Lecture Tools Awardees

Michael Piascik & Hollie Swanson
Course: PHA 621: Principles of Drug Action
Award: $1,500.00
Start Date: 7/1/2013
End Date: 6/30/2014
PHA 621 teaches fundamental principles of drugs and drug action to advanced graduate students. This course is relevant to students wishing to use drugs as research tools and provides the necessary background to understand the therapeutic actions, clinical uses and toxicology of drugs. The course routinely enrolls students from such diverse areas as Anatomy and Neurobiology, Biomedical Engineering, The Graduate Center for Nutritional Sciences, Pharmacy, Physiology, Psychology and Toxicology. This course has a major emphasis on active learning, student directed classroom discussion and formal student classroom presentations in addition to formal lecture. Fifty percent of the course grade is derived from student participation. The nature of the course material and the emphasis on active student learning make PHA 621 uniquely suited to interface with the LectureTools platform. Such integration will allows us to transform the classroom to increase interaction as well as promote student use of computers, tablets and cell phones to more completely engage with the instructors and each other.

PHA 621 begins with key principles of pharmacodynamics and pharmacokinetics including:

• Drug absorption
• Drug delivery to its site of action
• Drug interaction s with tissue and organ sites called receptors
• Signaling pathway s engaged by the drug
• Drug action
• Drug metabolism and clearance
• Drug toxicity

Student comprehension is significantly enhanced by the use of graphical representations, mathematical calculations and solving problem sets. As these difficult concepts are so vital, it is critical to rapidly assess student comprehension. LectureTools provides a unique way to transform the flow of lecture presentation and allow real time interaction between students and instructor. LectureTools will be used to optimize presentation of graphical representations and mathematical formulations. In addition, the instructor will be able assess the student's level of comprehension in several ways. First, LectureTools will allow the students to work through problems or problem sets designed to reinforce pharmacodynamic or pharmacokinetic principles. Second, LectureTools will allow instructors to quickly assess student comprehension with assessment questions embedded within the lecture. Finally, LectureTools allows students to ask questions and request clarification of vital points as the lecture progresses.

In the final section of PHA 621, each student makes a formal presentation on a given receptor or signaling system and the interaction of drugs with these systems. The goal of this exercise is to give the student experience in researching a topic in-depth, preparing and then delivering a presentation of significant (30-40 min) length. LectureTools is very valuable to the students in creating and delivering this presentation. The other students are expected to use LectureTools to actively participate by evaluating presentations and offering constructive criticisms. The use of LectureTools enhances the graduate students' professional development by introducing them to a novel pedagogical tool.

Jennifer Cramer & Andrew Byrd
Course: LIN 211: Introduction to the Study of Language
Award: $1,500.00
Start Date: 7/1/2013
End Date: 6/30/2014
This course is designed to give students a broad introduction to the field of linguistics, the scientific study of human language. This course is divided into two parts. The first provides students with a basic foundation in the study of grammar, introducing the five core components of human grammar: syntax, morphology, phonetics, phonology, and semantics. We then build upon this knowledge in the second section, surveying a number of subfields of linguistics, including historical linguistics, sociolinguistics, language acquisition, and language and the brain.

This course has been recently revised to attend to audience issues. Previously, this course served not only linguistics majors and minors but also students from the College of Education and the College of Communication and Information. The students who major in linguistics will no longer take this course, and the revised version is designed to present the material in a way that will be of better use to those non-linguistics students. As such, the course will now be offered as a large (120+ student) lecture with teaching assistants in two sections per semester.

Such a move has required us to rethink how we approach student interaction. Having explored the capabilities offered by LectureTools, the integration of these tools into this class will provide a better system of feedback. We are most interested in the use of the Student Inquiry Tool for its ability to encourage student participation, something that we have found to be quite difficult in large lecture classes. Being able to answer those questions when they arise is obviously much more efficient than assuming a student will write down and remember his or her question exactly to be asked at some later time. Additionally, the Student Response System will allow us to see in real time where we need to add further instruction on specific topics with which students find difficulty.

The development and delivery of course materials will also be made easier by the use of LectureTools. Being able to transform our current PowerPoint slides into the interactive Presentation Tool will make the transition into this new course much smoother. With teaching assistants being able to attend to the questions students submit during class, it provides us with additional help in delivering the content of the course and encourages students to engage with the teaching assistants outside of class.

Karen Skaff
Course: HSE 101: Survey of Health Professionals
Award: $1,500.00
Start Date: 7/1/2013
End Date: 6/30/2014
This course serves as an introduction to the health sciences professions including an exploration of health sciences careers. This survey course is designed to introduce students to the health professions through a broadly-based context provided by various lecture topics, assigned readings, in-class activities, examinations and one out-of class written assignment. Trends in health practice, accreditation and certification requirements, health care delivery environments and assumptions about health and disease will be explored in relation to health manpower development. The overall course goal is to promote informed decision-making as health sciences students begin their academic preparation within the health professions.

This course has been taught in traditional ways to 200 students with race-to-face lectures since 1985. Given that today's entering students use the internet regularly for personal reasons we want to utilize these new technologies familiar to students. It's been suggested that students will be more engaged in a course through the use of the internet in their academic career. Therefore, instead of blaming cell phones, laptops and ipads in the classroom the plan is to embrace their culture by using new mechanisms such as Twitter and LectureTools. Traditionally this course was taught by a variety of health professions speakers via PowerPoint presentations. LectureTools allows the students to take notes on the PowerPoint presentations and ask questions as they arise. LectureTools will make teaching & assessment more effective and efficient with a class of 200 students by asking questions before, during and after the lecture. In large classes it is often difficult to hear student's questions and many do not feel comfortable speaking in front of a class that size. Therefore this will be valuable for this course. Each semester we manually calculate attendance, assignments, and tests scores using paper & pencil for grading. This will eliminate many paper documents and improve the overall process. LectureTools will allow us to ask the "Question of the day" and tabulate the results instantly to see if the students grasp the information. LectureTools is making this an interactive experience for students, while assisting the instructor with a more manageable approach using a new technology to engage students with interpersonal communication between the instructor and students. Ultimately, our plan is to use new technologies in this classroom, other courses, and to transition to a complete online curriculum using this as our "pilot" course.

HSE 101 Survey of the Health Professions is the precursor to HHS 102 Survey of the Health Professions: Shadowing Experience. Through the successful implementation of LectureTools in HSE 101 it is our hope to continue utilizing this technology into a second semester, allowing the students and faculty to master this technology.

Stacy Taylor & Mikael Jones
Course: PPS 969: Patient Care Lab VI
Award: $1,500.00
Start Date: 12/1/2013
End Date: 11/30/2014
The Patient Care Lab course requires students to integrate and apply skills needed to fulfill the professional responsibilities of a practicing pharmacist. We believe that the integration of LectureTools will provide an efficient method to identify points of confusion, improve student engagement, and encourage students to pose questions in class.

The Patient Care Lab VI (PPS 969) course is a 2-credit required course for third-year pharmacy students in the Doctor of Pharmacy (PharmD) program. It is taught each spring and has an average class size of 130-140 students. This course utilizes principles taught in co-requisite courses to provide the contextual framework for the skills considered. Course content includes the development of skills relating to 1) chemotherapy dosing, calculations, safety, and
preparation; 2) cardiovascular medication therapy evaluation and optimization; 3) chronic obstructive pulmonary disease (COPD) patient counseling on inhalation therapy; 4) medication therapy management; 5) simulated patient encounters in both individual and interprofessional team-based scenarios; and 6) medication compounding for inpatient and outpatient pharmacy settings. The course also focuses on developing critical thinking skills, communication skills,
and professionalism. Student engagement and participation are essential for success.

All 130-140 students meet in a large classroom session 2 hours per week for reinforcement of necessary concepts, background information, logistical details, and to receive homework assignments. There are 4 laboratory sections consisting of 32 students each that meet for 2-4 hours per week. Laboratory activities routinely involve students applying knowledge and practicing the necessary skills to provide patient-centered care as a pharmacist. Whenever
possible laboratory activities try to simulate the environments and processes seen in actual practice. We plan to use LectureTools in novel ways in both the large classroom session and in the laboratories sections.

Large classroom session:
1. LectureTools interactive activity slides will be used to assess student readiness, understanding, and application of knowledge.
2. TodaysMeet.com (web-based, discussion board) was previously used to encourage student discussion/questions during class, but this required instructors to toggle between programs during class. Use of the Student Inquiry Tool will be monitored to determine the degree of student/instructor interaction from this integrated tool.
3. LectureTools will be used to facilitate a “flipped classroom” using the short answer interactive slides to allow a single faculty member to mentor students working on multiple in-class team projects simultaneously.

Laboratory sections:
1. LectureTools will be used in our small-group laboratory to help track and monitor individual contribution and knowledge within team settings.
2. Lecture Tools will be utilized in a manner to improve the ability to identify areas of confusion for students as they arise.
3. Additionally Lecture Tools will provide an opportunity to capture student preparedness for an activity, facilitate break-out sessions, and provide more immediate feedback on student knowledge and skills related to a specific laboratory activity.

Liang Luo
Course: CHI 430: Popular Culture in Modern China
Award: $1,500.00
Start Date: 12/1/2013
End Date: 11/30/2014
This course provides a critical examination of modern Chinese popular culture and its global cultural significance in the contemporary world. From film to literature, from music to theatre, this course will probe modern Chinese popular culture as it has manifested itself, and trace its sociopolitical, aesthetic, and affective impact on the contemporary world. This course calls attention to the fact that “popular culture” is not a new notion in modern Chinese discourse
but rather one that underwent continued contestations in definition and practice throughout the twentieth century and into the twenty-first. It encourages students to examine the amorphous configurations of popular culture in modern China: the indigenous and the foreign, the modern and the conventional, the hegemonic and the subversive can all be brought into play.

Designed as an upper level undergraduate course for interested students, this course aims at making the best use of class participation to stimulate student research. It allows students to take on his/her own research topic early on in the semester (through in-class presentations and writing their midterm paper) and encourages them to keep working on their project (if they so desire) towards their final paper or creative project. Interdisciplinary approaches involving literary, historical, anthropological, and sociological investigations are indispensable and greatly encouraged in conducting research for the final project.

Given the multimedia nature of the course material and the emphasis on class participation and interdisciplinary research, I believe the development and delivery of the course integrating LectureTools will greatly enhance the quality of learning and teaching for this course. Students will be able to use their laptops, tablets and cell phones to take notes while following up on lectures or conducting group activities. They will be able to ask questions and get answers much more easily and efficiently, and students who prefer to communicate with instructors via written forms of communications (for whatever reasons) will be able to function more comfortably with the help of LectureTools. Students can also better prepare and better review course materials before and after class, hence creating a much better learning environment both inside and outside the classroom.

Chike Anyaegbunam
Course: ISC 321: Research Methods for the ISC Professional
Award: $1,500.00
Start Date: 12/1/2013
End Date: 11/30/2014
This course provides students with an overview of the process of planning, conducting, analyzing, interpreting, and reporting research results, as well as specific knowledge of individual research techniques, including observations, surveys, experiments, focus groups, etc. The role of new technologies in the research process will be emphasized. The purpose of this course is to help students make sound marketing communication decisions in their subsequent coursework in the ISC program and in their future careers.

Learning Outcomes At the end of this course, students will be able to
• demonstrate an understanding of scientific research methods, research design, and basic analytic methods that will prepare them to conduct and/or evaluate research for the ISC professional’s work in advertising, public relations, direct response, promotion, etc.
• demonstrate the application of various research methods and identify the role research plays in answering key questions in the marketing communication process and the importance of research as an aid to strategic decision-making in the ISC profession.
• demonstrate an understanding of the basic skills for designing research, including establishing research objective(s), selecting research method(s), data gathering, analyzing the collected data, reporting results, and making strategic recommendations to clients.
• think critically, creatively and independently about research methods and reports.
• apply basic numerical and statistical concepts in conducting and evaluating research.
• conduct research and evaluate information by methods appropriate to the ISC field in which they’ll work.
• understand concepts and apply theories in the use and presentation of images and information related to research findings.
• write correctly and clearly in forms and styles appropriate for the ISC professions, audiences and purposes they serve.
• demonstrate an understanding of gender, race, ethnicity, sexual orientation and, as appropriate, other forms of diversity in society in relation to the design and conduct of research.

Integration of LectureTools
The integration of LectureTools and use of students’ own media technologies in this course would help achieve two important goals: 1). Students would be more engaged in the classes by having the opportunity to ask questions anonymously and 2). Student comprehension of important concepts and procedures would be monitored in real time using some of the same survey tools being taught in the class. This would enable students to appreciate the usefulness of the concepts and procedures they are supposed to learn in the course.

Jane Grise, Kristen Hazelwood, Melissa Henke, & Diane Kraft
Course: LAW 804: Legal Research & Writing
Award: $1,500.00
Start Date: 12/1/2013
End Date: 11/30/2014
Legal Research and Writing is a full year course for first year law students that is divided into a research and writing component. This course meets for 13 weeks in the fall and 13 weeks in the spring. Fall assignments include two major writing assignments and three research assignments. The spring assignments include a major writing assignment and an oral argument as well as several research assignments. Students meet in a small class setting - about 20 students per section.

The writing component is designed to enable students to master the following skills:
• Do legal research.
• Demonstrate an understanding of the U.S. legal system
• Read, comprehend, and write about legal authorities.
• Work comfortably with legal analytical paradigms.
• Identify the expectations of the legal reading audience.
• Provide accurate citations.
• Convey ideas using accurate grammar and punctuation.

We propose to utilize Lecture Tools to address three major challenges faced in the course.

In a recent class, one professor asked students if anyone had any questions and few questions were posed. At the end of class, the professor asked each student to write one question on a file card and hand it into the professor after class. As a result, there were 20 important questions that the professor was then able to address. Lecture Tools will be used to encourage students to ask questions anonymously during lectures or exercises when they may be hesitant to do so otherwise.

Correct use of the legal citation manual and grammar rules are two important aspects of legal writing. Lawyers who produce documents with citation and grammar errors will simply not be successful because they cannot gain credibility with the legal reader. It is always challenging to teach these subjects in class in an effective yet interactive and engaging manner. Lecture Tools should increase the available options through the use of multiple choice and other types of questions that can be posed to the class as a whole.

It is important to have students actually write in class and then review this peer-drafted writing in class. Our current "technology'' often consists of students writing on the classroom chalkboards. This is time consuming and has limited value after class unless students copy work from the board. In addition, it does not allow the professor to see the work of each student in the class. Because it is not feasible for every student to write on the board, the students often work in groups and one representative of the group writes the group's answer on the board. The professor, therefore, sees only the end product of the group work. With Lecture Tools, students can individually draft their writing responses and the professor can comment and discern who might need assistance. Moreover, some of these answers could then be compiled and utilized by students after class.

859-218-HELP (859-218-4357) 218help@uky.edu