 3D images provides the opportunity to capture the interest of students by making the material come alive to non-majors and the younger outreach groups we regularly serve. This system also has excellent potential for use in other scientific disciplines, notably in biology and in geosciences. (Award: $4,000) Dr. James Spinazzola, University of Indianapolis Music: This project is a joint submission of the ensemble directors at the University of Indianapolis who will begin recording the rehearsals of instrumental and choral ensembles. By playing these recordings for the students throughout the rehearsal process, they will be able to guide their listening and augment instruction with aural feedback. (Award: $1,000) Dr. Philip Powell, Valparaiso University Communications: Funds to provide students with software for editing digital video and audio providing students with greater opportunities to get hands on experience for course work and portfolio development. (Award: $1,500) Dr. Matthew Vosmeier, Hanover College History: funds help provide their own dedicated video and audio project cart for better integration of media into course lectures. (Award: $1,500) Dr. Mary Frohne, Holy Cross College Physics: Funds allowed the department to purchase sound and wave generation equipment to allow for effective demonstration of principles of sound and wave phenomenon in Holy Cross physics of sound courses. (Award: $1,500)