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Faculty Innovation Grant Abstracts


2011-2012 Academic Year


Dr. Kelly Shea, Department of English
The Seton Hall University Writing Center in Second Life
In order to increase Seton Hall's presence in Second Life and to provide an asynchronous on-line tutoring experience to augment our email-based On-Line Writing Lab (OWL), I propose setting up a Writing Center on the SHU Second Life Island.  This SL On-line Writing Center (SLOWC) could be used by Seton Hall’s tutors and on-line students as well as others for whom attendance at the in-person Center is difficult.  There have been several universities (such as Michigan State University, San Antonio College, and Bowling Green State University, among others) that have set up Writing Centers in Second Life, so there are examples and models to research.  In the future, this project could also reach into other tutoring areas as well as into classrooms, both in the Writing Center tutor training class and in the Literature and Nature class that I teach every two years.  In that class, I would be interested in using the SLOWC as well as the Salt Marsh that is already set up on Seton Hall’s Second Life island.

Dr. Lauren McFadden, Department of Ed. Studies
Bridging Theory and Practice: Utilizing iPad 2s to Enhance Instruction and Engage Students
Poised as equipped with “incredibly responsive multi-touch screen(s),” iPads are said to be “expanding the learning experience both inside and outside the classroom.” In my FIG grant, I am hoping to bridge the gap between theory and practice by introducing students in my CPSY1002 courses in the Spring of 2012 to the iPad 2 and various available apps throughout the semester as well as equipping two senior student teachers, students enrolled in EDST4001 in the fall of 2011, with iPad 2s to utilize in their classrooms with their students and as part of their Teacher Work Sample. The primary focus will be the sharing of practical and innovative uses as well as the students’ experiences with available apps for both general and special education students from K-12.

Dr. Jamesetta A. Halley-Boyce, College of Nursing
Dr. Anne Hewitt, Department of Public Administration
A Virtual World Case Study for Graduate Nursing and Health Administration Students: Analyzing Hospital Patient Flow and Revenue Capture.
The clinical and didactic education of contemporary healthcare professional is an increasing challenge. With hospital revenues decreasing, therapeutic misadventures increasing and the American population aging, Seton Hall University is strategically positioned as a premier academic institution to be on the forefront of the academic response to preparing servant leaders who embrace the multicultural, diverse patient population in this new paradigm of funding sources.  A virtual Hospital open, functional and available to students and faculty will significantly enhance the quality of the total educational experience. This project brings together two of Seton Hall’s major Colleges namely, the College of Nursing and the College of Arts and Sciences fulfilling one of the mandates of the IOM Report, Future of the Nursing: Leading Change, Advancing Health by "Embedding leadership development into nursing education programs and increasing the emphasis on interdisciplinary education. "

Dr. Penina Orenstein, Department of CDS
From concept to practice - promoting the use of classroom experiments and online games for an electronic age
One approach that is becoming increasingly popular is to introduce a concept via a game that students actively play. By playing the game, the students discover the principles for themselves which ultimately leads to deeper learning.  Effectively, the student is placed in a real world situation that requires active participation and the application of concepts, allowing the principles to emerge.
 
Rather than just analyze the outcomes of selected games, the students would access the game theory portal where they could actually play out the games in an electronic environment. Since game theory includes the theory of independent as well as interdependent decision making, the portal is well suited to this mode of learning and would enable groups of students to actively participate in an online game and gain an in-depth understanding of the concepts being taught.


2008-2009 Academic Year

A call for proposals was launched in February, 2008 and 17 proposals were submitted as a result of the call for proposals. Nine proposals were selected as the 08-09 Faculty Innovation Grant award recipients.

Nathaniel Knight, Department of History
Documents in Russian History: A Wiki Redesign
This project involves a redesign of the web site Documents in Russian History which was created in 2000 and which is used by scholars and teachers around the world.  The site will be redesigned in a wiki format to allow users to contribute their own documents and supplementary materials.  To ensure the quality of contributions, an editorial board made up of prominent scholars in the field of Russian history will be created.  The editorial board will meet regularly and approve all major decisions regarding the site's structure and content.

Rosemary Skeele, College of Education
Virtual Worlds in K-12 Education
The effective infusion and the development of best practices for new and emerging technologies to support teaching and learning in the K-8 classroom is the goal of EDST3700/6307- Integrating Curriculum and Technology. Developing virtual world activities and resources for the K-8 environment using virtual worlds and a SMART Board meets our course objectives. We now have a unique opportunity to explore the potentials in the K-8 classroom through a unique collaboration with a small group of educational institutions.  The grant project will be shared with other teachers through the development of a video about the project.

Edmond Jones, Department of English
“Digital Storytelling to Illuminate Composing Processes in First-Year Writing”
Writing concepts are notoriously difficult to teach, in part because students are already familiar with the language:  revision, source citation, thesis, transitions.  Revision in high school means one thing; in college it should mean another.  Instructors can point to resources on the First-Year Writing website, but there are  currently no resources that consciously bridge the gap between current student knowledge and advanced student knowledge. That's where stories come in, more specifically digital stories, told by selected freshmen who have had a sort of conversion experience.  Ten students will create a mini-movie that will be uploaded to the First-Year Writing website to serve as a resource for 1,100 incoming freshmen in the fall of 2008.

William K. Rotthoff, School of Business
Creation of 'online text'
A collaborative text book will be created for use in Sports Finance.  Students within the course will contribute to this eBook, created using a Wiki, and this resource will be expanded upon in future classes to serve as the course textbook.

Abe Zakhem, Department of Philosophy
The Business Ethics Hub
The Business Ethics Hub will be an on-line resource for instructors who wish to develop their business curriculum to meet core ethical literacies. The site shall include such features as: pedagogical tools (e.g., video clips or power point lectures on key topics), ethics news and events, discussion boards and blogs, and a key concept encyclopedia/Wiki. It is hoped that in addition to using the Hub as a tool for business ethics and traditional business courses, the site will serve as a model to developed a more inclusive “Ethics Hub,” covering other areas such as health care and biomedical ethics, environmental ethics, ethics and computing, and media ethics, to name a few. As such, the Hub should provide a solid foundation for attracting outside funding to help facilitate a comprehensive ethics across the curriculum program and/or professional ethics institute.

Costel Constantin, Department of Physics
The Physics Judoka
Teaching introductory physics at undergraduate non-major level is of great importance because the students constitute the educated future of the country.  Physics is considered to be boring and not useful, that's why a good physics instructor has to prove otherwise; physics is fun and useful in everyday life, therefore worthwhile the endeavor.  To make physics fun, the physics involved in Judo will be explained.  A series of videos, involving real Judo equipment, will be created to explain physics principles such as torque, and center of mass.  The videos will be integrated into the PHYS1001 (Intro to Physical Science) class by discussing the videos with the students and testing their understanding of the physics by weekly quizzes.

Louise Stanton, Political Science
American Government & Politics in Real Life and in Second Life
The purpose of this project is to explore the use of online media as teaching tools in an American Government & Politics course. Students will learn American rules, governance structures, and principles through The Constitution of the United States of America and other materials.  Its principles and provisions will be explored through traditional teaching methods in real life (RL) and then examined in Second Life (SL) through cases studies in security issues.

Genevieve Zipp and Catherine Maher, Graduate Medical Education
Use of Video Based Cases as a Medium to Develop Critical Thinking Skills in Health Science Students
Healthcare practitioners face an enormous challenge in organizing, prioritizing, and planning systematic strategies for effective patient intervention. Similarly, educators often find it difficult to provide health science students with rich learning experiences that promote the development of critical thinking skills needed for effective patient care. One learning strategy that at present has not been widely used to its fullest in Physical Therapy education is “video based cases”.  The purpose of this project is to develop two video based cases for utilization in the Doctor of Physical Therapy, Management of Neuromuscular Problems Fall 2008 course.

Marian Glenn (Biology) and Beth Bloom and Martha Loesch, (University Library)  - CORE
Journeying through Digital Storytelling
Students arrive at Seton Hall University and embark on a journey of transformation in the company of many others. CORE 1101 - Journey of Transformation, a required course for all freshmen, explores the narratives of others, their struggles, achievements, hopes and passions. A text-based course, the reliance is primarily upon reading, writing, films, and class discussion to achieve its goals.  This project aims to empower students with the skills and mediums to articulate their own narratives to others through the use of digital storytelling, using video, audio and still images.  In addition to providing students with new literacy skills, concepts of rhetoric and narrative style will be explored as student learn as much about themselves as we will in their comprehension of the concepts covered in the course.

2007-2008 Academic Year

Ten proposals were selected as the 07-08 Faculty Innovation Grant award recipients.

Mary Balkun, English Department
The purpose of this project is the development of a site in Second Life, The House of The Seven Gables, which will be an interactive learning experience for the study of literary texts. Students will have access to a variety of materials that will help them develop a reading of the Hawthorne novel, including visual. audio, and text-based. The interactions will lead students to an understanding of the ways cultural and historical materials can be used in the interpretation of literature. They should then be able to apply the same methods of inquiry to other texts. The theoretical basis for this project is the work of anthropologist Clifford Geertz, whose method of cultural interpretation, known as "thick description," was influential in the development of both material cultural and new historical analyses of literary texts. In addition to a specific text, the activities and resources in the site will help students better understand general concepts useful for the study of American Gothic literature: Gothicism, Puritanism, and Romanticism, as well as literary concepts such as symbolism, narrative structure, and character development. It will also provide students with experience in a technologically advanced environment; as part of the course requirements, they will add materials they develop to the site.

Irene De Masi PT, DPT Director of Clincal Education, Kim Poulsen PT, DPT Director of Clinical Education, Jim Phillips PT, PhD, Tom Sowa PhD, Department of Physical Therapy, Department of Graduate Programs in Health Sciences, School of Graduate Medical Education
The challenge of Directors of Clinical Education, Faculty and Clinical Instructors is to promote an interactive learning environment that facilitates the adult learner experience and promotes the development of competencies necessary for entry level practice throughout the healthcare continuum. The prerequisite foundational didactic knowledge and technical skills necessary to begin clinical internship are concentrated within the first three semesters of the physical therapy program. Mastery of this knowledge and skill is necessary for advanced skill development. However application and integration of this knowledge and skill to patient and clients does not begin until the second year and subsequent years as the student progresses through more challenging clinical internships. The purpose of this pilot project is to develop a video, accessible on the web, which incorporates foundational didactic knowledge and basic skill training taught to Doctor of Physical Therapy (DPT) students within the first two years. This video would be available on the web as a podcast. By utilizing the shoulder complex this video will seek to integrate key components of coursework taught by various professors on this subject which is critical for success in the academic and clinical environments. Current videos available for student learning are predominately content specific in areas of anatomy, goniometry and manual muscle testing. In addition they do not address common conditions seen in the clinic nor serve as a tool to enhance CI/student discussion and learning in the clinical environment. This video would seek to integrate the didactic and skill based techniques taught across the first three semesters and serve as a learning tool to both compliment the initial learning phase, as well as serve, as a resource tool for students during concurrent and future clinical practica and internships. The video can be downloaded onto an I Pod and available to the student throughout their learning. If successful this video can serve as the template for future content areas that would enhance the student's learning experience. Case based learning will be coupled to the video to promote interactive learning within both the academic and clinical settings and facilitate clinical skill judgment and clinical reasoning which is critical for professional development. Lastly this video can be incorporated across disciplines into other SGME programs for their entry level health professional students' learning needs.

Matthew Hale, Graduate Department of Public and Healthcare Administration
I am proposing to train Seton Hall students how to use a computer design program known as Sketch-Up. This free program, created by Google, allows users to graphically design virtually any structure from the ground up. Once students are trained on how to use the software, they will be partnered with a local community development agency and serve as technical assistants in a grassroots neighborhood redesign project. If accepted, I will use the $750 for project related expenses to pay for two graduate students to attend a seminar this summer offered by Google on the Sketch-Up program. These students will then become trainers of other students. The students will come from two courses that I teach at Seton Hall. The first is PSMA 7122NA, a graduate course in the Department of Public and Health care Administration, called Strategic Management and Governance. The second is POLS 2120 AA, an undergraduate political science course, called Philanthropy, Voluntarism and the Nonprofit Sector.

Juergen Heinrichs, Department of Art and Music
This project seeks to create a series of learning objects --here defined as a set of digital resources --that will improve, enhance, and transform the graduate internship course in Seton Hall's MA Program in Museum Professions. An essential module of graduate student training, ARMS 7800 JA INTERNSHIP provides the academic framework for institutional internships that our students conduct in museums, galleries, and related institutions. The tremendous success of the internship program in regards to professional training opportunities and job placements starkly contrasts with the humble, low-tech protocol with which we are operating. Utilizing various digital tools --ranging from Web 2.0-based sociable technologies such as wikis, blogs, over digital archives, to e-portfolios --this project seeks to streamline and transform the course in ways that better accommodate the evolving needs of students and institutions. Improving and professionalizing information exchange between students, graduate program, and host institutions, this project further enhances Seton Hall's academic reputation and professional standing with the major institutions with whom we are cooperating.

Anne Hewitt, Grad. Dept. of Public and Healthcare Administration
River City, an interactive computer simulation for learning about disease transmission and the scientific method of investigation, will be expanded and enhanced to include both community health assessment concepts and managerial epidemiological calculations and techniques appropriate for a graduate level course  - PSMA 8511 Managing Community Health Systems. Deliverables include a revised River City application, updated student workbook and teaching manual, which will all be redesigned appropriately for graduate level and include tailored activities and assessments that focus on analysis, synthesis and evaluation of situations and scenarios. This project will serve as a template for integrating future interactive simulations into the MHA curriculum and can also serve as a potential opportunity for other courses at both the graduate level (MPA  -health policy focus, MA in Diplomacy -global health, MSN  - community health, and undergraduate level  - Environmental studies). Opportunities exist for multiple presentations and publications across diverse disciplines including; health administration, community health and public health organizations, and evaluation of online learning environments.

Melinda Jenkins, PhD, FNP, College of Nursing
This project, Health Assessment Templates (HAT), will create electronic templates for students to use when documenting health assessments in the undergraduate nursing lab. Practice with electronic documentation is essential to prepare students for clinical environments with electronic records. Templates will match the current required write-ups, including Comprehensive Health History, Physical Examination by body system, and preliminary Assessment/Diagnoses. In contrast to the current free text write-ups, the innovative HAT project templates will integrate informatics scholarship with health assessment by implementing structured data entry with coded standardized terminology. HAT builds upon the previous informatics work of Dr. Melinda Jenkins, FNP. The project will be assessed by examining aggregate student data to discover learning deficits (a process that is not possible with the current text write-ups) and by brief satisfaction surveys of students and faculty. In addition to submitting materials to www.merlot.org, a manuscript will be submitted to a nursing journal and/or conference to disseminate the project.

Jeffrey Levy, Department of Psychology
Two of the most powerful ways to improve learning, retention and the ability to apply information are to organize it in a meaningful way and to emphasize its relevance. A multimedia study aid will be developed to support the advanced Psychology major laboratory course in Learning. It will integrate existing PowerPoint slides and audio files, along with new video links and web sites within an organizational structure based upon the theme of the course (i.e., learning is an adaptive process whereby individuals acquire the ability to predict and, where possible, control environmental events). In addition, new resources will be compiled demonstrating how the adaptive learning process has transformed the human condition. This would highlight differences between currently existing "primitive" and technologically advanced societies as well as key inventions which have created the need for and fueled the information explosion (e.g., the plow, printing press, computer/internet, etc.).

Learning is a fundamental topic covered in other Psychology courses. There is a chapter dedicated to learning in Introduction to Psychology and the basics are usually covered in Developmental Psychology, Personality, Abnormal Psychology, Social Psychology and elsewhere. I would share the multi-media aid with departmental colleagues so that they could take advantage of the resource as they saw fit.

Richard Liddy, Religious Studies
The aim of this project is to use a gallery tool for images to create a time-line based on the chronological units of my course on Catholicism and Art. This time-line will illustrate the development of architecture and art from the beginnings of Christianity to the present day. The aim will also be to create a repository of images dealing with art and Catholicism, particularly those images clearly illustrating the influence of developing culture and doctrine on the formation of artistic images.

An obvious example would be the images of Mary that proliferated in the Middle Ages and that reflected developing medieval culture and ecclesial doctrine. The archive will be constructed chronologically from the early beginnings of Christianity through the Byzantine, Medieval, Renaissance, Baroque, modern and  - today  - postmodern periods.

Marco T. Morazán, Math & Computer Science
Modern programming languages, like Java and Scheme, are implemented through the use of a virtual machine. Virtual machines mimic the behavior of real hardware machines by executing instructions (usually bytecode), but lack all the low-level hardware details of real machines. The advantages of using virtual machines include security (malicious attacks on virtual machines do not affect hardware), abstraction (it is easier to understand and implement program evaluation algorithms), and design flexibility (virtual machines are easily modified to add new features). Most commercially used virtual machines (e.g. the Java virtual machine), however, are still quite complex and remain outside of what can be introduced in an undergraduate curriculum. The goal of the proposed project is to implement the MT-Scheme virtual machine (MTSVM) using Seton's Hall newly acquired cluster computer and to use this virtual machine in the Spring of 2008 to teach Organization of Programming Languages (CSAS-3113). The MTSVM is a virtual machine being developed at Seton Hall that is specifically targeted for the implementation of a pure subset of the Scheme programming language supported by an intelligent distributed memory. The design of the MTSVM is simple enough that undergraduate students can understand it and use it to implement a subset of the Scheme programming language. In addition, the development of this project will serve as a solid basis for the application of external funding to design and implement an intelligent distributed virtual memory for Scheme.

Cherubim Quizon, Sociology and Anthropology
This project seeks to combine available Web 2.0 classroom technologies as tools for learning about the peoples and cultures of a large culture area, Southeast Asia, by following the cultural and historical trajectory of key textile artifacts that ostensibly belong to a well-defined "tribe" or ethnic group. The challenges of teaching anthropology and sociology students about the complexities of culture has been helped but in some ways, also hindered by the internet. The abundance of high quality information and resources that were once the purview of specialists presents a wealth of research opportunities to undergraduates. At the same time, the internet-savvy generation is not often inclined or equipped to process and learn from primary texts, museum images, archival documents and the like, nor have the opportunity to make connections between large cultural-historical processes and their own lives. Using the texts and disciplinal tools of anthropology, as well as specific teaching resources such as blogs & wikis, public mapping resources (such as Google Maps/Earth) & online interactive catalogs & resources from key museums & libraries, YouTube and other file sharing sites, students will be asked to apply what they learn from readings and lectures towards their own research on a textile artifact. In addition, the series of assignments and activities leading to the final project will increase awareness of responsible ways of using multi media resources that pay attention not only to proper attribution but to improved critical thinking skills as they learn to evaluate both the quality and context of textual and non-textual information.

2006- 2007 Academic Year

Eight proposals were selected as the 06-07 Faculty Innovation Grant award recipients.

MaryCarol Rossignol, Undergraduate Nursing
Integrating Simulation Training in an Acute Care Nursing Course
The aim of this project is to incorporate the use of an emerging technology in nursing education, simulated training, as one way to meet these goals in an acute care course. This project will identify and implement specific use cases for the SIM man and SIM baby technologies available in the College of Nursing by developing resources and techniques for the effective uses of these tools to support and promote student learning.

Lauren Bosworth-McFadden, Department of Educational Studies
The Development and Creation of Multimedia Rich Learning Projects
The aim of this project is to create and develop engaging and enriching movie-rich learning modules which will be uploaded to the Blackboard Course Management tools or delivered by email to students. These modules will serve as the foundations for students to create their own movie lessons using Windows Movie Maker 2. Lessons requiring movie segments will be incorporated into the student’s individual course assignments and major projects.

Michael Taylor, Political Science
Multidisciplinary Computer-Based Game Theory Software
I propose to develop a computer-based game theory program for this purpose.  Professors will be able to modify game parameters (i.e., possible actions, payoffs and number of participants) to simulate various classes of strategic interaction. Students will be able to participant in these games as players who choose actions and receive payoffs. The benefit of this type of program is that students can learn the intuitive basis for game theory solutions without having to perform the difficult mathematics needed to calculate the actual solutions. The computer program will compare student performance with the game theoretic solution, allowing the professor to concentrate on discussion of the logic behind the strategic behavior and the implications of the game in terms of the relevant course application.

Debra Zinicola/ Martha Schoene, Department of Educational Studies
Fostering Innovative Teacher Education using Lecture 1-2-3
Lecture 123 is a technology the enables audio to be attached to a PowerPoint presentation, thus enabling faculty to enhance already existing materials to support a wider variety of learning styles. A question-answer tool is embedded in the software application, thus providing a mechanism for communication exchange and clarification on content. This project will allow for student authoring including student development of more advanced technology skills, the creation of materials based on a real-life need, and the establishment of relationships with a school district that could provide future employment opportunities.

Jay Azriel, School of Business
Developing an Interactive Plagiarism Tutorial
This project will focus on the creation of an online workshop aimed at helping students understand what plagiarism is and how to avoid it. Working in collaborations with the Library and the Department of English, this FIG will develop a resource set for Seton Hall Students to more effectively use resources and tools available to them while gaining a more thorough understanding of plagiarism.

Susan Leshnoff, Art and Music
Teaching the Principles of Design using Digital Technology
This project is focused on the creation of computer-based modules to serve as instructional aids for teaching the elements and principles of design as they interact with color theory. Five masterworks will be deconstructed and changed based on design principles to show the importance of these elements on various works and styles.

Carlos Rodriguez, Modern Languages
Multimedia Timeline for Culture, Literature and Language Courses
The goal of this project is to design, create and implement an interactive timeline for students to use in the completion of their coursework in SPAN 2401-2402: Intermediate Spanish for Hispanics, I-II and SPAN 2501-2502. These Spanish language courses cover foundational linguistic and cultural elements of Hispanic literature, culture and civilization. As a gateway learning tool to more advanced study of the Spanish language and literature program in Modern Languages, the timeline stands to become a powerful teaching and learning resource to those students who are considering Spanish as their major.

Zheng Wang, Whitehead School of Diplomacy
Interactive Site for Conflict Resolution and Negotiation
There are very few resources available for conflict resolution and negotiation and as such, this project will develop these resources to contribute to this emerging field in diplomacy. The site will incorporate game theory simulations, blogs for collaboration and a Peer Mediation/ Student Dispute Resolution Center among other elements.
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