In the fall of 2018, 15 proposals were submitted to the Innovations in Teaching with Technology Awards. The Academic Technology Advisory Council awarded a total of $99,891 for the following seven proposals.

Virtual Reality in Law and Ethics Online Teaching

Andrew Hosamanek, Department of Management and Organizations, received $5,208. There is a plethora of research arguing for different methods of online teaching to address the lack of student engagement.

Expanding the use of Virtual Reality by creating more compelling content and presenting it in an immersive manner increases student success and engagement in online business law and ethics courses by reducing distractions and increasing enthusiasm for the course material.

Enhancing caries management education using a 3D printed model

Erica Teixeira, Department of Operative Dentistry, received $28,520. Preclinical or simulation courses constitute a large portion of the dental curriculum before students are introduced to patient care.  The evaluation of student preclinical performance of operative procedures needs clinically accurate simulations in order to assess objectively.

Using digital technology, digital imaging, and 3D printing, this project creations and developments a novel prototype that is a realistic representation of the caries process according to various stages of the disease progression- from initial, moderate to extensive lesions, simulating the texture and feel of the affected tooth structure.

An IoT learning laboratory for engineering student education in Industry 4.0

Shaoping Xiao, Department of Mechanical Engineering, received $10,691. The technology, manufacturing system, hardware, software, and data analysis processes that underlie Industry 4.0 are infinitely complex, and the industrial Internet of Things (IoT) is the key building block.

The proposed IoT learning laboratory will provide students with an understanding of how to control and manage a complete production system by accessing production data and analysis via the internet on smart phones, tablets, or PCs.

Guided Tinkering part 2

Geb Thomas, Department of Industrial and Systems Engineering received $25,000. The overarching aim of this phase is to integrate automated and meaningful formative feedback to open-response questions about SQL- related problems into a gamified learning system. 

Our guided tinkering approach will use a gamified interface to structure, support, and scaffold students’ problem-based learning activities around relational databases. This interface uses just-in-time feedback to authentic problem scenarios, among other elements, to complement and support other ‘sandbox’ learning activities while promoting tinkering with responsive feedback.

History of Technology Laboratory

Jenna Supp-Montgomerie, Department of Communication Studies, received $4,500. In general terms, students have the unique challenge of tremendous exposure to contemporary media technology and little or no exposure to obsolete media technology.

The History of Technology Lab (HOTLab) is a space in which students, faculty, and researchers across the University can play and create with old media.

Engaging Nursing Students in Gerontology Utilizing Virtual Reality in the Classroom

Shalome Tonelli, College of Nursing, received $14,472. While students are currently learning about changes that occur as people age, it can be difficult for undergraduate college student to understand the experience of aging and develop empathy for patients who are older and have health impairments.

The purpose of this project is to engage students in learning about the experience of older adults by utilizing a first- person Virtual Reality (VR) training experience so students can demonstrate knowledge of psycho- physiologic changes and stressors affecting the health of older adults.

The use of biomedical engineering to enhance realism in neonatal simulation based medical education

Tim Elgin, Department of Pediatrics, received $11,500. The importance of training students to effectively resuscitate newborn infants and provide lifesaving procedures cannot be overstated, and simulation can help bridge the learning gap that new time constraints have, in part, created.

By creating and fostering collaboration between pediatrics and the undergraduate biomedical engineering program a dynamic relationship can be formed between clinical problems and engineering solutions.

Devising and then incorporating improved, realistic simulation materials will allow our medical learners to master procedures outside of the stress of the ICU and improve their skills and confidence when they are called upon to perform them on a real infant.