Miami University Digital Scholarship Hosted Journals
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sIoT-shoe: A Smart IoT-shoe for Gait Assistance
Get PDFGait analysis through the Internet of Things (IoT) is able to provide an overall assessment of daily living. All existing systems for predicting imbalance of walking in the elderly mainly consider the gait related parameters [2]. The objective of this study is to design and develop a next generation sensor embedded smart IoT-shoe that can detect abnormal walking patterns by analyzing foot pressure variations. The smart IoT-shoe will have a Low Energy (LE) Bluetooth communication module to discreetly collect insole pressure signals in a common environment using smartphone or smartwatch
Autonomous Drone Project
No full textFor our Senior Capstone, we were tasked with flying a drone through an obstacle course, finding a specific object, and reporting that location back to the user. Everythinghad to be done autonomously with computer vision as well. There was no real “customer” for this project, so we agreed to take this on as a research task
SOLAR: A Solar Powered Unmanned Aircraft System
No full textThere is an ever-increasing need in industry and the scientific community in general for unmanned endurance drones and aircraft. Facebook, Amazon, Airbus, the military, search and rescue teams, and healthcare centers all have a need for these kind of drones whose uses vary based on the specific need. Whether it is a new way of providing WiFi in remote areas, package delivery, the need to expedite medical equipment, or using radar and camera technology to perform search and rescue, there are a plethora of suitable applications. One way to meet this need is to use solar and battery technology in order to provide long-distance, self-sustained flight for an extended time period. Our project entails building and designing a solar-powered plane with ability to be remote-controlled and carry a specified weight as cargo incorporated into the design. The drone will likely be classified as a Class 3, close range (less than 5000 ft of altitude), Level 0 remotely piloted vehicle; however the drone will not reach a top speed of 100 mph speed as most Class 3 drones do
A Theory and Framework for Navigating Entangled Consultations: Using Case Studies to Find Common Ground
Get PDFInstructional consultations are often challenging, but some are frustrating for reasons that are unrelated to teaching per se. There is a prolific literature on consultations, but most of it assumes that the instructor is ready, willing, and able to take suggestions. In the authors’ experience, this is not always the case, and consultations can become “entangled” in a web of interacting, compounding factors exogenous to teaching. They analyze entangled consultations to identify common themes and strategies for responding appropriately. The compounding factors that the authors consider include defensiveness, personal problems, cultural reasons, or departmental politics. The authors also present four case studies condensed from their own experiences in entangled consultations and offer suggestions for using them to build the scholarship of educational development
A Peer-Based, Dissemination Model of Professional Faculty Development: A Story
Get PDFThe goal of the peer-based, dissemination approach to faculty development is to have the faculty’s experiences and knowledge about teaching, student learning, scholarship, and academic life become more open, public, and available to colleagues, and to be used to build up both a body of knowledge about teaching and learning and a tradition of open exchange and support among the faculty. The author’s narrative is a practical meditation on a dramatic change in one faculty center’s theory and practice of professional faculty development, the Center for Teaching, Learning & Scholarship (CTLS) at Georgia Southern University. His story has implications for faculty development and for the creation, or re-creation, of faculty development centers and programs
Supporting Teaching and Learning at Small Colleges— Past, Present, & Future: A Message From the Guest Editor
Get PDFSmall colleges and universities have long made special claims to their commitment to engaged teaching. While undergraduate teaching and learning is central to the mission of these types of institutions, it is only in the past 15 years that they have begun to create, on a wide scale, coordinated and comprehensive programs to support faculty members in their quests to become effective teachers.Such programming helps make the good teaching and learning occurring on those campuses not only more visible, but also more critically informed and deliberate. Small colleges and universities that make claims to take teaching seriously but do not support faculty openly and intentionally, with formal programs that they can point to, are quickly becoming a thing of the past
One Instructor at a Time: Measuring the Impact of Instruction Consultation Services
Get PDFUtilizing a sequential mixed-methods design at a research-intense, public university, this study examined individual instructional consultation, determined its effectiveness and impact, and identi-fied areas of improvement to better meet instructor needs. Findings indicated: (1) a tendency toward a collaborative approach by con-sultants, though with some inconsistency regarding consultee roles; (2) improvements in teaching effectiveness demonstrated via self-report data and changes student evaluation scores; and (3) overall instructor satisfaction, though coupled with a belief that greater administrative support will be necessary for (a) improving the importance of teaching relative to research, and (b) promoting the usage of the center by the instructional faculty
Active Learning Classroom Observation Tool: A Practical Tool for Classroom Observation and Instructor Reflection in Active Learning Classrooms
Get PDFCenters for Teaching and Learning (CTLs) have long offered the service of classroom observations to instructors who seek to improve in-class teaching effectiveness. Classroom observations, however, have not explicitly addressed the recent emergence of "active learning classrooms," classrooms that are designed to support active and collaborative learning approaches. Given the absence of an observation protocol explicitly designed to address instructional approaches within active learning classrooms, in spring and fall of 2015, CTL faculty developers and researchers at Indiana University-Bloomington created the Active Learning Classroom Observation Tool (ALCOT). The ALCOT allows a holistic consideration of the learning experience, providing a view to the instructor’s attempt to combine the spatial and technological affordances of a classroom with active and collaborative learning pedagogies. Faculty developers and researchers developed and piloted the Active Learning Classroom Observation Tool to elicit thoughtful reflection and meaningful feedback on teaching and learning undertaken within these new learning spaces
Faculty Development in a Private University in Kenya: Faculty Perceptions on What Is and What Should Be
Get PDFIn a context where faculty development programs are non-existence, this study was conducted to examine the possibility of establishing a faculty development program in a private university in Kenya. The study explored faculty views on what they envision would be the program’s goals and purposes and their work-related challenges. Data were collected from all full-time faculty using a survey instrument distributed through Survey Monkey. Findings show that junior faculty with limited work experience in arts and social sciences, business, and education were more positive about the program. The faculty were more likely to support the program if its goals and purpose focus on their career aspirations in terms of excellence in teaching and scholarship. Professional-related challenges identified relate to the need to develop skills to teach effectively, undertake and publish rigorous research, and secure competitive grants. The findings suggest that incipient faculty development programs would be successful if they target junior and less experienced faculty and are built around their career aspirations
Accountability for Educational Outcomes: The Academic Developer’s Role
Get PDFAcademic developers can help institutions meet their accountabilities for educational outcomes through instructional development in course design. Workshops and discussions on setting student learning outcomes, creating assessments, and selecting pedagogies yield instructional benefits. By targeting course clusters with common student learning outcomes, the resultant assessment data can contribute to the organization’s measures of student learning. The author presents an example case of a center for teaching and learning’s course design programming for cluster courses