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I. Cover Sheet

The HumAn Learning Project

Mitigating Grade Surprise: A Study of Students’ Grade Expectations Using Learning

Analytics and Assignment Performance in General Education Courses at Indiana

University

A Collaborative Research Proposal Submitted by:

Jennifer Meta Robinson (Anthropology, jenmetar@indiana.edu)

Jill K. Robinson (Chemistry, jirobins@indiana.edu)

John Arthos (English, jarthos@indiana.edu)

College of Arts and Sciences

Nina Onesti (Informatics, nonesti@indiana.edu)

Logan Paul (Informatics, lopaul@indiana.edu)

Chung-chieh (Ken) Shan (Computer Science, ccshan@indiana.edu)

Sam Tobin-Hochstadt (Computer Science, samth@cs.indiana.edu)

School of Informatics, Computing, and Engineering

for the

Learning Analytics Collaborative Grant 2017

Indiana University

classiub@indiana.edu

January 4, 2018

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II. Abstract (300/300 words) This project investigates grade surprise—the unrealistic expectations students have for their grades, the

subsequent consequences of surprise, and the factors that can mitigate it—in large classes across the

general education curriculum. In prior studies, we found 50% of general chemistry, 38% of anthropology,

and 36% of public speaking students in very large IUB courses (enrolling more than 400 students each)

were surprised or very surprised by their grade on their first major assignment. Because most IUB

students ranked in the top 10% of their high school classes where they were accustomed to getting mostly

As, grade surprise in college can shake their forward momentum toward course completion and

graduation, as well as impact their sense of self-concept, self-efficacy, and motivation. By scaling up with

two more large courses, we can study more than 6300 students annually in the face-to-face, general

education curriculum—in natural sciences, technology, mathematical sciences, social sciences, and

humanities courses. We will use analytics on student demographics, preparation, performance, and

choice to understand this pivotal first assignment, plus survey results revealing student affective states

and decisionmaking. We hypothesize that, by better understanding grade surprise, we can devise

strategies to mitigate it, including intervening to teach effective study skills and other productive

strategies. We believe the outcomes will include improved engagement and retention at course, program,

and institutional levels. We expect to identify behavioral patterns among student populations that can help

retain and improve the learning of certain at risk groups, including underrepresented, minority, and first-

generation college students. Our focus on GenEd grade surprise offers a potentially new and important

window on student success—bringing together student demographics and success indicators with

assignment-based performance and student perceptions. Outcomes should advance learning analytic

theory, impact the GenEd and majors curricula, and improve success among diverse student groups.

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III. Project Description

1. The purpose of the investigation is to understand the role of grade surprise—the unrealistic

expectations students have for their grades, the subsequent consequences of surprise, and the factors that

can mitigate it—in large classes across the general education curriculum at IU Bloomington. Our prior

research indicates that grade surprise is prevalent in first-year courses and has the potential to derail

student progress toward completion of the first semester and, subsequently, the degree. We found that, in

large GenEd courses, 50% of general chemistry students, 38% of anthropology students, and 36% of

public speaking students were surprised or very surprised by the grade they received on their first major

assignment. Such surprise may be prompted by comparison of outcomes to various reference points,

including high school GPA, personal aspirations, or social desires (Mellers et al 2013). Our project

investigates students’ perceptions of their grade on their first major assignment in a course and their

subsequent study strategies and educational success. We consider learning analytic data, course

performance data, and student perceptions to find patterns of behavior among students that can be helpful

for designing classroom-based and curriculum-wide interventions. Our hypothesis is that, by studying

grade surprise in five large courses that span the general education curriculum, we will be able to (1)

discern patterns and (2) initiate interventions that mitigate grade surprise and teach strategies correlated

with educational success, thereby (3) improving learning in the course and (4) retaining students in the

semester and subsequently.

Research objectives. The overall objective of this research is to improve student success in very

large, general education courses in the humanities, sciences, technology, engineering, and social sciences

by understanding and intervening in the phenomenon of grade surprise, using a new synthesis of

institutionally generated learning analytics, expertise-based instruction, and student experience. The

specific research objectives include these major moves:

Extend preliminary learning analytic research on grade surprise to include a representative

range of fields across the general education curriculum: ANTH-A122, COLL-P155, CHEM-

C117, INFO-I101, and CSCI-C211.

Develop rich, multivariate models of student learning performance relative to grade surprise

in these courses.

Design and test interventions that address group-based learning gaps.

Build on current learning analytics theory to incorporate faculty expertise and student

affective experience.

Test our research model for scalability, whereby we have added two new courses that include

five new faculty members and 800 additional student “data sets” (an increase of 1/3).

Disseminate results through publications and presentations.

The data to be gathered and analyzed to address these objectives will include:

Student Demographics, including characteristics such as gender, ethnicity, citizenship, race,

and class standing

Student Preparation, such as transfer credits, prerequisites, curriculum requirements, pre-

college classes and remedial educational programs

Student Performance, as understood by grades (assignments, interventions, and course), GPA,

persistence, retention, engagement indicators, graduation rates, along with self-reported

experience (via survey).

Student Choice, as understood by selection of major and pathways toward graduation

2. Student populations under study will include all students in the five large, target courses, totaling

about 6300 students per year. The majority of these students comes from the first and second year student

populations. With such large numbers, we expect to be able to get a good sense of patterns that prevail

among the entire student body, including by demographic characteristics, preparation, performance, and

choice. We have a special interest in (1) closing the achievement gap that persists between

underrepresented students and majority students, particularly within majors, such as women and

minorities in the sciences and (2) recruiting and retaining majors and minors in our departments.

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3. How past SLA research results are connected to this work. The proposed project builds on work

begun in 2015, with the support of a SLA Fellowship. Beginning in that year, progressively nuanced

research methods have revealed persistent and troubling gaps in student performance that can be

correlated with demographic categories. For example, despite numerous course and institutional

interventions, the bald facts of institutional data reveal that first-generation, male, African-American, and

nonresident alien students tended to have lower GPAs in the courses first under study than students who

describe themselves as white, Hispanic, Asian, two or more races, or having at least one parent with a

bachelor of arts degree. The new research proposed here builds on several years of our findings:

Phase 1 of the project, completed in 2015, uncovered important demographic trends in

success among 2719 students and 30 AIs involved in a single, multi-section, general

education course at Indiana University Bloomington.

Phase 2, completed in 2016, (1) refined description of these trends within a single

course using multivariate modeling, (2) assessed variability of student success across

sections of the course, (3) analyzed student performance over time, and (4) piloted a

discipline-based intervention, Cultures of College.

Phase 3, completed in 2017, extended this research, based in a social science course, to

other multi-section, general education courses in the humanities and natural sciences. Our

analysis of longitudinal learning analytics data focused us on the first major assignment of

first-year courses and grade surprise as important opportunities in improving student

success across the general education curriculum. We designed and issued a survey to

gauge grade surprise among approximately 2500 students enrolled in three courses during

the fall 2017 semester. The results indicate the grade surprise is a significant factor among

first-year students, affecting 50% of Chemistry C117 students, 38% of Anthropology A122

students, and 36% of College P155 students.

Phase 4 extends this research to attempt an approximate mapping of the entire other

general education curriculum, by including one course each representative of the

humanities, social sciences, natural sciences, and technological/mathematical sciences:

College P155, Anthropology A122, Chemistry C117, Informatics I101, and Computer

Science C211. Each of these courses is a large gateway or required course enrolling

hundreds or even thousands of students. Altogether they can enroll a total of 3167 students

per semester, giving us a substantial lens on the entire general education curriculum of a

large research institution. Our prior work has allowed us to focus on a pivotal juncture in

undergraduate education: the first major assignment of a general education course that

functions as a gateway into majors, retention, and success in learning. While each course

offers interesting variations on the large class theme (in staffing, format, and pedagogy),

the potential large-scale impact is impressive: for recruiting and retaining majors, fostering

success among traditionally underrepresented student groups, for impacting retention to the

third semester. Moreover, this project offers a unique way to link institutional data,

classroom data, and students’ affective and behavioral experience across the general

education curriculum.

4. Significance and impact on undergraduate learning. There are several key dimensions that impact

learning among undergraduates, the graduate students that teach them in sections, and the faculty

members who are responsible for their learning.

1. The members of the research are all faculty members teaching large-enrollment courses with direct

impact on student learning within their courses, students’ progress toward degree, and students’

multi-disciplinary experience of the institution in the first two years:

ANTH-A122 Interpersonal Communication enrolls 432 students per semester and supports 9-

10 Anthropology graduate student teaching assistantships per semester. (J.M. Robinson)

COLL-P155 Public Oral Communication enrolls about 1300 IU students per semester and

supports 20-23 graduate student assistantships in 15-18 departments each semester. In

addition, 1000 high school students take the course through ACP. (Arthos)

1. Complete Testing of

analytics concept

in single course 2. Complete Multivariate analysis of

demographic &

performance patterns

3. Complete Validation of grade surprise

concept within 3

College courses

4. Proposed Identification &

mitigation of grade surprise in

4 courses from

the campus-wide GenEd

curriculum

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CHEM-C117 Principles of Chemistry and Biochemistry I (General Chemistry) enrolls about

615 students per semester and supports 6 graduate student assistantships each semester. In

Fall 2016, the instructor added 14 undergrad TAs to facilitate problem solving in discussion

sections, reducing the ratio of instructor to student from 40:1 to 13:1. (J.K. Robinson)

INFO-I101 Introduction to Informatics enrolls about 600 students per semester, taught by two

faculty members, serves as a major gateway course into the School of ICE. (Onesti and Paul)

CSCI-C211 Introduction to Computer Science enrolls about 220 students per semester. It is a

key foundational course in the Computer Science major. (Shan and Tobin-Hochstadt)

2. Intervention around the first assignment in a general education, first-year course has the potential

to calibrate student confidence so that students prepare for class more appropriately (Baron, 2008;

Lichtenstein et al., 1982; Phillips and Wright, 1977; Yates, 1990) and to address cross-cultural and

transitional misconceptions about the work required for success at IU (Mellers et al 2013). Although

most of our students are in the top 10% of their high school classes and expect to continue to excel in

college using familiar study and social strategies, many are surprised by their lack of success relative

to their peers in their first semester and may despair of their plans to, for example, become pre-med,

enroll in the Kelley School, or launch a computer science career. Thus, understanding grade

expectations and mitigating grade surprise can have significant impact on students’ progress and

retention. Multivariate data analysis will allow us to map such factors as student demographics, high

school and college g.p.a., and intended major against grade surprise results.

5. Anticipated outcomes and their contribution to the success of student learning at IU.

1. The grade surprise questionnaire we have designed, itself, functions as an intervention. The

questions help students reflect on their preparation and performance after the first major

assignment of a course and therefore does some work toward helping them take agency for their

own study habits and practices. One possible outcome is that we could add this questionnaire in a

course regularly for those pedagogical reasons alone.

2. The development of an activity or instructional protocol before the first assignment (in these

courses and potentially others) to mitigate surprise or its negative effects, depending on results.

3. Training for instructors, associate instructors, and peer instructors on how to talk to students after

their grades are received to build on this reflective awareness and rehearse best-practices with

them. Given the culture-change students experience in these introductory courses as they pass

from high school to college, some grade surprise would be normal and presents an important

learning opportunity. Indeed, graduate students are already requesting this innovation.

4. Concrete pedagogical recommendations for facilitating diverse student success throughout these

departments and in similarly large, general-education courses across campus.

5. We expect our research on grade surprise will add to the general literature on higher education.

While our analysis will engage with theories on the role of confidence, hindsight, and cross-

cultural differences (Mellers et al 2013; Jansen, Scherer, and Schroeders 2015), our study is

unusually holistic and thus offers the potential for actionable solutions. Our study brings together

student demographics, preparation, and success indicators with assignment-based performance

and student processing about their performance. It engages with the student as well as the faculty

experience within an institutional context. The results could have implications for recruiting and

retaining majors, fostering success among diverse student groups, and orienting faculty to the

mitigation of grade surprise.

6. Research methodology. This research has exempt IRB approval and will be amended as needed. It

relies largely on quantitative data—from the Registrar and BAR, course evaluations, and learning

outcomes data—supplemented with survey research of undergraduate enrollees. We have been in close

contact with BAR Director Linda Shepard during the development of this research method.

7. Measures of success. Success will mean we have (1) refined our understanding of demographic trends

in learning and teaching in general education courses, (2) identified important patterns within and across

courses, (3) designed and begun to implement scalable interventions to address areas of concern, and (4)

disseminated research findings, particularly exploring opportunities for transfer to other courses.

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Appendix A: A sample of earlier work by the PIs, establishing performance differentials to be studied.

Figure 3. Indications of grade surprise, by percentage of class, in 3 target courses. Further work with multivariate analysis and intervention will build on these patterns.

Figure 4. An example of “drilling down” to understand grade surprise. This graph indicates the discrepancy between high school GPA and college grades in a sample target course.

0

2

4

Potential Grade Surprise:High School GPA and C117 Grade

Averaged Over 7 Semesters

HS GPA C117

Similar Demographic Performance Gaps in CHEM-C117 (Average GPA for White students = 2.30; Hispanic/Latino 2.26; African American 1.77) are Complicated by How Students Qualify for the Course.

Figure 2. Preliminary learning analytics show that two courses under study reflect campus-wide achievement gaps based on student demographics.

Figure 1. Similar performance gaps occur in a third target course, complicated by how students qualify for the course, suggesting that other large courses under study will also reflect campus performance gaps while also introducing new or unique complications.

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Appendix B: The grade surprise survey (fall 2017).

Survey Questions

1. What grade did you expect on this assignment before you completed it?

2. What grade did you expect right after you completed the assignment?

3. What was the final grade on the assignment?

4. Are you surprised about the final grade your assignment received?

5. If your grade did not match your before prediction, how do you account for the difference? Why

do you think the grade was different than you expected before the assignment? Give as many

reasons as you can think of.

6. If your grade did not match your immediately after prediction, how do you account for the

difference? Why do you think the grade was different from what you expected immediately after

the assignment? Give as many reasons as you can think of.

7. What change could you make to reduce your surprise on the next assignment? Give as many

changes as you can think of.

Bibliography

Baron, J. 2008. Thinking and Deciding. 4th Ed. New York: Cambridge University Press.

Buckingham Shum, S. and R. Ferguson. 2011. “Social Learning Analytics.” Available as: Technical

Report KMI-11-01, Knowledge Media Institute, The Open University, UK.

http://kmi.open.ac.uk/publications/pdf/kmi-11-01.pdf.

Honicke, Toni, Jaclyn Broadbent. 2016. “The Influence of Academic Self-efficacy on Academic

Performance: Systemic review.” Educational Research Review 17: 63-84.

Jansen, Malte, Ronny Scherer, Ulrich Schroeders, 2015. “Students’ Self-concept and Self-efficacy in the

Sciences: Differential Relations to Antecedents and Educational Outcomes.” Contemporary

Educational Psychology 41: 13-24.

Jansen, Malte, Ulrich Schroeders, Oliver Lüdtke. 2014. “Academic Self-Concept in Science:

Multidimensionality, Relations to Achievement Measures, and Gender Differences.” Learning

and Individual Differences 30: 11-21.

Lichtenstein, S., B. Fischhoff, and L. D. Phillips. 1982. “Calibration of Probabilities: The State of the Art

to 1980.” In Kahneman, D. Slovic, P. & Tversky, A. (Eds.) Judgment Under Uncertainty:

Heuristics and Biases. New York: Cambridge University Press. 306–334.

Mellers, Barbara, Katrina Fincher, Caitlin Drummond, and Michelle Bigony. 2013. “Surprise: A Belief or

an Emotion?” Progress in Brain Research 202.

Phillips, L.D. and G, N. Wright. 1977. “Cultural Differences in Viewing Uncertainty and Assigning

Probabilities.” In Jungermann, H. and de Zeeuw, G. (eds.) Decision Making and Change in

Human Affairs. D Reidel, Dordrecht: Netherlands. 507–515.

Yates, J.F. 1990. Judgment and Decision Making. Prentice-Hall: Englewood Cliffs.

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4. Short CVs for PIs - maximum of 4 pages, see below. (Please note: We received permission to submit

CVs for PIs only: J. M. Robinson, J. K. Robinson, and J. Arthos.)

5. Nominating letters, under separate cover, articulate how the proposed project helps both the faculty

fellow and the department further student success and learning at IUB:

1. Jeanne Sept, Chair of the Anthropology Department

2. Patricia Ingram, Chair of the English Department

3. Stephen C. Jacobson, Chair of the Chemistry Department

4. Esfandiar Haghverdi, Executive Associate Dean for Academic Affairs of the School of

Informatics, Computer Science, and Engineering (Please note: We received permission to submit

a collective letter for SICE team members.)

JENNIFER META ROBINSON

December 2017—4-page CV Indiana University

Department of Anthropology

701 East Kirkwood Avenue

Bloomington, IN 47405

Office Tel: (812)855-4607

Fax: (812) 855-6014

E-mail: jenmetar@indiana.edu

Web: www.indiana.edu/~anthro

Web: JenniferMetaRobinson.com

Web: www.indiana.edu/~collegia/

ACADEMIC AND PROFESSIONAL APPOINTMENTS, selected INDIANA UNIVERSITY, BLOOMINGTON

Professor of Practice, Department of Anthropology, 2015-present.

Co-Director, Graduate Certificate on College Pedagogy, 2016-present.

Course Director, Interpersonal Communication, 2015-present.

Affiliated Faculty, Campus Farm, Office of Sustainability and Office of the Provost, 2017-present.

Affiliated Faculty, Integrated Program on the Environment. 2014-present.

Professor of Practice, Department of Communication and Culture, 2013-2015.

Senior Lecturer, Department of Communication and Culture, 2008-2013.

Director, Campus Instructional Consulting, Indiana University, 2002-2008.

EDUCATION

Ph.D. in English, Doctoral Minor in Folklore. Indiana University 2001.

Master of Arts in English. Northeastern University 1991.

Bachelor of Arts, Magna Cum Laude in English. Western Kentucky University 1988.

PUBLICATIONS, selected BOOKS

2017 Robinson, J. M. and J. Farmer. Selling Local: Why Local Food Movements Matter. Bloomington: Indiana

University Press.

2012 Monaghan, L., J. Goodman, J. M. Robinson, eds. A Cultural Approach to Interpersonal Communication:

Essential Readings, Second Edition. Malden, MA: Blackwell.

2010 Reynolds, H., E. Brondízio, and J. M. Robinson, eds. Teaching Environmental Literacy: Across Campus

and Across the Curriculum. Bloomington: Indiana University Press.

2007 Robinson, J. M., and J. A. Hartenfeld. The Farmers’ Market Book: Growing Food, Cultivating Community.

Bloomington: Indiana University Press.

2009- Book Series Editor. Robinson, J. M., W. M. Schlegel, M. T. Huber, eds. Scholarship of Teaching and

Learning. Bloomington: Indiana University Press.

ARTICLES AND CHAPTERS, selected

Food and Environment Scholarship—redacted for short CV

Teaching and Pedagogy Scholarship—selected

2017 O’Loughlin, V. D, K. D. Kearns, C. Sherwood-Laughlin and J. M. Robinson. “How Do We Train Our

Future Faculty to Teach? A Multidisciplinary Comparison of Graduate Pedagogy Courses Offered at a

Large Midwestern University.” College Teaching. DOI: 10.1080/87567555.2017.1333081

2016 Huber, M. T. and J. M. Robinson. “Mapping Advocacy and Outreach for the Scholarship of Teaching

and Learning.” Teaching and Learning Inquiry 4.1. http://dx.doi.org/10.20343/teachlearninqu.4.1.3.

2015 Robinson, J. M., K. Kearns, M. Gresalfi, A. Sievert, and T. Christensen, “Teaching on Purpose: A

Collegium Community Model for Supporting Intentional Teaching.” Journal on Excellence in College

Teaching, 26(1): 81-110.

Robinson 2

2015 Sorensen, A., R. Shwom, R. Jordan, D. Ebert-May, C. Isenhour, A. McCright, J.M. Robinson. “Model-

Based Reasoning to Foster Environmental and Socio-scientific Literacy in Higher Education.” Journal

of Environmental Studies and Sciences. 1-8.

2013 Robinson, J. M., M. Gresalfi, A. K. Sievert, T. B. Christensen, K. D. Kearns, and M. E. Zolan. “Talking

Across the Disciplines: Building Communicative Competence in a Multidisciplinary Graduate-Student

Seminar on Inquiry in Teaching and Learning.” In The Scholarship of Teaching and Learning In and

Across the Disciplines, K. McKinney, ed., Bloomington: Indiana University Press. 186-199.

2012 Robinson, J. M. “Learning Abroad and the Scholarship of Teaching and Learning.” In Student Learning

Abroad: What They’re Learning, What They’re Not, and What You Can Do about It. Michael Vande

Berg, Michael Paige, and Kris Lou, eds. Sterling, VA: Stylus. 239-257.

2012 Robinson, J. M. “Saying Hello in a Digital World: Emergent Performance and Social Competence.” In A

Cultural Approach to Interpersonal Communication: Essential Readings, Second Edition. J. Goodman, J.

M. Robinson, and L. Monaghan, eds. Malden, MA: Blackwell.

2011 Robinson, J. M. “Building Faculty Inquiry Networks to Support Teaching and Learning.” In Building

Networks in Higher Education. Kayo Matsushita, ed. Tokyo: Toshindo. In Japanese and English.

2009 Carey, T., J. M. Robinson, J. Rakestraw. “Building a Network, Expanding the Commons, Shaping the

Field: Perspectives on Developing a SOTL Repository." In New Media Technologies and the

Scholarship of Teaching and Learning, edited by R. Bass with B. Eynon. The Academic Commons

Magazine (January). Electronic publication:

http://www.colorado.edu/ftep/sites/default/files/attached-files/wesch_-

_knowledge_to_knoweldgeable.pdf.

2009 Robinson, J. M., A. F. Wise, and T. M. Duffy. “Authentic Design and Collaboration: Involving University

Faculty as Clients in Project-Based Learning Technology Design Courses.” In Educating Learning

Technology Designers. Eds. C. DiGiano and S. Goldman. NY: Routledge. 80-100.

2006 Nelson, C. E., and J. M. Robinson. “The Scholarship of Teaching and Learning and Change in Higher

Education.” In Realities of Educational Change: Interventions to Promote Learning and Teaching in

Higher Education. Eds. L. Hunt, A. Bromage, and B. Tomkinson. London: RoutledgeFalmer.

In-Progress

Robinson, J. M., V. D. O’Loughlin, K. Kearns, and L. Plummer. Teaching as if Learning Matters:

Graduate Student Reflections on Learning to Teach (and Teaching for Learning) in Higher

Education. Book of essays. Under review.

GRANTS (Successful)

Food and Environment Scholarship—redacted for short CV

Teaching and Pedagogy Scholarship—selected

2017 Robinson, J. M. Overseas Conference Grant. Office of the Vice President for International Affairs.

Indiana University. $1000.

2017 Robinson, J. M. “Learning Analytics for Strategic Intervention (LASI) in a Multi-Section General-

Education Course.” Mack Center for Inquiry on Teaching and Learning Fellowship. Indiana

University. $2000.

2017 Robinson, J. M., J. Arthos, J. K. Robinson. “The HumAn Learning Project: Human Expertise, Analytics,

& Student Learning in Multi-Section General-Education Courses at Indiana University. Phase 3.”

Learning Analytics Fellows Program. Vice Provost for Undergraduate Education. Indiana University.

$6000.

2016-18 Robinson, J. M. and V. O’Loughlin. “Teaching as though Learning Matters: A Systematic Study of

Graduate Student Reflections on Learning to Teach (and Teaching for Learning) in Higher

Education.” Indiana University Scholarship of Teaching and Learning Program. $5,000. PI.

Robinson 3

2016 Robinson, J. M. “The HumAn Learning Project: Humanities, Analytics, & Learning in a Multi-Section

General-Education Course—Phase 2.” Learning Analytics Fellows Program. Vice Provost for

Undergraduate Education. Indiana University. $2000.

2015 Robinson, J. M. “The HumAn Learning Project: Humanities, Analytics, & Learning in a Multi-Section

General-Education Course.” Learning Analytics Fellows Program. Vice Provost for Undergraduate

Education. Indiana University. . $2000.

2015 Robinson, J. M., (PI), C. Hostetter, D. Pace, and G. Rehrey. “Planning Grant for Networking Advanced

Research Collaborations on Teaching, Learning, and Student Success.” Vice Provost for

Undergraduate Education. Indiana University. $12,500. PI.

2015 O’Loughlin, V., Sherwood-Laughlin, C., and J. M. Robinson. “A Multidisciplinary Evaluation of

Pedagogy Courses’ Influence on Graduate Student Development as Teacher-Scholars”. Indiana

University Scholarship of Teaching and Learning Program. $5,000. Co-PI.

2008-12 Robinson, J. M. (PI), M. Zolan, A. Sievert, M. Gresalfi. “The Indiana University Collegium: Graduate

Student-Faculty Inquiry Communities on Learning and Teaching." Teagle Foundation. $150,000.

Project web site http://www.indiana.edu/~collegia/. PI.

AWARDS and HONORS--selected

Major Leadership

President and Vice-President, International Society for the Scholarship of Teaching and Learning, 2005-2011.

Coordinator, Carnegie Academy for the Scholarship of Teaching and Learning Leadership Program: Expanding

the SOTL Commons, 2006-2009.

Coordinator, Carnegie Academy for the Scholarship of Teaching and Learning Campus Program: Research

University Consortium for the Advancement of the Scholarship of Teaching and Learning, 2003-2006.

Teaching and Pedagogy

2017 P.A. Mack Award for Distinguished Service to Teaching. Faculty Academy on Teaching Excellence.

Indiana University $2500.

2017 Honorary lifetime member. Faculty Academy on Teaching Excellence. Indiana University.

2016 Distinguished Service Award, International Society for Scholarship of Teaching and Learning.

2016 Honorary Lifetime Member, International Society for Scholarship of Teaching and Learning.

2012 Trustees Teaching Award, $2500. Indiana University.

PRESENTATIONS AND CONFERENCE PAPERS, selected

Keynote and Plenary Presentations

[Keynote. Indiana University Southeast, Albany, Indiana. Sept 28, 2018.]

[P.A. Mack Award Keynote. Faculty Center for Excellence in Teaching. Indiana University. Nashville, Indiana. June

2018.]

“The Future of SOTL: Promising Models and Opportunities.” Research on Teaching and Learning: Integrating

Practices Conference. McMaster University, Hamilton, Ontario, Canada. December 11, 2014.

“ISSOTL founding members on the past, present & possible futures of SOTL.” International Society for the

Scholarship of Teaching and Learning, Hamilton, Ontario, Canada. October 27, 2012.

“The Ecology of SoTL: The Long-Term Impact of a Learning Community on Environmental Literacy.”

International Institute for SOTL Scholars and Mentors, Loyola Marymount University, Los Angeles,

June 3, 2012.

Plenary Panel with Mary Taylor Huber and Jacqueline Dewar. International Institute for SOTL Scholars and

Mentors, Loyola Marymount University, Los Angeles, June 1, 2012.

“Faculty Inquiry Networks in the Scholarship of Teaching and Learning” SOTL Commons Conference,

Statesboro, GA, March, 2011.

Robinson 4

“Building Faculty Development Networks.” International Symposium, Future of Faculty Development in

Japan: Building the Core in Faculty Development, Kyoto University. January, 2009.

Professional Presentations, Invited Food and Environment Scholarship, redacted

Teaching and Pedagogy Scholarship, selected

2017 Robinson, J. M. “Learning Analytics: Data Mining Registrar Data.” Anatomy Educational Research

Institute. American Association of Anatomists Innovations Grant. Indiana University. July 11.

2014 Robinson, J. M. “SOTL Futures.” University of Calgary. June.

2013 Robinson, J. M. “Scholarship of Teaching and Learning at Illinois State University: Research, Learning,

and Leadership.” Indiana State University. February.

2013 Robinson, J. M. Panelist and mentor, Midwest Winter Workshop in Rhetoric. Bloomington, Indiana.

January 26.

2010 Robinson, J. M. Discussion Chair for “What Will Convince Our Colleagues to Put Our Findings to Use?,”

at “How College Students Learn: A Meeting of the Teagle Collegia,” convened by the Teagle

Foundation, New York City. April.

2010 Robinson, J. M., M. Zolan, T. Christensen, M. Gresalfi, K. Kearns, A. Sievert, “The Teagle Collegium on

Inquiry in Action: Report on the Second Year of Supporting Transformations in Graduate Student

Teaching through Critical Reflection.” Teagle Foundation, New York City, April.

2009 Robinson, J. M. “Plenary Introduction to the ISSOTL Conference.” Carnegie Academy for the

Scholarship of Teaching and Learning Colloquium, Bloomington, IN. October.

Conference Papers and Presentations, Peer Reviewed

Food and Environment Scholarship—redacted

Teaching and Pedagogy Scholarship--selected

2017 Robinson, J. M. “HumAn Learning: Transforming Patterns in the Cultures of College with Learning

Analytics and SOTL.” European Scholarship of Teaching and Learning Conference. Lund University,

Sweden. June.

2017 Friberg, J., S. R. Chaudhury, J. M. Robinson, A. Ahmad. “Transforming Teaching and Learning though

Advocacy and Outreach.” Panel Presentation. European Scholarship of Teaching and Learning

Conference. Lund University, Sweden. June.

2016 Robinson, J. M. et al. “How graduate students are taught to tell the story of their teaching and what

that has to do with SOTL: Results from a multidisciplinary, multinational comparison of pedagogy

courses.” International Society for the Scholarship of Teaching and Learning, Los Angeles. October.

2016 Robinson, J. M. Huber, M. T., MacMillan, M. “Finding SOTL Audiences: Stories of our Field in

Publications and Advocacy.” International Society for the Scholarship of Teaching and Learning, Los

Angeles. October.

2016 O’Loughlin, V. D, K. D. Kearns, J. M. Robinson, C. Sherwood-Laughlin, “How Do We Train our Future

Faculty to Teach? A Multidisciplinary Comparison of Pedagogy Courses Offered at a Large

Midwestern University.” Experimental Biology meeting. Abstract published in FASEB Journal.

2015 Robinson, J. M. “The HumAn Learning Project: Learning Analytics in a Multi-Section General-

Education Ethnography Course.” American Anthropological Association. Denver. November.

2015 O’Loughlin, V. D., K. D. Kearns, J. M. Robinson, C. Sherwood-Laughlin. “Multidiscplinary Evaluation and

Comparison of Pedagogy Courses’ Influences on Graduate Student Development as Teacher-Scholars.”

Lilly Conference on College Teaching. Miami, OH. November.

2014 Shwom, R., C. Isenhour, A. McCright, J. Robinson. “Teaching Climate Social Science and Its Practices: A

Two-Pronged Approach to Climate Literacy.” American Geophysical Union. San Francisco.

December 17.

JOHN ARTHOS

Associate Professor

Ballantine Hall 416 827 W. 17th St.

Department of English Bloomington, IN 47404

Indiana University Bloomington (812) 679-8175

Bloomington, IN 47405 jarthos@indiana.edu

Education

Ph.D. in Communication, specialization in rhetoric, Wayne State University Department of Communication,

Spring, 1995.

M.A. in Education, Eastern Michigan University, 1992.

B.A. in Languages and Literatures, University of Michigan, l978, Charles Angell Scholar.

Employment

Associate Professor, Department of English, Indiana University Bloomington, July 2015-present.

Associate Professor, Communication & Cultural Studies, Indiana University Bloomington, July, 2014-July,

2015.

Associate Professor, John and Christine Warner Chair, Department of Communication, Denison University,

August 2000–May 2014.

Assistant Professor, Communication Department, SUNY at Fredonia, August, 1995-July 2000.

Book Monographs

John Arthos, Gadamer’s Poetics: A Critique of Modern Aesthetics, Bloomsbury Press, 2013.

John Arthos, Speaking Hermeneutically: Understanding in the Conduct of a Life, single-author monograph,

University of South Carolina Press, 2011.

John Arthos, The Inner Word in Gadamer’s Hermeneutics, Notre Dame University Press, July, 2009.

Research in Professional Journals/Books [single-author] (selected)

“Rhetorical Judgment,” The Oxford Research Encyclopedia for Communication, Oxford University Press,

commissioned and peer reviewed (in press).

“Rhetorical Invention,” The Oxford Research Encyclopedia for Communication, Oxford University Press,

commissioned and peer reviewed (in press).

“Text as Sliding Signifier: Correcting the Slippage between Textuality and Narrativity in Ricoeur's Middle

Period,” Research in Phenomenology 45:3 (2015): 412-29. (blind peer reviewed)

"The Motley Cloak of Hermeneutic Being: Salvaging the Dispossessed Subject in Paul Ricoeur," The

International Yearbook for Hermeneutics 14 (2015). (blind peer reviewed)

“Hermeneutics and Rhetoric,” Routledge Companion to Philosophical Hermeneutics, Jeff Malpas and

Hans-Helmuth Gander, eds., December 2014 (invited essay).

“Paul Ricoeur and the re(con)figuration of the humanities in the twenty-first century,” International

Journal of Philosophy and Theology 75:2 (2014): 115-28 (blind peer reviewed academic annual).

“Refiguring Narrative Reception: The Challenge to Ricoeur’s Theory of Narrative Closure by the Open

Text,” Storyworlds: A Journal of Narrative Studies 6:1 (2014): 1-20 (edited online journal).

“What Is Phronesis? The Seven Hermeneutic Differences in Gadamer and Ricoeur,” Philosophy Today

58:1 (2014): 53-66 (edited journal).

"The Just Use of Propaganda (?): Ethical Criteria for Counter-Hegemonic Communication Strategies,"

Western Journal of Communication, 77:5 (2013): 582-603 (blind peer reviewed academic

journal).

“Gadamer’s Dialogical Imperative: Linking Socratic Dialogue to Aristotle’s Phronesis,” Gadamer’s

Hermeneutics and the Art of Conversation, Andrzej Wiercinski, ed. (Berlin: Lit Verlag, 2011), 169-

76 (edited anthology).

"The Fullness of Understanding"? The Career of the Inner Word in Gadamer Scholarship, Philosophy

Today 55:2 (2011): 166-83 (edited academic journal).

"Where Is Mythos Hiding in Gadamer's Hermeneutics: Or, the Ontological Privilege of Emplotment,"

Gadamer and Ricoeur: Critical Horizons in Contemporary Hermeneutics, eds. Francis J. Mootz

and George H. Taylor, (London: Continuum, 2011), 119-41 (anthology essay).

“Hermeneutics,” Encyclopedia of Communication Theory, Stephen Littlejohn and Karen Foss, eds.

(Thousand Oaks, CA: SAGE, 2009) (invited essay).

Courses taught (selected)

ENG-R340 Rhetoric of Social Movements (Indiana University, Fall 2016)

ENG-L756 Symbolism of Evil, (graduate seminar, Indiana University, Spring 2016)

ENG-R397 Visual Rhetoric (Indiana University, Fall 2015)

CMCL C513 Rhetorical Judgment (graduate seminar, Indiana University, Spring 2015)

COLL P155 Public Oral Communication (Indiana University, Fall 2014-present)

COMM-401 Narrative Truth (Denison, Fall 2013)

COMM-227 The New Literacy Lab (Denison, Spring 2012)

COMM-223 Rhetoric (Denison, Fall 2011)

COMM-406 Rhetoric and Social Movement (Denison, Fall 2011)

QS-406 Rhetoric and Social Movement (cross-listed) (Denison Fall 2011)

HNRS-283 Humanist Hermeneutics (Denison, Fall 2009)

COMM-101 Public Address (Denison, Fall 2008)

COMM-208 Theorizing Communication (Denison, Spring 2008)

Service (selected)

Liberal Arts and Management Program Task Force, The College of Liberal Arts, Indiana University,

Summer 2016.

IUJUR Humanities Journal faculty reader. Spring 2016.

Department of English Graduate Admissions Committee, member, Fall 2015/Spring 2014.

Indiana University General Education Arts and Humanities Subcommittee member, 2016-present.

Indiana University General Education Arts and Humanities committee member, 2016-present.

Rhetoric Tenure-Line Search Committee, Department of English, member, Fall 2015.

Writing & Rhetorical Studies Committee, IU Department of English, member, Fall 2015-present.

Rhetoric Program Committee, IU Department of English, member, Fall 2015-present.

Indiana ACP High School instructors training and support for P155 equivalence courses, assist Course

Coordinator, 2014-present.

______________________________________________________________________________

Jill K. Robinson, Ph.D.

Indiana University

Department of Chemistry

800 E. Kirkwood Ave.

Bloomington, IN 47405

jirobins@indiana.edu

______________________________________________________________________________

Education:

1999 Ph.D. Analytical and Atmospheric Chemistry, University of Colorado, Boulder, CO

1994 B.S. Chemistry, Truman State University, Kirksville, MO

Academic Positions:

2008-present Senior Lecturer, Department of Chemistry, Indiana University, Bloomington

2002-2008 Lecturer, Department of Chemistry, Indiana University, Bloomington, IN

1999- 2002 Academic Professional Lecturer in Analytical Chemistry, University of Wyoming, Laramie, WY

Courses:

General Chemistry I and II lecture and laboratory

Honors General Chemistry I and II

Preparatory Chemistry lecture and laboratory

Quantitative Analysis

Environmental Chemistry (300 level)

Instrumental Analysis lecture and laboratory

Ethics in Science

Honors and Awards:

2016 Mosaic Fellow for Active Learning Indiana University

2011 Indiana University President’s Award for Distinguished Teaching

2010 Excellence in Teaching Award, Indiana University Board of Trustees

2008 Excellence in Teaching Award, Indiana University Board of Trustees

2003 Excellence in Teaching Award, Indiana University Board of Trustees

2002 Outstanding Service by a Faculty Member, University of Wyoming Chemistry Students

2001 Extraordinary Merit in Teaching, University of Wyoming College of Arts and Sciences

2001 Award for Excellence in Teaching, University of Wyoming Honors Program (Student Choice)

1999 Faculty Growth Award, University of Wyoming

1998 Graduate Fellowship, Cooperative Institute for Research in Environmental Sciences

1998 Graduate Fellowship in Atmospheric Chemistry, National Science Foundation

1995 Graduate Excellence in Teaching Award, University of Colorado

Publications and Patents:

Chemistry, 7th Ed, John E. McMurry, Robert C., Fay Jill K. Robinson, Pearson Education, Inc. 2015

Analytical Sciences Digital Library Active Learning Modules

Biological Mass Spectrometry: Proteomics, Jill K. Robinson, Michelle Kovarik

Quality Control Analysis for a Local Microbrewery-Laboratory Module, Jill K. Robinson,

http://community.asdlib.org/activelearningmaterials/

Jill K. Robinson, Project-based learning: improving student engagement and performance in the

laboratory, Analytical and Bioanalytical Chemistry: Volume 405, Issue 1 (2013), Page 7-13

DOI: 10.1007/s00216-012-6473-x

Catherine Reck, Jill Robinson, Steve Wietstock, Principles of Chemistry and Biochemistry I Laboratory

Manual, 3rd Ed., Hayden-McNeil Publishing Inc., 2005.

Jill Robinson, Alice Dobie-Galuska, Matt Nance, Chemistry 103/121 Laboratory Manual, 2nd Ed.,

Hayden-McNeil Publishing Inc., 2004.

J. K. Robinson, "Luminol-Hydrogen Peroxide Chemiluminescence Detector for the Analysis of Nitric

Oxide in Exhaled Breath," University of Colorado, Doctoral Thesis, (1999)

J.K. Robinson, W. Scott, K.A. Rowlen, J.W. Birks "Derivatization of thymine and thymine photodimer

with 4-bromomethyl-7- methoxycouamarin for fluorescence detection in high-performance liquid

chromatography," Journal of Chromatography B, 1999, 731, 179-186.

J.K. Robinson, M.J. Bollinger, J.W. Birks, "Luminol/H2O2 Chemiluminescence Detector for the

Analysis of Nitric Oxide in Exhaled Breath," Analytical Chemistry, 1999, 71, 5131-5136.

M.J. Bollinger, J.W. Birks, J.K. Robinson, "Nitric Oxide Gas Detector," U.S. Patent 247/191 (1998).

Professional Presentations:

Harris Teaching Workshop Keynote Speaker, University of Alberta, Canada, 2016

o Strategies for Effective Active Learning

Biennial Conference on Chemical Education, Colorado, 2016

o Learning is Not a Spectator Sport

Texas Community Colleges Consortium, Houston, 2016

o Strategies for Effective Active Learning

ALEKS Symposium, Boston, 2015

o General Chemistry Placement: A Comparison of Review Courses

249th American Chemical Society Meeting, Denver, 2015

o Using Technology to Facilitate Discussion in an Instrumental Analysis Course

Biennial Conference on Chemical Education, Aug. 2015

o Project Based Learning in Analytical Chemistry Laboratory

Pittcon, Chicago, IL, 2014

o Analytical Chemistry Students Perform Quality Assurance Tests for a Local Microbrewery

Pittcon, Philadelphia, PA, 2013

o Active Learning Strategies for Large Analytical Chemistry Lecture and Laboratory Courses

243rd American Chemical Society Meeting, San Diego, 2012

o “A Tale of Ales: Project Based Learning in Analytical Chemistry Laboratory”

Biennial Conference on Chemical Education, Bloomington, IN, 2008.

o “A New Integrated Laboratory and Lecture Course in Bioanalytical Chemistry”

Indiana University, Summer Enrichment Program, 2007

o “The Chemistry of Global Warming”

International Center for First Year Undergraduate Chemistry Education, Boulder, CO, 2007

o “Strategies to Improve Problem Solving in First Year College Chemistry”

International Center for Undergraduate Chemistry, On-line Conference, December 2006

o “ Less is More: 1:2:1 Curriculum at Indiana University”

American Chemical Society National Meeting, Atlanta, GA, March 2006.

o “ 1:2:1 Curriculum at Indiana University; A 4 Year Journey”

Biennial Conference on Chemical Education, West Lafayette, IN, July 2006.

o “Using CALM to Implement Indiana State Science Standards”

International Center for First Year Undergraduate Chemistry Education, Champaign, IL, 2005

o “A One Semester General Chemistry Course Designed for a 1:2:1 Curriculum”"

Rocky Mountain Symposium on Photons in Chemistry, Estes Park, CO, 1998

o "A New Chemiluminescence Method for the Measurement of Nitric Oxide in the Atmosphere"

American Chemical Society, Fall Meeting, Las Vegas, Nevada, 1997

o A Lightweight Instrument for the Analysis of Total Reactive Oxides of Nitrogen in the

Atmosphere

University of Colorado Atmospheric Chemistry Symposium, Boulder, CO, 1996

o Historical Record of UV-B Flux at the Earth's Surface by Analysis of Thymine Photodimers

in DNA Preserved in Ice Core Pollen

Rocky Mountain Conference in Analytical Chemistry, Denver, CO, 1996

o Historical Record of UV-B Flux at the Earth's Surface by Analysis of Thymine Photodimers

in DNA Preserved in Ice Core Pollen.

Additional Teaching and Advising:

2016 Faculty Learning Community-Indiana University: Collaborative Learning

2015 New Faculty Orientation: Master class on student engagement for the new faculty at Indiana

University.

2015 Science in a Snap: Teacher Professional Development Workshop, Wonderlab Science Museum

2015 Master Class: Using technology to facilitate discussion in the collaborative learning studio.

(Sponsored by Indiana University Center for Innovative Teaching and Learning)

2015 Preparing Future Faculty Panel, Indiana University: Workshop on Student Engagement

2013-present Academic mentor for student athletes

2012 Engaging Students in Scientific Inquiry Faculty Panel Presenter

(Sponsored by Indiana University Center for Innovative Teaching and Learning)

2010 Preparing Future Faculty Panel: Balancing Teaching, Research, and Service

2007, 2010 Master Class: Using clickers to promote discussion in a large lecture hall

(Sponsored by Indiana University Instructional Support Services)

2007 Freshmen Learning Project Fellow-Indiana University

2005-present Indiana University Dance Marathon Faculty Advisory Board

2005-2010 Faculty Advisor: Alpha Chi Sigma Professional Chemistry Fraternity

2002-present AI Training, Indiana University: Assisted in preparing associate instructors (AI’s) for laboratory

and discussion sections by developing interactive training sessions such as role playing and

microteaching.

2005-2007 Science Education Doctoral Committee Member: Advised chemical education student on

curriculum for teacher workshops, created assignments for the purpose of revalidating classes,

and served on the committee for the oral exam and doctoral defense.

2005 Service Learning: Developed several hands-on activities for college students in General

Chemistry to teach in a 6th grade classroom.

2003-present Study Skills Workshop: Presented a workshop titled “How to Study for College Level Science

Courses” for incoming freshmen at Indiana University.

1999-2001 Faculty Advisor: American Chemical Society Student Affiliate Chapter, Univ. Wyoming

2000 Meet the Professors Program: Visited Wyoming high schools for college recruitment.

Professional Activities:

2013-present Contributor: Development of E-learning Modules for Analytical Chemistry

National Science Foundation Transforming Undergraduate Education program

2015 Symposium Organizer: Active Learning in the Undergraduate Analytical Chemistry Curriculum

249th American Chemical Society Meeting

2015 American Chemical Society General Chemistry Exam Committee for 2017 Exam

2014 Textbook Reviewer: Reviewed 5 chapters in Quantitative Analysis by Daniel Harris, 9th Ed. W.H.

Freeman

2014, 2016 Active Learning in Analytical Chemistry Workshop This workshop was funded by an NSF

Transforming Undergraduate Education grant. I was one of twelve analytical chemistry faculty

who developed active learning materials and facilitated a workshop for thirty professors from

historically black and Hispanic serving universities.

2012 Faculty Advisory Board Member for Themester:

Good Behavior/Bad Behavior: Molecules to Morality

2012 National Science Foundation Reviewer: Targeted Infusion Projects for Improving STEM

education at Historically Black Colleges and Universities.

2011-present Peer Reviewer: Journal of Chemical Education

2009, 2011 National Science Foundation Review Panel: Transforming Undergraduate Education (TUES)

Grants in Analytical and General Chemistry

Science Outreach:

2008-2012 Outreach Coordinator: Nanoscience Center, Indiana University

a. STEM Diversity Summer Science Camp (2012): Developed hands on nanoscience activities

around the theme of germs for seventy middle school students. (i. Synthesis of silver

nanoparticles followed by testing their antibiotic properties, ii. Testing surfaces for germs, iii.

How do germs spread?, iv. Size and scale activity, v. Atomic Force Microscopy.

b. Nanoscience Projects in Local Schools (2009-2012): Worked with New Technology High

School teachers in Bloomington and Columbus to develop nanoscience projects. During these

projects 250 students visited research facilities on the IU campus such as the Cyclotron and

Nanocharacterization Facility. A survey developed by the IU Center for Evaluation and

Education Policy (CEEP) indicated that the number of students indicating a preference for

STEM degrees doubled as a result of this experience.

c. Molecules Matters Teacher Workshop (2010-2012): Developed and taught a two week workshop

which trained middle and high school science teachers in nanoscience and project-based

learning.

d. Nanodays at the Louisville Science Center (2009): Developed three hands-on activities to teach

nanoscience concepts to the general public; “Stained Glass Art with Gold and Silver

Nanoparticles,” “Lithography,” and “Nanotechnology in Commercial Products.” Recruited and

trained 25 Indiana University graduate and undergraduate students to help with the event.

2004-present Chemistry Open House Participant: Presented a “Careers in Chemistry” booth, performed

demonstrations at the Chemistry Department “Magic Show,” and supervised the various rooms

with annual theme set by American Chemistry Society for National Chemistry Week, “Cooking

with Chemistry,” “Life Science,” “Nanoscience,” etc.

2009 Judge for Science Olympiad Finalists, Indiana University

2009 Wonderlab Teen Night: Developed a Crime Scene Investigation Activity Based on DNA

Analysis.

2007-2009 Science in a Snap (A Summer Institute for Teachers): Developed a one day workshop at

Wonderlab Science Museum to help elementary teachers better understand chemistry concepts

set by state standards.