VITA
COLLEGE OF SCIENCES AND HUMANITIES
PART I. PERSONAL DATA
Name:
Department:
A.
C.
Degree
Date
University
MS
May 2010
Ball State University
Computer Science
Thesis: “You mean we have to work together!?!”: A study of the
formation and interaction of programming teams in a college
course setting.
May 1979
Manchester College
Social Work
May 1979
Manchester College
Computer Applications
Major
PROFESSIONAL EMPLOYMENT PRIOR TO ARRIVAL AT BALL STATE
Title
Date
Company
Graduate Assistant & Instructor
Information Services Manager
Adjunct Faculty Member (part-time)
Systems Analysis Supervisor
Computer Programmer
2008-2010
1988-2007
1981-1997
1984-1988
1979-1984
Ball State University
Townsend Tree Service Co., Inc.
Ivy Tech Community College
Townsend Tree Service Co., Inc.
Townsend Tree Service Co., Inc.
INITIAL EMPLOYMENT AT BALL STATE
Date: 5/18/2009 (Summer only)
Rank: Instructor
D.
Rank: Instructor
EDUCATION
BS
AA
B.
David L. Largent
Computer Science
1/11/2010 (part time)
Instructor
8/20/2010 (current)
Instructor
PROMOTIONS AT BALL STATE
Effective Date
From (rank)
To (rank)
None
E.
FIELD(S) OF PROFESSIONAL SPECIALIZATION
Business computer applications, pedagogy, group stages of development, human side of
computing, and diversity and inclusivity
F.
MY PRIMARY ROLE AS A FACULTY MEMBER AT BALL STATE
My primary role as an Instructor is to teach. I understand this to mean that I am to
provide course content to the enrolled students in such a way that they are able to
understand and integrate that knowledge into their lives. This means I must find
ways to connect to their world, and make the course content relevant to their lives.
For those serving in an instructor role, scholarship and service are not required, but
nor are they discouraged. As detailed below in Part II, not only have I excelled in my
teaching role, I have also significantly ventured into scholarship and service as well.
PART II. ACCOMPLISHMENTS
A.
EVIDENCE OF OUTSTANDING TEACHING
I believe students are much more likely to be empowered to learn if they find the course
subject matter interesting and relevant to their lives. It is my responsibility as an
Instructor to find ways to connect to their world. This may mean describing new
concepts by using analogies to compare the concept to something with which they are
already familiar. It may mean utilizing physical activities or demonstrations that make
the student an active part of the learning process. It may involve peer instruction
opportunities where students are able to learn from each other. Providing students the
latitude to expand projects and activities to fit their interests may also be useful. It
certainly involves an inclusive and open learning environment that encourages each
student to learn. I believe my primary role as an Instructor is to teach. To me, this
means that I am to deliver course content to the enrolled students in such a way that
they are able to understand and integrate that knowledge into their lives. I do all of this
to find the “light switch” that will turn on the “light bulb” for each student.
Throughout my teaching, I have considered these my guiding beacons as I prepared for,
and delivered the course content to the students. I have been very open to change and
have tried many new pedagogical approaches to see if they resulted in an improved
learning environment for the students. The majority of my teaching assignments to date
have involved teaching large non-major courses, and coordinating and teaching the
associated labs. More recently I have been afforded the opportunity to teach smaller
major courses. When I first started teaching full time, I was a lecture-only, “sage on the
stage.” However, when using lecture pedagogy, I found that students quickly lost
interest and often did not grasp the material as quickly and completely as I felt they
should. I explored other pedagogies over the years, and have transitioned into a “guide
on the side,” teaching courses either using flipped classroom or discussion pedagogies,
depending on the nature of the course.
David L. Largent
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In all of my courses I utilize small groups to build a sense of community, encourage
development of group work skills, and often utilize Peer Instruction in this setting. I
use analogies and physical demonstrations (that often involve students) to introduce
concepts that are likely foreign to the students. To encourage coming to class prepared
(which includes reading the text book), I administer formative quizzes in class as we
start a new chapter. The students use an electronic response system (clickers) to
respond to the quiz questions. These clickers are also used at other times during class
to respond to a variety of questions, some factual and some opinion. Summative
assessments, typically in the form of exams are administered at the end of, and usually
throughout, the semester. I make myself very available to students, both during class,
and in my office. I often tell struggling students that I’ll work as hard as they do to help
them grasp the material, thus conveying that they have to make an effort, but I’ll be
right there with them. Perhaps most importantly, I try not to take myself too seriously.
When teaching skill-based courses (such as a programming course), I usually flip the
classroom by delivering the content outside the classroom (usually via self-recorded
videos), and having the students work in pairs on content-reinforcing activities during
class. This results in more time on task for most students, which usually leads to a
better understanding of the material. I also have students serve as an “expert of the
week” in lab once or twice during the semester. This means that they are expected to
complete the lab activity on their own before coming to lab, and then answer other
student’s questions during lab. I do this based on my observation that I learn material
best when I have to teach it to someone else. By having the students serve as an
“expert” it places them in the teaching role, and thus likely helps reinforce their
understanding of the lab activity’s material. In addition to the classroom and lab
activities, I also have the students complete projects, typically on their own, to further
reinforce their understanding and provide some degree of formative assessment.
I usually teach non-skill-based courses with discussion pedagogy. I expect the students
to come to class prepared to discuss the course material, and alternate between class,
and small group discussions. I heavily utilize clickers in these courses, often using
them to solicit opinions. Since the clicker votes are anonymous from the students’
vantage point, they are free to express their opinion, and not be concerned about what
others will think. I believe this often encourages more extensive discussion when
students realize they’re not the only one that feels a certain way. To further encourage
participation during the semester, I post discussion questions in the course management
system when we finish a chapter. Each student is expected to reply to at least one of the
questions for each chapter, and encouraged to react to other’s responses. I also have
small groups research a variety of small topics and present their findings to the class.
In all instances my goal is to find a way to help students learn and understand the
material of the courses for which I’m responsible. If I can find—and turn on—each
David L. Largent
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student’s “light switch” the world will be that much brighter, and will reflect well on
my efforts.
1.
Classroom Instruction:
a.
During my time at Ball State, I have taught the following courses, and
their related labs.
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
xi.
xii.
b.
CS 104
CS 110
Introduction to Computers (3 credit hours)
Introduction to Computer Science and Web
Programming (3 credit hours)
CS 120
Computer Science 1 (4 credit hours)
CS 200
Computers and Society (3 credit hours)
CS 204
Personal Computing (1 credit hour)
CS 205
Multimedia Programming (1 credit hour)
CS 206
Digital Imaging for the Web (1 credit hour)
CS 222
Advanced Programming (3 credit hours)
CS 239
Social and Professional Issues (1 credit hour)
CS 339
Advanced Topics Seminar: Computer Science,
Education, and History: The British Isles
Connection (3 credit hours)
CS 499
Independent Study (3 credit hours)
HONR 499 Senior Honors Project (3 credit hours)
The following table summarizes the final course grade distribution for
the fifty-eight courses I have taught at Ball State University. Details by
course and semester are available upon request.
Student Enrollment A A- B+
B
BC+
C C- D+ D D- F
1920
593 13 231 325 200 135 137 66 41 37 13 129
David L. Largent
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c.
The following table summarizes the course evaluations from students
enrolled in courses I taught since I started teaching full time, and the last
two completed semesters. Details by course and semester are available
upon request.
(1: Strongly disagree 3: Neutral
5: Strongly Agree)
My instructor explains the course
objectives clearly.
My instructor explains course content
clearly.
My instructor uses effective examples
and illustrations.
Fall'10-Spring'15-all courses
Std
Mean
Median
Max
Dev
Min
Fall'14-Spring'15-all courses
Std
Mean
Median
Max
Dev
Min
4.199
4.000
0.928
5
1
4.152
4.000
1.087
5
1
4.098
4.000
0.993
5
1
3.986
4.000
1.140
5
1
4.104
4.000
1.002
5
1
4.029
4.000
1.133
5
1
My instructor is respectful when I have a
question or comment.
My instructor provides feedback that
helps me improve my performance in the
class.
My instructor is available for consultation
(e.g., after class, email, office hours, or by
appointment).
Presents the subject in an interesting
manner.
Organizes material in an effective
manner.
Responds helpfully to questions in and
out of class.
4.533
5.000
0.751
5
1
4.504
5.000
0.892
5
1
4.208
4.000
0.961
5
1
4.225
5.000
1.053
5
1
4.441
5.000
0.766
5
1
4.482
5.000
0.841
5
1
3.565
4.000
1.155
5
1
3.877
4.000
1.130
5
1
4.045
4.000
0.926
5
1
4.094
4.000
0.988
5
1
4.301
5.000
0.853
5
1
4.341
5.000
0.978
5
1
Tests materials emphasized in the course.
4.000
4.000
1.035
5
1
4.015
4.000
1.129
5
1
Grades fairly.
4.286
4.000
0.853
5
1
4.391
5.000
0.931
5
1
Provides feedback on work evaluated.
3.995
4.000
1.008
5
1
4.210
5.000
0.992
5
1
Overall rating of instructor.
4.097
4.000
0.970
5
1
4.232
5.000
1.027
5
1
This course has clear objectives.
This course is effective in meeting its
objectives.
4.165
4.000
0.880
5
1
4.152
4.000
0.958
5
1
4.138
4.000
0.895
5
1
4.101
4.000
1.013
5
1
This course has assignments related to
the objectives of the course.
4.270
4.000
0.846
5
1
4.319
5.000
0.912
5
1
This course has a clear grading system.
This course broadens my perspective
and/or knowledge.
Before this term began, my desire to take
this course.
4.273
4.000
0.848
5
1
4.109
4.000
1.142
5
1
4.176
4.000
0.953
5
1
4.182
4.000
1.073
5
1
3.228
3.000
1.189
5
1
3.522
4.000
1.229
5
1
Amount I learned in this course.
3.792
4.000
0.971
5
1
3.761
4.000
1.131
5
1
Amount I studied for this course.
Degree to which I found this course
challenging.
3.274
3.000
1.035
5
1
3.072
3.000
1.044
5
1
3.508
3.000
1.044
5
1
3.434
3.000
1.184
5
1
Responses
Possible
%
Responses
Possible
%
1197
1923
62%
138
223
62%
David L. Largent
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2.
Other instructional activity
a.
Implementer of instructional innovation
i.
January 2016-Present, September 2014-May 2015: Introduced a
significant diversity and inclusivity component into CS 239
which culminated in a CS department colloquium where the
students reported what they discovered while researching
diversity and inclusivity in CS, and the experiences of
international students.
ii.
August 2015-Present: Extended the reflection paper requirement
in CS 120 to also include a response to a prompt based on
portions of the freshman common reader. These reflections were
related to the student’s experiences in class and how they related
to passages from the book.
iii.
January-May 2015: I started using the REEF Polling System in
all classes. I was one of two faculty members at BSU, and one of
twenty-four nation-wide to serve as beta testers for this new
product, which is a companion/replacement for i>clickers.
iv.
August 2014-Present: Introduced the use of reflection papers in
CS 120 (due with each project) to cause the students to reflect on
their experience developing a solution to the project.
v.
August 2014-Present: Started implementing learner-centered
teaching pedagogy in my classes. Example activities include
course policy negotiation, establishment of what a good learning
environment is, and a midterm survey about the learning
environment of the class.
vi.
August 2015-May 2016, August 2014-May 2015, AugustDecember 2013, and September 2012-May 2013: During each
semester, I taught a section of CS 120, CS 200, or CS 222, CS
239 in one of two new interactive learning spaces that include a
variety of new technology. This is part of a study discussed
further in Part II. A. 3. a.
vii.
August 2012-Present: I implemented a hybrid model in CS 110
and CS 120 by flipping the classroom. In this context, flipping
means that the lecturing was primarily done outside the
David L. Largent
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classroom – via links to videos (I self-recorded and edited)
provided in Blackboard – and the homework and project work –
the activities when most of the students’ questions usually arise –
were mostly done in the classroom. This hybrid model permitted
the classroom focus to be on the students’ questions, both by the
instructor, and via peer instruction in small groups while they
worked on topical reinforcing activities in pairs and small groups.
viii.
January-February 2012: Part of each student’s learning
experience in CS 204 was to serve as a “Presenter of the Day”
once during the course. I assigned one topic to each student that
they were expected to study, prepare, and present to the class for
approximately fifteen minutes.
ix.
August 2011-Present: Part of each student’s learning experience
in CS 110 and CS 116 was to serve as an “Expert of the Week”
once during the semester. I assigned one lab to each student
when they were expected to study and do the lab activity before
their scheduled lab time. During their lab that week, they then
served as an “expert” and helped assist other students. This
practice has also been introduced into CS 120 with students
serving as an expert twice.
x.
August 2011-May 2012: I introduced the use of only electronic
texts in all Fall 2011 sections of CS 104. This practice carried
forward into Spring 2012.
xi.
August 2011-May 2012: I introduced the use of pre-lecture video
in one Fall 2011 section of CS 104. This was part of the Panopto
study discussed in more detail in Part II. B. 7. g.. Based on the
generally positive response from the Fall 2011 students, I
provided access to these videos for the students in the Spring
2012 sections of CS 104 as well.
xii.
August-December 2011: I redeveloped lab activities for CS 104
in an effort to incorporate major-related (non-computer science)
subject-matter and skills into the laboratory exercises.
xiii.
August 2010-Present: I started using the i>Clicker student
response system in both Fall 2010 sections of CS 104. Since
then, I have used them in all sections of CS 104, CS 110, CS 116,
CS 120, CS 200, and CS 239 that I have taught. I was the first in
the department to adopt this technology.
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xiv.
b.
May 2009-May 2012: In Summer 2009 I introduced the use of a
standalone wiki in CS 104 in which the students collectively
created their own electronic study guide while learning how
wikis work. I continued this practice in CS 104 during Spring
2010. During January 2011-May 2012 I used the wiki feature of
Blackboard to do the same in all sections of CS 104, CS 110, CS
116, CS 204, CS 205, and CS 206 that I taught.
Initiator of new programs/courses
i.
September 2013-Present: I organized and promoted an all-section
CS 120 “Art Show” where the best student-created photo
collages (a project in the class) are selected from each section and
exhibited each semester. This raises visibility of the department
within the university, provides a venue in which students can
showcase their work to their peers and others, and motivates
students to be creative and engaged. I gained support from the
department and other course instructors, and coordinated our
collective efforts. Each semester I create a supporting show
handout, an entrant web page, and a web page documenting the
winners. I continue to organize and promote this event which
has become a tradition each semester. Most recent website:
www.cs.bsu.edu/homepages/dllargen/cs120/artShow/2015Fall/in
dex.html. Ball State University’s The Daily News ran a feature
story on the Fall event in December 2014:
www.ballstatedaily.com/article/2014/12/students-usetechnology-to-create-art
ii.
May 2011: I envisioned, developed, and established a new
international field study course with the approval and support of
the department, college, and the Rinker Center for International
Programs. The course, entitled Computer Science, Education,
and History: The British Isles Connection was taught for the first
time during May 2012. This course was designed to provide
students with opportunities to gain an appreciation for, and
understanding of, computer science history, and to experience the
nature of higher education in England, Ireland, Northern Ireland,
and Scotland. Additionally, students were provided opportunities
to expand their world view by being immersed in the cultures of
these countries. A large variety of museums and historical
venues provided insight into the history of computer science and
the role the British Isles played in this history. Many universities
David L. Largent
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were visited where course participants had direct, in-person,
interaction with students, faculty and professionals from the area.
During this interaction students were encouraged to explore
similarities and differences in the nature of higher education, the
work environment, and local culture. Students experienced
international travel, and the culture of the visited areas.
c.
Thesis/dissertation committee member or chairperson
None
d.
Research paper/creative project advisor
i.
January 2015-May 2015: Faculty Mentor of Honors Thesis.
Student: Tanner Little. Thesis title: Hold on a Second: Social
media and the resurgence of documenting one’s life. Abstract:
The notion of chronicling, whether it be facilitated through
journal, diary, log, or other means, has helped to map the past.
Today, social media and other digital platforms are helping to do
the same for the future. Such technologies are quickly reworking
the landscapes of our lives. These tools can be used to promote
introspection and offer a degree of accessibility that is
unparalleled. Hold on a Second discusses the theory behind this
concept, while simultaneously exploring this idea in action.
http://cardinalscholar.bsu.edu/handle/123456789/199796
ii.
October 2014-May 2015: Faculty Mentor of Honors Thesis.
Student: Spencer Gray. Thesis title: The User’s Guide to Online
Safety. Abstract: In the growing world of personal computing, a
major area of concern is security. As more services move online
to the cloud, the need to secure the exchange of private personal
data grows. In recent years, the number of major data hacks has
increased significantly, and subsequently has become a major
concern among computer users. Many home users of computers
however, do not understand the proper measures that must be
taken to stay safe online. Many users are unaware of the different
types of malware, what is considered to be malware, or how
those malicious programs got on to their computer.
http://cardinalscholar.bsu.edu/handle/123456789/199792
David L. Largent
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e.
f.
Special assignments, e.g., independent studies, coordination of courses.
i.
January-May 2016: Bugra Cinbat and Sam Bruns, CS 499—
Independent Study. JARVIS implementation (voice recognition
and response).
ii.
August-October 2011: I was assigned by the department chair to
teach a section of CS 110 and CS 116 for a fellow faculty
member who was out on medical leave for six weeks.
iii.
August 2008-May 2012: I was assigned by the department chair
to coordinate all of the CS 104 labs. This involved establishing
the lab activities the students were to complete and
communicating this to the other professor(s) who was teaching a
section of CS 104 that semester, supervising assigned graduate
assistants, hiring and supervising undergraduate lab assistants,
and ensuring all student lab work was graded. This assignment
continued through each semester through Spring 2012.
Creative teaching grant
i.
3.
January 2012: I submitted a Creative Teaching grant proposal
entitled “An investigation and implementation of flipping a large
computer science course.” This project proposed to develop a
hybrid model by flipping the classroom to help address the large
course enrollment and the challenges that brings. In this context,
flipping meant that the lecturing would primarily be done outside
the classroom – via videos provided via Blackboard – and the
homework and project work – the activities when most of the
students’ questions usually arise – would mostly be done in the
classroom. This hybrid model would permit the classroom focus
to be on the students’ questions, both by the instructor, and via
peer instruction in small groups while they work on topical
activities. The proposal was not funded.
Advanced Study, Additional Accomplishments, and Professional Improvement
a.
June-December 2015: Applied for, was selected, and participated in the
Freshman Connections’ Workshop on Integrating the Freshman
Common Reader into Your Course. This three session workshop guided
participants through the review and assignment creation process.
David L. Largent
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b.
August 2014-Present, and April 2012-December 2013: Participated in
the Office of Educational Excellence’s Interactive Learning Space
Initiative which had the purpose of strengthening learning though
pedagogy, learning space design, and technology. In this environment,
the course focus moved from content to application, and supported the
implementation of engaged learning methodologies such as Inquiry
Based Learning, Team Based Learning, and Problem Based Learning. I
began teaching in one of the new interactive learning spaces in
September 2012. A significant part of this initiative for the involved
faculty is the faculty learning community that meets throughout the
semester.
c. September 2014-May 2015: Appointed to serve as a Diversity Associate.
Participated in a year-long relationship with Dr. David Concepción.
Developed inclusive pedagogy. Focused on increasing diversity and
decreasing disparities in expectations in computer science courses.
Helped students explore how to create a welcoming and inclusive
environment in the department, especially for those currently being
underserved, and explore differing expectations of computer science
faculty members and students. Resulted in the students presenting their
findings and suggestions at a CS Department Colloquium in April 2015.
See Part II. B. 3. c.
d.
February-April 2014: Participated in Freshman Connections’ and the
Office of Educational Excellence’s Faculty Seminar on Teaching FirstYear Students. Informed by the focus of the seminar (learner-centered
teaching), I implemented pedagogical changes in my classes starting in
August 2014.
e.
May 2013-Present: Participated in the Office of Educational
Excellence’s (OEE) Scholarship of Teaching and Learning (SoTL)
Fellowship. I took part in an intensive week-long workshop during May
2013 that introduced the basics of SoTL and educational research, and
facilitated my development of a research proposal to examine the variety
of pedagogy being used to teach CS 120. The study was implemented
during the Fall 2013 semester and will continue into the Spring 2015
semester. Data collection is compete, and awaiting analysis.
f.
February-May 2012: Participated in the Office of Educational
Excellence’s Faculty Learning Community on Creative Teaching.
Participants explored what it means to teach creatively as well as how it
looks in their specific academic discipline.
David L. Largent
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g.
B.
May-June 2011: Participated in the Developing Pedagogies to Enhance
Excellence and Diversity Seminar led by David Concepcion, Ph.D. and
sponsored by the Office of Institutional Diversity. Identified, developed,
and implemented (Fall 2011) pedagogy changes for CS 110 as a result of
attending the seminar, including inviting students for a short get-toknow-me” meeting, weekly experts in the lab, extensive use of groups in
the classroom, and adding content to the final programming project
dealing with minorities. I have adapted many of these changes for other
classes as well.
http://cms.bsu.edu/about/administrativeoffices/institutionaldiversity/facul
ty/inclusive-pedagogy/2011seminar
EVIDENCE OF SCHOLARSHIP
As a contract faculty member, there is little expectation that I will publish and present
work. I have chosen to do so, nonetheless. What is documented here is my recent
work, along with work I developed while I was in industry. It seems I’ve always had
an interest in researching and presenting new-found information to others.
1.
Refereed publications (excluding abstracts), published or accepted for
publication
a.
David L. Largent. Measuring and understanding team development by
capturing self-assessed enthusiasm and skill levels. In ACM
Transactions on Computing Education, 16, 2, article 6. ACM, New
York, NY, USA, 27 pages. Peer reviewed. Accepted for publication.
http://dx.doi.org/10.1145/2791394 (2016)
b.
David L. Largent. A case study in Computer Science. In L. Santos
Green, J. R. Banas, & R. Perkins (Eds.), The flipped college
classroom: Conceptualized and re-conceptualized. New York:
Springer. Accepted for publication. (forthcoming)
c.
David L. Largent. Flipping a large CS0 course: An experience report
about exploring the use of video, clickers and active learning. In The
Journal of Computing Sciences in Colleges, papers of the CCSC:
Midwest 2013 conference (CCSC:MW 2013).
(Findlay, OH,
September 20-21) Consortium for Computing Sciences in Colleges,
Monroe. LA, USA, 84-91.
http://dl.acm.org/citation.cfm?id=2527148.2527164&coll=DL&dl=G
UIDE&CFID=392572228&CFTOKEN=28257438. Paper acceptance
rate: 69.2%. Double blind, peer reviewed. (2013)
David L. Largent
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d.
David L. Largent. A tale of two courses: An experience report about
student engagement related to the use of an electronic student response
system and pre-lecture videos. In The Journal of Computing Sciences
in Colleges, papers of the CCSC: Midwest 2012 conference
(CCSC:MW 2012). (Charleston, IL, October 5-6) Consortium for
Computing Sciences in Colleges, Monroe. LA, USA, 47-54.
http://dl.acm.org/citation.cfm?id=2379703.2379712&coll=DL&dl=G
UIDE&CFID=347445459&CFTOKEN=58584938. Paper acceptance
rate: 62.5%. Double blind, peer reviewed. (2012)
e.
David L. Largent and Chris Lüer. “You mean we have to work
together!?!”: a study of the formation and interaction of programming
teams in a college course setting. In Proceedings of the Sixth
international workshop on computing education research (ICER '10).
(Aarhus, Denmark, August 9-10) ACM, New York, NY, USA, 41-50.
http://doi.acm.org/10.1145/1839594.1839603. Based on Largent’s
master’s thesis: 80% Largent/20% Lüer. Paper acceptance rate: 32%.
Double blind, peer reviewed. (2010)
f.
David L. Largent. “You mean we have to work together!?!”: a study of
the formation and interaction of programming teams in a college course
setting. Consortium for Computing Sciences in Colleges: Midwest 2010
Conference (CCSC:MW 2010). Double blind, peer reviewed. (2010)
(Accepted; withdrawn by author.)
g.
Carrie Arnold, Todd Fleming, David Largent, and Chris Lüer.
DynaTable: a Wiki extension for structured data. In Proceedings of the
5th International Symposium on Wikis and Open Collaboration
(WikiSym '09). (Orlando, FL, October 25-27) ACM, New York, NY,
USA, Article 26, 2 pages. http://doi.acm.org/10.1145/1641309.1641347.
Equal effort from all authors. Paper acceptance rate: 36%. Double
blind, peer reviewed. (2009)
h.
David L. Largent. 101 (More Or Less) Moral Things To Do With
HPSusan And The Other MPE/iX Predefined Variables In The Harem.
In Proceedings of the 19th Annual HP User Conference and Expo
(Interex ‘93). (San Francisco, CA, September 19-23) Interex, Sunnyvale,
CA, USA, Paper 5021, 37 pages. (International)
http://www.3k.com/command_files/papers/talk95.txt. Accepted based
on committee review of abstract. (1993)
David L. Largent
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2.
i.
David L. Largent. Tutorial: A Beginner’s Guide To UDCs And JCWs:
How To Use Them To Your Benefit (MPE XL Edition). In Tutorial
Workbook of the 1992 INTEREX HP Users Conference (Interex ‘92).
(New Orleans, LA, August 23-27) Interex, Sunnyvale, CA, USA, Paper
T315, 66 pages. (International)
http://www.3k.com/command_files/papers/paper92e.txt.
Accepted
based on committee review of abstract. (1992)
j.
David L. Largent. When Is a RUG Not Something You Walk On or
Beat? In Proceedings of the 1991 INTEREX HP Users Conference
(Interex ‘91). (San Diego, CA, August 5-8) Interex, Sunnyvale, CA,
USA, Paper 6102, 22 pages. (International) Accepted based on
committee review of abstract. (1991)
k.
David L. Largent. JCWs: An Underutilized Feature. In Proceedings of
the 1990 INTEREX HP Users Conference (Interex ‘90). (Boston, MA,
August 20-23) Interex, Sunnyvale, CA, USA, Paper 3074, 20 pages.
(International) Accepted based on committee review of abstract. (1990)
l.
David L. Largent. Using The HP 3000: What I Wish I Had Checked Into
Sooner. In Proceedings of the 1989 INTEREX HP Users Conference
(Interex ‘89). (San Francisco, CA, September 11-14) Interex, Sunnyvale,
CA, USA, Paper 4500, 6 pages. (International) Accepted based on
committee review of abstract. (1989)
m.
David L. Largent. Tutorial: A Beginner’s Guide To UDCs And JCWs:
How To Use Them To Your Benefit. In Tutorial Workbook of the 1989
INTEREX HP Users Conference (Interex ‘89). (San Francisco, CA,
September 11-14) Interex, Sunnyvale, CA, USA. (International)
Accepted based on committee review of abstract. (1989)
n.
David L. Largent. A Beginner’s Guide To UDCs And JCWs: How To
Use Them To Your Benefit. In Proceedings of the 1988 Conference of
HP Business Computer Users (Interex ‘88). (Orlando, FL, August 7-12)
Interex, Sunnyvale, CA, USA. (International) Accepted based on
committee review of abstract. (1988)
Contract, Grants, and Funding for Research/Creative Endeavors
a.
External
i.
February 2015: Applied for, and was awarded $1,750 by Golden
Key International Honour Society (GKIHS) towards registration
David L. Largent
14 of 31
and travel expenses to attend the GKIHS International Summit in
Australia during July 2015. Funding was declined because of my
inability to attend.
ii.
February 2015: Application for Seed Funds for Starting or
Extending Computing Summer Camp: iCode Academy 2015
Computer Programming Camp. PI: David Largent, Co-PI: Miki
Hamstra; funding: Georgia Tech; 1 year; total $4990. Not
funded.
iii.
November 2014: Decoding Computer Science: Increasing
Student and Adult Facilitator Self-Efficacy and Interest in
Informal Computer Science Learning Environments. PI: Miki
Hamstra, Co-PI: David Largent; funding: National Science
Foundation; 2 years; total: $248,616. The proposed AISL is a
Pathways Project. The purpose of this project is to design an
intensive computer science enrichment camp that acts to 1)
increase student self-efficacy, interest, and participation in
computer
science,
particularly
among
traditionally
underrepresented populations and 2) increase non-expert, adult
facilitator self-efficacy and interest in computer science by
equipping them with the requisite training, knowledge, hands-on
facilitator experience, and materials to implement their own
computer science education informal learning programs at their
home institutions. Not funded.
iv.
February 2014: Applied for, and was awarded $500 by Golden
Key International Honour Society (GKIHS) towards registration
and travel expenses to attend the GKIHS International Summit in
Boston, MA.
v.
Spring 2011-Summer 2012: Use of Pre-Lecture Capture
Software (Panopto) in Conjunction With Audience Response
Devices (i>clicker). PI: Gary Pavlechko; funding: Macmillan
New Ventures and Panopto, Inc.; 1 year; total: $15,000; my
share: $2500. I am one of eight co-investigators that explored the
use of pre-lecture capture (using the Panopto system) to see what
effect its use has on student retention, learning and engagement.
The study design and training started during the Spring 2011
semester with the use of pre-lecture capture occurring during the
Fall 2011 semester. Analysis and review of the data occurred
during Spring 2012 with a white paper (for Macmillan and
Panopto) being authored by the team during Summer 2012.
David L. Largent
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b.
Internal
i.
February 2016: Developing SED (Science, Education, and
Diversity) Modules. PI: David Largent, Co-PI: Lynne Stallings
and Carolyn Dowling. Funding: Provost Immersive Learning
Grant, 1 year, total: $20,600. Development of STEM modules
that can be implemented during the summer, after school, or
extended breaks, based on the partner's needs.
An
interdisciplinary team of BSU students will research the specific
needs of the partner, evaluate existing and develop new
pedagogy and content, and deliver the complete program to the
partner. One particular focus of the program is to expose
underrepresented minorities and females to STEM. Pending
review.
ii.
September 2014: Applied for $416 grant for the department
from the Student Curricular Activities Fund to help cover part of
the expenses for student attendance and participation in the
CCSC:MW 2014 conference. $200 awarded.
iii.
May 2012-December 2013: Applied for, was selected, and
participated in the Office of Educational Excellence’s Interactive
Learning Space Initiative Teaching Grant. PI: Gary Pavlechko;
total: $56,000; my share: $2,000.
Training and course
development occurred during Summer 2012. Teaching in the
new Interactive Learning Spaces occurred Fall 2012, Spring
2013, Fall 2013, and Fall 2014. The faculty involved in this
initiative formed three Faculty Learning Communities and met
regularly throughout the semesters to share their approaches,
discuss student reactions, and work to improve their methods and
utilization of the affordances of the new teaching spaces. I and
three other participants presented a conference poster. A journal
article is also anticipated.
iv.
October 2012: Applied for, and received a $500 grant for the
department from the Student Curricular Activities Fund to help
cover part of the expenses for student attendance and
participation in the CCSC:MW 2012 conference.
v.
January-March 2012: Attended a five-part Grant Writing
Essentials workshop series provided by the BSU Sponsored
David L. Largent
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Programs Office, and subsequently applied for and was awarded
a Junior Faculty Workshop Incentive of $250.
3.
vi.
January 2012: Creative Teaching Grant: “An investigation and
implementation of flipping a large computer science course.”
(not funded) See Part II, A. 2. d. i. for a description. Not funded.
vii.
October 2009: Applied for, and was awarded $100 from the
Aspire Program towards expenses to attend the WikiSym 2009
conference.
Professional/creative endeavor presentations (invited or refereed)
a.
Diversity Research Symposium. Indiana State University, Terre Haute,
Indiana, October 23-24, 2015. Towards building community in
Computer Science (and other disciplines) by embracing diversity.
Presentation accepted based on review of abstract.
b.
Consortium of Computing Sciences in Colleges (CCSC) 2015, October
2-3, 2015. Work in Process: Increasing diversity in computer science.
Presentation accepted based on review of abstract.
c.
Computer Science Department Faculty Colloquia Series. April 22, 2015.
Towards increasing diversity and decreasing disparities in expectations
in computer science courses: A presentation by the 2014-2015 CS 239
students. Invited presentation.
d.
Golden Key International Hounor Society Regional Summit. Chicago,
IL, March 13-15, 2015. Forming, Storming, and Norming, OH MY!
A look at Tuckman’s stages of small group development. Invited
presentation.
e.
Ball State University All Campus Leadership Conference. Muncie,
Indiana, February 7, 2015 and February 8, 2014. Forming, Storming and
Norming, OH MY! Invited presentation.
f.
Computer Science Department Faculty Colloquia Series. October 8,
2014. Engaging students with a flipped classroom. Invited presentation.
g.
Ball State University iLearn - Faculty Technology Studio. Muncie,
Indiana, September 9, 2014. Engaging students with a flipped
classroom. Invited presentation.
David L. Largent
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h.
Faculty Development Videoconference for Ferris State University,
August 7, 2014. Use of MediaScape in ILS classroom and BSU faculty
development in support thereof. Organized by Office of Educational
Excellence. Invited panelist.
i.
Golden Key International Hounor Society Regional Summit. St. Louis,
MO, March 14-16, 2014. Forming, Storming, and Norming, OH MY!
A look at Tuckman’s stages of small group development. Invited
presentation.
j.
Lilly International Conference on College Teaching. Miami University,
Oxford, Ohio, November 22-24, 2013.
Classroom Interaction
Redefined: A Multidisciplinary Perspective on Moving Beyond
Traditional Classroom Spaces to Promote Student Engagement.
http://celt.miamioh.edu/lillycon/presenters.php?session=2209&year=201
3 Poster accepted based on review of extended abstract. Presenters:
David Largent, Rebecca Pierce, Lynne Stallings, and Petra
Zimmermann.
k.
Bowling Green State University, Dr. Catherine Cassara, COMM 6200
Communication Pedagogy course. Bowling Green, Ohio, October 31,
2013. Flipped and interactive: My experiences exploring the use of
video, clickers, active learning and an interactive learning space. Invited
presentation.
l.
Office of Educational Excellence’s Interactive Learning Space Faculty
Development Week. May 6-10, 2013. The flipped classroom. Invited
presentation. Presenters: Marsha Burden, Kimberly Hurley, Fred
Kitchens, and David Largent.
m.
Computer Science Department Faculty Colloquia Series. March 20,
2013. Topics included i>clicker use, flipped classroom pedagogy, and
new Blackboard features. Invited presentation.
n.
Clickers 2012. Chicago, Illinois, October 25-26, 2012. Enhancing
Student Engagement Through the Use of Content Capture and i>clicker.
Accepted based on review of abstract. Presenters: Joshua Gruver,
Jerome Kotecki, David Largent, Angela Nickoli, Tyler Smith, Jennifer
Young, Kathleen Jacobi-Karna, Gary Pavlechko, and Brian Pickerill.
o.
26th Annual Conference of the Indiana Association for Institutional
Research. West Lafayette, Indiana, March 22-23, 2012. Effect of PreLecture Video and Student Response Systems on Learning Outcomes
David L. Largent
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and Course Success. Accepted based on review of abstract. Presenters:
Brian Pickerill, Jerome Kotecki, David Largent, Angela Nickoli, Jennifer
Young.
4.
p.
Ball State University All Campus Leadership Conference. Muncie,
Indiana, February 18, 2012. A day in the life of your group. What can
you expect next?: A look at Tuckman’s stages of small group
development. Invited presentation.
q.
Ball State University Information Technology Professional Development
Workshop. Muncie, Indiana, September 14, 2011. Case in Point:
Preparing test question files for loading into Blackboard. Invited
presentation.
r.
Golden Key International Hounor Society Regional Summit. Dells,
Wisconsin, April 8-10, 2011. So your group's just formed. Now what can
you expect? Invited presentation.
s.
Golden Key International Hounor Society Regional Summit. Dells,
Wisconsin, April 8-10, 2011. Chapter member participation points: How
we track and award them. Invited presentation.
t.
Ball State University All Campus Leadership Conference. Muncie,
Indiana, February 12, 2011. So your group's just formed. Now what can
you expect?: A look at Tuckman’s stages of small group development.
Invited presentation.
Professional/creative endeavor presentation (invited/sponsored)
a.
5.
None
Development of exceptional curricular and course materials, such as textbooks,
interactive systems, and videos
a.
August 2013-May 2014: Self-recorded and edited seventeen videos
totaling over three hours in length for use with the CS 120 “flipped
classroom” starting in Fall 2013 and continuing to present. See Part II.
A. 2. a. vii.
b.
August 2012-August 2014: Self-recorded and edited eighty-seven videos
totaling nearly fourteen hours in length for use with the CS 110 “flipped
classroom” starting in Fall 2012 and continuing to present. See Part II.
A. 2. a. vii.
David L. Largent
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c.
6.
August-December 2011: Recorded sixteen pre-lecture videos totaling
nearly four hours in length for CS 104. See Part II. B. 7. b.
Audio, video, film, software, etc.
a. None
7.
Non-refereed publications
a.
Joshua B. Gruver, Jerome E. Kotecki, David L. Largent, Angela M.
Nickoli, Tyler A. Smith, Jennifer R. Young. (Assisted by: Kathleen
Jacobi-Karna, Gary M. Pavlechko, Brian K. Pickerill.) Enhancing
Student Engagement through Content Capture Software (Panopto) and
an Audience-Response System (i>clicker). A Ball State University
White Paper. (May 2012). BSU, Muncie, IN, USA. (2012)
b.
David L. Largent. A pedagogical innovation for Introduction to
Computer Science – CS 110. (Submitted to the Office of Institutional
Diversity after participating in the Developing Pedagogies to Enhance
Excellence and Diversity seminar.) (July 2011). BSU, Muncie, IN,
USA.
http://cms.bsu.edu/-/media/WWW/DepartmentalContent
/InstitutionalDiversity/PDF/David%20Largent.pdf (2011)
c.
David L. Largent. Getting and staying agile. XRDS: Crossroads, The
ACM Magazine for Students 17, 1 (September 2010). ACM, New York,
NY, USA, 38-41. DOI=10.1145/1836543.1836555
http://doi.acm.org/10.1145/1836543.1836555 (2010)
d.
David L. Largent. An Introduction to the MPE/iX Predefined Variables.
INTERACT 14, 5 (May 1994). Interex, Sunnyvale, CA, USA, 42-61.
(1994)
e.
David L. Largent. Dashboard for Windows. INTERACT 13, 4 (April
1993). Interex, Sunnyvale, CA, USA, 118-125. (1993)
f.
David L. Largent. JCWs: An Introduction. INTERACT 11, 4 (April
1991). Interex, Sunnyvale, CA, USA, 36-51. (1991)
g.
David L. Largent. What I Wish I Had Checked Into Sooner. INTERACT
9, 5 (May 1989). Interex, Sunnyvale, CA, USA, 121-122. (1989)
David L. Largent
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8.
h.
David L. Largent. A Beginner’s Guide To UDCs And JCWs: How To
Use Them To Your Benefit (Part 3). INTERACT 9, 5 (May 1989).
Interex, Sunnyvale, CA, USA, 130-144. (1989)
i.
David L. Largent. A Beginner’s Guide To UDCs And JCWs: How To
Use Them To Your Benefit (Part 2). INTERACT 9, 4 (April 1989)
Interex, Sunnyvale, CA, USA, 50-67. (1989).
j.
David L. Largent. A Beginner’s Guide To UDCs And JCWs: How To
Use Them To Your Benefit (Part 1). INTERACT 9, 3 (March 1989).
Interex, Sunnyvale, CA, USA, 100-114. (1989)
k.
David L. Largent. Why Should Your Regional Users Group Affiliate
With Interex? - Thoughts from a New Affiliate Council Steering
Committee Member. INTERRUPT 7, 1 (January 1989). Interex,
Sunnyvale, CA, USA, 24. (1989)
l.
David L. Largent. Function Key Labeling. INTERACT 8, 2 (February
1988). Interex, Sunnyvale, CA, USA, 15. (1988)
Published abstracts (excluding those included in papers in B1 above)
a.
9.
None
Sponsorship of student grants
a.
10.
Code
None
Advanced Study, Additional Accomplishments, and Professional Improvement
a.
December 13, 2014. Attended How to Run a Computing Summer Camp
– Logistics workshop led by Barbara Ericson, Director Computing
Outreach, Institute for Computing Education (ICE), Georgia Tech
College of Computing. (6 hours).
b.
To further my knowledge, I have participated in the following
workshops and seminars provided by Ball State University (most recent
activity listed first):
Course Name
Sponsor
Finding Funding for Community-Engaged Projects
Learn to Use WebEx for Online Meetings
David L. Largent
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Office of Community
Engagement
iLearn
Date
Completed
Duration
01/28/16
1.0 Hours
01/07/16
1.0 Hours
Moving from Diversity to Inclusion
Qualtrics: An Introduction to the Basics of Survey
Building
Blended Learning Certificate Course
What is Entrepreneurial Learning?
Blackboard Course Copy Feature
Blackboard Certificate Course - 2015
Faculty Tech Studio: "Mix" it up in PowerPoint
Faculty Tech Studio: Creating Infographics
Using Online Tools
Organizational Ability: Get Control of Your Time
Organizing Tips: Secrets to Boosting
Productivity
Faculty Tech Studio: What iLearn Can Do For
You
Important Changes You Need to Know About in
Blackboard for Spring 2015
Engaged Research: Synthesizing Scholarship
and Community Engagement
1236
Advanced i>clicker Workshop
10/29/15
1.5 Hours
iLearn
10/27/15
1.0 Hours
iLearn
Learning and
Development
iLearn
iLearn
iLearn
09/30/15
10 Hours
09/24/15
3.0 Hours
08/11/15
4/15/15
2/11/2015
1.0 Hours
10.0 Hours
1.0 Hours
iLearn
2/4/2015
1.0 Hours
1/28/2015
2.0 Hours
1/28/2015
1.5 Hours
iLearn
1/21/2015
1.0 Hours
iLearn
1/7/2015
30.0 Minutes
12/2/2014
1.3 Hours
10/09/14
1.0 Hours
10/07/14
1.0 Hours
Learning and
Development
Learning and
Development
Learning and
Development
Office of Educational
Excellence
Faculty Technology Studio: Using Bb Groups as
an Organizational Tool
Information Technology
Blackboard Buzz - Course Calendar
Information Technology
9/8/2014
0.5 Hours
Blackboard Buzz - Date Management
Information Technology
8/21/2014
0.5 Hours
Information Technology
8/8/2014
4.5 Hours
Information Technology
4/11/2014
0.5 Hours
Information Technology
4/9/2014
1.0 Hours
Blackboard Buzz - Item analysis
Information Technology
4/4/2014
0.5 Hours
Blackboard Buzz - Grading Discussion Boards
Information Technology
3/28/2014
0.5 Hours
Information Technology
3/25/2014
1.0 Hours
Information Technology
2/20/2014
1.0 Hours
Information Technology
1/29/2014
1.0 Hours
Information Technology
08/27/13
90.0 Minutes
Information Technology
8/09/13
4.5 Hours
Learning and
Development
04/05/13
2.0 Hours
Information Technology
02/06/13
50.0 Minutes
01/18/13
2.0 Hours
01/03/13
1.0 Hours
Learning Technologies for Innovation:
Expanding Horizons Conference
Blackboard Buzz - Retention Center and
Performance Dashboard
Faculty Technology Studio Series:The
Achievements Tool for Certificates and Badges
Faculty Technology Studio Series: Using Video
For Learning
Blackboard Getting Started: Test & Lockdown
Browser Essentials
Faculty Technology Studio Series: What's New
in Bb
Managing Media with My Mediasite
LD962
Learning and
Development
Mini-Conference: Learning Technologies for
Innovation
Knowledge Transfer - Sharing What You Know Knowing What to Share
Blackboard Getting Started: Instant Messaging
for Office Hours
LD937
Working Effectively with Graduate Assistants
1229
i>clicker2: Special Features
David L. Largent
22 of 31
Learning and
Development
Office of Educational
Excellence
Code
Course Name
Sponsor
Date
Completed
Duration
Blackboard Getting Started: Tracking Student
Progress
Information Technology
10/02/12
50.0 Minutes
Faculty Dine & Discover
Information Technology
09/12/12
45.0 Minutes
Blackboard Start-up Guide
Information Technology
08/13/12
1.0 Hours
04/17/12
1.0 Hours
04/06/12
1.0 Hours
03/02/12
1.0 Hours
02/24/12
1.0 Hours
2/10/2012
1.0 Hours
1/27/2012
1.0 Hours
1/13/2012
1.0 Hours
Faculty Overview of Student Registration in
Banner Self Service
Grant Writing Essentials: Putting It All
Together--Writing a Sample Proposal (#5 of 5)
Grant Writing Essentials: Budget Development
(#4 of 5)
Grant Writing Essentials: Project Evaluation (#3 of
5)
Grant Writing Essentials: Writing the Proposed
Narrative (#2 of 5)
Grant Writing Essentials: Developing a Fundable
Idea (#1 of 5)
Integrated Learning
Institute
ERP-Digital Campus
Training
Learning and
Development
Learning and
Development
Learning and
Development
Learning and
Development
Learning and
Development
BSU Blackboard Institute 2012
Information Technology
1/4/2012
6.5 Hours
Blackboard Users Group: BSUBUG
Information Technology
12/7/2011
1.5 Hours
Working Well Information Session
Learning and
Development
11/16/201
1
10/19/201
1
Final Exam Creation in your Blackboard Course
STU
LD037
LD036
LD038
LD035
LD034
1221
LD050
1214
TD928
1212
Case in Point: Using the Blackboard Discussion
Board
Clicker Workshop-Jumpstarting Your Semester:
Setting Up i>clicker and Student Outreach
Information Technology
30.0 Minutes
1.0 Hours
Office of Educational
Excellence
8/16/2011
1.0 Hours
Case in Point: Safe Assign
Information Technology
4/6/2011
1.0 Hours
Roll Out the Red Student Employee Customer
Service Training
Creating and Sustaining an Effective Learning
Environment
Learning and
Development
Office of Educational
Excellence
2/14/2011
1.0 Hours
1/27/2011
1.5 Hours
Online Course Evaluation
Information Technology
1/24/2011
1.0 Hours
Helping Your Team Work
Learning and
Development
1/13/2011
2.5 Hours
Creative PowerPoint: Conference Poster
Information Technology
1/4/2011
1.5 Hours
Blackboard: Blogs, Discussions Boards, Journals,
and Wikis
Information Technology
1/4/2011
1.0 Hours
Blackboard: Version 9.1 Preview
Information Technology
12/9/2010
1.0 Hours
Prezi Presentations for Educators
Information Technology
11/12/201
0
1.0 Hours
PANOPTO Workshop
Office of Educational
Excellence
11/8/2010
1.5 Hours
Extreme PowerPoint Make-Over: Engaging
Students with Your Presentation
Information Technology
900
Alpha
1157
Developing a P&T Portfolio
Office of Educational
Excellence
Office of Educational
Excellence
Rethinking Teaching
Information Technology
David L. Largent
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10/27/201
0
10/20/201
0
1.5 Hours
6.0 Weeks
10/6/2010
1.0 Hours
9/29/2010
1.5 Hours
Code
1207
1211
2001
2001
2000
Course Name
Sponsor
T&L Workshop- Can Our Students Really MultiTask?
Clicker Workshop- Downloading and Synching
Your Rosters (Blackboard)
New Faculty Workshop- Teaching and Living Well
at BSU
New Faculty Workshop- Teaching and Living Well
at BSU
New Faculty Workshop- So You're Brand New to
College Teaching
Office of Educational
Excellence
Office of Educational
Excellence
Office of Educational
Excellence
Office of Educational
Excellence
Office of Educational
Excellence
Office of Educational
Excellence
Learning and
Development
Office of Educational
Excellence
1210
T&L Workshop- Introducing i>clicker Integrate
LD526
Fundamentals of Student Employment 101
1206
T&L Workshop- i>clicker Boot Camp Workshop
Online Grade Submission
1203
1202
11.
Information Technology
Date
Completed
Duration
9/23/2010
1.5 Hours
9/1/2010
1.0 Hours
8/19/2010
2.5 Hours
8/18/2010
2.5 Hours
8/16/2010
2.5 Hours
8/12/2010
1.5 Hours
8/5/2010
2.5 Hours
5/14/2010
4.0 Days
4/23/2010
1.0 Hours
4/9/2010
1.5 Hours
4/7/2010
1.5 Hours
2/24/2010
1.0 Hours
Clicker Workshop- Question Writing for Student
Response Systems
It’s all about the Google: Utilizing Google’s
Advanced Search Features
Office of Educational
Excellence
Office of Educational
Excellence
Instructional Services –
University Libraries
Blackboard: Engaging Students
Information Technology
2/9/2010
1.5 Hours
Blackboard: Grade Center
Information Technology
2/8/2010
1.5 Hours
Easy Bibliographies with EndNote
Instructional Services –
University Libraries
10/6/2009
50.0 Minutes
Blackboard 9 Preview
Information Technology
5/1/2009
1.0 Hours
Grant Searching Workshop for Graduate
Students
Instructional Services –
University Libraries
10/1/2008
2.0 Hours
T&L Workshop- Teaching International Students
Other (including work submitted but not yet accepted for publication)
a.
Largent, D. (forthcoming). Asking novice computer programmers to
reflect on their experience writing code. In H. Blythe (Ed.), It Works For
Me, Metacognitively, New Forums Press. Subchapter accepted.
b.
Largent, D. (forthcoming). Helping students identify a healthy learning
environment. In H. Blythe (Ed.), It Works For Me, Metacognitively, New
Forums Press. Subchapter accepted.
c.
Largent, D. (forthcoming). Introducing Computer Science majors to (the
lack of) diversity and inclusivity. In Special report on Diversity and
Inclusion in the College Classroom. Faculty Focus, Magna Publications.
Subchapter accepted.
David L. Largent
24 of 31
d.
December 2015-Present: Ongoing study to determine student attitudes
toward diversity and inclusion in science courses. I am developing and
incorporating a variety of activities, reflections, and assessments that
take multicultural competency, diversity, and inclusivity into
consideration for CS 239: Social and Professional Issues. To enhance
engagement, a combination of diversity-related, culturally relevant, and
multicultural examples will be interweaved throughout the semester. My
intent is to demonstrate an increase in student awareness, knowledge,
and skills related to diversity, inclusivity, and multicultural competency
by the students in our courses.
e.
December 2013-present: Ongoing study to determine the combined
effectiveness and characteristics of the flipped classroom pedagogy and
an ILS classroom when applied to a computer science course, and seeks
to answer questions such as: As a result of CS 120 being taught in an ILS
classroom with flipped pedagogy, are there measurable gains in learning
outcomes, student engagement, student satisfaction, student confidence,
etc. as compared to a traditional classroom and pedagogy? Are students
more likely to complete CS 121 or earn a higher class grade for CS 121
as a result of them taking CS 120 when it was taught in an ILS classroom
with flipped pedagogy? Additionally, this study seeks to determine if
there are differences between computer science majors and non-majors
enrolled in CS 120, and seeks to answer questions such as: Over the
course of a semester, are there measurable gains in learning outcomes,
student engagement, student satisfaction, student confidence, etc. that are
different between CS majors and non-majors who are enrolled in CS
120? Data collection complete; awaiting analysis.
f.
August 2012-present: Ongoing study to determine the effectiveness and
characteristics of flipped classroom pedagogy when applied to a large
computer science class. This study is seeking to answer questions such
as: What are students' perceptions of the effectiveness of flipping? Do
students like a flipped class more than non-flipped? What aspects of a
flipped classroom help students learn better? Are there measurable gains
in learning outcomes, student engagement, student satisfaction, etc?
Multiple semesters’ data has been collected, and data is being analyzed.
g.
February 2011-June 2012: I was one of eight Ball State University
faculty members involved with the study entitled “Use of Pre-Lecture
Capture Software (Panopto) in Conjunction With Audience Response
Devices (i>clicker),” Gary Pavlechko, Principal Investigator. The
purpose of this study was to develop best-practice methodologies for
integrating pre-lecture capture software and audience response devices to
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create greater and more effective student learning. Implemented during
the Fall 2011 semester, the general methodology was to record lectures
through Panopto software, which students watched before attending
class. At the beginning of the next class, i>clicker quiz questions were
given to assess the comprehension of the material covered in the Panopto
lecture. The study sought to assess the instructional possibilities of this
combination. Among other artifacts, the involved faculty produced a
white paper detailing the study, their findings and experiences. This
study was supported by a grant from McMillian New Ventures
Publishing. Additionally, Panopto, Inc. provided pre-lecture video
software and technical support. My decision to “flip” CS 110 was
primarily based on the experiences I had during this study.
h.
C.
August 2009-Present: Ongoing study of software development teams.
This study is examining how college students form and interact in
software development teams or systems analysis and design teams.
Findings from this research may help computer science faculty better
understand how to empower their students to survive and prosper outside
of the isolated world of academia. Students in the Computer Science and
Information Systems capstone courses were studied. This is an
extension of the work I started when writing my Master’s thesis, and
continued collecting data for additional academic years, ending in May
2014. A journal article has been accepted for publication in ACM
Transactions on Computing Education. Additional analysis and
publication of the data is anticipated. I also anticipate performing a
follow up study with participants to see how well prepared they feel they
were for the non-academic world.
EVIDENCE OF PROFESSIONAL SERVICE
As evidenced below, I have actively sought ways to provide service to my department,
college, university and community.
1.
Service to the academic community
a.
Committee work: Department, College, University
i.
October 2015: Recruited, made travel arrangements, and
transported four students to compete in a regional student
programming competition which was part of the 2015
Consortium of Computing Sciences in Colleges (CCSC)
Midwest Conference at University of Evansville during October
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2-3, 2015. Students also attended the conference before the
competition, which included research presentations, a keynote
and banquet address, and workshops. Additionally, they
participated in a Student Research Poster competition.
ii.
August 2015-Present: Computer
Foundations Curriculum Committee.
Secretary since August 2015.
iii.
March 2015-Present: Actively participating in a SoTL Faculty
Learning Community. It is expected this group will become a
knowledge group in 2016, and serve as a resource to the faculty.
iv.
September 2014-May 2015: Robert Bell Interactive Learning
Space Classroom Advisory Group for the redesign of classroom
space. Member.
v.
September 2014: Recruited, made travel arrangements, and
transported two students to compete in a regional student
programming competition which was part of the 2014
Consortium of Computing Sciences in Colleges (CCSC)
Midwest Conference at Olivet Nazarene University during
September 19-20, 2014. Students also attended the conference
before the competition, which included research presentations, a
keynote and banquet address, and workshops. Additionally, one
of the students participated in a Student Research Poster
competition.
vi.
October 2012: Recruited, made travel arrangements, and
transported two teams of three students to compete in a regional
student programming competition which was part of the 2012
Consortium of Computing Sciences in Colleges (CCSC)
Midwest Conference at Eastern Illinois University during
October 5-6, 2012. Students also attended the conference before
the competition, which included research presentations, a
keynote and banquet address, and workshops. Additionally, one
of the students participated in a Student Research Poster
competition, and two other students participated in a Student
Project Showcase.
vii.
August 2010-August 2015: Computer Science Department
Service Curriculum Committee. Member. Served as Secretary
since January 2012.
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Science Department
Member. Served as
viii.
b.
Special lectures, interdepartmental contributions
i.
c.
August 2009-May 2010: Information Technology Committee of
the University Council. Member.
None
Administrative and counseling/advising duties
i.
August 2014-Present: Academic advisor for computer science
majors and minors.
ii.
August 2014-Present: American Cancer Society, Colleges
Against Cancer, BSU chapter. Faculty advisor. Major event is
Relay for Life.
iii.
March 2012: Served as Computer Science Department’s
representative to a Cardinal Preview Day for prospective
students.
iv.
January-April 2012: Computer Science Department Spring
banquet that recognizes graduating seniors and graduate students.
Coordinator.
v.
May 2010-Present: Golden Key International Honour Society
(GKIHS), BSU chapter. Faculty advisor.
a. Summer 2012 and 2014: Attended and facilitated student
attendance at GKIHS’s international summits.
b. Spring 2011-Spring 2015: Attended and facilitated
student attendance at GKIHS’s regional summits.
vi.
October 2008-May 2010: Golden Key International Honour
Society, BSU chapter. Webmaster.
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2.
Service related grants funded
a.
3.
4.
None
Offices held in local, regional, state, national, and international professional
organizations
a.
October 2015-Present: Consortium for Computing Science in Colleges:
Midwest (CCSC:MW) conference. Planning committee Chair. Also
Chair for Publicity.
b.
September 2014-October 2015: Consortium for Computing Science in
Colleges: Midwest (CCSC:MW) conference. Planning committee Vice
Chair. Also Chair for Publicity, and Co-chair for the Student Showcase.
c.
September 2010-September 2014: Consortium for Computing Science in
Colleges: Midwest (CCSC:MW) conference. Member of planning
committee. Chair for Publicity. Co-chair for the Student Showcase.
d.
1980-2007: Indiana Regional Users Group for Hewlett-Packard
Computer Users (INRUG). President, vice president, conference speaker
chairman, and newsletter editor.
e.
1983-2005: International Association of Hewlett-Packard Computing
Professionals (Interex). Board member (Secretary, and Policy and
Procedure Chair) 1994-1996. Various committees 1983-1997.
Editorships, review panels
a.
February 2012-present: Innovation and Technology in Computer Science
Education (ITiCSE) conference. Paper reviewer.
b.
September 2010-present: Association for Computing Machinery Special
Interest Group on Computer Science Education (SIGCSE) conference.
Paper and workshop proposal reviewer.
c.
March 2010-present: Consortium for Computing Science in Colleges:
Midwest (CCSC:MW) conference. Paper reviewer.
d.
1989-1993 and 1997-2004: Indiana Regional Users Group for HewlettPackard Computer Users (INRUG). Newsletter (bi-monthly) editor.
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5.
Service to the local, state, regional, national, and international communities
a.
September 2015-Present, September 2010-May 2014: Participated in the
Ball State University Friendship Family program through the Rinker
Center for International Programs that provides support to an
international student. Muncie, IN.
b.
September 2012-present: Organized a team of BSU instructors to
participate in BSU’s Relay for Life, a fund raiser for American Cancer
Society/Colleges Against Cancer. Muncie, IN.
c.
February 2012-present: Judge for the East Central Indiana Regional
Science Fair. Muncie, IN.
d.
August 2011-present: Group leader for a Ball State University Freshman
Common Reader Discussion Group. Muncie, IN.
e.
May 2011-July 2012 (summers): Business Manager for Webelos
Adventure Camp (Kikthawenund), Crossroads of America Council, Boy
Scouts of America. In this role I expanded the trading post’s usage of
computers, and enhanced their point-of-sale database by developing new
queries and reports. Also installed a wireless repeater to extend their
wireless network range. Frankton, IN.
f.
May-July 2010: Served as Camp Director for Krietenstein Scout Camp,
Crossroads of America Council, Boy Scouts of America. In this role I
introduced and implemented the use of Google Docs, and generally
increased the camp staff’s use of computers. Center Point, IN.
g.
May 2008-August 2009 (summers): Ridge Commissioner and Assistant
Camp Commissioner for Ransburg Scout Reservation, Crossroads of
America Council, Boy Scouts of America. In this role, I assisted with
the computerization and automation of many of the management’s
previously manual processes. Bloomington, IN.
h.
1996-Present: Computer Merit Badge Counselor for the Golden Eagle
District, Crossroads of America Council, Boy Scouts of America.
Muncie, IN.
i.
1994-2006: Treasurer for Union Grove Church of the Brethren.
Computerized what had been previously a completely manual process.
Muncie, IN.
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j.
D.
1983-1997: Member of the Ivy Tech Community College Computer
Programming Technology Program Advisory Committee (Muncie
campus). Muncie, IN.
ADDITIONAL ACCOMPLISHMENTS
1.
Recognitions
a.
2.
3.
May 2010: Ball State University, Graduate School, Dean’s Citation for
Academic Excellence (4.0 GPA).
Awards
a.
October 2008: Golden Key International Honour Society.
b.
1989, 1990, 1992, and 1993: International Association of HewlettPackard Computing Professionals (Interex), Golden Scroll Award (best
regional users group newsletter).
c.
1992: International Association of Hewlett-Packard Computing
Professionals (Interex), Distinguished Service Award.
d.
1988 and 1990: International Association of Hewlett-Packard Computing
Professionals (Interex), Best Paper Award (conference paper).
Professional memberships
a.
2014-present: Computer Science Teachers Association (CSTA).
International.
b.
2009-present: IEEE Computer Society. International.
c.
2008-present:
International.
d.
1980-2007: Indiana Regional Users Group for Hewlett-Packard
Computer Users (INRUG). State.
e.
1983-2005: International Association of Hewlett-Packard Computing
Professionals (Interex). International.
Association
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of
Computing
Machinery
(ACM).