Journal of the Academy of Nutrition and Dietetics, 2018
Learning Outcome: To describe the differences in micronutrient intakes by glycemic status to guid... more Learning Outcome: To describe the differences in micronutrient intakes by glycemic status to guide nutrition therapy efforts to improve nutrition status of individuals with diabetes. Background: The dietary management of diabetes is focused on glucose control; however, intake of certain micronutrients that are important in carbohydrate metabolism may be insufficient in the diet. Identifying gaps in dietary intakes, especially micronutrients, will support more comprehensive diabetes management efforts. Methods: To determine differences in micronutrient intakes, glycated hemoglobin and dietary intake data (n¼20,206) from the 2005-2014 National Health and Nutrition Examination Survey for US adults 30 years and older. Glycemic control was classified with glycated hemoglobin (A1c) values: Nondiabetes (<5.7%); Prediabetes (5.7-6.4%); Controlled Diabetes (6.5-6.9%); and Poorly Controlled Diabetes (!7%). Dietary intakes were assessed in the mobile examination center using the automated multiple pass method from intakes reported from the prior day. Nutrient intakes were estimated using the Food and Nutrient Database for Dietary Surveys and were compared to the DRI estimated average requirement and adequate intake levels. Results: Nondiabetes adults had significantly higher intakes (P<0.05) of thiamin, niacin, vitamin B6, vitamin C, magnesium and potassium intakes compared to those with elevated A1c. Across all adults, vitamins D, E, K, and C, as well as fiber, choline, magnesium and calcium were least likely to meet intake recommendations, with those with higher level of A1c being more likely to not meet recommended intakes. Conclusions: Adults with higher levels of A1c had significantly lower micronutrient intakes and greater likelihood to not meet recommended intake levels. Efforts to optimize dietary intakes to promote optimal nutrition status will need to account for micronutrient gaps at group and individual levels.
Conference proceedings from the 13th International Conference in Central Europe on Computer Graph... more Conference proceedings from the 13th International Conference in Central Europe on Computer Graphics, Visualization and Interactive Digital Media-2005. Plzen, Czech Republic, February 2005, pp 171-179
For educators, creating and administering effective evaluation tools can be arduous. Tests and qu... more For educators, creating and administering effective evaluation tools can be arduous. Tests and quizzes, the traditional approach, must be challenging enough to assess the student’s mastery of course material, yet not so difficult as to frustrate and dishearten. Additionally, instructors must account for the inevitable range of student aptitude in each class. Part of evaluation involves rewarding prepared students with high scores and penalizing neglectful students with low scores. Hence, there is a delicate balance. If an exam is too easy, all students receive high scores and there is no incentive for good students to prepare. Too difficult, even average students will fail. Evaluating student performance is a complex undertaking, as aptitude is not the only consideration. Factors such as stress can lead to poor scores. Students are often intimidated when asked to compose answers to exam questions. This is especially true for exams requiring detailed technical answers. Low confidence...
Journal of Information Technology Education: Innovations in Practice, 2017
Aim/Purpose: To examine the early perceptions (acceptability) and usability of EASEL (Education t... more Aim/Purpose: To examine the early perceptions (acceptability) and usability of EASEL (Education through Application-Supported Experiential Learning), a mobile platform that delivers reflection prompts and content before, during, and after an experiential learning activity. Background: Experiential learning is an active learning approach in which students learn by doing and by reflecting on the experience. This approach to teaching is often used in disciplines such as humanities, business, and medicine. Reflection before, during, and after an experience allows the student to analyze what they learn and why it is important, which is vital in helping them to understand the relevance of the experience. A just-in-time tool (EASEL) was needed to facilitate this. Methodology: To inform the development of a mobile application that facilitates real-time guided reflection and to determine the relevant feature set, we conducted a needs analysis with both students and faculty members. Data coll...
Computer-generated three-dimensional animation holds great promise for synthesizing utterances in... more Computer-generated three-dimensional animation holds great promise for synthesizing utterances in American Sign Language (ASL) that are not only grammatical, but believable by members of the Deaf community. Animation poses several challenges stemming from the massive amounts of data necessary to specify the movement of three-dimensional geometry, and there is no current system that facilitates the synthesis of nonmanual signals. However, the linguistics of ASL can aid in surmounting the challenge by providing structure and rules for organizing the data. This work presents a first method for representing ASL linguistic and extralinguistic processes that involve the face. Any such representation must be capable of expressing the subtle nuances of ASL. Further, it must be able to represent co-occurrences because many ASL signs require that two or more nonmanual signals be used simultaneously. In fact simultaneity of multiple nonmanual signals can occur on the same facial feature. Additionally, such a system should allow both binary and incremental nonmanual signals to display the full range of adjectival and adverbial modifiers. Validating such a representation requires both the affirmation that nonmanual signals are indeed necessary in the animation of ASL, and the evaluation of the effectiveness of the new representation in synthesizing nonmanual signals. In this study, members of the Deaf community viewed animations created with the new representation and answered iv questions concerning the influence of selected nonmanual signals on the perceived meaning of the synthesized utterances. Results reveal that, not only is the representation capable of effectively portraying nonmanual signals, but also that it can be used to combine various nonmanual signals in the synthesis of complete ASL sentences. In a study with Deaf users, participants viewing synthesized animations consistently identified the intended nonmanual signals correctly. v
1. Introduction Synthetic corpora are computer representations of linguistic phenomena. They enab... more 1. Introduction Synthetic corpora are computer representations of linguistic phenomena. They enable the creation of computer-generated animations depicting sign languages and are the complement of corpora containing videotaped exemplars. Synthetic corpora have the ...
Airport security procedures pose accessibility problems for the Deaf. These procedures have becom... more Airport security procedures pose accessibility problems for the Deaf. These procedures have become more complex and intrusive as security measures have been reassessed. The Americans with Disabilities Act (ADA)[1] and the Air Carriers Access Act (ACAA)[2] do ...
Educators continually strive to increase student engagement and deep learning in their classrooms... more Educators continually strive to increase student engagement and deep learning in their classrooms. This pursuit has led to a proliferation of evidence-based pedagogy shared widely in conferences, journals, books, and professional organizations that focus on the scholarship of teaching and learning (SOTL). Still, implementing consistently effective and engaging learning experiences remains elusive to many teachers. Educators tend to experiment with different approaches. They adopt those that are effective and discard the ones that are not. While this is a reasonable approach, it often fails to leverage an immensely valuable resource: students. Participatory curriculum design (PCD) provides students the opportunity to co-create their own coursework. It frames the classroom context as one that is emergent and collaborative. Students take the responsibility to ideate, formalize, implement, and participate in learning experiences including classroom activities, presentations, projects, a...
The Collab Lab at Bowling Green State University (BGSU) is a hands-on, creative space for student... more The Collab Lab at Bowling Green State University (BGSU) is a hands-on, creative space for students, faculty, staff and community members to engage in collaborative work. Its goal is to support teams of collaborators working together to conceive, create, develop and refine new ideas for teaching innovation, progressive research, and venture development. All of this is done by leveraging the unique talents inherent to the University community. We designed the Collab Lab to be the ideal place for teams to come together. It is located on the first floor of the university library and features configurable collaboration spaces and rapid prototyping tools such as 3-D scanners and printers, digital video equipment, virtual reality headsets, and a universal laser cutter. This paper presents our approach to the design and programming the Collab Lab, including a summary of our first year’s activities. It describes how we promote creativity and innovation through the framework of design thinking and collaborative work.
Translating from English to American Sign Language (ASL) requires an avatar to display synthesize... more Translating from English to American Sign Language (ASL) requires an avatar to display synthesized ASL. Essential to the language are nonmanual signals that appear on the face. Previous avatars were hampered by an inability to portray emotion and facial nonmanual signals that occur at the same time. A new animation system addresses this challenge. Animations produced by the new system were tested with 40 members of the Deaf community in the United States. For each animation, participants were able to identify both nonmanual signals and emotional states. Co-occurring question nonmanuals and affect information were distinguishable, which is particularly striking because the two processes can move an avatar's brows in opposing directions.
Abstract: Translating between English and American Sign Language (ASL) requires an avatar to disp... more Abstract: Translating between English and American Sign Language (ASL) requires an avatar to display synthesized ASL. Essential to the language are nonmanual signals that appear on the face. In the past, these have posed a difficult challenge for signing avatars. Previous systems were hampered by an inability to portray simultaneously-occurring nonmanual signals on the face. This paper presents a method designed for supporting co-occurring nonmanual signals in ASL. Animations produced by the new system were tested with 40 members of the Deaf community in the United States. Participants identified all of the nonmanual signals even when they co-occurred. Co-occurring question nonmanuals and affect information were distinguishable, which is particularly promising because the two processes move an avatar's brows in a competing manner. This brings the state of the art one step closer to the goal of an automatic English-to-ASL translator. .
EASEL (education through application-supported experiential learning) is a platform designed to p... more EASEL (education through application-supported experiential learning) is a platform designed to provide just-in-time content and reflection opportunities to students during field experiences, such as interviews or field labs, conducted as part of the workload in a course. This study was conducted in area of family medicine education at Indiana University-Purdue University Indianapolis. EASEL allows instructors and students flexibility to engage with course content based on the time of day and the location of each student conducting field work by providing access to questions and content before, during, and after a targeted field experience. In this study, three cohorts of family medicine students (N = 20) interviewed either a health care professional or a patient. Students used EASEL to facilitate and support their experience in the field. This study examined the student perceptions of EASEL. The data indicated instructive information on the usability of the EASEL platform and aided developers in considering future technologies to use as a part of the platform.
An essential component of an automatic speech‐to‐sign translator is a method of representing and ... more An essential component of an automatic speech‐to‐sign translator is a method of representing and depicting the target language. Unlike many spoken languages, sign languages do not have a universally‐ accepted written form, and depicting it convincingly is an open question. The goal of our work is to develop a representation capable of synthesizing novel utterances of American Sign Language (ASL) as realistic and believable 3D animations. Any representation must be flexible enough to modify vocabulary algorithmically so that it conforms to the grammatical structure of ASL. Additionally, realism is necessary because a viewer should not be distracted by differences between animations signed by an avatar and video of utterances produced by a human signer. Animations signed by an avatar should be as easy to understand as video of a human signer. A survey of the state of the art for modeling, rigging and animating a 3D character reveals a well‐ established body of knowledge used in films ...
Students from the millennial generation have come to expect highly developed and engaging academi... more Students from the millennial generation have come to expect highly developed and engaging academic tools including those used to assess their performance. Keeping up with these expectations can be a daunting task for educators. However, the creative use of gamification, customization and on-demand supplemental material can potentially lead to a more engaging assessment experience. This presentation will focus on the topic of gamification and the millennial generation. The audience will participate in an open dialogue about how gaming and other engaging approaches can play a role in the summative assessment process.
Journal of the Academy of Nutrition and Dietetics, 2018
Learning Outcome: To describe the differences in micronutrient intakes by glycemic status to guid... more Learning Outcome: To describe the differences in micronutrient intakes by glycemic status to guide nutrition therapy efforts to improve nutrition status of individuals with diabetes. Background: The dietary management of diabetes is focused on glucose control; however, intake of certain micronutrients that are important in carbohydrate metabolism may be insufficient in the diet. Identifying gaps in dietary intakes, especially micronutrients, will support more comprehensive diabetes management efforts. Methods: To determine differences in micronutrient intakes, glycated hemoglobin and dietary intake data (n¼20,206) from the 2005-2014 National Health and Nutrition Examination Survey for US adults 30 years and older. Glycemic control was classified with glycated hemoglobin (A1c) values: Nondiabetes (<5.7%); Prediabetes (5.7-6.4%); Controlled Diabetes (6.5-6.9%); and Poorly Controlled Diabetes (!7%). Dietary intakes were assessed in the mobile examination center using the automated multiple pass method from intakes reported from the prior day. Nutrient intakes were estimated using the Food and Nutrient Database for Dietary Surveys and were compared to the DRI estimated average requirement and adequate intake levels. Results: Nondiabetes adults had significantly higher intakes (P<0.05) of thiamin, niacin, vitamin B6, vitamin C, magnesium and potassium intakes compared to those with elevated A1c. Across all adults, vitamins D, E, K, and C, as well as fiber, choline, magnesium and calcium were least likely to meet intake recommendations, with those with higher level of A1c being more likely to not meet recommended intakes. Conclusions: Adults with higher levels of A1c had significantly lower micronutrient intakes and greater likelihood to not meet recommended intake levels. Efforts to optimize dietary intakes to promote optimal nutrition status will need to account for micronutrient gaps at group and individual levels.
Conference proceedings from the 13th International Conference in Central Europe on Computer Graph... more Conference proceedings from the 13th International Conference in Central Europe on Computer Graphics, Visualization and Interactive Digital Media-2005. Plzen, Czech Republic, February 2005, pp 171-179
For educators, creating and administering effective evaluation tools can be arduous. Tests and qu... more For educators, creating and administering effective evaluation tools can be arduous. Tests and quizzes, the traditional approach, must be challenging enough to assess the student’s mastery of course material, yet not so difficult as to frustrate and dishearten. Additionally, instructors must account for the inevitable range of student aptitude in each class. Part of evaluation involves rewarding prepared students with high scores and penalizing neglectful students with low scores. Hence, there is a delicate balance. If an exam is too easy, all students receive high scores and there is no incentive for good students to prepare. Too difficult, even average students will fail. Evaluating student performance is a complex undertaking, as aptitude is not the only consideration. Factors such as stress can lead to poor scores. Students are often intimidated when asked to compose answers to exam questions. This is especially true for exams requiring detailed technical answers. Low confidence...
Journal of Information Technology Education: Innovations in Practice, 2017
Aim/Purpose: To examine the early perceptions (acceptability) and usability of EASEL (Education t... more Aim/Purpose: To examine the early perceptions (acceptability) and usability of EASEL (Education through Application-Supported Experiential Learning), a mobile platform that delivers reflection prompts and content before, during, and after an experiential learning activity. Background: Experiential learning is an active learning approach in which students learn by doing and by reflecting on the experience. This approach to teaching is often used in disciplines such as humanities, business, and medicine. Reflection before, during, and after an experience allows the student to analyze what they learn and why it is important, which is vital in helping them to understand the relevance of the experience. A just-in-time tool (EASEL) was needed to facilitate this. Methodology: To inform the development of a mobile application that facilitates real-time guided reflection and to determine the relevant feature set, we conducted a needs analysis with both students and faculty members. Data coll...
Computer-generated three-dimensional animation holds great promise for synthesizing utterances in... more Computer-generated three-dimensional animation holds great promise for synthesizing utterances in American Sign Language (ASL) that are not only grammatical, but believable by members of the Deaf community. Animation poses several challenges stemming from the massive amounts of data necessary to specify the movement of three-dimensional geometry, and there is no current system that facilitates the synthesis of nonmanual signals. However, the linguistics of ASL can aid in surmounting the challenge by providing structure and rules for organizing the data. This work presents a first method for representing ASL linguistic and extralinguistic processes that involve the face. Any such representation must be capable of expressing the subtle nuances of ASL. Further, it must be able to represent co-occurrences because many ASL signs require that two or more nonmanual signals be used simultaneously. In fact simultaneity of multiple nonmanual signals can occur on the same facial feature. Additionally, such a system should allow both binary and incremental nonmanual signals to display the full range of adjectival and adverbial modifiers. Validating such a representation requires both the affirmation that nonmanual signals are indeed necessary in the animation of ASL, and the evaluation of the effectiveness of the new representation in synthesizing nonmanual signals. In this study, members of the Deaf community viewed animations created with the new representation and answered iv questions concerning the influence of selected nonmanual signals on the perceived meaning of the synthesized utterances. Results reveal that, not only is the representation capable of effectively portraying nonmanual signals, but also that it can be used to combine various nonmanual signals in the synthesis of complete ASL sentences. In a study with Deaf users, participants viewing synthesized animations consistently identified the intended nonmanual signals correctly. v
1. Introduction Synthetic corpora are computer representations of linguistic phenomena. They enab... more 1. Introduction Synthetic corpora are computer representations of linguistic phenomena. They enable the creation of computer-generated animations depicting sign languages and are the complement of corpora containing videotaped exemplars. Synthetic corpora have the ...
Airport security procedures pose accessibility problems for the Deaf. These procedures have becom... more Airport security procedures pose accessibility problems for the Deaf. These procedures have become more complex and intrusive as security measures have been reassessed. The Americans with Disabilities Act (ADA)[1] and the Air Carriers Access Act (ACAA)[2] do ...
Educators continually strive to increase student engagement and deep learning in their classrooms... more Educators continually strive to increase student engagement and deep learning in their classrooms. This pursuit has led to a proliferation of evidence-based pedagogy shared widely in conferences, journals, books, and professional organizations that focus on the scholarship of teaching and learning (SOTL). Still, implementing consistently effective and engaging learning experiences remains elusive to many teachers. Educators tend to experiment with different approaches. They adopt those that are effective and discard the ones that are not. While this is a reasonable approach, it often fails to leverage an immensely valuable resource: students. Participatory curriculum design (PCD) provides students the opportunity to co-create their own coursework. It frames the classroom context as one that is emergent and collaborative. Students take the responsibility to ideate, formalize, implement, and participate in learning experiences including classroom activities, presentations, projects, a...
The Collab Lab at Bowling Green State University (BGSU) is a hands-on, creative space for student... more The Collab Lab at Bowling Green State University (BGSU) is a hands-on, creative space for students, faculty, staff and community members to engage in collaborative work. Its goal is to support teams of collaborators working together to conceive, create, develop and refine new ideas for teaching innovation, progressive research, and venture development. All of this is done by leveraging the unique talents inherent to the University community. We designed the Collab Lab to be the ideal place for teams to come together. It is located on the first floor of the university library and features configurable collaboration spaces and rapid prototyping tools such as 3-D scanners and printers, digital video equipment, virtual reality headsets, and a universal laser cutter. This paper presents our approach to the design and programming the Collab Lab, including a summary of our first year’s activities. It describes how we promote creativity and innovation through the framework of design thinking and collaborative work.
Translating from English to American Sign Language (ASL) requires an avatar to display synthesize... more Translating from English to American Sign Language (ASL) requires an avatar to display synthesized ASL. Essential to the language are nonmanual signals that appear on the face. Previous avatars were hampered by an inability to portray emotion and facial nonmanual signals that occur at the same time. A new animation system addresses this challenge. Animations produced by the new system were tested with 40 members of the Deaf community in the United States. For each animation, participants were able to identify both nonmanual signals and emotional states. Co-occurring question nonmanuals and affect information were distinguishable, which is particularly striking because the two processes can move an avatar's brows in opposing directions.
Abstract: Translating between English and American Sign Language (ASL) requires an avatar to disp... more Abstract: Translating between English and American Sign Language (ASL) requires an avatar to display synthesized ASL. Essential to the language are nonmanual signals that appear on the face. In the past, these have posed a difficult challenge for signing avatars. Previous systems were hampered by an inability to portray simultaneously-occurring nonmanual signals on the face. This paper presents a method designed for supporting co-occurring nonmanual signals in ASL. Animations produced by the new system were tested with 40 members of the Deaf community in the United States. Participants identified all of the nonmanual signals even when they co-occurred. Co-occurring question nonmanuals and affect information were distinguishable, which is particularly promising because the two processes move an avatar's brows in a competing manner. This brings the state of the art one step closer to the goal of an automatic English-to-ASL translator. .
EASEL (education through application-supported experiential learning) is a platform designed to p... more EASEL (education through application-supported experiential learning) is a platform designed to provide just-in-time content and reflection opportunities to students during field experiences, such as interviews or field labs, conducted as part of the workload in a course. This study was conducted in area of family medicine education at Indiana University-Purdue University Indianapolis. EASEL allows instructors and students flexibility to engage with course content based on the time of day and the location of each student conducting field work by providing access to questions and content before, during, and after a targeted field experience. In this study, three cohorts of family medicine students (N = 20) interviewed either a health care professional or a patient. Students used EASEL to facilitate and support their experience in the field. This study examined the student perceptions of EASEL. The data indicated instructive information on the usability of the EASEL platform and aided developers in considering future technologies to use as a part of the platform.
An essential component of an automatic speech‐to‐sign translator is a method of representing and ... more An essential component of an automatic speech‐to‐sign translator is a method of representing and depicting the target language. Unlike many spoken languages, sign languages do not have a universally‐ accepted written form, and depicting it convincingly is an open question. The goal of our work is to develop a representation capable of synthesizing novel utterances of American Sign Language (ASL) as realistic and believable 3D animations. Any representation must be flexible enough to modify vocabulary algorithmically so that it conforms to the grammatical structure of ASL. Additionally, realism is necessary because a viewer should not be distracted by differences between animations signed by an avatar and video of utterances produced by a human signer. Animations signed by an avatar should be as easy to understand as video of a human signer. A survey of the state of the art for modeling, rigging and animating a 3D character reveals a well‐ established body of knowledge used in films ...
Students from the millennial generation have come to expect highly developed and engaging academi... more Students from the millennial generation have come to expect highly developed and engaging academic tools including those used to assess their performance. Keeping up with these expectations can be a daunting task for educators. However, the creative use of gamification, customization and on-demand supplemental material can potentially lead to a more engaging assessment experience. This presentation will focus on the topic of gamification and the millennial generation. The audience will participate in an open dialogue about how gaming and other engaging approaches can play a role in the summative assessment process.
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