In 2010, seven proposals were submitted to the Innovations in Teaching with Technology Awards. The Academic Technology Advisory Council awarded a total of $98,615 for the following four proposals.

Development and Assessment of Strategies to Enhance Self-Regulated Learning of Anatomy through a Virtual Platform

Darren Hoffman, Department of Anatomy and Cell Biology, received $18,565 to determine how to best support and enhance self-regulated learning of anatomy through the virtual Cyber-Anatomy (CA) platform. Phase I of the project will be the development of learning modules, which will help direct students as they explore the virtual cadaver. In Phase II, we will implement CA learning modules into all our gross anatomy courses. Students in gross anatomy courses will be given access to CA learning modules for nine body regions.

Stage Manager Calling Simulator

David McGraw, Department of Theatre Arts, was awarded $25,000 to create a simulator for stage managers. In the performing arts, part of a stage manager's role is to verbally signal all lighting, sound, special effects, and stage automation sequences. On a normal theatrical production, a stage manager may verbally call 300 to 700 cues and trigger another 20 to 50 cues through a switchboard of signal lights.

It is difficult to teach students how to successfully call a show due to the production and labor costs of a live performance. It also would be dangerous to place an inexperienced student in the calling position due to the safety concerns of moving scenery and automation. So, much like the simulators that air traffic controllers use to train and to improve their focus and stamina, we would create a simulator for stage managers calling theatrical cues.

Continuation Funding for the Development and Assessment of Web-Based Student Generated Cause and Effect Diagrams

Fred Dee, Department of Pathology, was awarded $30,000 to continue funding for new enhancements to the software which will further improve the educational design and outcomes. The previous award centered on positively impacting students' understanding of cause and effect relationships in science. We aimed to accomplish this goal by creating, and extensively implementing and evaluating a novel computer-assisted scenario-based pathway diagramming instrument.

Integrated 3D Curriculum for Engineering and Human Modeling

Tim Marler, College of Engineering, received $25,050 to leverage the success at Virtual Soldier Research (VSR) program, coordinating collaboration between the Mechanical and Industrial, Computer Science, and Civil Engineering Departments and formalizing a computational human modeling course. Teaching the fundamentals of human modeling can be challenging as a result of the complexities of optimization, computer science, programming, 3D robotics, and interface design. These complexities are compounded in the context of the VSR program, where steep learning curves must be overcome quickly in order to respond to practical deliverables for funding partners.