Poster Sessions:
All poster sessions are 1:15 - 2:30 pm
Listed by type
Faculty/staff/student | Service/faculty
provider | Duke iPod Experience |
Listed by presenter (last name)
Bailey | Bergene | Blood-Siegfried
| Caves | CIT Student Assistants
| Cohen | Cooper | Dushane
| Fairchild | Foster | Freelon
| Gold | Goodwin | Green
| Greenside | Hill | Kaprielian
| Larrauri | Lucic | Mazumdar
| Mitchell | Moore | O'Connor
Grochowski | Perz-Edwards |
Rapp | Roberts | Rodger |
Schmajuk | Short | Skinner
| Sosin | Stroszeck-Goemans
| Stuart | Talbert | Tang
| Topulos |
FACULTY, STAFF AND STUDENT POSTERS: Von Canon Rooms A and B
Student Life Applications of the
Duke iPod First-Year Experience and Impact on Student Culture
Lisa Beth Bergene, Assistant Dean of Residential Life, Residence Life and
Housing Services
All 1641 members of the Class of 2008 were issued iPods during Fall Orientation
in 2004. Students and staff worked together to develop innovative ways to
utilize the technology in both academic and non-academic settings. The presence
of the iPods on campus impacted first-year student culture in many ways.
view
PDF
Developing and Applying
a Rubric for Evaluating Online Education
Jane Blood-Siegfried, Assistant Clinical Professor, School of Nursing
Linda Goodwin, Assistant Professor, School of Nursing
Elizabeth Hill, Assistant Professor, School of Nursing
Carla Gene Rapp, Assistant Professor, School of Nursing
Nancy Short, Assistant Dean, Special Projects, School of Nursing
Steve Talbert, Assistant Professor, School of Nursing
John Skinner, Student, School of Nursing
Online courses are a key component of master’s level education in the
Duke University School of Nursing. Students in some specialties can complete
their entire degree online, and all core courses for the Master of Science
in Nursing (MSN) are offered online as well as on campus. The focus of this
project was the development of a rubric that could be used to evaluate both
the quality and content of online courses.
view
PDF
Using Video Conferencing and Blackboard
to Facilitate Cross Campus Teaching
Kevin Caves, Clinical Associate, Division of Speech Pathology and Audiology
Instructors in the Biomedical Engineering departments at Duke and UNC have
been using instructional technologies including video conferencing, Blackboard,
and remote computer control to jointly teach an engineering design class.
The technology has helped the faculty by enabling faculty to share teaching
resources, collaborate on projects and provide student instruction and assistance
remotely. Lectures are conducted jointly and the students give several presentations
on their projects. Video conferencing has enabled faculty from NCSU to provide
feedback on the student projects. Student feedback on the collaboration has
been positive.
view
PDF
Digital Textuality: XML in the English
Classroom
Matt Cohen, Assistant Professor, Department of English
Allison Dushane, Graduate Student, Department of English
In English 150A / ISIS 150, “Digital Texuality: Theory and Practice
of Textual Editing in the Humanities,” Cohen and Dushane constructed
and deployed a technology architecture to enable students in the course to
research, discuss and produce practical work on cutting-edge modes of representing
texts from the past in digital media form. Students edited an electronic version
of volume 4 of Horace Traubel’s monumental and influential biography
of Walt Whitman, With Walt Whitman in Camden. This work was published at the
Walt Whitman Archive (http://www.whitmanarchive.org/disciples) after final
editing by the instructor, who is one of the editors at the Archive. The project
included the construction of web-based tools for students to use as tutorials
when learning how to encode text, forums for discussion of their work, and
electronic means that students can use to organize their work in small groups
on the text.
view
PDF
Connecting Students with Blackboard's
Communication Tools
Brian Cooper, Administrative Manager, Duke Talent Identification Program
Lyn Fairchild, Instructor, Duke Talent Identification Program
Duke’s Talent Identification Program (TIP) piloted a distance-education
course in creative writing, delivered entirely in Blackboard, during the fall
of 2004. This course, sought to connect gifted 8th-10th grade students using
Blackboard’s collaboration tools to foster seminar-style literary analysis,
creative brainstorming, and peer critique.
view
PDF
The mp3ater Project
Daniel Foster, Assistant Professor, Theater Studies
“The mp3ater Project” is part of a Theater Studies course entitled,
“Radio: The Theater of the Mind.” Through the lenses of culture,
aesthetics, and technology in this course students explore one of the most
neglected topics in theater and media studies: The Golden Age of Radio (1920-1960).
Looking at race, gender, and class, we examine the ways in which radio, as
both a new and evolving technology, helped to homogenize and diversify various
forms of identity during this era. We listen to a wide range of radio genres
from comedy to drama and music to news. Our texts include such genre-defining
and culturally significant shows as Amos ’n’ Andy, The Jack Benny
Program, Suspense, and The Chase and Sanborn Hour, as well as radio plays
by Orson Welles and Arch Oboler. Students use iPods in this course in three
specific ways: 1.) To provide convenient storage for the radio shows that
constitute the course’s primary source material; 2.) To enable students
to record material for their own radio shows; and 3.) To allow students to
hear their own radio shows as podcasts. Course content is also made available
through Blackboard, where students are given access to scripts, sound effects,
and websites related to the subject.
view
PDF
Using Blackboard To Enhance Discussions
on Death and Dying
Deborah Gold, Associate Research Professor, Department of Psychology &
Behavioral Sciences - Social & Community
Jocelyn Bailey, Graduate Student, Master of Arts in Liberal Studies
We sought to use Blackboard tools to improve student discussion about difficult
and uncomfortable topics. Our goals were to: 1. Individualize course materials
according to students’s experiences with death and dying 2. Combat the
frustrations of having key discussions end prematurely at the end of class
and not be able to pick it up for 48 hours 3. Utilize a key video by reducing
the amount of in-class viewing time and 4. Create a paperless LEAPS service
learning journal. Outcomes 1. Students initiated their own discussions in
an Open Forum discussion board to explore personal thoughts and questions
about death and dying. 2. Students participated in three focused online discussion
groups that allowed opportunities for more in-depth discussion than classroom
time allowed. 3. Students were able to view a portion of the documentary,
The Death of Nancy Cruzan, outside of class and allow more focused discussion
in class. 4. The Digital Dropbox facilitated more timely LEAPS journal entries
and responses from Dr. Gold when students needed immediate feedback on their
volunteer experiences. Students also submitted all written assignments using
Blackboard.
view
PDF
Using Blogs to Stimulate Interest
in and Enjoyment of Astronomy
Henry Greenside, Professor, Department of Physics
Introductory science courses can sometimes be intimidating, especially for
humanities students. In my Fall 2004 course “Introduction to Astronomy”
(Physics 55), I asked the students to use a blog to keep a weekly online diary
of their thoughts as they learned about astronomy. Students were encouraged
to write about astronomical events, social and political issues related to
astronomy, concepts related to the course, and how the course material affects
them on a religious or philosophical basis.
view
PDF
Web-based Modules to Teach
Patient Safety and Quality Improvement
Victoria Kaprielian, Clinical Professor, Community and Family Medicine
With support from CIT, six interactive modules are being created to teach
concepts and practices of Patient Safety and Quality Improvement. The module
titles are: "What is Quality Improvement", "The How's and Why's
of Chart Audits", "The Evolution of Patient Safety", "Establishing
a Culture of Safety", "Anatomy of Errors", "Mistake-Proofing
Care Designed" with broad input from teaching faculty and hospital administration,
the modules are designed for flexible use with multiple learner groups, including
medical, PA, and nursing students. They can be used for independent learning,
or in conjunction with classroom-based activities.
view PDF
Automating Course Content Distribution
with Podcasting
Richard Lucic, Associate Chair, Associate Professor of the Practice, Department
of Computer Science
In the ISIS 100, Perspectives on Information Science and Information Studies
course, Professor Richard Lucic examines how new methods of information gathering,
processing and transmission affect intellectual property policies, understandings
of ethics and the physical form of information. Freshmen and upperclassmen
used the iPod to listen to recordings of lectures and to transfer files for
digital multimedia assignments and Lucic used Podcasting to distribute class
material. Students also explored other potential educational applications
for the iPod.
view
PDF
Images of China
Sucheta Mazumdar, Associate Professor, Department of History
Zihui Tang, Graduate Student, Department of History
Images of emperors and political figures, cityscapes and the daily life of
commoners, artifacts and paintings, trading routes and maps function as supplements
to lectures by introducing the study of images as historical documents that
complement the readings. Analyzing the images together engages the class,
and brings distant China into the classroom.
Neurons in Action: An Interactive
Set of Tutorials for Understanding the Basis of Neuronal Function
John Moore, Professor Emeritus, Neurobiology,
Ann E. Stuart, Professor, Cell and Molecular Biology, University of North
Carolina at Chapel Hill
Neurons in Action is a unique learning tool combining hyperlinked text with simulations of laboratory experiments. The user carries out interactive simulations with the professional research simulator NEURON, developed at Duke and Yale Universities by Michael Hines and John W. Moore. Students can test their knowledge by creating experimental conditions that would be impossible in a real laboratory and observing experimental results as voltages, currents and conductances. The moving graphs in Neurons in Action comprise a distinctive feature allowing the student to visualize signals throughout a neuron of a given geometry.
The tutorials are designed as a sequence but portions may be used selectively
in teaching undergraduate, graduate, or medical students. A web site, http://neuronsinaction.com,
supports this learning tool and includes pages where faculty users can post
materials that extend it.
view
PDF
Using PDAs to Track Achievement of Clinical
Learning Objectives
Colleen O'Connor Grochowski, Assistant Dean, Office of Curriculum, School
of Medicine
Antonio Green, Office of Curriculum, School of Medicine
A collaborative endeavor of the School of Medicine, the School of Nursing,
and the Doctor of Physical Therapy program, this project allows students to
automatically enter patient encounter information into their PDA's and download
the information to a tracking database each time they sync. The collected
data documents each student's progress toward stated clinical learning objectives,
enabling clinical instructors, course directors, and curriculum planners to
compare actual clinical experiences to the learning objectives. The project
makes use of PatientKeeper, an advanced mobile computing platform recently
adopted by the Health System.
view
PDF
Making Video to Digital Conversions
to Improve a Biology Laboratory Course
Alyssa Perz-Edwards, Lecturing Fellow, Department of Biology
I teach a laboratory course in the Biology Department that is projects based
and technology intensive. My CIT project focused on using digital movies to
address a number of teaching challenges associated with my course. One challenge
was to reduce the amount of class time I spend showing videos to demonstrate
experimental methods and how embryos develop over time. I provided these movies
to my students via Blackboard so they had access to them during the planning
stages of their experiments rather than shortly before they tried them in
lab. Another challenge was to upgrade outdated equipment used to capture video
clips or time lapse images from our microscopes. Since I was learning to use
technology to convert my videos to digital movies, I used it as an opportunity
to upgrade the equipment we have in the laboratory. This allowed me to instruct
my students in how to make and use digital movie files as data in their PowerPoint
seminars.
view
PDF
Froshlife iMovie Festival
Sarah Roberts, Supervisor, Multimedia Project Studio, Academic Technology
Services
Deen Freelon, Student Training & Special Projects, Academic Technology
Services
Jess Mitchell, Office of Information Technology
Now in its third year, the Froshlife iMovie competition allows first-year
students to come together in a spirit of camaraderie and good-natured competition
to explore campus life through their own eyes. Students use cutting-edge Apple
technology to create and edit short digital videos. The videos are then screened
at an all-campus premiere night event, where the entries are voted on and
winning teams are rewarded.
view PDF
Learning how to Program through
Animation and Virtual Worlds
Susan Rodger, Associate Professor of the Practice, Department of Computer
Science
We describe a new approach to teaching introductory programming using the
tool Alice. With Alice, students choose objects that already exist, put these
objects into a virtual world, and learn programming concepts while manipulating
the objects. For example a student may insert a figure skater and program
her to do an ice skating routine, complete with spins and graceful movements.
The tool Alice is designed to be less frustrating than traditional programming
languages. We are using this approach in the current CompSci 4 course.
view
PDF
On-line Computer Simulations
of a Model of Classical Conditioning
Nestor Schmajuk, Associate Professor, Department of Psychological & Brain
Sciences
Jose Larrauri, Graduate Student, Department of Psychological and Brain Sciences
We designed an interface for students taking a course on Animal Learning
and Cognition. The interface allowed the students to run complex classical
conditioning paradigms on line. Students using the system expressed interest
and satisfaction. No statistical comparisons are available yet.
view
PDF
Visual Resources for Classical Antiquity
Joshua Sosin, Assistant Professor, Department of Classical Studies
This project aims to begin digitizing the Department of Classical Studies’
collection of roughly 18,000 35mm slides. We wish in the long term to develop
a database of rich metadata and high-resolution digital images with a view
to (a) enhancing accessibility of the departmental slide collection for classroom
use, (b) stimulating undergraduate and graduate interest and research in ancient
material culture, (c) stressing continuity across the Classics curriculum,
(d) challenging students to explore links between Classics and other disciplines,
and (e) enriching the traditional text-centered approach to Classical Studies.
For the purposes of this pilot Luna Insight was the chosen method of displaying
and managing the images and metadata.
view
PDF
From Grammar to Film and Literature
in French: Moving Towards Accuracy in Expression
Ulrike Stroszeck-Goemans, Visiting Assistant Professor, Department of Romance
Studies
In French 76, Professor Ulrike Stoszeck-Goemans developed several interactive
web activities which students used in order to prepare and review their course
materials. These are not grammar drills per se; they are a “live”
part of the course, bridging grammar, reading skills, comprehension, and critical
thinking skills. The activities were made available to the students through
the central French 76 Blackboard site.
view
PDF
International Legal Research Tutorial
Katherine Topulos, Foreign and International Law Librarian, Law Library
This interactive web-based online tutorial teaches international legal research
using a variety of technologies and formats, including graphics, text, and
images, with web resources, such as research guides and databases, integrated
in. The tutorial explains the structure of international legal materials (such
as treaties and the documentation of international organizations), and includes
exercises designed to test students’ knowledge of methodology and sources
for researching both print and electronic formats.
view
PDF
CIT Student Technology Assistant Program
Jeff Ackermann, Trinity College of Arts and Sciences, 2006
Bart Bressler, Trinity College of Arts and Sciences, 2007
David Dabney, Trinity College of Arts and Sciences, 2005
Kevin Fogg, Trinity College of Arts and Sciences, 2005
Yaw Nyame, Pratt School of Engineering, 2005
The Center for Instructional Technology's (CIT) Student Technology Assistants
support CIT in its mission to foster innovation in teaching and learning at
Duke through the use of technology. Students perform tasks to directly support
instructors' CIT-supported projects (i.e., digitizing materials, creating
Web sites, providing training & project support) and assist with CIT's
internal tasks (i.e., hardware/software exploration, creating help documents,
updating databases).
view
PDF
What's New at Duke? Posters by Duke Service
Providers
Von Canon Rooms A and B
The Bostock Library and von der Heyden Pavilion
With the opening of the Bostock Library in August 2005, the main
library entrance moves temporarily to the gateway between Perkins and Bostock.
Find out more about the enhanced library facilities and services available
to faculty, staff and students next year.
view PDF
ViewsFlash
OIT-Office of Web Services
OIT's Office of Web Services has deployed a new and FREE survey creation
tool for the Duke community. ViewsFlash by Cogix is a complete web-based authoring
and publishing system for conducting online surveys, polls and quizzes. Among
its capabilities are:
- customizable look-and-feel
- survey scheduling
- optional authentication
- real-time results reporting
If you need to create a survey, then Duke's new software tool may be perfect
for you.
view
PDF
24 Hour Virtual Reference
Perkins Library Reference
Through working with several services, the Duke Libraries now offer live
access to online research consultations with librarians 24 hours a day. During
regular library hours, Duke librarians are providing virtual reference using
AOL Instant Messenger and via the library homepage with interactive software
from Tutor.com. The Night Owl service, a consortium between Duke, UNC-Chapel
Hill and NC State is available from 9pm to midnight Sundays through Thursdays.
A link to NCknows, coordinated by the State Library of North Carolina and
staffed by librarians from all over the state, is available 24 hours a day,
7 days a week. Duke offers a link from our virtual reference web page from
midnight to 11am during the week and all day on the weekends.
view
PDF
Interlinking at Duke: Making the Connection Between Databases and
our Holdings
Perkins Library Reference
Connect more easily to all of our holdings with Get it @ Duke. This service
finds electronic copies, looks items up in the catalog, or fills out an InterLibrary
Loan form for you. Use the Get it @ Duke button from within databases to find
articles, books, chapters, etc. in Duke Libraries. When you have a full or
partial citation, use the Citation Linker from the Library homepage which
directly connects you to Get it @ Duke. In a pilot partnership, Google Scholar
now has “Duke Access” links in each citation that act like Get
it @ Duke.
view
PDF
Tracking and Submitting Official Grades On-line in STORM
SISS Office
This summer and for future terms faculty will have the option to track assignments
through a gradebook and/or submit their mid-term and final grades electronically.
Both grade tracking and
official grade submissions will be an optional feature available for use;
users who prefer to file or fax a grade sheet to the registrar's office will
still have that ability.
view
PDF
The Duke iPod Experience, Poster Abstracts
Recording in the Classroom: Capturing Lectures, Discussions, and Verbal Feedback
The iPod becomes a portable digital audio recorder with the addition of a
recording attachment. The apparatus is small and unobtrusive in capturing
audio, including instructors’ lectures, group discussions, and more.
A recording of a lecture or discussion can reduce the need to take accurate
written notes while listening and participating. A recording also serves as
a precise, documented account of a class that can be helpful to students who
would like to review before an exam, or for students who were unable to attend
class. In addition, the iPod enables instructors to provide verbal feedback
to students on assignments and exams, which can convey more than a standard
written response.
view
PDF
Recording Outside of the Classroom: Interviews, Field Notes, and Other Information Collection
The iPod, when coupled with a small recording attachment, becomes a portable
digital recorder, capable of storing hundreds of hours of recorded audio.
Students in many courses enhanced their empirical research by using iPods
to collect information outside of class, including recording interviews, personal
field notes, and environmental sounds in various settings.
view
PDF
Disseminating Course Materials via Digital Audio
Digital audio files in WAV, MP3, and other formats, are a convenient and
portable means by which to distribute course learning materials. Mechanisms
for disseminating course content for iPods (whether created by instructor,
students, or others) included Duke’s iPod content server, podcasts,
and more. Podcasting has emerged as a way to subscribe to a set of ”feeds”
containing audio content, which will automatically update and post new files
onto an iPod and/or computer. Apple’s iTunes also includes material
that is relevant to some courses. Some instructors simplified the dissemination
of iTunes music by creating customized, downloadable “playlists,"
or "iMixes."
view
PDF
Storing & Transferring Files Using the iPod
The iPod's portability and fast data transfer rate via USB or FireWire make
it a convenient and easy-to-use mechanism for storing and transferring up
to 20 GB of any kind of data. As a portable hard drive, the iPod enables students
to back up important files as well as to move large files more easily from
one computer to another. Students may carry their working files from their
own computers to their labs and classrooms, and vice versa.
view
PDF
The iPod as a Study Tool: Listening, Practice, and Repetition
The iPod can be used as a study aid for students. Especially in languages,
music, and other performance-based subjects, practice and repetition can be
facilitated through using the iPod with digital audio files. Some instructors
and students have created recordings of vocabulary lists with spoken definitions
of terms for review. “Playlists” enable customized groupings of
review materials—by unit, week, concept, etc. The iPod’s portability
and its capacity to instantly cue up specific files make it an effective tool
for students to conveniently review course materials from any location.
view
PDF
Link to CIT : Perkins Library : Duke University