Gary Gereffi, Sociology, Arts & Sciences

Project Description

In Gereffi’s Marketing and Management capstone course, undergraduate students collect and analyze data involving several key North Carolina industries, helping Gereffi and his team (the Center on Globalization, Governance and Competitiveness) create visualizations like value chains and maps for the public and highly-visible North Carolina and the Global Economy website.

CIT is providing funding and support to help Gereffi and his team develop interactive representations of value chains using tools like Flash, and to explore the use of mapping tools like Google Earth to rethink the way industry data can be presented visually in a more global context. The resulting developments will in turn create more and varied projects for undergraduate students in Gereffi’s capstone course.

Project Started: May 4, 2007
Funding: $11,000

Share This

Rochelle Schwartz-Bloom, Professor of Pharmacology and Cancer Biology, Professor of Neurobiology, Professor of Biological Psychiatry Director, Undergraduate Studies in Pharmacology, Director, RISE (Raising Interest in Science Education)
Pharmacology and Cancer Biology, School of Medicine

Project Description

The objective of this project is to develop a 3D virtual model of drug action at the molecular level that can be used in teaching undergraduates in Pharmacology 150. An interdisciplinary team of undergraduate students will work together to develop a molecular model of a basic pharmacologic principle such as drug action at a receptor-gated ion channel (an appropriate example could be alcohol binding at the GABA-gated chloride channel to produce intoxication). They will use the Visualization Lab and DiVE Tank to create a virtual 3D model as well as a 3D web-based version that can be used online.

The interdisciplinary team will also learn how to apply evaluation methodologies to assess the effectiveness of the instructional tool on student learning.

Project start date: 5/4/2007
Funding awarded: $ 6,500

Additional information:

Duke University Visualization Technology Group

DiVE Tank

RISE (Raising Interest in Science Education)

Other projects by Pharmacology 150

Share This

Kenneth E. Glander, Professor and DGS
Biological Anthropology and Anatomy, Arts & Sciences

Project description

To introduce authentic research methods and give students practice in research, students in the Methods Primate Field Ecology course will use a Global Positioning System (GPS) unit and accelerometer unit to track primates at the Duke University Lemur Center. The data will be collected and analyzed, and students will producing visual representation of time and space occupation of wild animals.   Current technology is being developed to be able to track the lemurs using collars to record position and acceleration.  When results are obtained, students will present the project both at Duke University and professional meetings.

The research experience will continue benefit the students, as they are gaining first hand experience in the challenges of field work and cutting edge technology.  When the visualizations are complete, they will encourage other students to participate in research experiences.

Project start date: 5/4/2007
Funding awarded: $3,200

The Center for Instructional Technology Web site has more information about visualizations and Google earth

Duke University Lemur Center

Share This

Anathea Portier-Young, Assistant Professor of Old Testament, Duke Divinity School

Project Description

Portier-Young applied to the CIT for funding to adapt a publicly available 3D model of the ancient Israelite Tabernacle and Temple for for viewing in the Duke Immersive Virtual Environment (DiVE), by students in her course “Introduction to Old Testament Interpretation.” Portier-Young wanted students to better understand the design of the site and its use in worship activities by seeing the site on a full scale “virtual” tour.

The Virtual Tabernacle is a model of a key worship site used by the ancient Israelites; the model allows the user to see the layout of the site and explore it as a “walkthrough.” Since there is only minimal evidence in original texts about the site’s layout and construction, the model provided a starting point for discussions about interpretation of Old Testament texts.

Student assistants working with the DiVE director adapted the existing 3D model for the display equipment in the facility. In addition, funding was provided for a student assistant to handle the logistics of testing the model and taking the 170 students in the course on the tour in small groups.

All of the students in Portier-Young’s class viewed the tour and several faculty from the Divinity School examined the model to consider using it in their own courses. Portier-Young developed a survey instrument for individuals who viewed the model. The survey results indicated that the students felt the model increased their comprehension of the ancient site and how it was used; viewing the model in an immersive environment allowed the students to see the actual scale of the site and gain a deeper understanding of the site’s components and explore open questions about how worship would have been conducted, based on evidence in the Old Testament texts.

Project start date: 1/25/2007
Funding awarded: $3,325

Share This

Peter Malin, Professor, Earth & Ocean Sciences, Nicholas School of the Environment & Earth Sciences

Project description

EOS223S is an open, interdisciplinary elective in Nicholas School which satisfies a seminar requirement of Trinity undergrads; it includes topics in geology, engineering, energy, environment, and policy. The course focused on the actual conditions and plans for a US national high-level nuclear waste deposit in Yucca Mountain, Nevada, through a guided field trip to the Yucca Mountain site. Pre-field trip classes included lectures on Yucca Mountain geology and student-prepared seminars/posters on specific aspects of Yucca Mountain and nuclear waste disposal. Geology requires students to visualize both scales and complex three dimensional relationships from 2 dimensional maps, which is particularly difficult for non-majors. The Duke Immersive Virtual Environment (DiVE Tank) provided three dimensional visualization of the geology and subsurface engineering, and an interactive way to explore the scale of the field site.

By the end of the course, students stated that the use of the 3-D Visualization before the field trip helped to frame the spatial relationships between sediment layers, faults, and topography. The students were asked write a position paper on the integrated geological, economic, and social aspects of the proposed site and state their position on its licensing using the graphical evidence. Their papers showed that they achieved most of the following goals: they referenced appropriate data bases of existing documents, and related these materials to the actual scales lengths, including time, space, economic, social, and political dimensions associated with the potential site and its use.

Project start date: May 26, 2006
Funding awarded: $5,000

Share This

Anathea Portier-Young, Assistant Professor of Old Testament, Duke Divinity School

Project Description

For the course “Introduction to Old Testament Interpretation,” Portier-Young proposed technology based activities to enhance student learning in this core course (enrollment 170), required for all incoming Divinity students. She wished to create a Blackboard-based group activity for students to collaboratively write about course topics, and to digitize a set of images for use in course materials and lectures. In addition, she wished to explore use of a personal response system in class lectures and use the DiVE visualization facility to view Old Testament-related locations.

Portier-Young sucessfully arranged the installation of a PRS in her classroom with coordination between the CIT, A&SIST and her local support staff. Her teaching assistants, with training from the CIT, successfully managed a group activity in which student groups collaboratively authored wiki pages about course topics that could be shared with and expanded by future classes.

Due to time constraints, image digitization was postponed, but the CIT researched several possible 3D models that could be viewed in the DiVE and Portier-Young learned about the facility and the process for converting models for viewing in the DiVE.

Portier-Young reported that the use of the PRS and wiki activity as successful. Encouraged by the potential of viewing 3D models in the DiVE, she submitted a follow-up Jump Start grant request to fully fund conversion of a model for the DiVE and its use in her class.
Project start date: 5/24/2006
Funding awarded: $0

Share This

William Noland, Associate Professor of the Practice, Art, Art History & Visual Studies, Arts & Sciences

Project Description

William Noland redesigned his photography course in order to improve methods for introducing students with varying levels of experience to the basic concepts of documentary photography and image authenticity, and integrate the use of image manipulation tools in the course.

In Noland’s course, students learned about the history of documentary photography and applied methods learned to creating their own digital photographs; students used the images to create their own photography book using iPhoto and other tools. Noland addressed issues such as the authenticity of photographs by having students examine and discuss images, including examples from Flickr. Noland designed group activities to allow students who had taken photography courses in the past to help new students get familiar with concepts. CIT provided support by consulting on possible classroom activities, pointing to copyight and Fair Use resources, and helping plan training for the students on software used in the book project.

The redesigned course was taught in Spring 2007. Noland felt that the students were successful in the activities, including gaining a better understanding of documentary photography concepts, and that the book project was better organized [better organized than in prior semesters? better organized than it would have been if CIT hadn’t been involved?] and a good learning experience for the students.

Project start date: 5/2006
Funding awarded: $5,000

Share This

Susan Denman, Assistant Professor, School of Nursing
Penny Cooper, Assistant Clinical Professor, School of Nursing
Margaret Bowers, Assistant Clinical Professor, School of Nursing

This project created video series that demonstrate a specific adult physical examination taught in N332 Physical Assessment. The various formats of the videos were integrated to online courses posted in Blackboard, to self-paced web tutorials for online learning and to video iPods for mobile learning.

This demo session of the physical examination was taught each year to about 150-200 students in N332 Physical Assessment and Diagnostic Reasoning at Duke University School of Nursing. Faculty, actors, models who were involved in this demo had to repeat the same live demo to show many different sections of students before doing a laboratory practice.

This shift to ‘in house material’ videos and the subsequent movement of the clips to iPOD has changed instructors’ teaching in a major way. Because instructors not longer have to use live demo or non Duke specific video material the content drift for the course is much reduced. It has also very significantly affected the teaching style of at least 7 faculty and their respective courses. In addition, after instructors were able to fully utilize the videos this semester, the students have been so enthusiastic that they are moving ahead with this resource and influencing and enhancing their applications.

“The huge student enthusiasm for this product has convinced me that convenience and portability is very valuable to our students…likely to others…The university could do more to support these initiatives. They are time and resource intensive to start but the payoff is very good.” Dr. Susan Denman, the project primary investigator said when she evaluated this project.

Project start date: 4/20/2006
Funding awarded: $ 3,250

Additional Information

Center for Instructional Technology showcase poster on this project

Duke University Media Services was funded by CIT for field production

Share This

Martha Reeves, Visiting Professor, Sociology

Martha Reeves received support to integrate examples of advertising/promotional campaigns (print ads, websites, podcasts, direct mail campaigns, advertising short films, etc) into her course MMS 170: Integrated Marketing Communication. Compiling such materials required student assistance for digitizing and organizing content, as well as to review materials for copyright clearance. Creating such a resource would provide the faculty member with a large collection of appropriate and available content to draw from and include in lectures, Powerpoint presentations, or even online using Blackboard.

Funding was provided for a graduate student who could collect and integrate these materials. CIT provided training and support, enabling the student to use various software, such as Picasa for photo-organization, to complete the project. Funding also resulted in the development of a compilation DVD of course materials, including digitized commercials from advertising agencies, resulting in improved organization of course resources and accessibility for students.

Project Start Date: 4/11/2006
Funding awarded: $2500

Additional Information

Poster from CIT Showcase 2007

Share This

Amy Laura Hall, Director of the Doctor of Theology Program,
Associate Professor of Theological Ethics, Duke Divinity School

Project description

Teaching a Freshman Focus course for the first time, Amy Laura Hall received a CIT Course Design Grant to design class activities that would introduce the students to collaboratively researching and analyzing images and would allow her to integrate her research with teaching.

Students in the course investigate the development of views about ethics and science and how they are reflected in popular culture. Hall wanted students to learn how to research and analyze images from magazines, advertisements and other sources and wanted students to share images for class discussions and use in papers and other projects. Hall explored how she could best organize and present the student images and projects using blog, wiki and discussion board tools in Blackboard, and located resources students could use through the Library to find and scan images.

Hall had mixed results in using Blackboard for the activities, since the software is not designed for easily sharing and sorting images for student use. She continued refining the syllabus and activities, eliminating aspects of the course where the students assembled metadata concerning the images and the redesigned course was taught in Fall 2007.

Project start date: 4/2006
Funding awarded: $5,000

Share This