2000

Computer Information Systems


Multimedia Database Aid for INFS 220

Business
Timothy Greer
tgreer@mtsu.edu

Greer will develop instructional support material for INFS 220 students through multimedia software. The focus is in assisting students to develop basic database skills which present the greatest difficulty for the student. Currently, the database software is Microsoft Access 2000. Having a multimedia presentation to help guide the student should help improve the student's understanding of difficult database concepts and techniques. 


Developmental Studies

Creating Web-Based Developmental Mathematics Lesson Plans and Student Assignments

Developmental Studies
Marva S. Lucas
mlucas@mtsu.edu

Lucas will be developing a series of lesson plans for each developmental mathematics course utilizing the Internet, as well as a series of Internet homework assignments for each course. She will explore the World Wide Web in search of sites that are relevant to topics taught in developmental mathematics and develop lesson plans based on these sites. One objective of her project is to offer a more flexible approach to instruction that caters to the individual needs of students.

Mathematics instruction should enable students to function in an environment that is technology centered. Utilizing Web assignments provides an opportunity for students to employ technology while mastering curriculum objectives. Specifically, the Internet can be used as a powerful tool by instructors in teaching mathematics. It can also be used to introduce students to an effective plan for studying and mastering mathematical concepts.

The Instructional Technologies Development Grant has allowed me the opportunity to develop a series of lesson plans for each developmental mathematics course utilizing the Internet, and to develop a series of Internet homework assignments for each developmental mathematics course. After this project is completed, all developmentalmathematics instructors will receive a copy of these plans and assignments. When teaching in a Master classroom, instructors will be able to integrate the use of particular Web sites into their lesson plans. For example, an interactive tutorial can be used when teaching students to solve quadratic equations using the quadratic formula. Students can also be given assignments to complete in the privacy of their homes or in a campus computer lab. Utilizing the Web in this manner promotes independent learning, enhances critical thinking skills, and provides opportunities to see practical applications of concepts taught in class. The completed product will be given to instructors to use and to evaluate in the Fall semester.

 

Enhancing the Utilization of Master Classrooms & Promoting the Use of Technology for Students of DS Mathematics

Developmental Studies
Nancy J. Brien McCormick
nmccormi@mtsu.edu

Nancy will be developing web sites and instructional materials to be used in master classrooms for Elementary Algebra (DSM 0080) and Intermediate Algebra (DSM 0085). These web sites will provide off-campus, after-hours access to instruction. The goal of this project is to provide students with an alternate tool to enhance understanding and to accommodate a hands-on learning style.

Computer technology and the World Wide Web provide students with an alternate tool to enhance understanding, to accommodate different learning styles, and to involve students in independent learning. It affords many students the convenience of "distance" learning, for help at times when they are not on campus and not in the classroom.

With the Instructional Technologies Development grant, I have developed instructional materials to be utilized by mathematics instructors when teaching in master classrooms, and by students as a resource for learning that can be accessed outside the classroom, and at any hour of the day. I have developed handouts that correspond with each section of the textbook, Elementary and Intermediate Algebra, Second Edition, by Bittinger/Ellenbogen/Johnson, that is currently taught in the two algebra courses, Elementary Algebra (DSM 0080) and Intermediate Algebra (DSM 0085). These handouts include the topics, examples, summaries of procedures, and related assignments of textbook exercises. Mathematics instructors can utilize these as part of their instructional materials and incorporate them into their lesson plans, as they wish. I am in the process of getting these materials on the Web (available at http://www.mtsu.edu/~nbrien/index.html), and will have the completed Web site to include all sections of DSM 0085 and DSM 0080 for the Fall 2000 semester. Faculty and students will have access to these materials on the Web for use in their classes. I will also have all materials on diskette for teachers to use in the master classrooms, and for students to use on the computers located in the Developmental Studies mathematics lab.

 

Utilization of the Internet for Notes and Practice Test for Developmental Studies Mathematics

Developmental Studies
Scott N. McDaniel
smcdanie@mtsu.edu

McDaniel will develop web-based notes and practice tests for students in Elementary Algebra 080 and Intermediate Algebra 085. The students will have access to the notes and practice problems, and will be able to take multiple choice and true/false tests over the internet. McDaniel will investigate MTSU online quiz generator and Microsoft FrontPage's Score.


Economics and Finance


An Integrated Instructional Tool for Understanding the Time Value of Money

Business
Emily Norman
enorman@mtsu.edu

Zietz will develop an instructional module that will contain links to various websites and spreadsheet files that illustrate useful applications of the time value of money. The module will include PowerPoint, WordPerfect and Excel component.

The objective of this project is to create a comprehensive and yet sufficiently basic instructional model to assist in teaching the time value of money. Since I teach this topic every semester to various finance and insurance classes that include both business majors as well as non-business majors, I have desired a teaching model that would carry the student from the basics of present value and future value through to more sophisticated everyday applications of the compounding and discounting processes. The focus of this model which is now in PowerPoint provides instruction in the following areas

  • Explanation of why money has a time value
  • Sample tables of present and future value factors help students understand the computations used to derive these factors
  • Examples of how to use a calculator (HP I 10B) to compute present and future values along with caveats and troubleshooting suggestions for problems often encountered
  • Basic loan calculations including amortization of mortgage

 

 

Flow of Funds Accounting in an Integrated Learning Environment

Business
Joachim Zietz
jzietz@mtsu.edu

Zietz will make a fundamental building block of macroeconomics, the flow of funds accounting, more accessible and, hence, more meaningful to students. This will help students to more easily absorb and retain the macroeconomic analysis that builds on these fundamental relationships. Zietz will prepare a web-based teaching/learning module that will be integrated with dynamic spreadsheet applications. All material will be built into an Adobe Acrobat 4.0 file for portability across different computers.

The objective of this project was to present the fundamentals of flow of funds accounting in a format that lends itself to uncomplicated presentation in the classroom or to self-paced learning by students.

The result of this project is an Adobe Acrobat file consisting of about 30 single-spaced pages and two ancillary Excel spreadsheet files. The material covers the following: the basic structure of the flow of funds accounts in equation and table format a generic flow of funds table in a spreadsheet environment

instructions on how to fill in a blank flow of funds table a spreadsheet flow of funds table with real world data that serves as a case study <p>- an explanation of some of the problems that arise in filling out the table for the case study an overview of two simple macroeconomic models that rely heavily on flow of funds concepts.

Throughout the Acrobat file, links are built in to move the reader quickly back to tables or equations provided other places in the document. Other links in the Acrobat file allow the reader (user) to launch Excel spreadsheets to examine and/or work with the flow of funds data described in the Acrobat file while always having the option to come back to the Acrobat file with just one click of the mouse. Finally, the Acrobat file contains numerous live links to web sites that illustrate flow of funds data for the U.S., describe the use of flow of funds data in country growth models of the World Bank, and other similar links that are appropriate for the topic and provide the student insight into the use of flow of funds concepts and data in macroeconomics.

The material will be made available to students of Econ 351, Econ 611, and Econ 711. The files will be added to the other downloadable course material that is available to students from the respective course web sites on FRANK.

What makes the Acrobat file format very useful in practice is its portability. As tested in various classrooms of the business building, it will work as described without complications as long as the internet connection is working, the program Excel is installed, and the Acrobat file along with the two ancillary spreadsheet files are in one and the same directory. This directory can be a diskette that the instructor brings to class, it can be the instructor's office computer (assuming file sharing is enabled on that computer), it can be the S-drive at the business lab, or any other directory anywhere that is accessible.


Engineering Technology and Industrial Studies


Introduction of LabVIEW into Engineering Technology Courses

Basic and Applied Sciences
Chong Chen
ischen@mtsu.edu

Chen will develop teaching materials for introducing virtual instrumentation and control software into engineering technology courses. Lab experiments using Laboratory Virtual Instrument Engineering Workbench (LabVIEW) will be prepared. Students will learn the functions of LabVIEW and be able to make programs with LabVIEW for control and measurement applications.


Geography and Geology


Development and Implementation of an Introduction to Earth Science (GEOL 100) web site

Liberal Arts
Warner Cribb
cribb@mtsu.edu

Cribb will develop a web site for Introduction to Earth Science Laboratory. This web site will enhance student understanding of GEOL 100 lecture topics and lab exercises while enhancing the students appreciation of the important effects of earth processes on the planet's past, present and future development.

I am pleased to submit this end-of-grant report for my Summer 2000, Instructional Technologies Development Grant. The grant was awarded to support development of an MTSU Introduction to Earth Science/Introduction to Earth Science Laboratory (GEOL 100/GEOL 100L) web site. The web site was designed during Summer, 2000, and is now available for approximately all GEOL 100/GEOL 100L students to access during Fall Semester (http://www.mtsu.edu/-cribb/earthsci.html).

The site is designed to allow students quick access to topical web sites directly related to subjects covered during a typical GEOL 100 semester. For example, students may link to the Smithsonian rock and mineral collection, the U.S. Geological Survey earthquake hazards team, or the Hawaii Volcanoes Observatory. Additionally, several links can be used as GEOL 100L laboratory support exercises.

An important aspect of the topical links is that all have been reviewed to ensure that material presented is consistent with the level of an introductory earth science course. Thus, students do not have to search the internet for material which they can easily understand. Importantly, many topical links are also appropriate for the K-12 the classroom.

The site is being used by all GEOL 100 instructors teaching in SAG 125, a newly renovated master classroom. The site enables faculty to easily access photographs and images of geologic processes and features which would not otherwise be available for display in the lecture hall. Also, instructors can quickly access information and data on any earth science 'event' that may occur during the semester, such as hurricanes, earthquakes, and volcanic eruptions.

The GEOL 100/GEOL 100L web site will be, updated on a per semester basis to include new topical links and other information pertinent to the course. In addition, a photo gallery of geologic features with descriptions will be added as departmental faculty contribute their own photographs taken during field work, travel, etc. 


Health, Physical Education, Recreation and Safety


Computerized/Computer-Data Based Injury Tracking System

Education and Behavioral Science
Melissa Martin
mamartin@mtsu.edu

Martin will be developing a computerized database to be used by athletic training majors. This database will be made available to other athletic training majors at other institutions via the World Wide Web. She plans to utilize FileMaker Pro 4.1. This project should improve students' competency and proficiency in the skills related to computerized databases. 


Human Sciences


Development of On-line Course Materials for NFS 425/525 Child Nutrition

Education and Behavioral Science
Janet M. Colson
jcolson@mtsu.edu

Colson will be developing on-line materials for Child Nutrition (NFS 425/525), which is a required course for Nutrition and Food Science majors, as well as Early Childhood Education majors. This project will offer students a flexible approach to instruction; provide students current information in the rapidly changing science of nutrition; enhance student's computer skills; and incorporate an interactive setting in a distance education course. The first on-line course offering should be available in Spring 2001.

The proposal Development of Online Course Materials for Child Nutrition (NFS 425/525) was funded for the spring semester of 2000. Much was accomplished towards the goals of the proposal during spring 2000; however, because of an unforeseen need to change the required course textbook, the course was not completed until the end of fall semester 2000. The online course will be offered spring 2001. The work that was completed and the degree to which it was completed are summarized below by semester.

Spring semester

After attending the OIT workshop taught by Barbara Draude on use of the courseware CourseInfo, I developed online course materials using the textbook Child Nutrition by Margaret McWilliams. The course consisted of 10 lessons with the following materials included for each lesson:

  • Course objectives with hyperlinks to current sites dealing with aspects of maternal-child nutrition and health.
  • Assignments designed to be submitted online—some were computer graded and others required instructor grading and feedback.
  • Computer graded study quizzes with feedback explaining correct answers.

In addition to the 10 lessons, the course included a list of web sites related to course materials and student discussion capabilities.

Summer semester 2000 <p>Students enrolled in the summer Child Nutrition correspondence class were given the opportunity to complete the course either by the traditional correspondence method or using the newly developed online format.&nbsp; About half chose to submit assignments online and all used the online study quizzes to help prepare for exams.

In late June, I was informed the Child Nutrition textbook was out of print and a revised edition would not be available until 2001. This made it necessary to select a new book to use for the fall lecture section of Child Nutrition and a new textbook for the online course scheduled for spring 2001.

Fall semester 2000

The new textbook Nutrition Throughout the Life Cycle by Bonnie S. Worthington-Roberts and Sue Rodwell Williams was organized differently than the old textbook and also covered different information. Since I was using the new textbook for the web-enhanced lecture section of Child Nutrition, I worked on new online materials as the fall semester progressed. The new course has 12 lessons instead of 10.&nbsp; Course materials completed are listed below:

  • Power-point presentations to serve as "online lectures". (As I developed new presentations for the lecture section, I modified them to an on-line format.)· Revised course objectives to coincide with the new textbook. Objectives contain hyperlinks to current sites dealing with aspects of maternal-child nutrition and health. · Revised assignments designed to be submitted online—some will be computer graded and others will require instructor grading and feedback.

  • Computer graded study quizzes with feedback explaining correct answers (Actually, the students enrolled in the lecture section used these to help prepare for tests. The students provided very helpful feedback and constructive criticism to me. For example, I had 30-35 questions per study quiz. Students preferred three quizzes with 10-12 questions each.&nbsp; They said it was more helpful and easier to use.)

Additionally, I have spent time browsing the web for other online nutrition courses and the formats used.&nbsp;&nbsp;&nbsp; A course at University of Vermont uses an online tutorial program in FrontPage.&nbsp; I feel it is much more "student- friendly" and a better learning tool than the online study quizzes I developed using CourseInfo courseware.&nbsp; I contacted OIT about the FrontPage tutorials; they wrote the Java Script and instructed me to use it.&nbsp; I would like to revise the online


Management and Marketing


The Impact of E-Commerce on Business

Business
Susan K. Harrison
sharmon@mtsu.edu

Harmon will develop a web page that will explore the challenges faced by direct marketers with a particular emphasis on electronic commerce. Recognizing the change in the business environment, the Management and Marketing Department will be offering and undergraduate class, "Direct Marketing and Electronic Commerce", for the first time in Fall, 2000. Multiple links will be provided to illustrate specific concepts addressed in each section of the course.

Technologies Development Grant has enabled me to prepare a web site for a new class being offered this fall-Direct Marketing and Electronic Commerce. At this point in time the site is functional, if perhaps a bit utilitarian. The site, http://www.mtsu.edu/~sharmon, contains the essential information for the course including, schedule, grading policy and contact information. One page on the site provides links to web sites of particular interest for students in this course. These links will also be used as a part of the class to illustrate particular points. Several links are to E-Commerce news sources that will allow students to follow the latest changes in a very volatile industry.

The site is a work in progress and I anticipate making changes as I grow more familiar with the authoring software FrontPage. Unfortunately, a class in this software had to be cancelled this summer; however, when I take it in the fall I expect to be able to significantly &quot;jazz up&quot; my site. Furthermore, I will modify the site based on student feedback from the two classes this fall.

In addition to the web site, I have been able to establish a Courselnfo site for these two Direct Marketing and E-Commerce classes, as well as for an honors class in Principles of Marketing. My thanks to Barbara Draude and others in OIT for training me in this software and assisting me with the course setup. Courselnfo will allow an interactive communications link with and among students in class. This will also enhance the delivery of the course by allowing students immediate access to their grades at any time via a secured area and allowing students to submit and retrieve homework online. In fact, the first homework assignment for the class requires students to access Courselnfo.


Nursing


CASE (Computer Application for Student Enhancement) Project for Nursing 460: Compensatory Health Care

Basic and Applied Sciences
Maria Antoinette Smith
massmith@mtsu.edu

Smith will develop an enhanced web component for Nursing 460: Compensatory Health Care. This information will include graphics and audio as well as text. Smith also plans to design two interactive cases that will allow students to safely develop patient management skills for patients with possible life threatening health care problems. This will facilitate student understanding regarding management of patient in high acuity (critical care) settings.

There were three objectives for this project, which were met upon its completion. Each will be addressed individually. The first stated objective was to - Enhance the current web based course information to include graphics and audio as well as text. Courseinfo was utilized as the foundation for accomplishing this objective. Not only was the didactic course NUR460: Compensatory Health Care placed in this format but its companion clinical course as well. A custom banner was developed for both courses. All student information was integrated into appropriate headings for student use. Information was entered in text and HTML format in order to set up tables and utilize other text enhancements. Many hours were spent searching the web for healthcare information related to Critical Care Nursing, Respiratory Alterations, Dysrhythmias, Hemodynamics, Cardiovascular Alterations, Endocrine Alterations, Renal Alterations and Neurological Alterations. Hundreds of pieces of information were critiqued but only 43 were identified as sufficient to enhance student learning and therefore hyper linked to Courseinfo in folders for ease of student use.

Project Objective #2

The second objective was to - Design two (2) interactive cases that will allow students to safely develop patient management skills for patients with possible life-threatening health care problems. This objective was very time intensive. The two cases developed were: (a) Rick a 65 year-old homeless gentleman with acute respiratory and cardiovascular problems, and (b) Herbert a 50 year old overweight gentleman with Acute Coronary Syndrome. The first step (step 1) was to develop the cases in text. After this step was completed, a system had to be developed that would allow me to logically connect pieces of information including correct and incorrect responses (step 2). I developed an initial flowchart that allowed me to visualize linkages. From here, I diverted to a practical format of printing the pages and laying them out on the floor in order to trace the flow of information. Step 3 involved locating graphics and audio for the web pages. This was an interesting step. This required finding pictures that would allow the student to actually view anatomical body parts for hyper linked audio and information access. This was the most frustrating of all the steps, as there were few sites that afford these types of graphic images for healthcare education. Step 4 involved putting everything together to work from the web. Hyperlinks and hotspot links within the interactive case had to carry a web address in order to work correctly. This is a final step as these case-specific links cannot be previewed in the desktop FrontPage program after this step is completed. Cases were not posted until students completed sufficient information to afford them the possibility of success. 


Physics and Astronomy


Web-Based Supplementary Instruction for a Hands-On Science Course

Basic and Applied Science
Paul Lee
plee@physics.mtsu.edu

Lee will be adding QuickTime clips to current material so that students can practice virtual experiments, data acquisition and interpretation. He will be using Claris Home Page and Quick Time to develop web pages for science courses.