Comparing Outcomes for In-Person and Online Instruction for JOMC 130: Introduction to Design Thinking

The portfolio analyzes two sections of the JOMC 130: Introduction to Design Thinking course that serves as the first course in a five course sequence about Communication Design in the College of Journalism and Mass Communications at the University of Nebraska–Lincoln. The portfolio explores the student outcomes from the course in general as well as compares the student success between in-person and online delivery for the course during the Fall 2021 semester. The course focuses on three main topics—technology, design thinking or problem solving, and storytelling. These three topics are foundational to all majors in the college. The course is part of a five course sequence that introduces students not just to these concepts but also the hardware and software they will use throughout their time at the college. The portfolio looks at the teaching methods used, specific activities, and the outcomes produced in the course. Quantitative analysis of student outcomes proved that online delivery produced more successful outcomes than in-person instruction in all categories except teamwork

Rethinking Visual Communication Curriculum: The Success of Emporium Style

The College of Journalism and Mass Communications faced challenges with budget and faculty resources causing a bottleneck, in the beginning, visual communications courses for the College. In the fall of 2016, a solution was implemented in the form of an emporium style teaching model, where students can seek help on projects and collaborate with peers on projects. The program is the first-of-its-kind giving students experience with the technologies and techniques needed to be powerful and effective storytellers. Students leverage the technology they use in their daily lives to solve real-world problems, with the help of faculty available in a learning resource center. Topic-based workshops and boot camps offer students additional hands-on learning experiences with the software. The program\u27s first students finished in Spring 2017 with positive results to date. Participants will take away ideas, materials, lessons around organizing, teaching, and assessing a course of this nature

Proactive Approach to Diversity and Inclusion: Designing an Immersive, Performance-driven, Virtual Reality-based Diversity and Inclusion Training Program

Can virtual reality be the future of diversity and inclusion training? With the power to transport users, VR has the potential to increase a narrative’s persuasiveness. Immersive media can replicate difficult scenarios in which participants may practice skills acquired in training. Three professors from the University of Nebraska-Lincoln are using VR capabilities to pioneer Diversity and Inclusion Virtual Reality (DIVR), a measurable, accessible, and sustainable VR-based diversity and inclusion training program