IUPUC Spatial Innovation Lab

During the summer of 2016 the IUPUC ME Division envi-sioned the concept of an “Imagineering Lab” based largely on academic makerspace concepts. Important sub-sections of the Imagineering Lab are its “Actualization Lab” (mecha-tronics, actuators, sensors, DAQ devices etc.) and a “Spatial Innovation Lab” (SIL) based on developing “dream stations” (computer work stations) equipped with exciting new tech-nology in intuitive 2D and 3D image creation and Virtual Reality (VR) technology. The objective of the SIL is to cre-ate a work flow converting intuitively created imagery to an-imation, engineering simulation and analysis and computer driven manufacturing interfaces. This paper discusses the challenges and methods being used to create a sustainable Spatial Innovation Lab

Creating a Professional Development Plan for a Simulation Consortium

As the United States struggles with health care reform and a nursing education system that inadequately prepares students for practice, dramatic advances in educational technology signal opportunities for both academic and practicing nurses to affect our profession as never before. Simulation technologies provide large and small institutions with the means to educate health care students and novice professionals effectively and efficiently through hands-on experience, but the costs of such a venture can be prohibitive. A simulation consortium offers a venue for different health care and educational institutions with shared goals to pool knowledge, monies, and labor toward health care education throughout a geographic area. This article details one Midwestern U.S. region's work in creating a professional development plan for a new simulation consortium

The Case of Ty Jackson: An Interactive Module on LGBT Health Employing Introspective Techniques and Video-Based Case Discussion

Introduction: The Institute of Medicine's 2011 report on lesbian, gay, bisexual, and transgender (LGBT) health and the legalization of same-sex marriage are just two of the numerous milestones that have hastened medical schools' efforts to prepare trainees to address the needs of LGBT community members. Early awareness of sexual diversity through self- and peer introspection and video-based education can help trainees build a foundation towards providing affirming care to LGBT patients. Methods: The Kern model was used to develop, implement, and evaluate an interactive multimodal workshop to provide first-year medical students with a formative introduction to LGBT health. Learning objectives focused on comprehending the spectrum of human sexuality, health issues for LGBT patients, and better practices for promoting affirming care. The module consisted of a PowerPoint presentation, sexuality survey, videos of provider-patient encounters, and community-based resources. Results: The workshop was implemented among 178 first-year medical students in September 2018, with 93% completing the pre-/postworkshop evaluations. Comparison of evaluations showed an increase in confidence in addressing each of the three learning objectives. Over 85% rated the PowerPoint and videos as very good or excellent. Discussion: This workshop was effective in helping first-year medical students appreciate the spectrum of sexual diversity, health issues facing LGBT individuals, and better practices to promote affirming care. The real-time sexuality survey helped trainees appreciate sexual diversity through self-reflection and near-peer sharing. The videos and accompanying discussion provided real-life encounters, along with common pitfalls in and pearls for communicating with LGBT patients

Active Learning on Center Stage: Theater as a Tool for Medical Education

Introduction: Knowledge and skill development related to communication must incorporate both affective and behavioral components, which are often difficult to deliver in a learning activity. Using theater techniques and principles can provide medical educators with tools to teach communication concepts. Methods: This 75-minute faculty development workshop presents a variety of techniques from theater and adapts them for use in medical education. Using examples related to diversity and inclusion, this session addresses general educational and theater principles, role-play, sociodrama, applied improvisation, and practical aspects of involving theater partners. The session materials include a PowerPoint presentation with facilitator notes, interactive activities to demonstrate each modality, and an evaluation. The sessions can be extended to longer formats as needed. Results: Forty-five participants at Learn Serve Lead 2016: The AAMC Annual Meeting attended the 75-minute session. We emailed 32 participants 5 months after the conference, and eight responded. Participants reported that their confidence level in using theater techniques as a tool for medical education increased from low-to-medium confidence presession to high confidence postsession. All survey respondents who were actively teaching said they had made changes to their teaching based on the workshop. All commented that they appreciated the active learning in the session. Many indicated they would appreciate video or other follow-up resources. Discussion: Principles and techniques from theater are effective tools to convey difficult-to-teach concepts related to communication. This workshop presents tools to implement activities in teaching these difficult concepts

Digital learning objects: a local response to the California State University system initiative

The purpose of this paper is to present a virtual library plan created by library directors of the 23 California State University (CSU) system campuses. The information literacy portion of the project offers a repository of high quality interactive digital learning objects (DLOs) in the MERLOT repository. Therefore, DLOs created locally at the Dr Martin Luther King, Jr Library at San José State University (SJSU) focus on topics that supplement the “core” DLO collection

Comprehensive Positive School Discipline Resource Guide

This document provides a guide to assist schools and districts by providing information, resources, and tools to further the development of Positive School Discipline practices

Learning and Living Difference That Makes A Difference: Postmodern Theory & Multicultural Education

The application of postmodern theory to a transformative understanding of multiculturalism can make a difference. Multicentered culture, antiessentialist race consciousness, and political equity—aspects of a transformative multiculturalism put forward in 1996 by Newfield and Gordon—can be juxtaposed with elements of a postmodern theorization of society as a consumer-driven economy saturated with multiple mediated unstable, fragmented, and evolving discourses and cultural interaction. This theoretical construct can be illustrated with research data from college classrooms and specifically an analysis of the television show The X-Files. This analysis shows how a discussion of whiteness creates larger discussion of transformative multiculturalism in which difference makes a difference. Moreover, a postmodern transformative multiculturalism sees universities as ideological sites in the production and reproduction of hegemony

What's New? Reaching Working Adults with English for Speakers of Other Languages (ESOL) Instruction, A Best Practices Report

In July 2001 the Center for Impact Research (CIR) completed a needs assessment, Barriers to English Language Learners in the Chicago Metropolitan Area, which detailed the needs of immigrant working adults for English instruction and determined the barriers they faced in learning English. CIR's 2001 report documented the fact that many of these employed immigrants take advantage of overtime, hold down two jobs, and are often subject to changing or rotating work schedules that make attendance at regularly scheduled classes difficult. Evening English for Speakers of Other Languages (ESOL) classes that occur twice a week lasting between one-and-a-half to three hours also present difficulties, because they interfere with parenting and family duties; fatigue of the attendees after a long day's work also makes learning problematic. Some Friday evening and Saturday morning classes are available, but seldom are there any classes on Sundays. ESOL providers report that they are unable to schedule weekend classes because of the lack of trained and qualified teachers who are willing to work on Saturdays and Sundays. Volunteer tutors could assist ESOL learners, but they too are reluctant to make commitments for weekend hours. The metropolitan Chicago ESOL system faces an additional problem in that it cannot meet the needs of those immigrants who are interested in, and able to attend ESOL classes. CIR's analysis of demographic data finds an estimated total population of potential English Language Learners 18 years of age or older in the Chicago metropolitan area in 2000 at 277,700. According to the Illinois Community College Board, in Fiscal Year 2001 68,815 adults in the Chicago metropolitan area received some ESOL instruction through programs funded by the Board, meaning that only about one-quarter of the need was able to be met. Sixty-two percent of these learners were in beginning ESOL classes. Many area ESOL providers report long waiting lists for ESOL classes, and some say they are implementing lotteries for classroom places. How then, can ESOL learning be reorganized to enable adult learners who are employed to upgrade their English language skills? Can ESOL services be offered along a continuum, with systems providing various services, geared to immigrants with differing levels of commitment to learning English, as well as changing or rotating schedules and time limitations? How can effective learning opportunities be offered in the home, at the workplace, and in accessible community locations, such as shopping centers and churches

Google Glass App for Displaying ASL Videos for Deaf Children – The Preliminary Race

Glass Vision 3D is a grant-funded project focused on the goal of developing and researching the feasibility & usability of a Google Glass app that will allow young Deaf children to look at an object in the classroom and see an augmented reality projection that displays an American Sign Language (ASL) related video. Session will show the system (Glass app) that was developed and summarize feedback gathered during focus-group testing of the prototype