Appendix A: Local Study
Appendix A: Local Study & Data Analysis
25 IUPUI students and X IUPUI faculty were surveyed using a questionnaire tool aiming to gather quantitative data measuring opinions, interests, and the necessities of stakeholders. The tool was administered via Survey Monkey for both target populations. IUPUI students' responses were collected anonymously on social media. Each member of our group made the survey visible in online spaces where our desired population is present (Snapchat, Instagram, and Facebook) and put out a call to action inviting IUPUI students exclusively to take part in this survey. Faculty were contacted primarily through email and asked to take the survey, but some faculty members were approached and asked to take the survey anonymously when they had a spare moment.
The local study data provided valuable insight into what should be integrated into academic resources for the Indy Parks partnership. We aimed to understand stakeholder-preferred avenues of engaging in material relevant to academic materials.
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*Answers that were cut off
- Ethnographic reflection papers
- Podcast that integrates research
Faculty Survey
*Answers that were cut off
- Getting my course listed on “The Record”
- Getting an increase in pay per course [associate and adjunct faculty]
- Getting a lapel pin or other "swag" from the Chancellor
- Getting a letter of recognition from the Dean of the Institute of Engaged Learning for your FAR
- Getting a small stipend per engaged learning course [full-time and adjunct faculty]
- Getting the opportunity to accrue credit toward a course release [similar to the current independent study model]
*Answers that were cut off
- Support and training to design the new curriculum
- Conversations with the ePortfolio team to integrate ePortfolios
- Funding to support opportunities for students, participation in a community of practice to support my work
- Grant opportunities to support my work
- A teaching assistant to help integrate and support engaged learning
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OTHER RESPONSES PROVIDED BY FACULTY MEMBERS:
- "Time via course release to develop curriculum"
- "Financial support for students to cover the costs of research (e.g., admission to museums)"
- "Anything that frees up time"
*Answers that were cut off
- Teach a Bridge section
- Join a campus-wide Engaged Learning initiative
- Serve as an Engaged Learning Faculty Fellow
- Apply for a CEG grant to integrate Engaged Learning
- Mentor an undergrad student seeking opportunities in your field for the Institute of Engaged learning
- Join an Engaged Learning Community of Practice
- Meet with a representative from the Institute for Engaged Learning to learn more about engaged learning opportunities that might fit my course
*Answers that were cut off
- An instructor profile that includes your engaged learning course (viewable by prospective students and community partners)
- Access to full list of community partners, regardless of department or area of interest
- Ability to personalize course description
- Addition of database to “match” students and instructors in engaged learning classes via pedagogy
- Ability to add searchable keywords into course description that can connect students with the course
- Ability to search through a list of community partners that has been filtered and tailored through algorithms to meet your instructing interests
*Answers that were cut off
- Offering Zoom and In-person office hours
- Offering no office hours, communicate over email only
*Answers that were cut off
- Expected benefits of the program
- Materials (ie. Instructional booklets, videos, and taxonomies) to help me implement the program that may be revisited at any time
- Visuals and infographics that are short and to-the-point
- In-depth materials (ie. Books and documentary films)
*Answers that were cut off
- A video sent out via email explaining the program
- A presentation by the Dean of the Institute of Engaged Learning
- A Newsletter about the program sent via email
- A QR Code to scan for more information about engaged learning opportunities
*Answers that were cut off
- No Interaction (I want students to complete their engaged learning activities independently)
- Minimal (I want to meet with students once during the semester to help them move forward)
- Moderate (I want to be in the class with students once or twice a month)
- Consistently (I want to be in the class with students once or twice a week)
Student Survey
*Answers that were cut off
- An ad on a TV in campus center
*Answers that were cut off
- I have reliable vehicle transportation to an off-campus location at any time.
- I do not have reliable vehicle transportation to an off-campus location.
- I do not have reliable vehicle transportation to an off-campus location BUT I can walk or bike somewhere.
- I have reliable vehicle transportation, but it must fit my schedule (sharing a car, public transportation, Jagline bus, can only drive in the daytime, or other).
*Answers that were cut off
- Assisting in a “bridge week”-like program to introduce students to engaged learning programs
- Assisting in the creation of a new website OR database
- Assisting in marketing efforts geared toward “spreading the word” about real-world engaged learning classes
*Answers that were cut off
- Hybrid office hours (zoom and in-person options)
- Help with personalization of assignment schedule (this could be possible with real-world engaged learning classes!)
-Flexible assignments (YOU choose the medium of completing the assignments, pending instructor approval)
*Answers that were cut off
- Ethnographical reflection papers
- Podcast that integrates research
*Answers that were cut off
- Expected benefits of the program
- Material that may be revisited at any time
- Anticipations of potential questions
*Answers that were cut off
- Equal in class work for students
- Very to no little interaction with the student and their project
- Moderate (leave them alone but help when asked)
*Answers that were cut off
- Schedules (office hours work for you)
*Graphs generated by Survey Monkey
Alumni Interview
To provide a more ethnographic and retrospective student perspective of project-based learning, Josh Spurling, a Computer Information and Technology graduate from IUPUI, was contacted and interviewed via Facebook messenger.
The variety of resources used in our research provides a diversely informed set of recommendations that consider the needs of all parties involved.
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Question: Do you think a group of senior computer science students at IUPUI would be equipped with the knowledge to create a website that hosts a database and several different pages hosting multimedia?
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Answer: Definitely! When I was at IUPUI, I met some very talented seniors, some of them already employed in the field. Senior Computer Science and Computer Information and Technology students should have no problem building a basic website, and, even those whose concentration isn't databasing, have at least a working knowledge of building a database. They would just need enough time to work on it.