Experiential Learning Grant Abstracts

College of Arts and Humanities

  • Project: Development, Design, and Piloting of an Online First Semester French and Spanish Language Course (FRCH & SPAN 1010)
    • Isabel Asensio
    • Department: Foreign Languages
    • College: Arts & Humanities
    • Abstract: This project seeks funds to compensate 2 faculty members to develop, design, and pilot a fully online First Semester French and Spanish language course (FRCH & SPAN 1010).
    • Contact: isabelasensio@weber.edu
  • Project: English Teaching Experiential Learning Online
    • Christy Call with Megan Van Deventer
    • Department: English
    • College: Arts & Humanities
    • Abstract: This project supports experiential learning opportunities online in the English Teaching program in response to the Covid-19 health crisis. This reimagining not only continues the strong record of experiential learning in the program but also revitalizes our instructional delivery to achieve all learning outcomes within the program. This project will allow our students in secondary English education to work with a leading national figure and local leader in equity education to refine their own teaching approaches. Through a series of online workshops and from the basis of course designs that reinforce the workshop content, our students will be equipped to become transformative figures in their future school communities, with not only a deep commitment to educational equity but with the high caliber training necessary to enact a vision of pedagogical equity.
    • Contact: ccall2@weber.edu 
  • Project: Training for Virtual Lighting Design Lab Simulator
    • Jessica Greenberg
    • Department: Performing Arts
    • College: Arts & Humanities
    • Abstract: I wish to learn how to use a virtual lighting lab simulator for implementation in my theatrical Lighting Design classes. I’ve been researching different options, and the Capture Light Lab developed by the Capture Visualization company will suit my needs well. The company offers free downloads for students, and is available on both Mac and PC. I like this visualizer in particular because it links with lighting console software that directly translates for use in the professional world. Pre-visualization has been growing in popularity, even before the pandemic, and it will only continue to grow. Designers for companies like Nickelodeon, Mercedes Benz, and Pink Floyd all use Capture in pre-planning. Knowing how to use these pre-visualization tools will be a very marketable skill for the students when they graduate.
    • Contact: jessicagreenberg@weber.edu
  • Project: Studio Art for the Non-major Fully Online
    • Dianna Huxhold 
    • Department: Visual Art and Design
    • College: Arts & Humanities
    • Abstract: The focus of this grant proposal is a General Education class - ART1030: Studio Art for the Non-Major. We typically teach this class face-to-face. The overarching goal for this project is to develop a semester-long, fully online curriculum that is made available to everyone who facilitates sections of this course by August 15, 2020. The curriculum will focus on the conceptual development of visual art through theme-based units by using Kanopy, Kaltura, and open access materials. It will engage students in art-making with non-traditional media available in their living spaces as well as traditional media (graphite, paint, etc.) that they may already have at hand. Each assignment aims to render students’ metacognitive processes as visible and shareable via audio/visual presentations. The course construction will align with DOVAD learning objectives and General Education Revitalization protocols.
    • Contact: diannahuxhold@weber.ed
  • Project: Tools for Online Music Teaching
    • Dan Jonas
    • Department: Performing Arts
    • College: Arts & Humanities
    • Abstract: The music area of the Department of Performing Arts is seeking assistance in order to facilitate distance learning in three areas — Ensembles, Percussion Methods, and Piano. Our ensembles will have students record both audio and video of their individual parts with instructor supervision. All audio and video would be mixed together to create a professional-quality performance of a complete musical work. All WSU Ensembles would record and perform a virtual concert with collaboration from Film/COMM and students in Sound Production and Recording. Additionally, the Piano area is requesting material and software for use in both individual instruction and class piano.
    • Contact: danieljonas@weber.edu 
  • Project: Art History [DOVAD] Virtual Course Deliver, Systems/Equipment
    • Angelika Pagel with Maria del Mar Gonzales
    • Department: Visual Art and Design
    • College: Arts & Humanities
    • Abstract: The Department Visual Art and Design’s [DOVAD] Art History Program is preparing for full implementation of ‘on-line’ delivery of all Art History courses in the fall of 2020. We anticipate this ‘virtual’ trend to expand into the foreseeable future as the Department continues to develop strategic plans for broader recruitment and retention based on additional ‘on-line’ instruction options, especially for ‘non-traditional’ students. This application seeks funding for related “essential technology equipment,” specifically a ‘digital tablet kit,’ needed by the two, full-time Art History faculty for innovative approaches and presentation for ‘on-line’ instruction, for fall 2020 and beyond.
    • Contact: apagel@weber.edu 

  • Project: Implementation of Printmaking ‘On-line’ and Hybrid Fall 2020
    • Kathleen Stevenson
    • Department: Visual Art and Design
    • College: Arts & Humanities
    • Abstract: The Department Visual Arts and Design’s [DOVAD] Printmaking Program is preparing for implementation of ‘on-line’ delivery, fall 2020, of introductory printmaking courses and ‘hybrid’ delivery of intermediate and advanced courses. We anticipate this trend to expand into the foreseeable future as the Department continues to develop strategic plans for broader recruitment and retention based on additional ‘on-line’ instruction options, especially for ‘non-traditional’ students. This application seeks funding for two ‘digital tablet kits’ for the full-time printmaking faculty. This is the only special funding request on printmaking’s behalf for this needed technological support.
    • Contact: kstevenson1@weber.edu

College of Engineering, Applied Science, and Technology

  • Project: Interactive MATLAB GUI development for virtual lab activities
    • Tariq Arif 
    • Department: Mechanical Engineering
    • College: EAST
    • Abstract: The goal of this project is to develop an interactive software using MATLAB Graphical UserInterface (GUI) to support virtual lab activities. After successful completion of the project, two remote lab assignments will be added to the Dynamic System Modeling (ME3040) and Sensors, Instrumentation, and control (ME3060) classes. To develop this software, we will need a toolbox known as MATLAB Compiler [1]. This toolbox can package MATLAB programs for deployment as standalone executable files. The major outcomes of the project are:
      • A GUI software for the students that will take inputs (e.g., spring, damping constant, and masses) through slider bars or numeric boxes, and will give dynamic output/plot visualization.
      • Students will be able to use it remotely to do lab assignments without installing MATLAB on their computers.
    • Contact: tariqarif@weber.edu 
    Kyle Feuz with Hugo Valle, Marrie Mack, and Yong Zhang
    • Project: Leveraging Pluralsight channels to improve online content
    • Department: Computing
    • College: EAST
    • Abstract: The School of Computing currently has a license agreement with Pluralsight Skills to provide licenses for all School of Computing majors. This allows faculty in the School of Computing to supplement their courses with additional training through pluralsight. We have had this agreement in place since 2014 but most faculty and students do not currently use the pluralsight training courses on a regular basis. This project proposes to have faculty identify training materials in the pluralsight library that can be leveraged effectively in their classes and to integrate the training materials into their classes as an online resource that will be available regardless of the current Covid-19 status. 
    • Contact: kylefeuz@weber.edu 
  • Project: Smartphone-based Engineering Measurement Lab 
    • Randy Hurd 
    • Department: Mechanical Engineering
    • College: Engineering, Applied Science, & Technology
    • Abstract: Learning to use instruments for collecting measurement data is an essential component of engineering education, though accessing the necessary lab facilities currently presents a significant health risk due to the COVID-19 pandemic. Modern smartphones contain a wide array of measurement instruments that can be accessed using a university-developed app called Phyphox. The purpose of this project is to create an innovative instrumentation and measurement lab that can be completed using only a smartphone and the Phyphox app. New labs following this model would allow students to gain valuable hands-on learning experience without the current health risks associated with a traditional lab setting. MET 3500 and ME 3060. 
    • Contact: randyhurd@weber.edu 
  • Project: Exploring JupyterLab in Online Computer Science Teaching
    • Yong Zhang with Hugo Valle and Abdulmalek Al-Gahmi
    • Department: Computing
    • College: EAST
    • Abstract: In this project, we will explore how to use JupyterLab in teaching Computer Science in an online environment as an alternative to the hands-on interactive in-class coding/programming activities that takes places in most CS face-to-face courses. Computer Science courses usually involve hands-on, interactive, and collaborative activities. Such activities may include live demonstrations, participation in projects, and collaboration in programming labs. In addition, Computer Science courses require a fully setup of computing environment including both software and hardware. JupyterLab is a free open-source browser-based technology that helps instructors to design learning environments and experiences. We believe that incorporating JupyterLab in teaching Computer Science will improve students’ learning experience, ensure students’ engagement, and make interactions and collaborations more accessible and practical in an online environment.  This project involves three CS faculty members using JupyterLab in three different fall 2020 Computer Science courses.
    • Contact: yongzhang@weber.edu 

College of Education

  • Project: Facilitating Pre-Service Teacher Development of Inclusive Practice through Experiential Online Observation and Reflection with Virtual Seminars
    • Alex Collopy with Sheila Anderson, Carrie Ota, Wei Qiu, and Teri Henke
    • Department: Engineering
    • College: Education
    • Abstract: The primary goal of this project is to adapt over 500 hours of experiential learning across 10 Child & Family Studies Early Childhood Education (ECE) courses to flexible virtual and online formats for use fall semester 2020. This will be accomplished by producing a library of essential instructional videos needed for the instructional redesign. These videos will include footage from our laboratory school classrooms, interviews and discussion-style focus groups with in-service teachers, and conversational interviews or seminars with outside scholars, practitioners, and community members. ECE faculty will record interviews and discussions with practitioners and scholars using Zoom or camcorders. Instructional videos from classrooms will include existing and new footage. Existing footage will be edited and transcribed. New footage will be recorded using 15 camcorders sourced from the university’s property control surplus. Tripods, microphones, SD cards, or card readers necessary to use these camcorders need to be purchased. RSPG funding will be used to purchase this equipment, to pay for captioning and transcript production, and to provide small incentives for participation in the videos. Funding from RSPG would also cover five faculty stipends to produce the videos and redesign instruction, such as video analysis and simularions for 10 courses.
    • Contact: alexcollopy@weber.edu 

  • Project: Exploring the Use of a Virtual Reality Platform to Support Students in Teacher Education and Communication
    • Peggy Saunders with Melina Alexander, Ryan Cain, Susan Hafen, Jean Norman and Dam Pyle
    • Department: Teacher Education & Communication
    • College: Education and Arts & Humanities
    • Abstract: We propose an innovative instructional improvement aimed at creating a high-impact educational experience in a digital environment. Case studies focused on questions of applied ethics can help students learn how to update and revise their beliefs when confronted with new information. In this project, we will work with WSU Online to create the framework for an unfolding case study, a series of interactive modules that will walk students through various perspectives and ethical questions. The modules will provide a framework that can be used for many different kinds of case studies; in philosophy, we anticipate that these interactive modules can be used in at least four sections of PHIL 1000 (Introduction to Philosophy) and PHIL 1120 (Contemporary Moral Problems) every semester.
    • Contact: psaunders@weber.edu 

College of Health Professions

  • Project: Emergency Healthcare Lab Kit & Learning Videos
    • Andrea LaLumia with Christie O’Neil
    • Department: Emergency Healthcare
    • College: Health Professions
    • Abstract: Due to COVID 19 the way we taught emergency medicine changed drastically. In the past our face-to- face lab hours ranged from 4 to 8 hours/week and sometimes exceeded up to 16 hours/week during the final testing process. The Weber State University’s (WSU) emergency healthcare department realizes we may continue to have little or no access to live on-campus skills training. This project will be about increasing access to lab items from home while decreasing time on campus. Our vision is to create interactive videos for students to learn from, give each student a lab kit with necessary equipment to practice with, and a space for them on canvas to upload videos performing the skill for instructor or peer critique. In addition to these ideas we would also like to utilize e-learning adjuncts in our EMT courses that are available from our current publisher.
    • Contact: andrealalumia@weber.edu 

College of Science

  • Project: Bringing Mathematical Fluency Preparation for Teaching Online
    • Rachel Bachman with C. Cavid Walters
    • Department: Mathematics
    • College: Science
    • Abstract: In this project, two mathematics educators will team with a computer programmer to create online games to develop mathematical fluency with elementary education majors taking their mathematics for teaching courses (Math 2010, 2015, 2020). Not only will these online materials empower instructors in these courses to help students meet course learning goals surrounding mathematical fluency should these courses have to remain online in the 2020-2021 school year due to COVID-19 directives, but the resources will also help supplement face-to-face instruction. Additionally, these games will be made available to K-12 teachers who recently have asked for shareable materials to enact these games in their classrooms.
    • Contact: rachelbachman1@weber.edu 
  • Project: Developing Virtual Earth and Environmental Sciences Field Trips
    • Elizabeth Balgord with Rick Ford, Carie Frantz, Adolph Yonkee and Sara Summers
    • Department: Department of Earth & Environmental Sciences
    • College: Science
    • Abstract: Field trips are integral and effective teaching tools in the Earth sciences. However, field trips also present challenges to student accessibility and social distancing during the COVID-19 pandemic. Therefore, the Department of Earth & Environmental Sciences plans to develop multiple immersive virtual field trips (iVFTs) to supplement or partly replace in-person learning for the Fall 2020 semester and increase student accessibility in future semesters. The development of high-quality iVFTs will require professional recording equipment, software, and significant faculty time, along with support from Instructional Design and CATS. Once the iVFTs are developed, they will be shared with Weber State faculty, and the geoscience community, providing access to Utah’s amazing natural laboratory.
    • Contact: Elizabethbalgord@weber.edu 
  • Project: Broadcast Microscopy for online lab experiences in microbiology courses
    • Daniel Clark
    • Department: Microbiology
    • College: Science
    • Abstract: Laboratory courses are almost necessarily done in person. Conversion of Tropical Diseases to an online course is ideal due to the nature of the lab content—most labs are prepared microscope “slide series” representing groups of microscopic parasites, for which there are already ample images online. One skill that can be approximated is the hunting for these microbes on a slide. There may be only a few microbes on a one-square-inch area, or thousands. The ability to represent the search for these microbes in an online environment demonstrates the lab skills required in on-the-job settings. This grant requests funds for the acquisition of a USB microscope that can be recorded and/or broadcast live via electronic meeting technologies. The microscopes can also be used in other classes and in person.
    • Contact: danielclark9@weber.edu 
  • Project: Implementing and Evaluating the Effectiveness on Online Laboratory Options in the Biological Sciences
    • Bridget Hilbig
    • Department: Botany and Plant Ecology
    • College: Science
    • Abstract: The move online due to Covid-19 was extremely challenging for classes that involved the use of labs, performances, and studios. Science, technology, engineering, and mathematics courses for majors are predominately taught face-to-face with little virtual alternatives. While several solutions to moving lab courses online exist, each has strengths and weaknesses. A combination of these solutions may be necessary to give students a comparable learning experience online as face-to-face. The objectives of the proposed courses is to 1) convert two upper division lab courses to online, and 2) assess which alternatives to face-to-face lab instruction are preferred by students and result in the greatest student performance as determined by our departmental measurable learning objectives. The results and materials of these courses would be shared with WSU faculty through the Community of Practice.
    • Contact: bridgethilbig@weber.edu 

College of Social and Behavioral Sciences

  • Project: Unfolding Case Study
    • Paul Neiman
    • Department: Philosophy
    • College: Social & Behavioral Sciences
    • Abstract: We propose an innovative instructional improvement aimed at creating a high-impact educational experience in a digital environment. Case studies focused on questions of applied ethics can help students learn how to update and revise their beliefs when confronted with new information. In this project, we will work with WSU Online to create the framework for an unfolding case study, a series of interactive modules that will walk students through various perspectives and ethical questions. The modules will provide a framework that can be used for many different kinds of case studies; in philosophy, we anticipate that these interactive modules can be used in at least four sections of PHIL 1000 (Introduction to Philosophy) and PHIL 1120 (Contemporary Moral Problems) every semester.
    • Contact: paulneiman@weber.edu 
  • Project: Model Diplomacy Pop-Up Case Simulations 
    • Janicke Stramer-Smith 
    • Department: Political Science
    • College: Social and Behavioral Sciences
    • Abstract: The goal is to create a policy decision-making simulation module that can be completed fully online, while still maintaining the interactivity and engagement of a face-to-face simulation. The project will transform the Council for Foreign Relations Model Diplomacy pop-up cases into an online format. This way students will still benefit from interactive simulations, while engaging in virtual teaching. Using Canvas, the goal is to create a simple template from which to create this simulation module, in such a way that instructors can easily substitute one case for another case.
    • Contact: jstramersmith@weber.edu

Goddard School of Business and Economics

  • Project: Using Packback to enhance online discussions in ACTG 4510
    • Valerie Chambers
    • Department: Accounting
    • College: Business & Economics
    • Abstract: To more effectively engage students in an online discussion forum and foster critical thinking and written communication skills, I propose to purchase a Packback registration for each of my (up to) 70 ACTG 4510 students. Packback, an AI-based discussion platform, has been demonstrated to achieve improved course outcomes, beyond those of LMS-based discussion tools, and has received positive student and faculty feedback. Critical thinking is especially important in ACTG 4510, in preparation for students to enter the auditing profession and complete the relevant licensing exam. Course outcomes will be evaluated by monitoring weekly participation, as well as comparing Fall 2020 student responses to short answer exam questions with responses of past students.
    • Contact: valeriechambers@weber.edu 

High Impact Programs to Engaged Learning, Honors and Interdisciplinary Studies

  • Project: Repair as a Radical Act
    • Taylor Foss with Matt Gnagey and Dan Bedford
    • Department: Engineering
    • College: High Impact Programs
    • Abstract: HNRS SS SUS 2050 Repair as a Radical Act is an innovative Honors class to be taught fall 2020. The class integrates analysis of economic concepts, such as planned obsolescence, with the development of practical skills in repair. The move to possible/probable remote learning has prompted a rethink. Students will engage with the hands-on element of the class using flexible-mount webcams with microphones, allowing faculty to see students’ work in detail, and to give verbal guidance and instruction. Funds are sought to purchase webcams, as well as soldering irons and multimeters, for electrical and electronic repair, as an integral component of this class. Equipment will be checked out to students and returned at the end of the semester, for re-use the next time the class is taught.
    • Contact: taylorfoss@weber.edu 
  • Project: Virtual Community Engaged Learning Training & Modules
    • Rich Fry with Barrett Bonella, Jenny Frame, Becky Jo Gesteland, Alex Lancaster, Lisa Meerts, Leah Murray, and Patrick Tadlock
    • Department: Center for Community Engaged Learning
    • College: High Impact Programs
    • Abstract: COVID-19 has created a disruptive moment that requires us to adapt our community-engaged learning (CEL) to a virtual environment. In order to meet the immediate need, a team of CCEL faculty will collaborate this summer to develop best practices for teaching CEL in a virtual environment and create Canvas training modules for faculty to use in their classes. Beyond this immediate need, we seek to build capacity for future growth by encouraging faculty to try CEL who may not have thought the pedagogy works online and/or within their disciplines. Moreover, we hope to address our current shortcoming in offering CEL to students currently taking online classes. Ultimately, this project prepares CCEL for a world where virtual and/or hybrid opportunities become routine offerings.
    • Contact: rfry@weber.edu 
  • Project: Reimagining Community Engaged Learning — ArtsBridge (HNRS 1530)
    • Tamara Goldbogen with Erinne Roundy
    • Department: Honors
    • College: High Impact Programs
    • Abstract: This funding would support efforts to transition ArtsBridge: Murals (HNRS 1530: Perspectives in the Creative Arts) to an online format. Specific activities that would facilitate experiential learning are:
      • One (1) credit hour of summer work for adjunct faculty member, Erinne Roundy, to create a series of visual art-integrated videos to supplement the face-to-face learning experience.
      • Two (2) online professional development conferences in the arts for Erinne Roundy and Tamara Goldbogen.

The original, face-to-face course offers WSU students a high impact education experience and an opportunity to learn about the impact of community murals and public art. The goal of this course is for students to develop specific visual art skills and knowledge in order to create an original mural/art installation in Ogden. Students earn up to 15 Community Engaged Learning hours and 3 Creative Arts general education credits.