Advanced and Emerging Technologies at a Research University

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Advanced and Emerging Technologies at a Research University

EDUCAUSE Mid-Atlantic Regional ConferenceBaltimore

December 3-4, 2001

William Frawley

Faculty Director, Academic Programs & Planning

Director, Office of Undergraduate Studies

212 Gore Hall

University of Delaware

Newark, DE 19716

billf@udel.edu

Problem: How to use advanced research-technology for teaching?

How to bring faculty development in line with University mission? High technology Research-teaching integration Broad commitment to undergraduate instruction in a research

environment Get maximal benefit from faculty development

expenditures?

Instructional Improvement Grants: Historical Context Less is, well…, less

Small grants: 5K Limited expenditures

Laptop Summer salary

Baseline activities Redo course Put things on web Invite speakers Develop module

Usual suspects Increasingly small

group of awardees (both people and units)

Increasingly small group of reviewers

Previous CTE Grant Program

RFP for Past CTE grants

CTE announces 15 instructional improvement grants

Reprise ---How to use advanced research-technology for teaching?

How to bring faculty development in line with University mission? High technology Research-teaching integration Broad commitment to undergraduate instruction in

a research environment Get maximal benefit from faculty development

expenditures?

Some Un-Leaderly AdviceDon’t act and then apologizeSit and think

Who’s doing what around here? Is this what the institution thinks or says it

is actually doing?

Five Activities

1. Restructure grant program

2. Brainstorm from the research environment

3. Proactively challenge the administration

4. Fan out: “special operations”

5. Recruit grant submissions

1. Restructure grant program Less is more

Fewer awards at higher levels (5@20K) More competitive

Content vs. technique Idea-driven instructional improvement Wide open within thematic parameters: allow proof of concept

Benefits more “bang for buck” appeals to intellectual side real competition recognizable to research faculty (NSF) and to senior

management (mission and incentivization)

2. Brainstorm from the research environment

Form idea groups of respected faculty About all sorts of instructional matters

Technology, outcomes Draw from across institution

Sciences to arts to non-academic units Senior to junior

Ask for small number of specific projects Benefits

Many concrete proposals for now and future New contacts

2. Brainstorm from the research environment (cont.)

Benefits Many concrete proposals for individuals and

projects now and future New contacts in the groups Made teaching an intellectual activity Produced review panel automatically

Hints Feed them Don’t let up

3. Proactively challenge the administration

Ask for more in a cooperative way: internal “challenge grant” Double our allotment We promise broad and new participation

Know the outcome beforehand Idea groups have identified likely grantees

Use faculty, mission, and senior management perspective Incentivization Faculty-driven Institution as a whole

4. Fan out: “special operations”Visit the research environment

Campaign with targeted people Approach on research grounds

Have them articulate their grants on site I’m doing this. Is that what you’re talking

about? Expect anything and everything

4. Fan out: “special operations” (cont.) Benefits

Promotes idea-driven teaching Recognizes epistemological diversity

Teachable moments Labs, studios, etc. Learning crosses class

Reverses the role: administration wants to see what you’re doing

Outcome Wide interest: biology, engineering, physiology, art,

business, education, languages Large but focused pool of potentials

5. Recruit grant submissions Reconvene and target: Uncle Sam Tactic

RFP = RFYP (Request for YOUR Proposal)

Be an amiable, smart noodge Work to help their ideas come to light

Outcome Double proposals Across university Provost added even more

What did we get? 1. Remote control delivery of electron microsopy2. Alternative sequencing of historical images3. Wireless in PBL across disciplines4. Virtual meetings and business decisions5. Internet 2 and the arts6. 3D models for anatomy Plus: half a dozen other proposals for the

following year: e.g., virtual reality and protein imaging

Douglas Buttrey & Ian Hall Chemical Engineering/Mechanical Engineering

Telepresence Transmission Electron

Microscopy for the Classroom

Traditional TEM

Viewport withPhosphor Screen

JEOL 2000FX200 keV

Why not Teach TEM the Traditional Way?

•Training is very costly!!!!

•Enormous input of Faculty / Technical Assistance

•Instrument cost is very high (time=$$)

•Maintenance cost is also very high (time=more$$)

•Digital technology reduces ONE-on-ONE needs.

The JEOL 2010F FasTEM

Remote Operation of the FasTEM

HR-TEMImaging

ofSilicon Nitride

HR-TEM Images Computer Simulation

df = 42.5 nm

df = 85 nm

df = 205 nm

Tthrough Focus

Si3N4

Crystal Characterization usingHR-TEM and Diffraction

Diffraction Pattern

Mitsubishi Catalyst

Conclusions

• Using digital technology in the classroom can mean

much more than accessing the web

• Digital instruments make telepresence possible

• Group access to major instruments saves $$$$

• Live demonstrations stimulate interest

Seeing is Believing!

Christine Kydd & Diane FerryBusiness Administration

Exploring Business Issues and Decision-Making in High Tech Fields Using Videoconferencing and Electronic Meeting Tools

Purpose of Course

To learn To learn aboutabout and and throughthrough current current technologies used in Business for technologies used in Business for Decision MakingDecision Making

Specifically using Specifically using Videoconferencing Videoconferencing and and GroupSystemsGroupSystems

High Tech Topics to be Discussed

BiotechnologyBiotechnology

Quantum physics/computers Quantum physics/computers

Communication technologiesCommunication technologies

Complexity scienceComplexity science

Future of BusinessFuture of Business

BiotechnologyBiotechnology

Quantum Physics

Quantum Physics

Communication Technology

Communication Technology

Complexity Science

Complexity Science

Looking for a great course to take in January, 2002??

Come and find out how these topics fit together and will have an impact on your business career!!!BUAD467 High Tech Issues in Business Decision MakingBUAD467 High Tech Issues in Business Decision Making

A new experimental course, BUAD467, is being offered during January, 2002 to students at the University of Delaware in the College of Business and Economics, Newark, DE 19716.

Taught by:

Dr. Diane Ferry, Associate Professor of Management ferryd@be.udel.edu (302)831-1769

Dr. Christine Kydd, Associate Professor of Operations Management kyddc@be.udel.edu (302)831-1783

Dimensions of Collaboration TechnologiesTIME

SAME (Synchronous) DIFFERENT (Asynchronous)

PL

AC

ED

IFF

ER

EN

T

SA

ME Low-tech:Low-tech:

Traditional face-to-face Traditional face-to-face meetings (chart pads)meetings (chart pads)High-tech:High-tech:Electronic meeting toolsElectronic meeting tools

Low-tech:Low-tech:

TelephoneTelephone

High-tech:High-tech:

VideoconferencingVideoconferencing

Videoconferencing

Simulates face-to-face meeting

Can link people globally

Helps relieve travel

GroupSystems

Meeting Facilitation Tool

Allows group decision making

Focus on collaboration

Simultaneous and Anonymous Input

Raymond NicholsArt

Timelines: historical images sequenced by varied databases for instruction in history and art

Timelines on-lineOpening timeline

George Watson, Physics & AstronomyAraya Debessay, AccountingCarol Denson, Consumer StudiesBeth Haslett, Communication

Wireless Technology for Collaborative Learning

Wireless PBLUD PBL: Wireless Technology for Colla

borative Learning

Robert Neeves and Michele Provost-Craig

Health and Exercise Sciences

An Innovative Approach to Anatomy and Physiology Instruction and Learning Through the Use of Plastinated Models and Computerized, Interactive,Problem-Based Learning Modules

Introduction: Plastination Process Invented by Dr. Gunter von

Hagens, Heidelberg, Germany in 1978

Process by which water and lipids in biological tissues are replaced by curable polymers such as silicone, epoxy and polyester resins that harden over a period of 4 - 6 weeks

This results in a dry,odorless, hazard- free specimen that can be handled safely without gloves

Introduction: Training in Plastination Trained in Heidelberg

with Dr. von Hagens while on sabbatical leave from University of Delaware

Currently prepares plastinated specimens at the University of Maryland’s Anatomical Services Center

Plastinated Models Background and Significance

Models have been prepared for instructional use for the following institutions: Johns Hopkins New York University School

of Medicine Mount Sinai School of

Medicine University of Maryland’s

School of Family Medicine University of Delaware’s

Health and Exercise Science and Nursing Departments

Plastinated Models Background and Significance

Secondary Schools Tower Hill High School,

Wilmington, DE

Kirk Middle School, Newark, DE

Valley Park Elementary School, Pennsville,NJ

Pilesgrove Elementary School, Woodstown, NJ

Havre de Grace Elementary and Middle School, Havre de Grace,MD

Research and development of cardiac ablation catheters for Arrow International Incorporated, Reading, PA and C. R. Bard Pharmaceutical, Boston, MA

Scientific displays at numerous museums including: Museum of Science, Boston, Mass The Science Museum of Virginia and National Science Museum, Washington, D.C.

Project GoalsPlastinated Model Development

Develop an on going human and animal organ preservation program to provide didactic models to support classroom instruction for A & P courses

Develop computerized, interactive, problem-based learning modules to accompany the models

Assess the efficacy of the use of the models and PBL learning strategies

Project Goals Digital photography of

plastinated specimens and power-point driven problem-based units on each of the plastinated models will be developed to direct student learning of anatomy and physiology.

Students will also be able to handle the specimens while answering a series of problem-based questions.

Assessing the Efficacyof Plastinated Models & PBL Assessment scales will

be developed in conjunction with the University of Delaware’s CTE.

Both classes will be pre- and post-tested on course content knowledge

Statistical analyses will be performed to evaluate differences in learning

Lessons LearnedLess is much much more

Target, target, target! Know thyself (and thine enemy)

Megalooligomicrotropism “You get what you negotiate”

Always ask for a little backTake the bull by the horns

Know thine bull

Lessons learned (cont.) Research can drive teaching Teams work even in humanities Technology does not equal computing No one really knows how to assess (or wants to) Unexpected effects

Workload and technology expectations Intellectual property Models: intra-institution technology transfer Support

IT fellows Restructured CTE

New mission New liaisons