In 2024, one team-level project and two departmental-level projects were funded to the amount of $74,945.
Projects Title | PIs/ Collaborators | Amount Received |
| Investigating Student Digital Ecologies for Designing an AI in Chemistry Course | Lyniesha Ward Jingzhi Pu Fawzzi BenMassoud | $14,967.00 |
| Student Success in Algebra Through Active Engagement | Kenda Hamersley Barbara Johnson Daniel Ramras Jeffrey Watt Kristen Weddington | $29,978.00 |
| Designing Formative Assessments in Music Technology Coursework | Jerrelle Austin Robin Cox Matthew Fecher Tim Hsu Michael McReynolds Daniel Walzer | $30,000.00 |
Investigating Student Digital Ecologies for Designing an AI in Chemistry Course
Principal Investigators:
Lyniesha Ward - Assistant Professor, Department of Chemistry and Chemical Biology
Jingzhi Pu - Associate Professor, Director of Graduate Studies, Department of Chemistry and Chemical Biology
Abstract:
Recent advances in artificial intelligence (AI) have led to new insights for its utility in chemistry research. However, our current chemistry curriculum does not address the affordances of these technologies. We propose a project that will identify gaps and address the needs within our department to bolster our graduate education program. The goals of this project are to (1) characterize the digital ecology of our chemistry graduate students, (2) bolster our graduate education through the development of an evidence-based and research-backed innovative AI in Chemistry course, and (3) develop an assessment to capture students’ AI literacy. Qualitative methodologies will be used to characterize student digital ecologies. Insights from the literature and student and faculty data will be leveraged to develop the course (via principles of backward design), and the assessment. Additionally, the AI literacy assessment will be one measure used to evaluate the impact of the course. This project has the potential to transform the research in the department and lead to a more robust STEM workforce.
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Student Success in Algebra Through Active Engagement
Principal Investigators:
Daniel Ramras – Associate Professor, Director of Undergraduate Studies, Department of Mathematical Sciences
Barbara Johnson – Senior Lecturer, Department of Mathematical Sciences
Kristen Weddington – Lecturer, Department of Mathematical Sciences
Jeffrey Watt – Department Chair, Professor, The M.L. Bittinger Chair of Mathematics Education, Department of Mathematical Sciences
Abstract:
This project aims to increase student success in developmental mathematics courses, and subsequent college-level math courses, by integrating active learning into the course structure of Intermediate Algebra courses. A solid understanding of Intermediate Algebra concepts is necessary for the study of higher-level mathematics. At IU Indianapolis, two tracks of Intermediate Algebra, MATH-I 110 and MATH-I 111, are offered to prepare students for college-level mathematics. A third course, SCI-M 100, offers a starting point for students who need additional preparation before learning Intermediate Algebra. Integrated active learning in these courses will be facilitated by undergraduate learning assistants embedded in classrooms. These ULAs will be trained in active learning pedagogy and will facilitate active learning in the classroom. In addition, we will provide professional development for instructors of these three courses, again emphasizing active learning.
Active learning, professional development, and embedded undergraduate learning assistants have all been shown to effectively increase student success, but implementing all three innovations simultaneously in an integrated initiative is an emerging best practice in mathematics education. We anticipate that this project will result in increased learning and sense of belonging, while decreasing math anxiety, and will improve success rates in Intermediate Algebra courses and later college-level mathematics. Our measures of learning, belonging, math anxiety, and success will be de-aggregated by gender, racial/ethnic characteristics, and first-generation status, to better assess how this project affects different student groups.
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Student Success in Algebra Through Active Engagement
Principal Investigators:
Daniel Ramras – Associate Professor, Director of Undergraduate Studies, Department of Mathematical Sciences
Barbara Johnson – Senior Lecturer, Department of Mathematical Sciences
Kristen Weddington – Lecturer, Department of Mathematical Sciences
Jeffrey Watt – Department Chair, Professor, The M.L. Bittinger Chair of Mathematics Education, Department of Mathematical Sciences
Abstract:
This project aims to increase student success in developmental mathematics courses, and subsequent college-level math courses, by integrating active learning into the course structure of Intermediate Algebra courses. A solid understanding of Intermediate Algebra concepts is necessary for the study of higher-level mathematics. At IU Indianapolis, two tracks of Intermediate Algebra, MATH-I 110 and MATH-I 111, are offered to prepare students for college-level mathematics. A third course, SCI-M 100, offers a starting point for students who need additional preparation before learning Intermediate Algebra. Integrated active learning in these courses will be facilitated by undergraduate learning assistants embedded in classrooms. These ULAs will be trained in active learning pedagogy and will facilitate active learning in the classroom. In addition, we will provide professional development for instructors of these three courses, again emphasizing active learning.
Active learning, professional development, and embedded undergraduate learning assistants have all been shown to effectively increase student success, but implementing all three innovations simultaneously in an integrated initiative is an emerging best practice in mathematics education. We anticipate that this project will result in increased learning and sense of belonging, while decreasing math anxiety, and will improve success rates in Intermediate Algebra courses and later college-level mathematics. Our measures of learning, belonging, math anxiety, and success will be de-aggregated by gender, racial/ethnic characteristics, and first-generation status, to better assess how this project affects different student groups.
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Designing Formative Assessments in Music Technology Coursework
Principal Investigators:
Daniel Walzer – Assistant Professor, Department of Music Technology
Robin Cox – Department Chair, Associate Professor, Department of Music Arts and Technology
Tim Hsu – Director of Music Technology Graduate Programs, Assistant Professor, Department of Music Technology
Abstract:
This study investigates metacognitive processes developed through project-based learning (PBL) and formative assessment in music technology courses. Digital Audio Workstations (DAWs) enable users to record, edit, arrange, and program sound assets for live performance, coding applications, and advanced tasks such as digital signal processing and complex programming. Although DAWs are fundamental tools in music technology professions, there is limited research on pedagogical scaffolding methods that extend beyond basic technical instruction.
To address this knowledge gap, we examine the integration of DAWs and PBL in designing formative assessments for undergraduate laboratory courses. The research aims to elucidate how scaffolded instruction and low-stakes evaluation enhance student agency, metacognition, and STEM knowledge transfer. In collaboration with music technology faculty, we will develop formative assessments to evaluate students' prior knowledge of various DAWs in undergraduate laboratory courses and track their progression throughout course sequences. Assessment methods include low-stakes pretests, written reflections, mind maps, and peer and self-evaluations.
The methodology encompasses both quantitative and qualitative approaches. Quantitative analysis will involve comparing means from pre- and post-test assessments and conducting correlational analysis of survey data. Qualitative evaluation will comprise analysis of written reflections and semi-structured interviews with selected students and instructors. The findings are expected to advance understanding of how scaffolded instruction, diverse formative assessment strategies, and project-based learning enhance metacognitive processes in DAW usage, strengthen student confidence, and facilitate knowledge transfer to advanced STEM applications, including design, computational thinking, and creative problem-solving. This research strengthens interdisciplinary connections between learning science and music technology research.
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