CPAD Lab Reflection

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CPAD Lab Reflections

image of presentation in CPAD lab

CPAD Lab Reflection


Zena Tredinnick-Kirby, Ph.D. 

 

In the winter of 2022, I presented my doctoral research in the CPAD Lab, where the experience merged comfort with cutting-edge technical engagement. The space’s ambiance and array of screens instantly drew attention to the fusion of technology and academia. The setup felt tailor-made for an interactive dialogue of ideas, an ideal match for the intricate layers of my research. As my research focused on transforming my home into an artist residency where I homeschooled my children through the making of interdisciplinary art, it was an incredible feeling to transform my research visually as a presentation in a room like the CPAD lab, where the visual aids of my presentation where framing me as I presented.

 

The CPAD Lab let me helm complex theories and data efficiently, as the environment supported me and guided my presentation. The screens, serving as portals to visualize my research, extended the impact of my presentation. Further, the writable tables added an interactive adventure for the guests in the room by taking notes on the tables where they were seated, not typical of note taking, bringing another layer of different learning along with the various visual aids of the screens circulating the room. This setup encouraged questions, discussions, and a deeper exploration of my research. Moreover, it provided a space that holistically shared my work, combining the depth of one’s research with the accessibility of modern technology.

 

Reflecting on presenting my doctoral research in such a space, I’m grateful for the opportunity it provided. It was more than a presentation; it was an experience transcending the conventional boundaries of academic discourse. The CPAD lab’s environment enriched the knowledge exchange and made my research journey even more rewarding; I am very grateful for the opportunity to present my research in such a unique and engaging space.

 


Reflecting on presenting my doctoral research in such a space, I’m grateful for the opportunity
it provided. It was more than a presentation; it was an experience transcending the conventional boundaries of academic discourse.

The CPAD lab’s environment enriched the
knowledge exchange and made my research journey even more rewarding; I am very grateful for the opportunity to present my research in such a unique and engaging space.

Academic Integrity in the Age of Artificial Intelligence Event – Tuesday, October 17, 1-2 pm

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Academic Integrity in the Age of Artificial Intelligence – Tuesday, October 17, 1-2pm

Sponsors: The Office of Digital Learning & the Center for Arts & Design Pedagogy (CPAD)

As technology continues to reshape the educational landscape, this session aims to provide an exploration of the many ways AI (artificial intelligence) is revolutionizing teaching and learning within higher education. Specifically, we will examine larger trends in AI and explore how Penn State is approaching the important question of academic integrity as it relates to generative AI tools. The session includes a faculty panel to discuss the importance of academic integrity, ethical challenges related to the use of AI, strategies for educating students about responsible use of generative AI tools, and ideas for designing assignments that limit the usefulness of AI resources.

When: Tuesday, October 17 1-2pm
Where: Zoom Webinar https://psu.zoom.us/j/97529488452

 

Research Article: An entertainment-education policy approach to teach campus literacy, safety, and social norms

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https://www.tandfonline.com/doi/abs/10.1080/10632913.2023.2262110 – Article published by C-PAD research team on “Results Will Vary” Data

Abstract

This study represents an application of the entertainment education approach utilizing aspects of arts education to deliver campus policy and protocols to a population of incoming first year students at new student orientation. Consistent with previous applications in research, these theatrical entertainment messages were combined with a post-show discussion followed by a post-show survey. Data for this study consisted of those three elements (the show, the discussion, and the survey) and we describe these data using AI-based content analyses and network modeling. We report on the recall of campus information including emergency phone numbers and on questions of campus policy regarding student behavior. For this population, we recommend a dual-pronged approach where the meaning related to the information is provided during the heightened period of audience involvement during NSO, and recall is supported through targeted resource communication in the following months and/or through first-year seminar courses. The prevalence and specificity of student responses lends toward the consideration of policies for new students related to the limitation of logistical obstacles, and multifaceted approaches to the dissemination of health-related information, and crisis response formats.