Projects

Action Learning For Research: Building Groups To Bridge Research And Practice

Thomas Crea
Associate Professor, School Of Social Work

Action learning is a concept in which teams pool their knowledge and expertise to solve problems in real time. Action Research is a means of conducting research that pairs researchers and practitioners to develop methods and findings relevant and practical for those attempting to solve social problems. Teaching action research depends on alignment of classroom and practicum schedules, cooperation among group members, and synergistic relationship with field staff. The current classroom model makes it difficult for these three things to occur and can result in reduced student learning. This project proposes that the use of a newly developed learning application will help resolve these challenges and create a more dynamic learning experience for students.

A web-based application is currently under development in Boston College’s Center for Teaching Excellence to help avoid some major challenges to group work and to assist in project communication and planning over the course of the semester. The app is designed to assess student preferences and needs in group work settings. The tool then employs rigorous analytic techniques drawing from cluster analysis, the tool helps the instructor assign people to groups based upon those preferences and the instructor’s goals for the assignment. After groups are assigned, students work together to accomplish the learning task. When the learning activity is complete, students can use the tool to conduct a simple and fast evaluation of their group members’ performance. This information can then be shared with the instructor for formative assessment purposes and/or could be used to inform the next round of group formation.

The purpose of this project is to use this innovative technology to promote stronger and more efficient student groups, which are linked to social service agencies globally and in Boston. In using this learning tool, and integrating it within the existing Canvas system at Boston College, we hope to engage students in a process of action learning focused on field-based research, in partnership with field agencies around the world.

Boston College UDL: Building A Model For UDL Leadership

Richard Jackson
Associate Professor, Teacher Education, Lynch School Of Education

The purpose of the BC Universal Design for Learning (UDL) project is to develop a comprehensive web space that will build the capacity of the BC faculty, staff, and administration across the University to implement UDL and to help BC become a national model for UDL implementation and leadership. UDL is an innovative educational framework, defined in the Higher Education Opportunity Act of 2008, that addresses the variability and diverse learning needs of all students. The project promotes an innovative use of technology through the use of portable devices to gather various perspectives on the needs of learners.

The project will consist of three parts:

1. Conducting a UDL needs assessment that captures the voice of students and faculty and informs the project work;
2. Developing a comprehensive web space that builds the capacity of the BC community to implement UDL across the campus; and
3. Defining national UDL leadership competencies that can be used in teacher preparation programs to develop future teachers and UDL leaders that will be shared through the website as a model for the country.

The project promotes an innovative use of technology through the creation of a dynamic web space that will educate members of the BC community about UDL and support widespread implementation of UDL across the BC campus. This web space will be unique and far-reaching because of its comprehensive nature, its UDL design, and its connection to teacher preparation at BC. The project will establish a “learning” web space that educates and engages the BC community.

The project also promotes an innovative use of technology through the use of portable devices such as iTouch devices, digital cameras, or audio recorders to capture the voices of students as part of a needs assessment of the barriers impeding the implementation of UDL at BC. These devices offer multiple opportunities to gather various perspectives through picture, video, voice and text. While modeling UDL practice, the use of these devices will also provide students rich opportunities to share their views and experiences.

Connecting Youth And Mentors: Improving The STEM Career Pipeline Through Mobile E-Mentoring Technology

Mike Barnett
Professor, Lynch School Of Education and Human Development

Mentors and role models can play a significant role in students’ motivation to pursue specific careers as they transition to adulthood, particularly science-based careers. Unfortunately, youth are often insecure about their math and science skills or discouraged by peer pressure from pursuing Science, Technology, Engineering, and Mathematics (STEM) fields, especially women and minorities. Recent National Science Foundation (NSF) data shows that the science and engineering workforce is largely white and male with people of color making up only 7 percent of the STEM workforce (National Science Board, 2014). Despite an increased focus on improving the number of underrepresented youth (students of color, low income) pursuing the STEM fields, researchers have found that low-income, first-generation college students are four times more likely to leave college during their first year than their peers, and more than three times less likely to transfer to a four-year school in a six-year time frame, and four times as likely to leave a STEM field than their peers (National Science Board, 2014). One of the oft called-for recommendations is to expand the capacity and diversity of the STEM workforce pipeline by building better and easier structures to provide mentoring to young people entering the STEM pipeline.

Even if students are prepared, have adequate information, and are ambitious and talented enough to succeed in STEM fields, success may also hinge on the extent to which students feel socially and intellectually integrated into their academic programs and campus environments. The importance of social and intellectual integration for success is critical to all students, regardless of background. For minority students who may feel, or be made to feel, like outsiders as they see few others “like themselves” among the student and faculty populations, this issue takes on even greater salience. Yet finding a sufficient number of mentors to reach the number of students necessary to repair the leaky STEM pipeline is daunting because it is often very difficult to find a sufficient number of mentors and to find the time for the mentors to meet with the students on a regular basis (Blake-Beard, Bayne, Crosby, & Muller, 2011). In fact, in our previous work (through our interactions with industry personnel), we learned that many would be very excited to serve as a mentor, but would have difficulty finding time given family and job commitments. However, they informed us that if an on-line mentoring program were available, they would be interested in participating in it. To that end, this project will develop a mobile application that is based upon MentorNet’s (our partner for this project) existing web-based mentoring model.

Consumer Insights Panel

Henrik Hagtvedt
Assistant Professor, Carroll School Of Management

The Marketing Department is currently working on establishing a Consumer Insights Panel (CIP) at the Carroll School of Management. The CIP is an exciting new initiative that will be an extremely valuable asset to scholars in the Carroll School who conduct behavioral research that relies on human participants. The initiative entails voluntary research participation among students (and staff who may be interested) that sign up in advance. Most of the studies will be conducted using twenty laptop computers that the Marketing Department has obtained for this purpose.

The CIP will have multiple benefits for researchers, student participants, and BC as a whole. Specifically, it will enable researchers to pursue research topics and questions that would otherwise be difficult to study (those requiring precise measurements in a controlled environment, those involving group interactions, those requiring context-sensitive experimental techniques such as observation, etc.). The CIP will provide a platform for researchers to collect data in pursuit of these questions in a well-controlled, organized, and efficient manner. It will also provide students with opportunities for hands-on participation in marketing research, thus giving them valuable experience that they would otherwise have trouble finding. Specifically, regularly participating in research studies will enhance student participants’ understanding of the research process, it will expose them to cutting edge research topics and techniques, and it will enrich communication with faculty. It is important to note that all research participation in the CIP will be voluntary, but we believe the students will be enthusiastic about benefitting from this experience, while being paid for their time as an added bonus. Finally, the CIP will benefit BC as a whole by boosting the research productivity of faculty, increasing visibility in the broader research community, expanding the scope of research available on campus, facilitating advance planning and collaboration among scholars in different departments (and eventually, schools) within BC, and facilitating the hiring and retention of new researchers who join (and consider joining) BC.

Corporations Instructional Modules

Brian Quinn
Associate Professor, School Of Law

This project is in support of my work to develop a modular approach to the standard 3 credit business associations course.  Last year I received support to develop a learning module for Agency. That first module was extremely successful as a learning experience - both for students and for me. However, that module relied on bespoke animation combined with Canvas’ Quiz functions and is not likely to provide a cost-effective long term solution.  In this grant proposal, I am seeking support to roll-out a second module, but relying on off-the-shelf software that will permit us to develop future modules in-house at minimal cost.

The ultimate goal of this effort is to develop a series of modules, each covering a different topic area, LLCs, partnership, close corporations, start-ups & venture capital, public benefit corporations, corporate social responsibility and mergers. Each of these modules will be available to be taken in conjunction with the business associations course.  The ultimate goal of this initial experiment is to create a personalized learning experience for students within the framework of a broader introductory business associations course. For some students that might mean the basic corporations course includes a module on agency and partnership law. For others, it will provide them with an opportunity to explore issues related to corporate social responsibility. When taken in conjunction with the broader introductory business associations course, students will be able to personalize their learning experience without additional faculty demands.

If the modules are successful, the final stage of the effort would entail moving the content of the basic corporations course online as well. In that version, students will have a high degree of flexibility to personalize their learning experience without additional demand on faculty time. At that point, one faculty member should be sufficient to cover three traditional large sections, freeing up faculty resources to dedicate to other activities.

Digital Innovations In Sound Engineering

John Michalczyk
Professor, College Of Arts And Sciences, Film Studies

The Film Studies Program faculty will design a pilot program over two semesters in sound and animation.  For the past several years there has been a consistent interest among film students for more production-related courses to prepare them for graduate studies or a career in the media. In the Film Studies Program there are approximately 50 Film Majors and 50 Film Majors with normally 650+ students enrolled in diverse courses in history, criticism, screenwriting, and production. During our departmental external review 3 years ago, as Chair of Fine Arts and Director of Film Studies, I sent a lengthy questionnaire to alumni film students.  About 40 students involved in some aspect of media (film/television) or graduate studies replied. The common response was that the program was very solid, and in some cases it was equivalent to the first year of graduate studies in film at USC where a good number of our students attend. The questionnaire also inquired about what was lacking in the program in order to be a very solid curriculum.  The response for most students in the production side of film, as opposed to film history/criticism/screenwriting, was that they seriously lacked any experience in two areas—sound engineering/design and animation/special effects. In order to be competitive and “marketable” they mentioned, the alumni felt that they had to have more training in sound and animation.

Engaging Boston College Undergraduates In Communicating Science To The Public

Alan Kafka
Associate Professor, Earth And Environmental Sciences

Mike Barnett
Professor, Lynch School Of Education

This project responds to two needs of the university and of society in general. First is the need for students educated in the 21st Century to be able to “think outside the box” and be able to do more than just respond well to testing and having their work only evaluated by professors. Second is the need for science education programs to train future citizens who cannot only communicate about science but also be able to express their ideas through media. The work that we are proposing here directly addresses both of these needs by engaging undergraduate students at Boston College in the development and testing of interactive displays where they will share their scientific knowledge and visualizations with a general and public audience.

Both Dr. Kafka and Dr. Barnett teach large undergraduate courses and interact with undergraduates in a number of ways and are already engaged in a number of educational outreach programs with the community. In this project we will be working together to implement two major science communication projects that utilize the same technologies and will allow us to build an evidence base to apply for future funding around improving communication of scientific ideas. In this project we will engage undergraduates in creating an interactive seismic station at Boston College’s O’Neill Library and at a public library in the city of Boston. The second project will focus on the development of an interactive food justice kiosk that will be on display in Boston College’s O’Neill Library and at the Daily Table in Dorchester, MA. What is particularly interesting about each of these projects is that they have different content but are exploring and testing the same technology by engaging undergraduates in communicating what they are learning with the public. In doing this work we will also be establishing a technological infrastructure and a design framework around which future grant proposals can be built.

A central aspect of our work is the idea of placing “Touchpanels” in stores, libraries, shops, and other locations where residents can interact with data and visualizations of that data. A Touchpanel is simply a large touch screen that will be placed on a table, counter or, mounted on a wall. This technology will then allow a user to interact with the content by touching the embedded navigational features. By utilizing two different types of projects we will be in a better position to evaluate (1) which aspects of the user experience best supports engagement with the material, supports learning, and supports interaction with others who are exploring the content at the same time (i.e. do people stop and talk about the display? What do they talk about?), and (2) how does the nature of the content impact interactions. As such our ATIG funding will not just establish our technological and design frameworks but will also evaluate the outcomes of the work to determine which aspects of the project should be expanded and explored in more depth.

Exploring Use Of TAO To Support Teaching, Learning, And Research On Assessment

Michael Russell
Professor, Lynch School Of Education

The LSOE’s Educational Research, Measurement, and Evaluation program prepares pre-service educators, master students, and doctoral students to develop assessment instruments.  To keep pace with the advances in digital assessment, it is essential that our students have access to tools that allow them to develop and administer digital assessments.  In addition, to support research on the extent to which new practices enabled by digitally delivered assessments actually increase test validity, it is essential that advanced doctoral students and faculty have access to a digital assessment delivery system that can be used for research purposes.  Finally, to enable faculty, both within the ERME department and across the University, to keep pace and capitalize on advances in both formative and summative assessment methods, it is essential for faculty to have access to a cutting edge assessment development and delivery system.

The project aims to create an instance of TAO, an open-source assessment development and delivery system, that will be used to:

1. support instruction in two courses: Assessment and Test Construction and Technology Enhanced Assessment
2. support assessment in at least two courses: Assessment and Test Construction and Introduction to Statistics
3. support research on new item types conducted by Russell and his graduate students.

The project requires two main activities:

1. Creating an instance of TAO that can be used to support instruction and research
2. Integrating the instance of TAO with Canvas to support assessment in BC courses

MediaKron Special Projects

ATAB invited faculty to submit a proposal for developing a MediaKron project and to join a cohort of faculty developing similar projects. MediaKron is a web-based toolkit for digital thinking and storytelling developed at Boston College for Boston College faculty. In addition to developing a project, faculty have committed to participating in a cohort to collaborate and discuss pedagogical uses of MediaKron and ways in which it can enhance teaching and learning. The cohort will provide a report at the end of the project outlining findings that will inform faculty and student use of MediaKron as it continues to evolve as an instructional tool. 

The following 13 faculty MediaKron Special Projects cohort members will produce projects using MediaKron during the 2015-16 Academic year:

• Stephanie Leone and Nancy Netzer, Fine Arts, McMullen Museum Collection
• Lichuan Ye, Nursing, Sleep Education Program
• Eric Weiskott, English, The Vision Of William Banastre, A Middle English Alliterative
• Christopher Wilson, English, Reading Reportage
• Laurie Shepard, Romance Languages And Literatures, The Perspective Of Literature, ENG2206 & ITAL 3314 Literature And Business
• Laura White, Nursing, Current Issues In Pediatric Primary Care
• Bonnie Rudner, English, Frozen In Time? Disney And Body Images
• Amy Smith, Nursing, St. Ignatius Virtual Hospital: A MediaKron Project
• Martin Scanlan, Higher Education And Educational Leadership, MediaKron For Educational Leaders
• Scott Cummings, Theater Department, Mapping London Theatre
• Johann Sadock, Romance Languages And Literatures, Giving A Second Life To Au-Dela Du Regard: Recontres Multiethniques
• Joseph Nugent, English, Expansion Of Dubliner’s Bookshelf

Personal Response System Modernization Pilot

Center For Teaching Excellence

A shift is occurring in the personal response system market toward software applications on mobile devices in place of physical response devices. Newer entrants to the space like Top Hat and Poll Everywhere have eschewed the development of physical devices altogether and focused solely on the software interface. Even industry stalwarts like i>clicker have indicated their ambition to move in this direction through such recent changes as bundling i>clicker REEF subscriptions (their mobile device solution) with new physical devices and charging students to register used devices.

Boston College needs to respond to this changing landscape, and do so quickly. Many faculty members have already started using software‐based solutions, largely without support, and have reported very good feedback from these products. Use of personal response systems at BC, in general, has declined since the beginning of this academic year, however, primarily because of the issues with the existing i>clicker system and its inability to keep up with contemporary competitors. While we will continue to support i>clicker for at least the next year, its web‐based alternative to physical devices lacks significant feature parity with the other platforms included in this pilot, which is one of the reasons that this pilot is necessary.

The CTE will be conducting a faculty pilot of two software‐based personal response tools, Top Hat and Poll Everywhere, that fulfill a range of faculty use cases. Much like current BC support of virtual communication tools, this selection of personal response system tools would ensure a good fit for a wide range of use cases. While the CTE is already conducting internal testing of these products, coupling this testing with faculty feedback will be crucial in selecting the appropriate tools for BC. The pilot will start during the 2015 Fall semester and continue through Spring 2016 with nine faculty members participating.

Technology Enhanced Teaching: Animated Visual Demonstration Of Statistical Concepts And Analysis

Mandy Li
Assistant Professor, Educational Research, Lynch School Of Education

One of the most widely supported calls for the 21st century is to know statistics. In 2009, New York Times published an article “For Today’s Graduate, Just One Word: Statistics”. This article quotes “I keep saying that the sexy job in the next 10 years will be statisticians.” said Hal Varian, chief economist at Google. Another persuasive article titled “In D.C, Statisticians Flex Their Strength in Numbers” also appeared in Washington Post. As a professor teaching several statistics courses, I would like to contribute to make statistical learning more fun and easy through animated visual display of steps and procedures. To that end the proposed work here has three major goals:

1. Develop animated visual display on statistical concepts and analysis such as least square estimation, confidence interval of parameter estimates, principal component analysis, and K-means clustering analysis.
2. Develop links and webpages to make the visual display, instructional materials that can be utilized at (STAT I ERME7468, STAT II ERME7469, GLM ERME7667, Multivariate STAT ERME7668) to review and teach related topics.
3. Gather data that will be utilized in applying for a larger National Science Foundation or Institute of Education Sciences.

Using Technology To Prepare Instructional Leaders For K12 Schools

Rebecca Lowenhaupt
Assistant Professor, Lynch School Of Education

This project will leverage new technologies to provide innovative and relevant instruction to graduate education for aspiring school leaders in the Lynch School of Education. Today, educational leaders face social, cultural, and professional challenges that accompany dramatically changing demographics in schools, policies that promote standardization and compliance, and the face-paced growth of technology. To support these future administrators in meeting these challenges, I propose to use ATIG funds to redesign a core course in our Masters’ program, “ELHE7708: Instructional Leadership.”  Funds will support the purchase of a class set of iPads and associated applications related to teacher observation, feedback, and evaluation.

The course introduces students to many issues within the field of school supervision, such as the relationship between supervision and teacher development, adult learning theories, school effectiveness, curriculum development, and instructional improvement. The course addresses the changing nature of instructional leadership in the contexts of standards and accountability, as well as equity and diversity considerations in the context of changing demographics. The course teaches a set of practices associated with instructional leadership, which increasingly rely on iPad applications and associated technologies in the field. Students conduct classroom observations, mock evaluations, prepare feedback for teachers, and plan program reviews to practice the skills of instructional leadership. In K12 schools, all of these practices draw on technological tools which are being developed and implemented in the field. ATIG funds will support the adaptation of ELHE 7708 to incorporate these new technological tools into the curriculum, providing the opportunity for training in their use to aspiring school leaders.

Action Learning For Research: Building Groups To Bridge Research And Practice

Thomas Crea
Associate Professor, School Of Social Work

Action learning is a concept in which teams pool their knowledge and expertise to solve problems in real time. Action Research is a means of conducting research that pairs researchers and practitioners to develop methods and findings relevant and practical for those attempting to solve social problems. Teaching action research depends on alignment of classroom and practicum schedules, cooperation among group members, and synergistic relationship with field staff. The current classroom model makes it difficult for these three things to occur and can result in reduced student learning. This project proposes that the use of a newly developed learning application will help resolve these challenges and create a more dynamic learning experience for students.

A web-based application is currently under development in Boston College’s Center for Teaching Excellence to help avoid some major challenges to group work and to assist in project communication and planning over the course of the semester. The app is designed to assess student preferences and needs in group work settings. The tool then employs rigorous analytic techniques drawing from cluster analysis, the tool helps the instructor assign people to groups based upon those preferences and the instructor’s goals for the assignment. After groups are assigned, students work together to accomplish the learning task. When the learning activity is complete, students can use the tool to conduct a simple and fast evaluation of their group members’ performance. This information can then be shared with the instructor for formative assessment purposes and/or could be used to inform the next round of group formation.

The purpose of this project is to use this innovative technology to promote stronger and more efficient student groups, which are linked to social service agencies globally and in Boston. In using this learning tool, and integrating it within the existing Canvas system at Boston College, we hope to engage students in a process of action learning focused on field-based research, in partnership with field agencies around the world.

Boston College UDL: Building A Model For UDL Leadership

Richard Jackson
Associate Professor, Teacher Education, Lynch School Of Education

The purpose of the BC Universal Design for Learning (UDL) project is to develop a comprehensive web space that will build the capacity of the BC faculty, staff, and administration across the University to implement UDL and to help BC become a national model for UDL implementation and leadership. UDL is an innovative educational framework, defined in the Higher Education Opportunity Act of 2008, that addresses the variability and diverse learning needs of all students. The project promotes an innovative use of technology through the use of portable devices to gather various perspectives on the needs of learners.

The project will consist of three parts:

1. Conducting a UDL needs assessment that captures the voice of students and faculty and informs the project work;
2. Developing a comprehensive web space that builds the capacity of the BC community to implement UDL across the campus; and
3. Defining national UDL leadership competencies that can be used in teacher preparation programs to develop future teachers and UDL leaders that will be shared through the website as a model for the country.

The project promotes an innovative use of technology through the creation of a dynamic web space that will educate members of the BC community about UDL and support widespread implementation of UDL across the BC campus. This web space will be unique and far-reaching because of its comprehensive nature, its UDL design, and its connection to teacher preparation at BC. The project will establish a “learning” web space that educates and engages the BC community.

The project also promotes an innovative use of technology through the use of portable devices such as iTouch devices, digital cameras, or audio recorders to capture the voices of students as part of a needs assessment of the barriers impeding the implementation of UDL at BC. These devices offer multiple opportunities to gather various perspectives through picture, video, voice and text. While modeling UDL practice, the use of these devices will also provide students rich opportunities to share their views and experiences.

Connecting Youth And Mentors: Improving The STEM Career Pipeline Through Mobile E-Mentoring Technology

Mike Barnett
Professor, Lynch School Of Education and Human Development

Mentors and role models can play a significant role in students’ motivation to pursue specific careers as they transition to adulthood, particularly science-based careers. Unfortunately, youth are often insecure about their math and science skills or discouraged by peer pressure from pursuing Science, Technology, Engineering, and Mathematics (STEM) fields, especially women and minorities. Recent National Science Foundation (NSF) data shows that the science and engineering workforce is largely white and male with people of color making up only 7 percent of the STEM workforce (National Science Board, 2014). Despite an increased focus on improving the number of underrepresented youth (students of color, low income) pursuing the STEM fields, researchers have found that low-income, first-generation college students are four times more likely to leave college during their first year than their peers, and more than three times less likely to transfer to a four-year school in a six-year time frame, and four times as likely to leave a STEM field than their peers (National Science Board, 2014). One of the oft called-for recommendations is to expand the capacity and diversity of the STEM workforce pipeline by building better and easier structures to provide mentoring to young people entering the STEM pipeline.

Even if students are prepared, have adequate information, and are ambitious and talented enough to succeed in STEM fields, success may also hinge on the extent to which students feel socially and intellectually integrated into their academic programs and campus environments. The importance of social and intellectual integration for success is critical to all students, regardless of background. For minority students who may feel, or be made to feel, like outsiders as they see few others “like themselves” among the student and faculty populations, this issue takes on even greater salience. Yet finding a sufficient number of mentors to reach the number of students necessary to repair the leaky STEM pipeline is daunting because it is often very difficult to find a sufficient number of mentors and to find the time for the mentors to meet with the students on a regular basis (Blake-Beard, Bayne, Crosby, & Muller, 2011). In fact, in our previous work (through our interactions with industry personnel), we learned that many would be very excited to serve as a mentor, but would have difficulty finding time given family and job commitments. However, they informed us that if an on-line mentoring program were available, they would be interested in participating in it. To that end, this project will develop a mobile application that is based upon MentorNet’s (our partner for this project) existing web-based mentoring model.

Consumer Insights Panel

Henrik Hagtvedt
Assistant Professor, Carroll School Of Management

The Marketing Department is currently working on establishing a Consumer Insights Panel (CIP) at the Carroll School of Management. The CIP is an exciting new initiative that will be an extremely valuable asset to scholars in the Carroll School who conduct behavioral research that relies on human participants. The initiative entails voluntary research participation among students (and staff who may be interested) that sign up in advance. Most of the studies will be conducted using twenty laptop computers that the Marketing Department has obtained for this purpose.

The CIP will have multiple benefits for researchers, student participants, and BC as a whole. Specifically, it will enable researchers to pursue research topics and questions that would otherwise be difficult to study (those requiring precise measurements in a controlled environment, those involving group interactions, those requiring context-sensitive experimental techniques such as observation, etc.). The CIP will provide a platform for researchers to collect data in pursuit of these questions in a well-controlled, organized, and efficient manner. It will also provide students with opportunities for hands-on participation in marketing research, thus giving them valuable experience that they would otherwise have trouble finding. Specifically, regularly participating in research studies will enhance student participants’ understanding of the research process, it will expose them to cutting edge research topics and techniques, and it will enrich communication with faculty. It is important to note that all research participation in the CIP will be voluntary, but we believe the students will be enthusiastic about benefitting from this experience, while being paid for their time as an added bonus. Finally, the CIP will benefit BC as a whole by boosting the research productivity of faculty, increasing visibility in the broader research community, expanding the scope of research available on campus, facilitating advance planning and collaboration among scholars in different departments (and eventually, schools) within BC, and facilitating the hiring and retention of new researchers who join (and consider joining) BC.

Corporations Instructional Modules

Brian Quinn
Associate Professor, School Of Law

This project is in support of my work to develop a modular approach to the standard 3 credit business associations course.  Last year I received support to develop a learning module for Agency. That first module was extremely successful as a learning experience - both for students and for me. However, that module relied on bespoke animation combined with Canvas’ Quiz functions and is not likely to provide a cost-effective long term solution.  In this grant proposal, I am seeking support to roll-out a second module, but relying on off-the-shelf software that will permit us to develop future modules in-house at minimal cost.

The ultimate goal of this effort is to develop a series of modules, each covering a different topic area, LLCs, partnership, close corporations, start-ups & venture capital, public benefit corporations, corporate social responsibility and mergers. Each of these modules will be available to be taken in conjunction with the business associations course.  The ultimate goal of this initial experiment is to create a personalized learning experience for students within the framework of a broader introductory business associations course. For some students that might mean the basic corporations course includes a module on agency and partnership law. For others, it will provide them with an opportunity to explore issues related to corporate social responsibility. When taken in conjunction with the broader introductory business associations course, students will be able to personalize their learning experience without additional faculty demands.

If the modules are successful, the final stage of the effort would entail moving the content of the basic corporations course online as well. In that version, students will have a high degree of flexibility to personalize their learning experience without additional demand on faculty time. At that point, one faculty member should be sufficient to cover three traditional large sections, freeing up faculty resources to dedicate to other activities.

Digital Innovations In Sound Engineering

John Michalczyk
Professor, College Of Arts And Sciences, Film Studies

The Film Studies Program faculty will design a pilot program over two semesters in sound and animation.  For the past several years there has been a consistent interest among film students for more production-related courses to prepare them for graduate studies or a career in the media. In the Film Studies Program there are approximately 50 Film Majors and 50 Film Majors with normally 650+ students enrolled in diverse courses in history, criticism, screenwriting, and production. During our departmental external review 3 years ago, as Chair of Fine Arts and Director of Film Studies, I sent a lengthy questionnaire to alumni film students.  About 40 students involved in some aspect of media (film/television) or graduate studies replied. The common response was that the program was very solid, and in some cases it was equivalent to the first year of graduate studies in film at USC where a good number of our students attend. The questionnaire also inquired about what was lacking in the program in order to be a very solid curriculum.  The response for most students in the production side of film, as opposed to film history/criticism/screenwriting, was that they seriously lacked any experience in two areas—sound engineering/design and animation/special effects. In order to be competitive and “marketable” they mentioned, the alumni felt that they had to have more training in sound and animation.

Engaging Boston College Undergraduates In Communicating Science To The Public

Alan Kafka
Associate Professor, Earth And Environmental Sciences

Mike Barnett
Professor, Lynch School Of Education

This project responds to two needs of the university and of society in general. First is the need for students educated in the 21st Century to be able to “think outside the box” and be able to do more than just respond well to testing and having their work only evaluated by professors. Second is the need for science education programs to train future citizens who cannot only communicate about science but also be able to express their ideas through media. The work that we are proposing here directly addresses both of these needs by engaging undergraduate students at Boston College in the development and testing of interactive displays where they will share their scientific knowledge and visualizations with a general and public audience.

Both Dr. Kafka and Dr. Barnett teach large undergraduate courses and interact with undergraduates in a number of ways and are already engaged in a number of educational outreach programs with the community. In this project we will be working together to implement two major science communication projects that utilize the same technologies and will allow us to build an evidence base to apply for future funding around improving communication of scientific ideas. In this project we will engage undergraduates in creating an interactive seismic station at Boston College’s O’Neill Library and at a public library in the city of Boston. The second project will focus on the development of an interactive food justice kiosk that will be on display in Boston College’s O’Neill Library and at the Daily Table in Dorchester, MA. What is particularly interesting about each of these projects is that they have different content but are exploring and testing the same technology by engaging undergraduates in communicating what they are learning with the public. In doing this work we will also be establishing a technological infrastructure and a design framework around which future grant proposals can be built.

A central aspect of our work is the idea of placing “Touchpanels” in stores, libraries, shops, and other locations where residents can interact with data and visualizations of that data. A Touchpanel is simply a large touch screen that will be placed on a table, counter or, mounted on a wall. This technology will then allow a user to interact with the content by touching the embedded navigational features. By utilizing two different types of projects we will be in a better position to evaluate (1) which aspects of the user experience best supports engagement with the material, supports learning, and supports interaction with others who are exploring the content at the same time (i.e. do people stop and talk about the display? What do they talk about?), and (2) how does the nature of the content impact interactions. As such our ATIG funding will not just establish our technological and design frameworks but will also evaluate the outcomes of the work to determine which aspects of the project should be expanded and explored in more depth.

Exploring Use Of TAO To Support Teaching, Learning, And Research On Assessment

Michael Russell
Professor, Lynch School Of Education

The LSOE’s Educational Research, Measurement, and Evaluation program prepares pre-service educators, master students, and doctoral students to develop assessment instruments.  To keep pace with the advances in digital assessment, it is essential that our students have access to tools that allow them to develop and administer digital assessments.  In addition, to support research on the extent to which new practices enabled by digitally delivered assessments actually increase test validity, it is essential that advanced doctoral students and faculty have access to a digital assessment delivery system that can be used for research purposes.  Finally, to enable faculty, both within the ERME department and across the University, to keep pace and capitalize on advances in both formative and summative assessment methods, it is essential for faculty to have access to a cutting edge assessment development and delivery system.

The project aims to create an instance of TAO, an open-source assessment development and delivery system, that will be used to:

1. support instruction in two courses: Assessment and Test Construction and Technology Enhanced Assessment
2. support assessment in at least two courses: Assessment and Test Construction and Introduction to Statistics
3. support research on new item types conducted by Russell and his graduate students.

The project requires two main activities:

1. Creating an instance of TAO that can be used to support instruction and research
2. Integrating the instance of TAO with Canvas to support assessment in BC courses

MediaKron Special Projects

ATAB invited faculty to submit a proposal for developing a MediaKron project and to join a cohort of faculty developing similar projects. MediaKron is a web-based toolkit for digital thinking and storytelling developed at Boston College for Boston College faculty. In addition to developing a project, faculty have committed to participating in a cohort to collaborate and discuss pedagogical uses of MediaKron and ways in which it can enhance teaching and learning. The cohort will provide a report at the end of the project outlining findings that will inform faculty and student use of MediaKron as it continues to evolve as an instructional tool. 

The following 13 faculty MediaKron Special Projects cohort members will produce projects using MediaKron during the 2015-16 Academic year:

• Stephanie Leone and Nancy Netzer, Fine Arts, McMullen Museum Collection
• Lichuan Ye, Nursing, Sleep Education Program
• Eric Weiskott, English, The Vision Of William Banastre, A Middle English Alliterative
• Christopher Wilson, English, Reading Reportage
• Laurie Shepard, Romance Languages And Literatures, The Perspective Of Literature, ENG2206 & ITAL 3314 Literature And Business
• Laura White, Nursing, Current Issues In Pediatric Primary Care
• Bonnie Rudner, English, Frozen In Time? Disney And Body Images
• Amy Smith, Nursing, St. Ignatius Virtual Hospital: A MediaKron Project
• Martin Scanlan, Higher Education And Educational Leadership, MediaKron For Educational Leaders
• Scott Cummings, Theater Department, Mapping London Theatre
• Johann Sadock, Romance Languages And Literatures, Giving A Second Life To Au-Dela Du Regard: Recontres Multiethniques
• Joseph Nugent, English, Expansion Of Dubliner’s Bookshelf

Personal Response System Modernization Pilot

Center For Teaching Excellence

A shift is occurring in the personal response system market toward software applications on mobile devices in place of physical response devices. Newer entrants to the space like Top Hat and Poll Everywhere have eschewed the development of physical devices altogether and focused solely on the software interface. Even industry stalwarts like i>clicker have indicated their ambition to move in this direction through such recent changes as bundling i>clicker REEF subscriptions (their mobile device solution) with new physical devices and charging students to register used devices.

Boston College needs to respond to this changing landscape, and do so quickly. Many faculty members have already started using software‐based solutions, largely without support, and have reported very good feedback from these products. Use of personal response systems at BC, in general, has declined since the beginning of this academic year, however, primarily because of the issues with the existing i>clicker system and its inability to keep up with contemporary competitors. While we will continue to support i>clicker for at least the next year, its web‐based alternative to physical devices lacks significant feature parity with the other platforms included in this pilot, which is one of the reasons that this pilot is necessary.

The CTE will be conducting a faculty pilot of two software‐based personal response tools, Top Hat and Poll Everywhere, that fulfill a range of faculty use cases. Much like current BC support of virtual communication tools, this selection of personal response system tools would ensure a good fit for a wide range of use cases. While the CTE is already conducting internal testing of these products, coupling this testing with faculty feedback will be crucial in selecting the appropriate tools for BC. The pilot will start during the 2015 Fall semester and continue through Spring 2016 with nine faculty members participating.

Technology Enhanced Teaching: Animated Visual Demonstration Of Statistical Concepts And Analysis

Mandy Li
Assistant Professor, Educational Research, Lynch School Of Education

One of the most widely supported calls for the 21st century is to know statistics. In 2009, New York Times published an article “For Today’s Graduate, Just One Word: Statistics”. This article quotes “I keep saying that the sexy job in the next 10 years will be statisticians.” said Hal Varian, chief economist at Google. Another persuasive article titled “In D.C, Statisticians Flex Their Strength in Numbers” also appeared in Washington Post. As a professor teaching several statistics courses, I would like to contribute to make statistical learning more fun and easy through animated visual display of steps and procedures. To that end the proposed work here has three major goals:

1. Develop animated visual display on statistical concepts and analysis such as least square estimation, confidence interval of parameter estimates, principal component analysis, and K-means clustering analysis.
2. Develop links and webpages to make the visual display, instructional materials that can be utilized at (STAT I ERME7468, STAT II ERME7469, GLM ERME7667, Multivariate STAT ERME7668) to review and teach related topics.
3. Gather data that will be utilized in applying for a larger National Science Foundation or Institute of Education Sciences.

Using Technology To Prepare Instructional Leaders For K12 Schools

Rebecca Lowenhaupt
Assistant Professor, Lynch School Of Education

This project will leverage new technologies to provide innovative and relevant instruction to graduate education for aspiring school leaders in the Lynch School of Education. Today, educational leaders face social, cultural, and professional challenges that accompany dramatically changing demographics in schools, policies that promote standardization and compliance, and the face-paced growth of technology. To support these future administrators in meeting these challenges, I propose to use ATIG funds to redesign a core course in our Masters’ program, “ELHE7708: Instructional Leadership.”  Funds will support the purchase of a class set of iPads and associated applications related to teacher observation, feedback, and evaluation.

The course introduces students to many issues within the field of school supervision, such as the relationship between supervision and teacher development, adult learning theories, school effectiveness, curriculum development, and instructional improvement. The course addresses the changing nature of instructional leadership in the contexts of standards and accountability, as well as equity and diversity considerations in the context of changing demographics. The course teaches a set of practices associated with instructional leadership, which increasingly rely on iPad applications and associated technologies in the field. Students conduct classroom observations, mock evaluations, prepare feedback for teachers, and plan program reviews to practice the skills of instructional leadership. In K12 schools, all of these practices draw on technological tools which are being developed and implemented in the field. ATIG funds will support the adaptation of ELHE 7708 to incorporate these new technological tools into the curriculum, providing the opportunity for training in their use to aspiring school leaders.

Building A Sustainable Culture Of Innovation And Practice In The Digital Humanities

Mary Crane
Professor, English Department

his project seeks a sustainable approach to innovation and practice in the way we approach digital humanities research and teaching at Boston College.

As director of the Institute for the Liberal Arts at Boston College, I have brought together a group of faculty and administrators in a Digital Humanities Lab initiative to discuss ways in which we might better support complex collaborative, interdisciplinary, multimedia research projects at Boston College. The old model of a solitary scholar producing printed publications is becoming outmoded and BC faculty are behind the curve in developing  newer modes of research, to the detriment of our students (and ultimately our standing as a research university).  

Including representatives from the libraries, McMullen Museum, IDeS, ILA, and faculty from several departments, we have begun to identify ways in which we can collaborate to support this kind of research on campus. We have identified as a crucial need lab space for collaborative research, both actual space containing hardware, and also a shared digital space and training in how to use these tools.

Classroom Annotation With Wacom Tablets

Mary Bilder
Professor, Law School

This project seeks to replace static classroom monitors with Wacom Tablets. The Wacom Tablet revolutionizes the teaching experience by enabling the instructor or a student to annotate spontaneously projected documents. Over the last decade, law school professors have embraced Powerpoint and other projection technologies to improve student learning. These technologies, however, share the fundamental problem that they do not permit live annotation. The Wacom Tablet solves this problem simply and effectively by allowing professors to write on the monitor screen. The Wacom Tablet will allow professors who already embrace technology to move their teaching to a more active level and will make it easy for slow adopters to see the advantages of at least occasionally preparing text-based slides for class.

Legal education focuses on text. Law school classes read cases, statutes, and regulations. Law students spend hours in research and writing. Despite technological advancements, most law professors continue to use blackboards because text can be written and then annotated during the class.

The Wacom Tablet improves this fundamental aspect of the classroom. The instructor prepares a slide or document with the text or image. The text is displayed in the classroom. Using the pen attached to the Tablet, the instructor underlines, circles, annotates—and then can erase and start over if necessary. For students, the Tablet allows them to experience “live” the process of the instructor critically analyzing crucial parts of text.  It is a valuable way to teach students how to scrutinize text by parsing the language and methodically examining it within the context of a lecture.

In addition to “live” annotation, the Wacom Tablet makes it easy to save the image with annotation or to capture the process of annotation. For many students, the knowledge that the annotated image will be posted after class allows them to focus in the classroom on understanding rather than scribbling or typing verbatim notes. In addition, the Wacom Tablet can be used in conjunction with a video taping in the classroom so that entire experience is captured.

The Wacom Tablet will aid students with different learning styles, learning disabilities, and physical disabilities. The annotation abilities of the Tablet support those students who learn well through visualization. For students with impaired vision, the 

Next Generation Learning: Integrating Science Education Through Robotics

Mike Barnett
Professor, Lynch School Of Education

The proposed work here builds upon existing work while expanding into new areas, namely robotics and computer programming.

PNEURAL: Build Your Own Neural Network

Joseph Burdo
Adjunct Professor, Biology

My proposal involves using rigid tubing designed to resemble neurons to build a physical model of a neural network, that I have named PNEURAL (silent P as in pneumatics) to help students grasp the underlying electrical principles of information processing in the brain. Simple components like battery powered solenoids and air pumps controlled with a microcontroller can be used to deliver positive and negative air pressure bursts at a safe level for the tubing that can simulate excitatory and inhibitory potential (voltage) changes within a neuron. If the pressure builds to some critical level in the model neuron, analogous to an action potential in a real neuron, the microcontroller can provide output indicative of that, which could be converted into electronic or physical action. Early in the BI481 Introduction to Neuroscience course that I teach, we discuss numerous key concepts in electrophysiology such as graded potentials, action potentials, length and time constants, excitatory and inhibitory postsynaptic potentials, and temporal and spatial summation. These concepts have historically been difficult for undergraduates to grasp. Student use of the proposed PNEURAL cells would allow them a hands-on way to explore these concepts.

My initial goal through ATIG support is to build two simulators during the summer of 2014, for use in my Fall 2014 BI481 Introduction to Neuroscience course. One is an individual PNEURAL cell, which will allow the students to experiment with the concepts of temporal and spatial summation of excitatory and inhibitory potentials that can lead to action potentials. The second simulator I will construct over the summer will model a basic neural network. Individual PNEURAL cells can be networked together to help the students learn about more complex neurophysiological phenomena.

My longer-term goals (Fall 2014 and Spring 2015) include construction of additional simulators to be used in my courses.  PNEURAL cells could be built to demonstrate how central pattern generator neurons in the spinal cord and brain stem produce rhythmic output such as walking and breathing, how synaptic plasticity in the brain may be the physical substrate for declarative (e.g., facts) and nondeclarative (e.g., muscle) memory, or how red, green and blue specific photo sensors built into PNEURAL cells could model how the retina detects and processes different wavelengths of light. Ultimately, what really excites me for students to build their own cells! I would love to offer a Biology/Computer Science interdisciplinary course for students with an interest in neuroscience and engineering/physical computing, but not necessarily any experience in any of those disciplines.

Integrating Electronic Health Records Into The CSON Curriculum

Amy Smith
Clinical Assistant Professor, Adult Health, Connell School Of Nursing

The health care environment is rapidly changing due to changes in science and technology. These changes have important implications for what is expected of nurses to deliver safe, quality patient care. In order to meet these expectations of the nursing workforce, nursing education must also be transformed. The integration of electronic medical records into the nursing curriculum is essential as we prepare nursing graduates to meet the needs of the health care system.

This project will provide a proof of concept for the integration of an academic electronic health record into the nursing curriculum. An academic electronic health record will be integrated into a strategically chosen group of courses to pilot the concept across specialties and levels. Courses chosen to participate in this proof of concept include NU121 – Basic Health Assessment (fall and spring semesters), NU 245 - Maternal Child Health (fall and spring semesters) and NU430– Advanced Health Assessment (summer semester). The pilot will include approximately 250 students. These courses will provide the opportunity to assess the use of the electronic health record in both low and high fidelity clinical teaching settings. The ability to increase the complexity of learning experiences will also be observable as we have chosen courses at various stages of the student’s education.

Social Justice Through Visualization Of The Air

Michael Barnett
Associate Professor, Teacher Education, Lynch School Of Education

The work proposed here is an outgrowth of existing work and will allow for the exploration of an idea that I hope will result in some baseline data for a NSF SBIR (Small business Innovative Research) and an AISL (Advancing Informal Science Learning) proposals in the next year. The basic premise of this work is to build upon an air quality mapping project by providing more depth, detail, and enhanced data integrity to the project.  To achieve this we are proposing equipping high school youth and environmental studies minors with high quality air sensors that they will carry with them as they go about their travels from where they live or work to Boston College. These sensors are designed to collect information regarding the quality of the air that one is breathing and this data will become part of a data set that will be integrated in the GE182 and ED550 courses for visualization and analyses.  Most importantly, perhaps, is the fact that the data  and student created visualizations will be visible on touch-foils (which are thin films that convert store-front windows into interactive touchscreens) that will be placed in storefronts and restaurants at various locations around the metro-Boston region.

Boston College UDL: Building A Model For UDL Leadership

Richard Jackson
Associate Professor, Teacher Education, Lynch School Of Education

The purpose of the BC Universal Design for Learning (UDL) project is to develop a comprehensive web space that will build the capacity of the BC faculty, staff, and administration across the University to implement UDL and to help BC become a national model for UDL implementation and leadership. UDL is an innovative educational framework, defined in the Higher Education Opportunity Act of 2008, that addresses the variability and diverse learning needs of all students. The project promotes an innovative use of technology through the use of portable devices to gather various perspectives on the needs of learners.

The project will consist of three parts:

1. Conducting a UDL needs assessment that captures the voice of students and faculty and informs the project work;
2. Developing a comprehensive web space that builds the capacity of the BC community to implement UDL across the campus; and
3. Defining national UDL leadership competencies that can be used in teacher preparation programs to develop future teachers and UDL leaders that will be shared through the website as a model for the country.

The project promotes an innovative use of technology through the creation of a dynamic web space that will educate members of the BC community about UDL and support widespread implementation of UDL across the BC campus. This web space will be unique and far-reaching because of its comprehensive nature, its UDL design, and its connection to teacher preparation at BC. The project will establish a “learning” web space that educates and engages the BC community.

The project also promotes an innovative use of technology through the use of portable devices such as iTouch devices, digital cameras, or audio recorders to capture the voices of students as part of a needs assessment of the barriers impeding the implementation of UDL at BC. These devices offer multiple opportunities to gather various perspectives through picture, video, voice and text. While modeling UDL practice, the use of these devices will also provide students rich opportunities to share their views and experiences.

Digital Dubliners

Joseph Nugent
Adjunct Associate Professor, English Department, College Of Arts And Sciences

Digital Dubliners will produce a high-quality e-publication featuring text, sound, imagery, and video using the new Apple iBook Author suite supplemented by TEI. It will be organized about and Advanced Topic Seminar in the English Department taught by Professor Nugent in fall, 2012. Fifteen of the sharpest students will compile, edit, annotate, write critical essays for, and finally market what we’re tentatively calling The Boston College Student’s Guide for Students.

Digital Dubliners site

Promoting First Generation College Success

Ana Martinez-Aleman
Professor, Chairperson, Ed. Admin/Higher Ed., Lynch School Of Education

This project employs online social networking, digital gaming, and second-generation tablet technology to promote critical engagement and academic success among first-generation college students enrolled in the Options Through Education (OTE) Transitional Summer Program, sponsored by the AHANA program at Boston College. The aim of this project is to enhance the ”college staying culture” among first generation college students (FGCS) enrolled in the OTE Program through the use of iPad2 technology, social networking and online gaming.

Our project will leverage those social and academic relationships that are known to improve first generation college students’ academic and social engagement, academic persistence and success in college. We plan to integrate and online social networking tool(Facebook Group), digital gaming (BC 101), and tablet computing technology (iPad2) to build an online culture of college belonging. These technological capabilities will provide the pathways through which we will intentionally design academic and social experiences beginning in OTE’s summer transitional coursework with faculty, and supported by peer-mentoring/advising with OTE Preceptors (undergraduate students) and Counselors (graduate students) throughout the academic year.

The Mindful Teacher

Dennis Shirley
Professor, Teacher Education, Lynch School Of Education

The Mindful Teacher Project will create an app that can be used on a hand-held device to help busy teachers to focus their minds before entering into the instructional situation. A pilot app will be developed in the summer of 2012 with the technical assistance of an app designer. The app will be piloted in the fall semester 2012 Social Contexts of Education course taught by the Pl and a preliminary evaluation using pre-tests and post-test will be conducted to modify and improve the app. the app will then be available to teachers everywhere with access to apps beginning in January 2013 and will continue to be modified and improved. The app will then be used a second time in the fall semester 2013 Social Contexts of Education course and a second set of pre-tests and post-tests will be designed and used with students to further improve the app. Research findings on the app will be presented at the Annual Meeting of the American Educational Research Association in April 2013.

Toledo Cathedral's Polyphonic Choir Books

Michael Noone
Professor, Chairperson, Music Department

The Spanish primatial cathedral in Toledo houses possibly the world’s largest collection of superbly illuminated musico-liturgical sources. Comprising over 230 atlas-sized parchment choirbooks copied in and for the cathedral between the 15th and the 19th centuries, the vast majority date from the 16th century. These archival sources fall into six categories: a) complete sets of payments to scribes, illuminators, and bookbinders for the period 1500-1800, b)minutes of cathedral chapter meetings beginning in 1466, c) prolix manuscript ceremonials closely documenting the changing minutiae of local liturgical observance, d) liturgical sources (breviaries, missals, processionals, graduals, etc.), e) library inventories dating from 1503, 1539, 1580, 1600, and 1790, and f) documents notarization of contracts with scribes, illuminators, binders and book dealers.

Our project is the first attempt to draw together the extensive metadata recorded in the archival documentation and relate it directly to every phase of the production of the series of polyphonic manuscripts. Images of the archival documents, together with transcriptions and translation will be linked to the manuscripts at the level of a) the physical folios, b) the physical books, c) and the individual works.

This ATIG application proposes:

• to create a new permanent archive of low resolution images of Toledo’s music manuscripts to facilitate their study and cataloguing
• to create a parallel archive of the entire corpus of historical manuscripts that document all aspects of the choirbook collection’s manufacture, alteration, storage, restoration , and use.
• to create a descriptive and analytical inventory/catalogue of the physical properties of the choirbooks
• to create a catalogue of the musical works preserved in the choirbooks
• to construct an interactive website for the choirbooks that includes musical transcription and sound files.

Digitizing The Process Of Collecting, Editing, And Examining Behavioral Data

Ashley Duggan
Associate Professor, Communication Department

Professor Duggan has requested an ATIG to fund a program that will enable her to move to a digital system for collecting, analyzing, and editing recorded interactions of human behavior that she obtains as part of her research as a social scientist. Currently she is using the pencil and paper method to document this information. This technology would not only be used in Professor Duggan’s scholarship, but also in her academic role. She teaches research methods, nonverbal communication, and health communication. All of these courses would benefit from the use of this technology either as an example of a research tool or as a real life example of human interactions.

Technology For Social Justice: The Social Innovation Initiative

Marcie Pitt-Catsouphes
Associate Professor, GSSW, Older Adults And Familie, Graduate School Of Social Work

Stephanie Berzin
Chairperson, Children & Youth, GSSW, Children, Youth & Family

Core components of the GSSW’s new Social Innovation Initiative have been designed to use technology for promoting innovation by organizations in the social service sector that want to identify new approaches for addressing today’s compelling social problems.  Social Innovation represents a new paradigm about social change that supports the development, implementation, and sustainability of transformational responses to social needs.

The technologies will make it possible to accomplish three important goals established for the Initiative: 1) Given the strong linkage between technology and innovation, the technologies will contribute to the generation of innovative ideas for responding to today’s compelling social problems; 2) the Initiative will introduce both MSW students and social service leaders to new technologies that they can, in turn, apply for other uses; and 3) the technologies will be critical for the creation of a community of social innovators that includes both practitioners and academics.

The technologies discussed in this proposal are: 1) telepresence that allows for synchronis exchanges and broad participation in innovation training and knowledge-sharing experiences; and 2) a website that supports the development of a community of social innovators and allows for on-going interactions. Using these advanced technologies, the project will cultivate leadership for social innovation among social service practitioners, build innovation capacity within existing social service organizations, and contribute to scholarship on social innovation.

TouchTree: Increasing Participation In Environmental Science By Seeing The Value Of The Forest And The Trees

Mike Barnett
Associate Professor, Teacher Education, Lynch School Of Education

This project is an emerging initiative and is an outgrowth of both National Science Foundation funded work (with the goal of obtaining additional NSF funds) and previous ATIG grant support. In a previous ATIG grant Dr. Barnett and his project team developed an interactive flash-based tree identification key and an interactive Carbon Footprint tool and a complex excel spreadsheet that users can use to determine the ecological value of trees. These tools have all been integrated into a textbook for high school students on Urban Ecology. Further, Dr. Barnett as a part of his sabbatical has already developed the set of functional specifications and for a mobile application that supports tree identification. Thus, the primary goal of the work proposed here is to bring the application, that we are calling TouchTree, to the market and to develop the underlying database structures and web-based interfaces to allow the scaling of the program across the nation. This background work means that the project team is in a position to create a highly innovative and creative set of tools that has significant potential to be widely used both at Boston College and in a variety of formal and informal education contexts.

Forgotten Chapters Of Boston's Literary History

Paul Lewis
Professor, English Department, College Of Arts And Sciences

This grant seeks support for the creation of an innovative, course-based exhibition that will be mounted simultaneously on-line and at Boston College, the Boston Public Library and, perhaps, the Massachusetts Historical Society in the spring of 2012. Titled "Forgotten Chapters of Boston’s Literary History," the exhibit will be created by BC students working with me, graphics, web, and audio designers, and area curators in a course that will run during the 2011 fall semester. While the approach of the course and exhibit is generally historicist, its concentration on a small area within a half-mile of Boston Common intensifies the local context and adds a service element to the potential impact of its research. Inadequately celebrated and memorialized, the literary history of Boston between the Revolution and the Civil War is replete with stories waiting to be told. My students and I will find and choose some of the most interesting of these “forgotten chapters.” In connection with the exhibition, we will create a detailed (and complete as possible) map of Boston that highlights sites associated with pre-1860 literature. Technology consultants can help us share our findings with the local, national, and global audience they are intended to inform.

Forgotten Chapters site

Beyond Ricci: Digital Presentation Of Jesuitana Collection

Jeremy Clarke
Assistant Professor, History Department, College Of Arts And Sciences

Simply, this project combines teaching, research, a public exhibition, a rare book collection and the use of the latest technology to bring all of these things together in a dynamic and engaging way. For more than four and a half centuries Jesuits have used books to foster scholarship, create cross-cultural dialogue on matters of faith and reason and communicate across vast differences. Boston College and the rare Jesuitana collection housed in its Burns Library not only represent that tradition of learning and exchange but also exemplify the ongoing commitment to engage the world and encourage the construction of cathedrals of the mind. This project harnesses the heirlooms of the past to the emergent technologies of the present to educate new generations of scholars who might yet become the next Matteo Ricci or Candida Xu, Rousseau or Thomas Hyde.

Beyond Ricci site

Campus Tree And Carbon Inventory: An Interactive Website And Greenhouse Gas Sensors For Studies That Link Plant Ecology, Tree Demography And Phenology To Climate Change

Serena Moseman-Valtierra
Adjunct Assistant Professor, Biology

This project involves an interactive database and greenhouse gas sensors for studies that link plant ecology, tree demography and phenology to biogeochemistry and climate change.  We will create an online repository for a campus tree and carbon inventory that can be queried by the BC community, particularly to learn about ways species differ in their responses to climate change and to quantify potential feedbacks on climate via changes in land use that affect soil respiration.  A web-interface will provide valuable opportunities for undergraduate research outside of traditionally funded laboratories, means of communicating information about climate change as it relates to species on campus, and tools to assess the sustainability and carbon footprint of Boston College as an institution.

Enhancing Students' Understanding Of Modern Statistical Concepts

Jenny Baglivo
Professor, Mathematics Department, College Of Arts And Sciences

This proposal seeks support to develop a series of computer laboratories to enhance students' understanding of modern statistical concepts, and to develop the computer tools needed to support the laboratories. The laboratories and tools will be written in Mathematica (Wolfram Research, Inc.), an advanced mathematical programming environment, and they will be designed to take advantage of Mathematica's unique features.

Experimenting With Socially Interactive Robots And Creating Human-Robot-Interaction Interfaces For Social Science Research And Teaching

Seung-A Jin
Assistant Professor, Communication Department, College Of Arts And Sciences

The primary purpose of this project is to experiment with socially interactive robots for teaching about interactive media and to create Human-Robot-Interaction interfaces for social scientific research. This project aims to implement a “learning by doing” strategy for teaching in new media. Students will get valuable learning experience about (1) designing and conducting experimental research; (2) applying various theories to real research settings; and (3) building valid and reliable measures in social and psychological research. The ultimate goal is to relate to the strategic initiative of Boston College.

Forensics Science Lab Using Computer Game Technology

Ann Burgess
Professor, Psych/Mental Health Nursing, Connell School Of Nursing

This ATIG hopes to respond to the question: Will this game-based lab make a difference between learner outcomes in a virtual lab setting versus the current physically-based lab environment? Thus, to evaluate the efficacy of the forensic virtual laboratory as a valuable learning experience and to ensure that participating in this interactive environment can increase student cognition and practice of proper forensics techniques, we propose three mechanisms. First, a Pre and Post evaluation survey designed to measure student perceived confidence level in performing various forensic procedures and attitudes (affective domain). Second, evaluation of the student’s actual technical ability in evidence collection and processing, data analysis and interpretation (effective domain). Third, analysis of a comparison research tool between labs done with and without the virtual lab.

Leveraging FNIR Technologies For Health Communication And Consumer Research

Seung-A Jin
Assistant Professor, Communication Department, College Of Arts And Sciences

This ATIG project will (1) assay the efficiency of fNIR technologies in identifying neuropsychological mechanisms and measuring neurophysiological correlates of participants’ experiential state in various interactive media interfaces; (2) leverage NIBP measuring techniques to induce optimal experience (flow state) in media psychology experiments; and (3) examine whether changes in the spectral composition and regional cortical distribution of the EEG might be systematically related to the degree of participants’ engagement with electronic games, e-commerce-based brand marketing, exergame-based health communication interventions, and haptics-based media interfaces that utilize structural manipulations of various technological factors.

Probing Children’s Learning With Technology

Elida Laski
Assistant Professor, Counseling/Dev/Psych, Lynch School Of Education

This ATIG revolves around technology that is crucial for deeply and efficiently examining three aspects of children’s learning of numerical information from board games: 1) microgenetic analysis of the contributions of social interactions during play to learning; 2) relations between game board structure and the kind and quality of instructional statements; and 3) influence of individual differences in information processing on rate and extent of learning. Examination of these aspects will contribute to theory about how children form new cognitive representations through interactions with physical materials. It will also provide important information about how physical materials can be enhanced to maximize learning with minimal cost and effort. The results have important implications for how to best integrate numerical board games into instruction (e.g., have two peers play or use in small groups with a teacher).

Creation Of A Web-Based Database Of Historic Earthquake Information For Northeastern North America

John Ebel
Professor, Earth & Environmental Sciences Director, College Of Arts And Sciences

The purpose of this project is to acquire a 3D computer projection system for classroom teaching in biochemistry, chemical biology and structural biology. Up until recently, it has been nearly impossible to utilize stereoscopic 3D projection in the classroom. Recently, Lightspeed, Inc. has introduced their new DepthQ WXGA HD 3D video projector, which is affordable, high quality, portable and versatile. This projector can be moved from one classroom to another providing the ability to utilize 3D presentations in a number of the courses in our department. This new innovative technology provides the opportunity for an entire class to take advantage of a 3D learning experience.

Digital History Project: How Does A Society Respect And Honor Diversity And At The Same Time Create A Common Bond?

Alec Peck
Interim Associate Dean, Teacher Education, Lynch School Of Education 

The overall purpose of this technology grant is to collaborate with the teachers and students at St. Columbkille Partnership School, which is jointly owned and operated by Boston College and the Archdiocese of Boston, on a community-wide initiative, Digital History project. The Digital History project will explore the theme of immigration through the overarching question: how does a society respect and honor diversity and at the same time create a common bond?

One of the Lynch School’s overarching goals is to prepare professional, collegial teachers who are committed to social justice education. St. Columbkille Partnership School shares this mission and works to deepen students’ connections to the community. Technology initiatives in K-12 schools are often disconnected from the curriculum. Teachers are exposed to technology through stand-alone professional development sessions that focus on the technical aspects of a particular tool. Teachers, as a result, struggle to successfully integrate technology into particular lessons and units. By collaborating with Facing History and using well-designed curricula, the Digital History team can focus on embedding technology into teachers’ and students’ classroom experiences. We plan to achieve these goals through the implementation of a Digital History project that combines high-quality curriculum material, from critically acclaimed Facing History, with pedagogy-rich professional development to facilitate student-generated digital works.

Fidelity Of Virtual Reality Training In CSON

Robin Wood
Associate Professor, Adult Health, Connell School Of Nursing

The purpose of this project is to customize space in Cushing Hall (Simulation Room) with equipment approximating a patient hospital room for use with virtual reality training models (adult SimMan and infant SimBaby). The purpose of this project is to customize space in Cushing Hall (Simulation Room) with equipment approximating a patient hospital room for use with virtual reality training models (adult SimMan and infant SimBaby). The training models (manikins) were funded by ATIG support in 2007-08. Virtual reality technology in CSON is being implemented to prepare students in large clinical courses across our undergraduate, graduate and nurse anesthesia programs for critical care practice. High-fidelity simulation requires realistic settings where learners can suspend disbelief and practice skills in an environment as close to reality as possible. Therefore, actual hospital equipment must be available for scenario practice exactly as students would find it in hospital settings. Installation of media hardware for real-time and delayed scenario debriefing as students practice with the manikins is a critical need. Scenarios are useful practice only when faculty/student debriefing of recorded scenarios occurs immediately following the scenario enacted. Faculty Simulation Training is needed to optimize full use of the models in diverse clinical courses for students with wide variations in clinical experience. CSON clinical faculty members have been identified whose interest in high-fidelity simulation assures long-term investment in the technology for course use. They will complete the two-day Faculty Simulation Training as well as a two-day on site simulator Assembly and Programming course previously purchased from the manikin vendor.

Incorporating High-Fidelity Simulation In Childbearing Nursing Curriculum

Mary Colleen Simonelli
Clinical Assistant Professor, Maternal/Child Health Nursing, Connell School Of Nursing

The purpose of this project is to introduce learning by simulation into the undergraduate Childbearing clinical course. The grant will be used to purchase the obstetrical high-fidelity simulation models (Birthing Noelle and Newborn Hal) as well as equipment necessary to create a realistic obstetrical hospital environment. It is well documented that human simulation provides a unique teaching modality that fosters transference of theoretical knowledge gained in the classroom to real-life situations without jeopardizing patient safety. Complex disease processes often complicate routine pregnancies and require nurses to make swift, accurate assessments and implement timely interventions. To develop these skills, nursing students will learn in scenarios that evoke realistic patient responses and allow for learner trial and error without sacrificing efficient and safe delivery of patient care. High-fidelity simulation will enhance—not replace— clinical coursework, allowing CSON Childbearing faculty to provide quality education, meet the demands of increasing enrollment, and develop the next generation of nurses as competent and valuable members of the health care team.

Recording History And Popular Culture: The Case Of Social Banditry

Ernesto Livon-Grosman
Associate Professor, Romance Languages & Literatures Department, College Of Arts And Sciences

The main objective of this long-term project is to produce video recordings of popular culture in South America in order to include them into the courses taught on contemporary Latin American culture in the Department of Romance Languages and Literatures. Another integral part of the project is to include students in the editing process as part of the film courses taught at Boston College. The current project focuses on the relationship between banditry and politics in the mid-nineteen sixties in Argentina. The goal is to reconstruct, through interviews and archival materials the life of IsidroVelázquez, an Argentine bandit who, following the likes of Robin Hood, for almost a decade robbed and extorted money from the wealthy landowners of the Northeast of Argentina in order to redistribute it among the poorest peasants in the region.

Stereoscopic Visualization Of Biological Macromolecules In The Classroom

Evan Kantrowitz
Professor, Chemistry Department, College Of Arts And Sciences

The purpose of this project is to acquire a 3D computer projection system for classroom teaching in biochemistry, chemical biology and structural biology. Up until recently, it has been nearly impossible to utilize stereoscopic 3D projection in the classroom. Recently, Lightspeed, Inc. has introduced their new DepthQ WXGA HD 3D video projector, which is affordable, high quality, portable and versatile. This projector can be moved from one classroom to another providing the ability to utilize 3D presentations in a number of the courses in our department. This new innovative technology provides the opportunity for an entire class to take advantage of a 3D learning experience.

The Boston College Integrated Sciences Virtual Cleanroom

Michael Naughton
Evelyn J. And Robert A. Ferris Professor, Physics Department, College Of Arts And Sciences

The goal of the Boston College Integrated Sciences Virtual Cleanroom Project is to make the new nanofabrication cleanroom facility even more accessible and provide a unique learning environment for students, interested staff and faculty, and prospective students and faculty. We propose to upgrade computer network connection speeds in the cleanroom facility and in the seminar room in Higgins Hall from the standard 100 Mbps to up to 1 Gbps, or to implement a new Cleanroom-Higgins network pending consultation with information technology services. Using virtual network computing (VNC) software, we will remotely connect to the computers operating equipment within the cleanroom from the seminar room in Higgins Hall. The enhanced network connection speeds will allow seamless remote operation of the equipment in the cleanroom. This is particularly important for the electron, ion and scanning probe microscopes where interactions with live video are required.

The Writing Fellows Virtual Collaboration Space

Paula Mathieu
Associate Professor, English Department, College Of Arts And Sciences

The most fundamental component of the Boston College Writing Fellow program is the verbal and written dialogue that takes place between a student and a writing fellow as they discuss ways to develop and improve the student’s writing. Our primary goal with this project is to technologically support and preserve the collaboration between the student and the Writing Fellow.

Computing With Robots: Using Robots To Introduce Logic And Computing For All Students

Robert Signorile
Associate Professor, Computer Science, College Of Arts And Sciences

A Core-level course that offers the opportunity to program a personal robot will arouse students' interest and stir their imaginations. There has been significant recent research indicating that studying robotics provides a level of excitement attractive to all students, but especially for women and minorities. The prospect of working with a robot could help to motivate all types of students who might not otherwise be attracted to a discipline that is often seen as the preserve of the "nerd". In this project, I am requesting funds to purchase 15 personal robots and programming assistance for use in a Boston College core course on computing.

Course Capture Pilot For The Carroll School Of Management

Greg Stoller
Lecturer, Operations Management, Carroll School Of Management

Michael O’Leary, Rick Spinello, Dick Keeley, Beth Clark
Collaborators

The digital capture and distribution of course lectures has come to be seen as pedagogically useful in CSOM. Despite its utility, however, digitally distributing lectures has not spread widely throughout the department for one major reason: the production time involved. This pilot would test out/compare two course capture systems that make producing and sharing lecture presentations in digital format easy for instructors. These systems allow instructors to easily capture the audio, video and presentation materials used during a class and publish the combined materials into a storage location like Blackboard Vista or iTunes U.

EagleEyes II : Exploring The Next Steps In Human/Computer Interaction

Peter Olivieri
Associate Professor, Information Systems Department, Carroll School Of Management

This project, “EagleEyes II : Exploring the Next Steps in Human/Computer Interaction” will seek to augment the existing EagleEyes system by incorporating brainwave analysis and feedback into the controlling of the computer cursor on the screen, and as a means of simulating a mouse click.

GenerationPulse Global Classroom

Belle Liang
Associate Professor, Counseling/Dev/Psych, Lynch School Of Education

This project extends the purpose of online social networking to social outreach and education. A prototype for GenerationPulse, launched two years ago, successfully enabled hundreds of students to engage with youth displaced by Hurricane Katrina through a mutual, online exchange of writing and art. ATIG would provide critical seed money for catapulting GenerationPulse to the next level by achieving three related goals: 1) pilot a methodology to connect BC students with youth in the underdeveloped world, specifically, Africa; 2) advance the GenerationPulse website to allow the next level interactivity; 3) develop GenerationPulse as a service-learning laboratory.

Integration Of Computer-Based Tools For The Measurement And Analysis Of Physiological Function Into Advanced Laboratory Classes

Clare O’Connor
Associate Professor, Biology

The Biology Department proposes to introduce new computer-based exercises dealing with various aspects of cardiovascular, neuromuscular and respiratory physiology into upper-division physiology laboratory classes. The Department has selected a commercially available system that is robust, intuitive and adaptable to different computer platforms. The system comes with a wide range of activities that will allow the course instructors to update and refine laboratory exercises as needed. The equipment will provide students with hands-on experience in monitoring physiological functions.

Legal Advocacy Bureau's Audio/Video Capture And Digital Annotation/Editing

Alexis Anderson
Clinical Associate Professor, Law Faculty, Law School

Maritza Karmely, Paul Tremblay, Alan Minuskin, Lynn Barenberg
Collaborators

The purpose of this project is to provide digital recording of student lawyer-client meetings coupled with a video/audio tagging application and editing software that would allow clinical faculty at Boston College Law School’s Legal Advocacy Bureau to analyze and annotate law student video/audio performances.

Spanish Language And Culture Proficiency Via The InterLangua Videoconferencing Program

Cindy Bravo
Director, Language Laboratory, College Of Arts And Sciences

Chris Wood, Kathy Lee
Collaborators

One of the goals of a world language course is to provide a curriculum and supplementary learning resources to assist learners in attaining higher linguistic proficiency and a broader insight into the culture of the country/countries where the target language is spoken. Providing students opportunities outside of the classroom to participate in real-life conversations with native speakers is essential to the realization of proficiency goals. Through the use of new communications technology, the proposed project represents such an opportunity. In twelve, one-hour InterLangua sessions over twelve weeks, students enrolled in three Spanish language courses, as well as School of Nursing students learning medical Spanish in preparation for a service trip to Nicaragua, will speak with, see and hear over the Internet in full-motion video conference a personal tutor living and working in Guatemala.

Stress-Free Accents

Debbie Rusch
Senior Lecturer, Romance Languages & Literatures Department, College Of Arts And Sciences

A computer programmer will design a website that will not only provide students with clear and concise explanations of the rules, but also provide the capacity to hear how words are pronounced through interactive exercises. The website could be used by students at all levels (beginner through advanced) at Boston College and beyond as a tool for reviewing and practicing the rules of accentuation in Spanish.

Using Virtual Reality Simulation To Enhance Critical Thinking In The Nursing Laboratory

Robin Wood
Associate Professor, Adult Health Nursing, Connell School Of Nursing

The purpose of this project is to enhance critical thinking and clinical decision-making among CSON students through the use of high-fidelity simulation models in the Nursing Laboratory. This educational goal will be met by adding three virtual reality training models (adult, pediatric and infant) to the standard training models presently in constant use in our nursing lab. The technology will be used to address two existing problems: 1) increasing CSON enrollments with no increase in faculty numbers and 2) need for significantly enhanced exposure of nursing students to complex health problems in diverse populations.

Walking Ulysses: Joyce's Dublin Today

Joe Nugent
Adjunct Associate Professor, English Department, College Of Arts And Sciences

The goal of this project is to create a collaborative mapping tool that will enable students to re-imagine and construct a specific historical moment or era.

3D Visualization For Teaching And Research

Evan Kantrowitz
Professor, Chemistry Department, College Of Arts And Sciences 

This project aims to acquire autostereoscopic equipment for teaching and research in biochemistry, chemical biology and structural biology. Autostereoscopic flat panel displays use an innovative technology that allows a group of students or researcher to view three-dimensional (3D) images without the use of extremely expensive 3D shutter glasses. This new technology provides the opportunity for small learning groups or a number of researchers to collaborate on trying to understand how the complex molecules in the cell function.

A Wireless BC Weather Station For Teaching And Outreach

John Ebel
Professor, Earth & Environmental Sciences Director, College Of Arts And Sciences

Amy Frappier
Collaborator

This project aims to install a wireless weather station on the roof of O’Neill Library for 24-hour acquisition of local weather data. Real-time weather data will be made available to the BC community and wider public through a dedicated website and monitor display to be installed in Devlin Hall. Weather data acquired by the station will be archived on a website for use in BC courses and by the wider BC community and public.

Centralized Storage And Dissemination Of Scientific Data

Evan Kantrowitz
Professor, Chemistry Department, College Of Arts And Sciences

Stephen Bruner, Goran Krilov
Collaborators

This project aims to develop a system for the easy storage, retrieval and annotation of primary scientific data generated by department equipment such as, but not limited to, mass spectrometers (MS), nuclear magnetic resonance spectrometers (NMR), X-ray crystallography detectors, and chromatography systems. The system will be designed for automated uploading of data to a central database. Individual researchers, group members or faculty advisors would have access to download these data. Researchers would have access to appropriate processing software either located centrally on a cluster, or locally on their own workstation.

Creating Opportunities To Support The Development And Exhibition Of Video Art And Web Based Media In The Fine Arts Classroom And Museum Environment

Sheila Gallagher
Associate Professor, Fine Arts Department, College Of Arts And Sciences

Digital Imaging, web-based media, video art and video installation are at the forefront of contemporary art practice and a mainstay of museum exhibitions. The proposed project seeks to address some of the pressing technology and curriculum needs of the Fine Arts Department through the creation of a new video art class and the acquisition of technology and equipment which would be jointly used by students and faculty in the Studio Art Department, Art History Department, Film Studies and The McMullen Museum to develop and exhibit video art as well as supplemental digital and web-based media in conjunction with an interdisciplinary course, exhibition and catalog examining an important collection of Civil War era drawings.

Fidelity Of Virtual Reality Training In CSON

Robin Wood
Associate Professor, Connell School Of Nursing

The purpose of this project is to customize space in Cushing Hall (Simulation Room) with equipment approximating a patient hospital room for use with virtual reality training models (adult SimMan and infant SimBaby). The purpose of this project is to customize space in Cushing Hall (Simulation Room) with equipment approximating a patient hospital room for use with virtual reality training models (adult SimMan and infant SimBaby). The training models (manikins) were funded by ATIG support in 2007-08. Virtual reality technology in CSON is being implemented to prepare students in large clinical courses across our undergraduate, graduate and nurse anesthesia programs for critical care practice. High-fidelity simulation requires realistic settings where learners can suspend disbelief and practice skills in an environment as close to reality as possible. Therefore, actual hospital equipment must be available for scenario practice exactly as students would find it in hospital settings. Installation of media hardware for real-time and delayed scenario debriefing as students practice with the manikins is a critical need. Scenarios are useful practice only when faculty/student debriefing of recorded scenarios occurs immediately following the scenario enacted. Faculty Simulation Training is needed to optimize full use of the models in diverse clinical courses for students with wide variations in clinical experience. CSON clinical faculty members have been identified whose interest in high-fidelity simulation assures long-term investment in the technology for course use. They will complete the two-day Faculty Simulation Training as well as a two-day on site simulator Assembly and Programming course previously purchased from the manikin vendor.

Fidelity Of Virtual Reality Training In CSON

Kate McNeil
Assistant Professor, Teacher Education, Lynch School Of Education

Eric Strauss, Michael Barnett
Collaborators

This project will aim to develop and implement a series of innovative simulations and animations to support students at Boston College in learning how to use technology to solve and interpret problems across disciplines. This project leverages existing resources such as the tablet PC lab that was recently received through a grant by the Hewlett Packard Foundation. Specifically, eight different but inter-related educational technology tools will be developed through this work ranging from the use of established technologies such as Microsoft Excel to new technologies such as augmented reality tools. The target courses for this work are GE182 and ED546. Other courses that will benefit and have committed to using the tools are BI445 and ED109.