Overcoming the “Conquer and Divide” Mindset: Using Clips to Build Collaboration Skills

Linda M. Dunn-Jensen
Prabha Chandrasekar
San José State University

Bus16 – Introduction to Leadership/Innovation: 1st year experience course for business students. There are a 120 students in a course section. This project covers 2 sections. Students learn about leadership and innovation through working in teams, applying their leadership skills during a leadership rotation, and participate in a semester long innovation project using Design Thinking. The aim of the course is to develop skills in teamwork, leadership, creativity, and collaboration. Using iPads, we have implemented Clips. Clips allows for assignments to be structured with both a team and individual component which creates an opportunity for students to build collaboration skills.

Interactive Display Technology and Teaching Scholarly Writing

Karin Jeffery
Emily Wughalter
Bethany Winslow
San José State University

Emily Wughalter and Karin Jeffery (faculty) from the Department of Kinesiology collaborated with Bethany Winslow (eCampus instructional designer) to develop effective, ongoing strategies for improving students’ scholarly writing while integrating interactive display and mirroring technology. The currently targeted Kinesiology courses are Motor Learning, a required undergraduate major course, and Diversity, Stress, and Health, an SJSU Studies (upper division general education) course that is cross-listed with Health Sciences. Both courses are classroom courses.

Integrating Lego® Simulations in Operations Management Classes

Jennifer Redd
Yingjie Liu
San José State University

The goal of this project was to develop and implement Lego®-based simulations in operations management classes to enhance students’ learning experience. Two simulations were designed and conducted for BUS 282 Essentials of Operations Management in the spring semester, 2017.

The materials required for the two simulations are printed color handouts and Lego bricks with different colors and shapes. The first simulation, “furniture manufacturing”, is a Lego version of the “house-building game”. The second simulation is a variation of the famous “beergame” (or beer distribution game) in operations management.

Resources:
Beergame Introduction

Growing a Healthcare Workforce through Virtual Reality: Simulation Training and Flipped Classrooms

Bryan Dang
Jeland Palicte
Minh Tran
San José State University

SJSU School of Nursing used a virtual reality(VR) camera to live-stream simulation scenarios from the clinical simulation lab online, through a secured connection, to remote viewers. Think of Google Maps’ Streetview in the hospital among robotic patients, pumps, monitors, and simulation participants caught in the throes of a realistic clinical emergency simulation. This is effectively, live VR Telepresence learning.

Resources:
Research Case Study + Review of Flipped/Active Learning
Website
90-sec Syminar Demo

Go OER… The New Mantra!

Marilyn Easter
Bobbi Makani
San José State University

Open Education Resources (OER), was used for the first time as primary course materials in an online Principles of Marketing course. Three OER eBooks and other eMaterials were selected for the content delivery. The reading materials were organized in a logical manner in the Learning Management system. The most essential chapters were selected from these OER textbooks, which were available to students for free. The instructor added her lecture videos and students experienced the same quality materials provided by publishers. It allows for lifelong learning as they could come back and view the course materials any time as needed.

Building Communication Skills and Relationships Using Adobe Spark

Debra Caires
Isadora McCullough
Andrea Ulloa
San José State University

The purpose of our digital portfolio is to reinforce digital skills and digital fluency among students by inserting industry related assignments throughout the curriculum, one being digital demonstrations and presentations. Our course requires that students identify a specific skill-set they seek to improve, learn, or develop during the semester and plot out their professional portfolio, which most scientists and engineers are lacking. By using Adobe Spark tools within the classroom and online, we simulate industry requirements, enhance technical skills, and incorporate best practices for digital communication.

AR/VR in Science Education

Resa Kelly
Yingjie Liu
San José State University

Our VR science project aims to prepare future science teacher to be technology innovators in their classrooms and create new learning opportunities to enhance student success with virtual reality. The teacher candidates will explore virtual reality apps on iPad along with HTC Vive to interact with interactive 3D science models in a direct and engaging way. They will be able to create, publish and share interactive presentations and e-books with VR content creator for their lessons. Incorporating iPad and VR equipment in the science education course creates new opportunities for teacher candidates making new connections to the science concept and encourages students to ask more questions and take charge of their learning.

A Novel Stay/Add policy to Decrease DFW rates

David W. Parent
San José State University

Students were made to earn at least 90% on eight automatically graded (using MyOpenMath) online homework assignments to either remain enrolled (stay) or get permission to enroll (add) in a blended-instruction introduction to circuit analysis class. While this stay/add policy has caused some controversy, it was the only effective treatment to decrease the DFW rate (percentage of students who earn a D, F, unauthorized withdrawal or authorized withdrawal in one section of a course) in the regular semester offerings of the course. The DFW rate before this treatment was typically around 35% and as high as 53%. The DFW rate dropped to 17% for the same instructor after the gateway assignment policy was implemented. The DFW rate remained lower (19% and 26%) even when new (no prior teaching experience), part time faculty taught the class with the same materials, and stay/add policy. While other treatments that were tried such as making the class activities more realistic, flipped classroom, I-clickers, changing the pre-requisite from D- to C for the pre-requisite physics course, enforcing the differential equation co/pre-requisite, and switching the flow of the course to “impedance first”, did not decrease the DFW rate, they did lead to increased student learning.