Sample Dossier

Type of case: Promotion to Teaching Professor Area of excellence: Teaching

Lingma Lu Acheson Department of Computer and Information Science School of Science

This dossier omits all internal reviews, external review letters, and appendix materials. Pages are not numbered. The order may not be in the order of dossier folders.

Time in rank note: For this candidate’s review, there was an exception to the rule that evidence be limited to that accomplished in-rank. Work done while a lecturer and as a senior lecturer can be considered, because the requirements for senior lecturer and for teaching professor changed in 2020.

Guide to contents: Pages 2-15 Curriculum Vitae Pages 15-20 Candidate Statement (7 page version) Pages 21-33 Teaching sections Pages 57-64 Service sections Curriculum Vitae Lingma Lu Acheson Department of Computer and Information Science Indiana University-Purdue University Indianapolis, USA Email: [email protected] | Tel: (317)274-9733

EDUCATION Graduate Purdue University, Indianapolis, MS in Computer Science August 2004

Undergraduate Suzhou University, China, BA in English Education June 1989

APPOINTMENTS

Academic Indiana University-Purdue University Indianapolis • *Senior Lecturer 08/2018 – present • Lecturer 08/2007 – 08/2018 • Adjunct Faculty 01/2007 – 05/2007

Butler University • Adjunct Faculty 08/2004 – 08/2007

Sanjiang University, China • Adjunct Faculty 09/1999 – 05/2000

Poudre School District, Fort Collins, CO • Visiting Scholar 07/1997 – 06/1998

Changzhou Tourism School, China • Teacher 08/1989 – 07/1999 • Associate Director, Curriculum Department 09/1995 – 07/1997 • Associate Director, Principal’s Office 09/1994 – 08/1995 • Director, Office of Student Affairs 08/1989 – 08/1994

Non-academic School of Engineering and Technology, IUPUI • Database Administrator and Webmaster 01/2005 – 07/2007

PROFESSIONAL ORGANIZATION MEMBERSHIP

• *Athens Institute for Education and Research 02/2016 – present • *IUPUI Community of Practice on STEM Online 07/2020 – present • *IUPUI Community of Practice on Intercultural Learning 09/2015 – present - 10 • *University College Faculty Member 09/2016 – present

PROFESSIONAL HONORS AND AWARDS Teaching • *Honoree, Celebration of Teaching and Engaged Learning, IUPUI, 2020 • *Chancellor’s Award for Excellence in Teaching, IUPUI, 2019 • *Trustees Teaching Award, Indiana University, 2017 • First Prize Winner, Changzhou Teacher’s Qualification Contest, Changzhou Education Bureau, 1997 • Second Prize Instructor’s Award, National Tourism School Makeup Art Contest, National Tourism School Commission, 1997 • Third Prize Instructor’s Award, National Tourism School Makeup Art Contest, National Tourism School Commission, 1997 • First Prize Winner, Changzhou English Speech Contest, Changzhou Education Bureau, 1997 • First Prize Instructor’s Award, Jiangsu Tourism School Makeup Art Contest, National Tourism School Commission, 1995 • First Prize Instructor’s Award, Jiangsu Province Spoken English Contest, 1995 • Best Essay Award, Fifth Annual National Makeup Art Symposium, National Tourism School Commission, 1994 • First Prize Winner, Changzhou Teaching Essays Contest, Changzhou Education Bureau, 1993 • First Prize Winner, Changzhou Teaching Skills Contest, Changzhou Education Bureau, 1992 • First Prize Winner, Changzhou Teaching Planning Contest, Changzhou Education Bureau, 1992 • Third Prize Winner, Changzhou Teaching Skills Contest, Changzhou Education Bureau, 1989

Service • *Lecturer Service Award, School of Science, IUPUI, 2016 • Glenn W. Irwin, Jr. M.D. Experience Excellence Recognition Award, IUPUI, 2009

PROFESSIONAL DEVELOPMENT

• *Using Service-Learning Pedagogy in Online and Mixed Format Courses, IUPUI Center for Teaching and Learning, July 2020 • *Rethinking HIPs & Engaged Learning During COVID-19, IUPUI Institute for Engaged Learning, July 2020 • *Global Learning Series, IUPUI Office of International Affairs, June 2020 • *Connecting with and Engaging International Students in Successful Online Learning, IUPUI Center for Teaching and Learning, June 2020 • *E.C. Moore Symposium, IUPUI Center for Teaching and Learning, March 2020 • *7th International Conference in Educational Technologies, February 2020 • *26th International Conference on Learning, July 2019 • *Annual Conference, Association for Authentic, Experiential, and Evidence-Based Learning, July 2019 • *Welcoming Campus Conference, IUPUI, April 2019 • *Intercultural Engagement Workshop, IUPUI Division of Undergraduate Education, January 2019 • *Gateway to Graduation Fall Symposium, IUPUI Division of Undergraduate Education, - 11 September 2018 • *Annual Conference, Association for Authentic, Experiential, and Evidence-Based Learning, July 2018 • *Intercultural Learning Symposium, IUPUI Division of Undergraduate Education, April 2018 • *First Year Student Experience, IUPUI Division of Undergraduate Education, April 2018 • *The Global Learning Module of the National Survey on Student Engagement, IUPUI Office of International Affairs, March 2018 • *E.C. Moore Symposium and LEAP Indiana Conference, IUPUI, March 2018 • *10th International Conference on Computer Supported Education, March 2018 • *IUPUI Data: What’s There and Where can I Find It? IUPUI Institutional Research, November 2017 • *E. C. Moore Symposium, IUPUI Center for Teaching and Learning, March 2017 • *21st Annual FALCON Adjunct Faculty and Lecturer Conference, IU Faculty Academy on Excellence in Teaching, November 2016 • *William M. Platter Institute on the Future of Learning: Educating for a Global Community, IUPUI Office of Academic Affairs, October 2016 • *Global Learning and the College Curriculum Conference, Association of American Colleges and Universities, October 2016 • *Assessment Institute in Indianapolis, IUPUI Assessment Institute, October 2016 • *Gateway to Graduate Fall Workshop, IUPUI University College, September 2016 • *IEEE 11th International Conference on Computer Science and Education, August 2016 • *Institute for Curriculum and Campus Internationalization, IU Center for the Study of Global Change, June 2016 • *18th Annual International Conference on Education, May 2016 • *Global Learning at the Crossroads workshop, IUPUI Center for Teaching and Learning, IUPUI Office of International Affairs, April 2016 • *E.C. Moore Symposium, IUPUI Center for Teaching and Learning, March 2016 • *International Conference on Educational Technologies, December 2014 • *19th annual FALCON Adjust Faculty and Lecturer Conference, IU Faculty Academy on Excellence in Teaching, November 2014 • *IUPUI Center for Teaching and Learning Symposium, IUPUI Center for Teaching and Learning, October 2014 • Midwest Conference on International Education, Central Indiana Educational Service Center, February 2012 • E. C. Moore Symposium, IUPUI Center for Teaching and Learning, March 2011

TEACHING ASSIGNMENT

Level: Undergraduate Role: Instructor

Term Course# Course Title Format Enrollment

*Spring 2020 CSCI N200 Principles of Computer Science Online 70 CSCI N311 Advanced Database Programming Lecture 35 CSCI N431 E-Commerce with ASP.NET Lecture 19

- 12 *Fall 2019 CSCI N207 Data Analysis Using Spreadsheet Online 80 CSCI N200 Principles of Computer Science Online 59 CSCI N200 Principles of Computer Science Lecture 35 CSCI N342 Server Side Programming Lecture 34

*Spring 2019 CSCI N311 Advanced Database Programming Lecture 35 CSCI N200 Principles of Computer Science Lecture 35 CSCI N200 Principles of Computer Science Lecture 35

*Fall 2018 CSCI N207 Data Analysis Using Spreadsheet Online 55 CSCI N200 Principles of Computer Science Lecture 35 CSCI N342 Server Side Programming Lecture 33 CSCI N200 Principles of Computer Science Lecture 35 *Spring 2018 CSCI N311 Advanced Database Programming Lecture 35 CSCI N200 Principles of Computer Science Lecture 35 CSCI N200 Principles of Computer Science Lecture 35 CSCI N317 Computation for Scientific Apps Lecture 35 CSCI N499 Topics in Applied Computing Independent Study 1

*Fall 2017 CSCI N317 Computation for Scientific Apps Lecture 24 CSCI N207 Data Analysis Using Spreadsheet Online 80 CSCI N207 Data Analysis Using Spreadsheet Lecture 35 CSCI N342 Server Side Programming Lecture 35 *Spring 2017 CSCI N431 E-Commerce with ASP.NET Lecture 20 CSCI N311 Advanced Database Programming Lecture 23 CSCI N200 Principles of Computer Science Lecture 35 CSCI N317 Computation for Scientific Apps Lecture 22 CSCI N317 Computation for Scientific Apps Independent Study 2

*Fall 2016 CSCI N342 Server Side Programming Lecture 27 CSCI N317 Computation for Scientific Apps Lecture 9 CSCI N207 Data Analysis Using Spreadsheet Lecture 35 CSCI 49600 Computer Science Internship Cap. Independent study 1

*Summer CSCI N201 Programming Concepts Online 24 2016 CSCI N207 Data Analysis using Spreadsheets Online 51

*Spring 2016 CSCI N311 Advanced Database Programming Lecture 34 CSCI N207 Data Analysis using Spreadsheets Lecture 35 CSCI N207 Data Analysis using Spreadsheets Lecture 36 CSCI N499 Topics in Applied Computing Independent study 1 CSCI 49600 Computer Science Internship Cap. Independent study 1

- 13 *Fall 2015 CSCI N342 Server Side Programming Lecture 23 CSCI N207 Data Analysis using Spreadsheets Lecture 35 CSCI N207 Data Analysis using Spreadsheets Lecture 35 CSCI N499 Topics in Applied Computing Independent study 1

*Summer CSCI N201 Programming Concepts Online 33 2015 CSCI N207 Data Analysis using Spreadsheets Online 62

*Spring 2015 CSCI N311 Advanced Database Programming Lecture 24 CSCI N207 Data Analysis using Spreadsheets Lecture 35 CSCI 35500 Introduction to Programming Lang. Lecture 34

*Fall 2014 CSCI N207 Data Analysis using Spreadsheets Lecture 35 CSCI N207 Data Analysis using Spreadsheets Lecture 35 CSCI N342 Server Side Programming Lecture 25

Summer 2014 CSCI N207 Data Analysis using Spreadsheets Online 64 CSCI N311 Advanced Database Programming Online 18 CSCI N499 Topics in Applied Computing Independent study 1

Spring 2014 CSCI N342 Server Side Programming Lecture 11 CSCI N311 Advanced Database Programming Lecture 14 CSCI N431 E-Commerce with ASP.NET Lecture 14 CSCI N499 Topics in Applied Computing Independent study 1

Fall 2013 CSCI N207 Data Analysis using Spreadsheets Lecture 35 CSCI N305 Introduction to C Programming Lecture 14 CSCI N342 Server Side Programming Lecture 18

Summer 2013 CSCI N207 Data Analysis using Spreadsheets Online 57 CSCI N311 Advanced Database Programming Online 17

Spring 2013 CSCI N311 Advanced Database Programming Lecture 12 CSCI N431 E-Commerce with ASP.NET Lecture 16 CSCI N342 Server Side Programming Lecture 15 CSCI N211 Introduction to Databases Lecture 35

Fall 2012 CSCI N201 Programming Concepts Lecture 24 CSCI N207 Data Analysis using Spreadsheets Lecture 34 CSCI N305 C Language Programming Lecture 29 CSCI N211 Introduction to Databases Lecture 23

Summer 2012 CSCI N201 Programming Concepts Online 31 CSCI N207 Data Analysis using Spreadsheets Online 65

Spring 2012 CSCI N311 Advanced Database Programming Lecture 12

- 14 CSCI N431 E-Commerce with ASP.NET Lecture 7 CSCI N211 Introduction to Databases Lecture 22 CSCI N201 Programming Concepts Lecture 27

Fall 2011 CSCI N201 Programming Concepts Lecture 21 CSCI N331 Visual Basic Programming Lecture 20 CSCI N305 C Language Programming Lecture 11 CSCI N211 Introduction to Databases Independent Study 2

Summer 2011 CSCI N201 Programming Concepts Online 34

Spring 2011 CSCI N431 E-Commerce with ASP.NET Lecture 9 CSCI N311 Advanced Database Programming Lecture 7 CSCI N201 Programming Concepts Lecture 25 CSCI N305 C Language Programming Lecture 24 CSCI N211 Introduction to Databases Independent Study 2

Fall 2010 CSCI N201 Programming Concepts Lecture 26 CSCI N305 C Language Programming Lecture 34 CSCI N211 Introduction to Databases Lecture 25 CSCI N331 Visual Basic Programming Lecture 11

Summer 2010 CSCI N331 Visual Basic Programming Online 23

Spring 2010 CSCI 35500 Introduction to Programming Lang. Lecture 21 CSCI N331 Visual Basic Programming Lecture 17 CSCI N201 Programming Concepts Lecture 19

Fall 2009 CSCI N331 Visual Basic Programming Lecture 19 CSCI N211 Introduction to Databases Lecture 20 CSCI N201 Programming Concepts Lecture 21 CSCI N207 Data Analysis using Spreadsheets Online 60

Summer 2009

CSCI N331 Visual Basic Programming Online 21

Spring 2009 CSCI N211 Introduction to Databases Lecture 27 CSCI 35500 Introduction to Programming Lang. Lecture 21

Fall 2008 CSCI N207 Data Analysis using Spreadsheets Lecture 33 CSCI N201 Programming Concepts Lecture 32 CSCI 34000 Discrete Computational Structures Lecture 39 CSCI N331 Visual Basic Programming Lecture 19

Summer 2008 CSCI N201 Programming Concepts Online 24 CSCI N331 Visual Basic Programming Online 14 - 15 Spring 2008 CSCI 35500 Introduction to Programming Lang. Lecture 16 CSCI N201 Programming Concepts Lecture 22 CSCI N207 Data Analysis using Spreadsheets Lecture 33 CSCI 34000 Discrete Computational Structures Lecture 35

Fall 2007 CSCI 481 Data Mining Lecture 17 CSCI N201 Programming Concepts Lecture 28 CSCI N207 Data Analysis using Spreadsheets Lecture 34 CSCI 49000 Topics in Computer Science Independent Study 1

MENTORING

*Ziqian Bi, International Student Mentor 01/2020 – present *Cheng Peng, International Student Mentor 01/2020 – present *Haiqi Zhu, International Student Mentor 08/2019 – present *Lei Xu, International Student Mentor 08/2019 – present *Haochen Su, International Student Mentor 08/2019 – present *Zijie Xue, International Student Mentor 08/2019 – present *Asian Student Union, faculty advisor 12/2016 – 08/2018 *Lunxi Ye, UCOL STAR Mentor 08/2016 – 12/2016 *Xianglong Zhang, UCOL STAR Mentor 01/2016 – 05/2016 *Xinmin Wu, International Student Mentor 01/2016 – 08/2017 *Denver Huynh, Bin Peng, ACM International Collegiate Prog. Contest, Coach 10/2015 *Lai-Man Tan, International Student Mentor 08/2015 – 08/2017 *Bin Peng, 1st Prize, Indy Redefined Hackathon Programming Contest, Coach 10/2014 *Bin Peng, International Student Mentor 08/2014 – 05/2016 *Yicheng He, International Student Mentor 08/2014 – 05/2016 *Rong Yuan, International Student Mentor 08/2013 – 05/2015 *Jiaxiang Hu, International Student Mentor 08/2013 – 05/2015 *Fangbin Luo, International Student Mentor 08/2013 – 05/2015 Wang Rui, International Student Mentor 03/2013 – 05/2014 Rui Chen, International Student Mentor 08/2012 – 05/2014 Dian Wen, International Student Mentor 08/2012 – 05/2014

CURRICULUM DEVELOPMENT

• *CSCI N200, online course revision, Fall 2019 • *BS in Data Science Program, IU Online, School Representative, 08/2018 – 10/2018 • *CSCI N342, RISE course revision, Fall 2018 • *CSCI N207, online course revision, Fall 2018 • *CSCI N317, online course video production, Spring 2017 • *CSCI N200, minor course revision, Spring 2017 • *CSCI N311, minor course revision, Spring 2016 • *CSCI N431, minor course revision for cross listing with Department of Computer Information and Graphics Technology, Fall 2015 • *CSCI N207, online video production, Fall 2016 - 16 • *CSCI N207, major course revision, Spring 2015 • *CSCI N311, minor course revision for cross listing with Department of Computer Information and Graphics Technology, Fall 2014 • CSCI N317, new course development, Spring 2014 • CSCI N431, major course revision, Fall 2013 • CSCI N342, minor course revision, Fall 2013 • CSCI N311, online course video production, Spring 2013 • CSCI N211, online course video production, Fall 2012 • 2+2 transfer program with Ivy Tech Community College, Spring 2012 • CS Special Credit Program, Spring 2011 • CSCI N201, major course revision, Spring 2011 • CSCI N431, online course video production, Spring 2011 • CSCI N431, major course revision, Fall 2010 • Data Mining Fundamentals, New course development, Spring 2010 • CSCI N211, major course revision, Spring 2009 • CSCI N207, major course revision and online course video production, Spring 2009 • CSCI N331, major course revision and online course video production, Spring 2009

GRANTS/FELLOWSHIPS IN TEACHING

Completed Grants • *Welcoming Campus Grant, received as Co-Chair of IUPUI Gateway Community of Practice on Inter-Culture Learning, jointly awarded with IUPUI Division of Undergraduate Education, University College, Center for Teaching and Learning, Center for Service and Learning, Multi-Culture Center and Office of International Affairs, $50000, 2018 • *RISE to the Challenge/ePortfolio Initiative Curriculum Development Grant, IUPUI Division of Undergraduate Education, IUPUI ePortfolio Initiative, PI, “Prepare for the real world – a project based learning model enhanced by ePortfolio”, 100%, $5000, 2018 • *Curriculum Enhancement Grant, IUPUI Center for Teaching and Learning, PI, “Enhancing Online CS Courses through Data Mining for Personalized Intervention”, 100%, $6160, 2017 • *EDGE Grant, IUPUI Division for Undergraduate Education, PI, “You and Your Options”, 100%, $750, 2016 • Curriculum Enhancement Grant, IUPUI Center for Teaching and Learning, PI, “Expand the Classroom into the Real World”, 100%, $7600, 2013

Submitted But Not Funded Grants • *Curriculum Enhancement Grant, IUPUI Center for Teaching and Learning, PI, “Increasing Teaching Effectiveness Through Animated Slides”, 100%, $5860.00, 2015

Presentations - Teaching Local • *Global Learning in Classrooms: Ideas and Techniques, E.C. Moore Symposium, Plenary Speaker, IUPUI, March 2020 • *Intercultural Learning – a Three Year Overview, IUPUI Welcoming Campus Conference, April 2019 - 17 • *Enhancing Online CS Courses through Data Mining for Personalized Intervention, IUPUI Center for Teaching and Learning Curriculum Enhancement Symposium, October 2018 • *Global Learning in Classrooms – Activities and Findings, IUPUI Intercultural Learning Symposium, May 2017 • *Expand the Classroom into the Real World, IUPUI Center for Teaching and Learning Symposium, October 2014 • Practices and Challenges of Service-Learning Projects in Advanced Programming Classes, Changzhou University, March 2014

National • * Build an Integrated Assessment Model to Promote Global Learning in STEM Education, 2020 Assessment Institute, October 2020 • *Successes and challenges in assessing intercultural competence needs and development, 2019 Assessment Institute, October 2019 • *Integrating Global Perspectives into Service Learning Courses, Global Learning and the College Curriculum, Association of American Colleges and Universities, October 2016 • *Aspiration and Application - a Parallel Assessment Model in Global Learning, 2016 Assessment Institute Indianapolis, October 2016

International • *Making Technology Human – Real Time Interactions in Online Learning, 7th International Conference in Educational Technologies, Brazil, February 2020 • *Application of ePortfolios in Computer Science Undergraduate Curriculum, AAEEBL 2019 Conference, USA, July 2019 • *ePortfolio – A Catalyst for Undergraduate Education, 26th International Conference on Learning, UK, July 2019 • *Enhance E-Learning through Data Mining for Personalized Intervention, 10th International Conference on Computer Supported Education, Portugal, March 2018 • *Integrating Career Development into Computer Science Undergraduate Curriculum, IEEE 12th International Conference on Computer Science and Education, Japan, March 2016 • *Multiple Competencies in School Education as Necessary Preparations for Occupational Destinies: Static vs. Dynamic Functionalities, 18th Annual International Conference on Education, Greece, May 2016 • *Student Learning Through Hands-On Industry Projects, International Conference on Educational Technologies, Taiwan, December 2014

LEADERSHIP IN TEACHING

• *First-Year Fellows Project, Association of Public and Land-Grant Universities, Collation of Urban Serving Universities, IUPUI University College, participant 12/2019 – present • *IUPUI Community of Practice on Intercultural Learning, Co-Chair 10/2017 – present • *IUPUI Computer Science Department, Service Course Coordinator 08/2014 – present • *IUPUI Computer Science Department, Gen-Ed Review Coordinator 02/2019 – present • *Indiana Commission Higher Education, Core Transfer Library Course Review Coordinator 10/2018

- 18 • *IUPUI “International Mixer” program, co-organizer 02/2018 • *IUPUI Intercultural Learning Symposium, co-organizer 09/2019 • * “I am IUPUI” Video Production, co-producer 04/2019 • *IUPUI “International Mixer” program, A Welcoming Campus Initiative, co-organizer 02/2019 • *IUPUI Intercultural Engagement Workshop, A Welcoming Campus Initiative, co-organizer 01/2019 • *IUPUI Gateway to Graduation Fall Symposium, Panelist 10/2018 • *IUPUI “International Mixer” program, A Welcoming Campus Initiative, co-organizer 11/2018 • *IUPUI Intercultural Learning Spring Workshop, co-organizer 04/2018 • *IUPUI “International Mixer” program, organizer 02/2018 • *IUPUI Intercultural Learning Speed Friending Event, co-organizer 03/2016 • *CS General Education Core Open House, organizer 10/2014 • Computer Science Day Yearly Teacher Training Sessions, organizer 03/2010 –03/2012

SERVICE University Service Department • *Computer Science Day Programming Contest, coordinator 11/2019 • *2+2 program development with Vellore Institute of Technology, India, coordinator 08/2018 – 06/2019 • *Master Program Recruitment with Henan University, coordinator 08/2019 – present • *Master Program Recruitment with Beijing University of Technology, coordinator 11/2017 – present • *Women in Computer Science club, co-founder 10/2017 • *2+2 joint degree program with Sun Yat-Sen University, China, coordinator 06/2009 – 09/2016 • *Student transfer program with Anhui Agricultural University, China, coordinator 11/2016 – 09/2018 • *Changzhou Institute of Technology delegation visit, coordinator 11/2016 • *CS Faculty summer teaching in Changzhou Teacher’s University of Science and Technology, coordinator 01/2015 – 05/2015 • *Research collaboration among CS Department, Ball State University and Changzhou Institute of Technology, China, coordinator 08/2012 – 08/2015 • *Annual Computer Science Day Programming Contest, coordinator 2014 – present • *CS General Education Open House, organizer 10/2014 • Changzhou University delegation visit, coordinator 12/2013 • China National University of Science and Technology delegation visit, coordinator 12/2013 • Graduate Student Recruitment, Changzhou University, China, recruiter 03/2013 • Guangdong University of Science and Technology, China, recruiter 12/2012 • CS faculty member summer teaching at Sun Yat-Sen University, China, coordinator 01/2012- 05/2012 • Transfer program with Changzhou Institute of Technology, China, coordinator - 19 01/2011 – 05/2016 • Collaborative program with Suzhou University of Science and Technology, China, coordinator 05/2010 • Collaborative program with Suzhou University, China, coordinator 05/2010 • Computer Science Day Teacher Training Session, organizer 03/2010 – 03/2012

School • *School website development, technical advisor 08/2019 – 06/2020 • *TEAM IUPUI, participant 2011 – present • *School of Science Welcome Picnic, organizer 09/2014 • 2+2 joint degree program in Math department, consultant 01/2015- 05/2014 • 2+2 joint degree program in Earth Science department, consultant 01/2015- 05/2015

Campus • *International course credit transfer evaluation, point of contact 03/2012 – present • *International Festival, table host 03/2017 • *Pakistan Education USA delegation visit, coordinator 08/2016 • *Campus Speed Friending Event, co-organizer 03/2016 • *J-1 scholar program in ECE Department, coordinator 03/2016 - 10/2016 • *Office of International Affairs student recruitment training, speaker 09/2015 • *J-1 scholar program in ENT Department, coordinator 12/2015 – 09/2016 • *IUPUI - SYSU 2+2 program welcome reception, speaker 08/2015 • *Program for Intensive English marketing material, editor 07/2015 • *Office of International Affairs Chinese language brochure, editor 04/2015 • *International Student Recruitment Tour, IUPUI recruiter 03/2015 • Changzhou Normal University of Science and Technology, IUPUI recruiter 06/2014 • MET professor summer teaching in China, coordinator 01/2014 – 05/2014 • International Student Recruitment Tour, IUPUI recruiter 03/2014 • IUPUI Hunger and Homelessness Awareness Week, volunteer 11/2013 • International Student Recruitment, Changzhou, IUPUI recruiter 03/2013 • Delegation from Vietnam National University, IUPUI delegation member 03/2013 • IUPU International Festival, School of Science representative 02/2013 • IUPUI Delegation to Sun Yat-Sen University, China, delegation member 10/2012 • International Student Recruitment Tour, IUPUI recruiter 10/2012 • Suzhou No. 1 High School delegation visit, coordinator 08/2011 • International Collaboration, Changzhou Teacher’s University of Science and Technology, China, coordinator 06/2010 • International Student Recruitment, Suzhou No. 1 High School, China, IUPUI recruiter 05/2010 University • *IU Global Marketing Campaign and Beijing Gateway Office stake holder meeting, IU Communications Office, participant 08/2015 • *IU Global Marketing Campaign website Chinese translation, IU Communications, editor 06/2015

- 20 Professional Service Local • *Hoosier Science and Engineering Fair, grand awards judge 03/2020 • *Hoosier Science and Engineering Fair, grand awards judge 03/2019 • *Hoosier Science and Engineering Fair, grand awards judge 04/2017 • *Hoosier Science and Engineering Fair, grand awards judge 04/2016

National • *NACADA (National Academic Advising Assoc.) conference, volunteer 04/2015 International • *Athens Journal of Education, Paper Reviewer 04/2020 • *10th International Conference on Internet Technologies & Society, Session Chair 02/2020 • *Heliyon, Cell Press, HELIYON-D-19-02477 Paper Reviewer 01/2020 • *Computers and Education Journal, Elsevier, CAE-D-19-00726, Paper Reviewer 05/2019 • *Athens Institute for Education & Research, Paper Reviewer 03/2019 • *Journal for Computers & Education, Elsevier, EES, 2019.1, Paper Reviewer 01/2019 • *IEEE Access, The Multidisciplinary Open Access Journal, Paper Reviewer 09/2018 • *Athens Journal of Sciences, Paper Reviewer 08/2018 • *Journal of Evaluation and Program Planning, Volume 62, Paper Reviewer 12/2016 • *IEEE-ICCSE 11th International Conference on Computer Science and Education, Session Chair 08/2016 Public Service • *First Tech Challenge High School Robotics Team, mentor 09/2016 • *Indianapolis Sister City Fest, volunteer 09/2015 • *Miracle Temple Church of Faith (church organization), technical advisor 2015 – present • *Carmel-Xiangyang Sister City Winter Celebration, volunteer 12/2014 • *Carmel-Xiangyang Sister City Moon Festival Celebration, volunteer 09/2014 • *Berthas Mission (not-for-profit organization), technical advisor 2012 – present • Indianapolis International Center, Relocation Program Local Host 2011 – 2012

GRANTS/FELLOWSHIP IN SERVICE

Invited Presentations Local • *Web Programming Workshop, Camel High School STEM Club 11/2019 • *Experience as an Asian American Woman in STEM Field, “Girls Can Code” Speaker Series, Carmel High School 02/2017 • *Experience as an Asian American Woman in STEM Field, IUPUI Multi-Culture Center 10/2016 • *Overview of Technical Applications in Tourism Industry, Changzhou Institute of Technology, China 05/2016 • *Skills Needed in a Global Workforce, Changzhou No. 5 High School, China 03/2015 • *Prepare for a Smooth Transition for Overseas Study, New Channel International Education - 21 Group, China 03/2015 • Catch a Glimpse of US College Education, Edu Shanghai International, China 03/2014 • Dream Big, Embrace Future Changzhou Institute of Technology, China 10/2012 Regional • Eyewitness to 30 Year Change in Chinese Schools, Midwest Conference on International Education 02/2012 National • *Overview of Computing Related Curriculum Settings, Webinar, China 09/2016

PUBLICATIONS

Teaching (Refereed) • *Acheson, L. (2020): Making Technology Human – Real Time Interactions in Online Learning. In proceedings of the 7th International Conference in Educational Technologies, ISBN: 978- 989-8533-98-2, http://www.iadisportal.org/digital-library/making-technology-human-real-time- interactions-in-online-learning • *Rybarczyk, R, Acheson, L. (2019): Interactive Peer-Led Code Reviews in CS2 Curricula, Proceedings of the 50th ACM Technical Symposium on Computer Science Education SIGCSE, ISBN: 978-1-4503-5890-3, pages 659 – 665, https://doi.org/10.1145/3287324.3287442 • *Acheson, L. and Ning X. (2018): Enhance E-Learning through Data Mining for Personalized Intervention. Proceedings of the10th International Conference on Computer Supported Education - Volume 1: CSEDU, ISBN 978-989-758-291-2, pages 461-465. DOI: 10.5220/0006793304610465, https://www.scitepress.org/PublicationsDetail.aspx?ID=ulrVX9ztmGU=&t=1 • *Rybarczyk, R, Acheson, L (2018): Integrating A Career Preparedness Module into CS2 Curricula Through Teaching C++ and Java Side-by-Side. Proceedings of the 49th ACM Technical Symposium on Computer Science Education, SIGCSE, ISBN: 978-14503-5103-4, pages 592 – 597, https://doi.org/10.1145/3159450.3159552 • *Acheson, L., Rybarczyk, R. (2016): Integrating Career Development into Computer Science Undergraduate Curriculum, IEEE 11th International Conference on Computer Science and Education, 978-1-5090-2217-5:177-181, https://ieeexplore.ieee.org/document/7581576 • *Acheson, L., Huoo-Chin L., Oliver CS T. (2016): Multiple Competencies in School Education as Necessary Preparations for Occupational Destinies: Static vs. Dynamic Functionalities, 18th Annual International Conference on Education, 978-960-598-048-1:26 • *Ren, M., Ma, J., Liu, S., Chen, X., Lu, M., Li, Y., Fang, X., Acheson, L., Zheng, J. & Dai, J. (2016): Theories and Applications of Urban Tourism Development – A Case Study. Economics and Management Press, China. • *Acheson, L. (2014): Student Learning Through Hands-On Industry Projects, International Conference on Educational Technologies, 978-989-8533-30-2: 11-18, https://files.eric.ed.gov/fulltext/ED557318.pdf • Acheson, D., Acheson, L. (2007): Implementing a Database Drive Solution for Nominations and Elections of Faculty Governance. ASEE • Mahoui, M., Lu, L., Gao, N., Li, N., Chen, J., Bukhres, O., Ben-Miled, Z.(2005): A Dynamic Workflow Approach for the Integration of Bioinformatics Services. Cluster - 22 Computing 8(4): 279-291 • Ben-Miled, Z., Lu, L., Mahoui, M., Chen, J., Bukhres, O., Gao, N., He, Y.(2004): A Service Discovery Approach in Support of Web Service Integration. BIBE 2004: 65-72 • Ben-Miled, Z., Gao, N., Bukhres, O., Lu, L., Li, N., He, Y., Mahoui, M., Chen, J.(2004): SIBIOS: A System for the Integration of Bioinformatics Services. CLADE 2004: 74 • Lu, L.: On Training Students to Be Professional Beauticians. Fifth National Conference of Association for Beauty Art, Beijing, China, January 1994 • Lu, L.: Innovative Ways of Presenting Course Materials. Annual Conference on English Teaching, Changzhou, China, December 1993 • Lu, L.: Effective Ways in Memorizing English Words. Annual Conference in Secondary School English Teaching, Changzhou, Jiangsu, China, April,1992 • Lu, L.: Avoiding Interference of Mother Language in English Teaching. Annual Conference on English Teaching, Changzhou, China, December 1989

Date Signature

07-26-2020 ______

- 23 Candidate Statement

SUMMARY

Teaching has not only been my life-long career, but most assuredly my passion as well. Since graduating with an education degree in China in 1989, I have taught elementary, junior high, senior high, and most consistently, at the collegiate level. Before I started teaching in the Computer Science department in 2007, I taught English, Chinese and Computer Science in China, Colorado and Indiana for 15 years. This unique exposure to a variety of educational levels interwoven with intense lingual and cultural contact has helped me form my teaching philosophy - besides a thorough knowledge and delivery of specific subject matter, an excellent teacher inspires, motivates and engages students while catering to their individual learning styles, nurturing their personal growth and promoting a desire for life-long learning.

After receiving my Master of Science degree from the Computer Science Department at IUPUI in 2004, I worked as the Web and Database Administrator for the School of Engineering and Technology. This opportunity provided me invaluable insight and experience in academic administration while directly applying my Computer Science skills. After becoming a full-time faculty member in the department of Computer Science in 2007, I devoted myself whole-heartedly to this position. I follow my teaching philosophy in all aspects of my work, including classroom teaching, mentoring, innovation, curriculum development and leadership. I diligently “closed the loop” of continual improvement and the scholarship of teaching.

From 2007 to 2018, as a Lecturer, I delivered 101 courses/sessions, developed and revised eight courses, received three grants, attended 21 conferences and workshops. I consider my time-in-rank work as a Senior Lecturer started in 2014 when I first disseminated my scholarly achievements at an international conference. Between 2014 and 2018, I gave 10 presentations and published three peer-reviewed papers at international conferences as well as national and local ones. I was co-author of a book published in 2016 titled “Theories and Applications of Urban Tourism Development – A Case Study” in which I provided technology insight. I received IUPUI “Trustees Teaching Award” in 2017. Upon promotion to Senior Lecturer in April 2018, I continued to grow as an educator while striving to be a leader. Since then, I have delivered 14 courses/sessions, engaged in four curriculum development projects, both at the department level and IU level, received two grants, attended 10 conferences and workshops, and disseminated my work through four peer-reviewed papers at international conferences and eight local/national/international level presentations. I recognize the importance of a leadership role and challenge myself to step up and promote a stronger influence. Since Fall 2017, I have been co-chairing the IUPUI Gateway to Graduate Community of Practice on Intercultural Learning (ICOP) with Dr Estela Ene, Director of English for Academic Purpose Program. We organized eight on-campus events including faculty development opportunities such as workshops and symposiums as well as student-centered programs. I led an Indiana Core Transfer Library course review in 2018, and an IUPUI general education core course review in 2019 (with another in progress). As service course coordinator for all five CS courses in the IUPUI general education core, I have been working on faculty hiring and mentoring, course scheduling, assessment, TA training and hiring. I work with IUPUI Bepco Learning Center on providing free walk-in tutoring service to students enrolled in service courses with at least 1700 attendances recorded thus far. In 2019, I received an invitation to participate in a national project called “First Day Project” jointly led by IUPUI Institute for Engaged Learning, University College and Center for Teaching and Learning. I received the IUPUI “Chancellor’s Award for Excellence in Teaching” in 2019 and I was an honoree for “IUPUI Celebration of Teaching and Engaged Learning” in 2020. Chair evaluation of my teaching in both 2018 and 2019 Faculty Annual Report was ‘Satisfactory – Outstanding’. (This description should be used only rarely as befits the word “outstanding”. It should be reserved as a means of recognizing unequivocally superior performance)’.

A good teacher should have a heart for serving students, both in and outside of the classroom, aligned with the institutions’ core values and mission. My service to the department, school, campus and university reflects this belief. As soon as I started working for the department, I began interfacing with the Office of International Affairs (OIA) on international recruitment and collaborative programs. My intention has been to promote a more diversified learning environment and to help prepare our students to be outstanding global citizens. I conducted 21 recruitment events in China, established five collaborative programs and coordinated seven group and delegation visits. I gave eight invited presentations related to service. I was a University College STAR Mentor and faculty advisor for the IUPUI Asian Student Union. I co-founded the Women in Computer Science Club. From mentoring data collected since 2014, 184 out of approximately 240 students who attended the commencements rated me as having a “remarkable and positive impact” on them, among which 28 indicated “Influenced the whole course of my life and the effect on me is invaluable”. I received IUPUI Glenn Irwin Experience Excellence Recognition Award in 2009 and School of Science Lecturer Service Award in 2016.

TEACHING

Teaching Innovation

My activities in teaching innovation can be divided into four areas that are interwoven with each other.

I. Pedagogical Experiments

As soon as I began teaching in 2007, I carried a full teaching load of 10 courses (sessions) per year, some online and some face-to-face. Students range from freshman to seniors, with a mix of computer science majors and non-computer science majors. This heterogeneity of courses and students has brought both excitement and challenges. Understanding learning styles, studying effective delivery approaches, designing assessment methods were at the forefront of my scholarly activities. I attended symposiums and workshops to better equip myself and integrated different innovative approaches in my courses where appropriate. For instance, I applied the “Flipped Classroom Technique” in CSCI 35500 “Introduction to Programming Languages”; I explored the “Peer-Led Learning” model in CSCI N201 “Introduction to Programming” and CSCI N207 “Data Analysis using Spreadsheet”. One student commented on the Flipped Classroom application: “The days where we had a game was one of the most different styles of learning I have experienced. We would have to study a particular chapter thoroughly to compete in groups to answer the most amount of questions correctly. I feel that this was a fun idea that made us want to put in more effort studying due to the competitiveness of every individual. Overall, this was a great class and I'm glad I took it.”

How to improve online teaching has always been at the center of my pedagogical studies. I started with methodologies in asynchronous classes, and developed course videos for CSCI N211, CSCI N07, CSCI N301, and CSCI N431. I later focused on improving learning in 200 level courses that are part of the IUPUI General Education Core, specifically in student engagement and timely instructor intervention. In 2017, I received an IUPUI Curriculum Enhancement Grant to experiment with data mining tools to improve instructor intervention in online courses. The result was disseminated in a peer-reviewed paper on the 10th International Conference on Computer Supported Education. In Fall 2018, I began experimenting with synchronous online classes utilizing Zoom technology, with the goal of enhancing learner-instructor interactions and student engagement. The experiment was a great success, with student satisfaction rate increased by 20% consistently. I disseminated the results in a peer-reviewed paper on the 7th International Conference in Educational Technologies.

I believe that the role of an instructor should not be confined to classrooms, rather, it should extend to the community and beyond. In 2012, I began to explore how classroom teaching can stimulate spontaneous active learning, shape our future direction and help serve the community. I did extensive research and embarked on the topic of service-learning. In 2013, with the support of an IUPUI Curriculum Enhancement Grant, I started to integrate service-learning into selected courses, such as CSCI N431“E-Commerce in ASP.NET” and CSCI N342 “Server-Side Programming”. Both were originally lecture-based web/database development classes. Transitioning to a service-learning course, students would form teams and work with non- profit organizations or IUPUI academic units to develop real-world applications. They would meet with their client multiple times to learn about requirements, make progress reports and perform demonstrations. Service-learning projects best manifest a just-in-time learning strategy that highly motivates students and improves their time management, communications, problem solving and presentation skills. To prepare for a service-learning class, I would look for projects in advance, then meet with potential clients, screen the projects and collect documents. Over the semester of service-learning class, I would serve as a coordinator and supervisor to ensure each project progresses smoothly. Since 2013, over 50 projects have been completed and many students have received job offers as a direct result of their real-world experience during the service-learning classes. Students received lots of positive feedback from clients. In Fall 2019, IUPUI School of Education IT Manager Jason Groce commented “We saw that each group had their own ideas to take on the project and it was truly a hard choice to pick just one. Many projects were well beyond what we would have received from a paid company”. This effort resulted in three peer- reviewed papers at international conferences, either as an author or co-author.

As a teacher, I care about student success. Since 2014, students course evaluation satisfaction rates are consistently over 82% across all courses. I read every single student comment and use them for future improvements. I closely monitor DFW rates and seek ways to reduce them. Below is a chart showing DFW rate drops for courses taught or mentored exclusively by me.

Course Sp. 16 Fall 16 Sp. 17 Fall 17 Sp. 18 Fall 18 Sp. 19 Fall 19 CSCI N311 17% 16% 11% 11% CSCI N342 29% 23% 18% 12% CSCI N317 22% 21% 21% 20% 17% 14% 9% II. Promoting Personal Growth

A good teacher cares about students’ personal growth. Careers in Computer Science vary from programming, system architecture, and database administration to web and mobile app development, network security, and artificial intelligence, among others. Many students don’t know which field best fits their passions and strengths when they start college. When I saw how service-learning classes helped students with their personal growth and academic advancement, I was motivated to seek more ways to integrate career and personal guidance into the classroom. I often direct students to the School of Science Office of Pre-Professional and Career Preparation (PREPs) and invite PREP staff to conduct classroom presentations. Where applicable, I insert career-related examples that build connections between course materials and future career options. In 2016, with the help of a grant from IUPUI Division of Undergraduate Education, I integrated the EDGE module “You and Your Options” (https://edge.iupui.edu/) into CSCI N311 “Advanced Database Programming, Oracle”. This module has various assignments designed to help students understand their own strengths/weaknesses/passions and provides concrete approaches to help them form career plans. I worked with another faculty member in the department to develop a career guidance map for a student’s undergraduate study. I co-authored a peer-reviewed paper with this same faculty member on the 49th ACM Technical Symposium on Computer Science Education.

Students demonstrated tremendous personal growth in service-learning classes. To document this outcome, I looked into the IUPUI ePortfolio initiative and adopted ePortfolio into CSCI N342 in 2018, with the help of an IUPUI RISE/ePortfolio grant. In this class, students built an ePortfolio module into the web/database application documenting their growth in both technical and soft skills. I disseminated the results at two international conferences in 2019.

As soon as I joined the department, I began my involvement in international recruitment, international student advising, collaborative programs and campus internationalization. I fully understand the importance of having a global mindset, how it can affect students’ view on diversity, and how much it can promote empathy as well as inter-personal impact. Fostering a global mindset can be achieved through study-abroad programs or taking courses whose subject matter has a global component such as International Business, however, most IUPUI students do not have a chance to study abroad and most computer science courses don’t have a global learning topic. In 2015, I began studying integrating global and intercultural learning into classroom teaching and I became a member of the IUPUI Gateway Community of Practice on Intercultural Learning. I practiced curriculum internationalization in courses such as CSCI N207, CSCI N342 and CSCI N311. I designed varied approaches that can be seamlessly embedded into existing course materials. I developed pre- and post-surveys to assess learning outcomes and survey results showed very positive learning outcomes. A student from N311 commented “I have received immediate placement with an international company as a software engineer after my degree is finished and one of the emphasized points in the interview process was ‘How well do you work with other cultures?’… Lingma Acheson seamlessly integrated some of these lessons into her database class and has continued her program beyond the classroom. She is driven, insightful and able to adjust her pedagogy on the fly to reach as many as possible. I am grateful for the lessons and have already applied some, even before exiting the university. We need this type of soft skill taught now and will need it even more in the future as borders continue to be made irrelevant to communication”. The practice and findings were presented at several local and national conferences, including a plenary presentation at the 2020 IUPUI E.C. Moore Symposium. The organizer of the E.C. Moore Symposium said “From reviewing our evaluation responses for the day, our attendees indicated that they found your session to be quite valuable”.

III. Leadership Role

Since I joined the IUPUI Gateway Community of Practice on Intercultural Learning (ICOP) in 2015, I attended monthly meetings, helped with events, gave presentations on workshops, thus gradually taking on a leadership role in promoting intercultural learning on campus. In Fall 2017, I became Co-Chair of ICOP with Dr. Estela Ene, Director of English for the Academic Purpose program. Housed under the IUPUI Division of Undergraduate Education, ICOP is a faculty-led group on campus providing a platform for faculty members to share best practices to promote intercultural learning in and outside of the classroom. As Co-Chair of ICOP, I organize monthly meetings, prepare study materials, facilitate discussions, build task forces, orchestrate events, and organize workshops. Collaboration with the Office of International Affairs, the Center for Teaching and Learning, and the Multi-culture Center resulted in a joint Welcoming Campus Grant awarded in 2018, with a total grant amount of $50,000. This grant enabled ICOP to implement an Intercultural Engagement Workshop, one intercultural learning symposium, two student-centered on-campus events, and a video production series called “I am IUPUI”. Estela and I presented the assessment approach through a 60-minute workshop on the 2019 Assessment Institute. In 2018, I served as a panelist on the IUPUI Gateway to Graduation Fall Symposium.

I have taken on leadership roles in other endeavors as well. I served as the faculty advisor to the Asian Student Union in 2016 and 2017; I co-founded the IUPUI Women in Computer Science Club in 2017; I was featured on the OIA website as “leaders in curriculum internationalization” (http://international.iupui.edu/global-learning/curriculum-internationalization/profiles-in- action/index.html). I was appointed Service Course Coordinator in 2014 and have since led efforts on material development, general education core course reviews, part-time faculty hiring, TA hiring/training, course evaluations and the walk-in tutoring service. The walk-in tutoring service has become essential to student success. One student commented “I really appreciate the tutor sessions. It ensured that I did not have to spend much time at home working on the projects and labs. I could work on the computers in the classroom with all the correct programs and personal attention from my teacher and her teaching assistant. It was vastly beneficial.” I led the IUPUI General Education Course Review for CSCI N207 in 2019 and it passed the review with reviewer feedback “Overall, this is a strong dossier”.

Curriculum Development

I have undertaken substantial curriculum development as an integral part of my job responsibility. Since 2007, I have revised/developed a total of nine courses, divided into two categories: 1) Applied courses for CS majors - N311, N331, N342, N431 2) Service courses for non-CS majors – N200, N201, N207, N211, N317 In the N series courses currently offered by the department (see list below), the above courses count for 53% percent (courses with yellow highlights below, not counting X99 varied topic courses). In the Fundamentals of Data Analytics Certificate program, I developed or revised all four CS required courses. In the Applied Computer Science Certificate program, the above list reflects 50% of the required or elective courses.

My curriculum development efforts since 2014 can be summarized into five categories: 1) Curriculum Enhancement I have completed major course revisions for N201, N207, N342, N311, N331 and N431 to enhance the curriculum and improve learning outcomes. One course worth mentioning is CSCI N207 “Data Analysis Using Spreadsheet”. I revised the curriculum three times, respectively in 2009, 2015 and 2018. This course is included in the IUPUI General Education Core and is a core requirement in the Applied CS Minor, Certificate of Applied Computer Science and Fundamentals of Data Analytics Certificate Programs, with over 600 students enrolled each year. In 2017, I enhanced the course CSCI N200 “Principles of Computer Science”. Since then, enrollment went from 312 students in 2017 to 511 students in 2019. 2) New Course Development Due to increased demands in learning computational tools, I developed a new course in 2014 named CSCI N317 “Computations for Scientific Applications”. Since its first offering in 2016, the course has seen a healthy enrollment every semester serving students in computer science, math, informatics, business, physics, economics, statistics, chemistry and biology programs as well as industry professionals. 3) Developing Online Course Materials The CS department offers a number of online courses in which video recordings comprise the main resource of study materials when taught asynchronously. I moved three courses online (N200, N207, N317) by developing online course materials, making videos and working with server administrators to establish server space. 4) Collaborative Programs CS department cross-lists several courses with the Computer and Information Technology (CIT) program at the School of Engineering and Technology. In 2014 and 2015, I worked with CIT on content mapping, schedule adjustment, and material revisions, to successfully cross-list N311 and N431. In 2018, I served as school representative for two months and worked with representatives from other schools/campuses on the creation of the new IU-wide online Bachelor of Science in Data Science program. Responsibilities included defining learning objectives, examining current curricula, and specifying core requirements and electives. The program was approved and will begin in the Fall of 2020. 5) Involvement in Undergraduate Curriculum As a member of the department Service Committee, I helped with curriculum design and development for multiple degree programs such as the Bachelor of Arts in Applied Computer Science, the Minor in Applied Computer Science, the Applied Computer Science Certificate and the Fundamentals of Data Analytics Certificate. Becoming a member of the department Undergraduate Committee in the fall 2018, I engaged in course equivalency mappings, AP course mappings, and other affairs related to undergraduate programs.

Except for “CSCI N331 Visual Basic Programming”, which is not currently offered due to diminishing industry demand of the skill, all courses have healthy or significant increased enrollment. Below is a table of yearly enrollment before(in blue) and after (in green) course revision.

2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 N200 0 0 0 0 0 16 52 112 323 312 338 511 N201 45 41 53 71 95 131 215 295 311 312 294 267 N207 120 133 184 165 251 373 541 715 727 685 712 675

N211 0 9 10 10 26 54 83 109 104 101 118 117

N311 9 1 1 2 0 22 27 46 51 37 32 65 N317 0 0 0 0 0 0 0 0 9 53 76 83 N342 9 9 28 17 32 23 48 24* 80 84 34* 35* N431 0 0 0 0 0 6 7 24 0 12 18 0

Note: *Offered once a year with an enrollment cap of 35.

SERVICE

Service to Department and School

1) Student recruitment and collaborative programs I became involved in student recruitment in 2008, starting with local high school visits. I met with counselors and teachers, gave presentations in schools such as Brownsburg High School, Fishers High School and Hamilton Southeastern High School. Realizing that my knowledge and attributes would be better applied in an international arena, I began working with the Office of International Affairs on international student recruitment. From 2009 to 2015, I implemented a 2+2 joint undergraduate degree program with the School of Software, Sun Yat-sen University (SYSU), China. The program saw a steady flow of top- quality students coming to the department casting a very positive influence upon the department. Application materials I created were later used as templates helping other schools to establish joint degree programs with SYSU. Other successful programs I implemented include the 2+2 undergraduate program with Vellore Institute of Technology, India (2018), graduate programs with Beijing University of Technology, China (2017 and Henan University, China (in progress). I work closely with the IUPUI Program for Intensive English helping students on conditional admissions to pass the English proficiency test and recruiting students for them.

I have coordinated multiple international delegation visits to the department, including delegations from Changzhou University, China National University of Defense Technology, Changzhou Institute of Technology and Suzhou No. 1 High School. Inversely, I have facilitated faculty members’ summer visits to China, such as the former School of Science Dean Bart Ng’s teaching at SYSU, and CS faculty member Andy Harris’ summer teaching at Jiangsu University of Technology. I helped the Math and Earth Science Departments with their international programs.

2) Student Advising and Mentoring I proactively assisted international students in their application process and transition to IUPUI and follow up closely with their plan of study. I encourage student involvement in research and school activities, review their resumes, prepare them for job interviews and help them with internship or graduate school applications. Students I advised went to graduate programs in top- level universities such as Carnegie Mellon, Columbia, Brown, Dartmouth and Cornell. In 2014, I coached a student in the “Indy Redefined Hackathon” College Programming Contest and he won first prize. In 2015, I was the coach for an IUPUI team for the ACM International Collegiate Programming Contest.

3) Events Since 2011, I have been part of the School of Science’s “Team IUPUI”, welcoming new students at the beginning of each semester. I organized department activities in the 2014 Science Picnic. I am part of the organizing committee’s annual Computer Science Day, supervising programming contests or hosting teaching training sessions.

Service to Campus and University

1) International Student Recruitment and Campus Internationalization Since 2009, I have collaborated with the IUPUI Office of International Affairs on international student recruitment and completed five recruitment trips to China for IUPUI. I have visited high schools, colleges and language training centers, given presentations and had meetings with school administrator, counselors, students and parents. I was an IUPUI delegation member on the 2012 visit to Sun Yat-sen University. From 2015 onward, I was involved in various types of activities such as hosting booths for IUPUI International Festivals, speaking at Sun Yat-sen University Annual Welcome Receptions, helping coordinate several delegation visits, reviewing OIA and Program of Intensive English promotional materials and the IU Global Gateway Office website.

2) Mentoring I was invited by the Asian Student Union to give a talk to IUPUI students on my experience as an Asian woman in a STEM field. I later served as faculty advisor for the Asian Student Union for two years. I am a Faculty member of University College and I often meet with advisors in the STEM cluster on student advising. In 2015 and 2016, I served as a mentor in the UCOL STAR Mentoring program (a program for students on first-time academic probation) and helped two students get off probation. I met with students weekly, discussing obstacles and challenges, laying out achievable plans and holding them accountable. The students I mentored all showed significant progress. The table below shows a GPA comparison before and after mentoring.

Semester GPA before Mentoring Semester GPA after Mentoring Spring 2016 1.8 2.6 Fall 2016 1.9 2.8

Service to Profession

At the international level, from 2016 to 2020, I was invited to complete six journal paper reviews including the renowned “IEEE Access, The Multidisciplinary Open Access Journal”, in the field of STEM education or educational technologies. I was invited to serve as a Session Chair in 2016 on the IEEE-ICCSE 11th International Conference on Computer Science and Education, and again in 2019 on 10th International Conference on Internet Technologies & Society. I have been invited to give multiple presentations on technology and education to various institutions in China. I was involved in a joint research project with faculty members from the Changzhou Institute of Technology and co-authored the book “Theories and Applications of Urban Tourism Development – A Case Study” published in China in 2016. At the local level, I care about nurturing the next generation. I have served as a Grand Awards Judge at the annual Hoosier Science and Engineering Fair in 2016, 2017, 2019 and 2020. I gave a presentation and a workshop for Carmel High School STEM club in 2017 and 2019. I mentored a high school robotics team receiving three awards at a First Tech Challenge Illinois regional competition in 2016.

Service to Community

A good educator should first be a good citizen. I have been actively involved in international events in Indianapolis, such as volunteering for Indy Sister City Fest and the Indianapolis Chinese Festival in 2015. From 2012 to present, I serve as a volunteer technical advisor maintaining websites for a non-profit organization called Berthas Mission to help Hoosiers fight homelessness. I also serve as a technical advisor for a church organization called Miracle Temple Church of Faith since 2015 to help develop and maintain their database and website.

Teaching Load and Goals

I. Overview I carried a full teaching load each semester (ten courses per year from 2007 to 2013 and eight courses per year from 2014 till present) with the exception of course releases for a curriculum development or summer international collaboration programs. Below is a yearly overview of courses taught and total student enrollment.

Academic # of Courses Total Enrollment Notes Year 2019 7 332 Summer 2020 not counted in 2018 7 263 One course release from summer international collaboration program 2017 9 315 One Independent Study course as additional non-paid teaching load 2016 9 174 One course release for curriculum development; Two Independent Study courses as additional non-paid teaching load 2015 11 276 Three Independent Study courses as additional non-paid teaching load 2014 8 283 2013 10 190 Two Independent Study courses as additional non-paid teaching load 2012 10 262 2011 10 218 One course release for curriculum development; One Independent Study courses as additional non-paid teaching load 2010 10 197 One course release for curriculum development; One Independent Study courses as additional non-paid teaching load 2009 8 238 One course release for curriculum development; One course release for international collaboration program 2008 7 192 Two course releases for major curriculum development; One course release for multiple summer international collaboration program 2007 10 240

A semester-by-semester teaching assignments including semester, course title, format and enrollment can be found in the CV “Teaching Assignment” section. Peer Reviews on Teaching

I. Type One: From fellow colleagues using School of Science Peer Review Form. Detailed review forms are attached in Appendix. Reviewers and Dates # Name Dept Rank Course Number and Topic Student Date Title s 1 Liang Computer Professor CSCI N311 Advanced Database Triggers 33 04/07/2020 Yao Science Database Programming 2 Xia Computer Assistant CSCI N317 Computation Matlab 22 08/28/2017 Ning Science Professor for Scientific Introduction Application 3 Lorie School of Director of CSCI N200 Principles of Cell References 30 04/17/2017 Shuck Medicine Learning Computer Science Technology 4 Andy Computer Senior CSCI N317 Computation Machine Learning 10 04/11/2017 Harris Science Lecturer for Scientific with Weka Application

Aggregated Review Results The following is a table showing scores for each review item on the School of Science Peer Review Form, on a scale of 1 – 5, with 5 being Highly Effective and 4 being Effective.

Characteristics Observed Review Review Review Review 1 2 3 4

1. Class objectives clearly conveyed 4 5 4 4 • Tied to previous class objectives • Tied to future class objectives • Tied to class activities 2. Presentation carefully organized 5 5 5 4 • Identified discrete topics • Transitioned from one topic to another effectively • Foregrounded important concepts • Used a concluding activity or summary to provide closure to the session 3. Instructor encouraged student interaction 5 5 4 5 • Invited student participation • Paused for students to think and respond • Listened to students • Fostered respect for diverse points of view • Allowed for choices in assignments/activities • Indicated interacting with students outside of class 4. The instructor facilitated classroom activities effectively (group work, 5 5 5 4 discussions, review Q &A, etc.). • Reinforced purpose of activity in the context of learning goals • Explained activity process and expected deliverables and outcomes clearly • Monitored timely progression and productivity of activity • Allocated time to capture and assess activity outcomes 5. Instructor responded to classroom developments appropriately 5 5 5 4 • Demonstrated respect in responding to students • Responded to need for clarification or suggestion of new idea • Used positive reinforcement • Handled disruptive student behavior appropriately 6. Instructor communicated clearly with students 5 4 4 4 • Spoke at appropriate volume and pace • Speech was understandable • Used appropriate gestures and expressions • Maintained eye contact with students • Communicated with authority 7. Instructor used effective instructional strategies for achieving session 4 4 5 5 goals. • Prompted students to use prior knowledge to interpret new information • Modeled skills and techniques appropriate to learning goals (problem solving, data analysis, disciplinary thinking, etc.) • Asked complex questions to promote critical thinking • Paraphrased/rephrased ideas when appropriate • Used examples to convey principles • Paced learning appropriately • Used techniques appropriate to class size 8. Instructor demonstrated purposeful integration of technology 5 5 5 4 • Selected technologies to complement the instructional strategies • Learners were neither distracted nor needlessly burdened by technology 9. Content reflects current work in the field 5 4 5 4

10. Content is consistent with goals of the session 5 5 5 4

11. Instructor demonstrated thorough knowledge of the content area 5 5 5 4

12. Instructor discussed strategies that would help achieve learning goals 4 4 5 4

13. Instructional strategies encourage effective collaborative learning 5 5 4 4 • Oriented students to successful group work by addressing individual accountability, interpersonal and small group skills, and group processing • Provided feedback to students working in groups 14. Instructor assessed student learning 5 4 5 4 • Used formative assessments tied to learning goals to check student understanding and provide appropriate feedback • Asked students to reflect on their learning based on class activities. 15. Students responded to instruction 5 5 5 4 • Remained engaged in class activities (e.g., discussions, labs, group work). • Interacted with instructor and each other respectfully. • Asked questions to clarify understanding. 16. Specific departmental characteristics of interest:

Review Feedback and Post Review Responses

Reviewer # 1 Strength The lecture is very interactive, which is great especially for online virtual classroom where more efforts need to be made to get all students actively involved in learning. From my observation, students participated in the class discussions very actively through chat in Zoom. The class included clear lecturing, interactive programming exercises, frequent checks and questions, and so on. Students apparently understand the class material quite well, and can successfully complete programming exercises and answer questions. Overall, the class I observed was very effective. Areas to Improve Not much as I observed. Specific This virtual classroom format looks very good. I believe it will be successful for online offer in Recommendations Spring 2021. Post Review In the post review meeting, Professor Liang gave a general suggest that “Based on my experience Response teaching and working with students in the department, I think we should help students quickly transit from a high-school level student to a college-level student. Students should be pushed more to explore and figure out solutions by themselves. We sometimes want to help students as much as we can and are inclined to give them too much information, but we should train them as much as possible so they can solve problems independently. This problem-solving ability will be very beneficial to them as they move onto graduate-level study or enter the work force. “ I did give students a lot of details to help them think through the process and sometimes I overdid it and left students less room to think on their own. I will examine my teaching strategies and identify areas where students can have freedom to explore on their own, especially for those who have stronger problem-solving skills. Reviewer # 2 Strength Lingma has very effective interaction with students. She actively engaged students in classrooms and students responded to her approach very well. She conveyed expectations clearly and effectively delivered course materials. Areas to Improve Slides’ background is a little too dark. Specific None Recommendations Post Review After the review, I revamped the slides design with lighter background colors and highlights to Response important concepts and topics. Reviewer # 3 Strength Ms. Acheson provided a learning environment that was appropriately paced and varied sufficiently to keep students engaged. The class began with a guest presenter which was connected to previous content by Ms. Acheson by way of an introduction. The goal of the session was stated prior to beginning the lecture and demonstration. Ms. Acheson is very knowledgeable about the material that was presented. During the demonstration, students were able to follow along with what Ms. Acheson presented so that they could practice what was being shown. The partner activity was explained well. During the activity, students could get assistance from Ms. Acheson or one of the TAs. During the group presentations, Ms. Acheson guided students who might have missed the mark to the appropriate solution. This was handled well each time. It provided a good learning experience by leading to a solution and not simply showing a solution. At the end of the class session, Ms. Acheson asked students to restate the goal of the session. Students were able to do that. Areas to Improve Ms. Acheson frequently checked with students to see if anyone had a question, which is important and good to do. She should pause a little longer during these checks to give students more time to think and ask a question. Specific One of the biggest problems of the class session was not related to how Ms. Acheson taught, but the Recommendations environment in which she taught. The traditional computer lab arrangement made it difficult for students to truly partner, and made it difficult for Ms. Acheson and the TAs to maneuver around the room to each group. It is strongly recommended that this type of course with so many active components be taught in a room conducive to active learning. Post Review In the post review meeting, I seek Lorie’s suggestion on ways to improve layouts for computer labs Response to facilitate partner work. I discussed this with other faculty members in the department. We later made suggestions to the department on renovating one of the CS computer labs to be a collaborative learning lab. The renovation was completed in the summer. Reviewer # 4 Strength Ms. Acheson continues to be a very strong teacher. Her students are attentive and respectful, and she clearly demonstrates mastery of her topic. (Full disclosure: this is not a topic I am strong in, so my ability to judge her knowledge of machine learning is quite limited.) The topic of the class (analyzing classification trees using an open-source implementation of a well-known algorithm) seemed very well chosen. Students seemed moderately prepared in their previous work to participate in this project. Classroom participation was a mix of lecture, video, and in-class team projects. Students were quite engaged in the various parts of this project, but of course were most deeply engaged in the in-class exercise. The use of peer evaluation was an especially interesting choice. It seems to be working quite well but would probably be less effective for a class that did not show the maturity of this group. The broad mix of students in the class is very exciting. It seems this course is serving a need within the school of science quite well. I’d like to see more CS majors involved in the course, and we should be encouraging students in other majors to take it. I can’t imagine any science discipline which would not be enhanced by the skills covered in the one session I visited. Overall, Ms. Acheson’s performance in the classroom, as well as the decisions she has made in course structure and curriculum indicate an impressive range of knowledge, and a solid course design. Her use of multiple teaching modalities is especially commendable. Areas to Improve Attendance is the most likely warning sign. I wonder about use of videos in a class time. Since you're already using something of a flipped model, maybe you could assign the video before class and use more time for your own instruction or more group time. One potential concern is the number of students who chose not to attend on this one day. Only ten students were in a class that had an original enrollment that is much larger. This may indicate a problem with drop-withdrawal- failure rates, so we may want to look at what has happened to the students who are no longer actively participating in this course. We might expect those students to withdraw or fail, which could be problematic in the long run. This could be a one-day phenomenon, or it might be an indicator of some deeper issues. I would encourage Ms. Acheson to consider this aspect of the course. It may simply be unavoidable that so many non-majors would choose to disengage in a course that does get complex. In all other aspects, this is quite a good course, and Ms. Acheson is to be commended for her teaching skill. Specific None Recommendations Post Review Attendance was indeed low on the day of Andy’s visit. In the past, I used extra credits to encourage Response attendance. After this review, I began experimenting building attendance into course grades through participation scores and in-class assignments. The experiment was very successful and now it is standard practice in all my face-to-face classes.

II. Type Two: Chair Evaluations on Teaching, Faculty Annual Reports 2019:

2018:

Chair evaluation from 2007 to 2017 are “Satisfactory – meets Department expectations”

III. Type Three: From Instructional Consultant of IUPUI Center for Teaching and Learning

Reviewer: Dr Anusha S. Rao, STEM instructional consultant, IUPUI Center for Teaching and learning

Student Evaluation of Teaching Summary of Student Course Evaluation Result Overall satisfaction rate, aggregated view from 2007 to 2019, semester by semester, when data is available. Raw evaluation results can be found in Appendix. Student Course Evaluation Result Overview, 2007 - 2019 100 90 80 Self 70 Department 60 School 50 Sp 16 Sp 17 Sp 18 Sp 11 Sp 12 Sp 14 Fall 07 Fall 08 Fall 09 Fall 12 Fall 14 Sum 15 Spring 19 Spring Tabular Format

Fa Sp Fa Sp Fa Sp Sp Fa Sp Su Fa Fa Sp Su Fa Sp Su Fa Sp Fa Sp Fa Sp Fa Sp Fa 07 08 08 09 09 10 11 11 12 12 12 13 14 14 14 15 15 15 16 16 17 17 18 18 19 19 Self 0.8 0.75 0.83 0.80 0.81 0.75 0.82 0.86 0.84 0.77 0.78 0.83 0.86 0.84 0.82 0.86 0.88 0.90 0.86 0.91 0.86 0.82 0.88 0.84 0.87 0.86 2 Dept 0.84 0.84 0.86 0.84 0.82 0.83 0.84 0.81 0.83

School 0.85 0.86 0.87 0.86 0.84 0.85 0.85 0.85 0.85

Student Course Evaluation Written Feedback and How They are Used to Improve Teaching I encourage students to provide feedback on what they think can be improved in the class. Below contains selected feedback and measures I adopted to enhance future teaching. Due to page limit, only courses in the past five years are included. The focus is on how feedback was used, with one additional positive feedback.

Fall 2019 CSCI N200: “Lingma is a great professor who understands students' needs. She is patient, helpful, and great at explaining complicated concepts. I actually learned a lot in this course that I will most likely use in the future.” “Going into this course I had very low expectations, the only reason I took this class was because it was required. This class does not apply to my major and I thought it was going to be a waste of time. I was pleasantly surprised when we started learning things that could be applied to all of our majors whether it was computer science or not. Lingma broke down the course in a way that was applicable to all and gave valuable information along the way. Lingma also took very good care of us and always had open ears when listening to our concerns about due dates, assignments, etc. I honestly really enjoyed this class, and if Lingma taught more classes that I need to take I would definitely want her as my professor. I would not change anything about the class. I think that all the assignment and outside of class expectations were more than fair. I did find it beneficial to have two TAs in the classroom since almost all of us had no prior knowledge. Overall, this was a really awesome class and I am so glad that I took it.” Response: There was a comment from previous semester that the class isn’t applicable to the student’s profession. I added some more examples in class and I am glad to see that students of other majors can see how applicable this class is to them. “There were a couple times where the rubics didn't match up with the freedom she gave us for an assignment. It made it slightly confusing to make sure you were still getting full points.” Response: I examined the rubrics again to ensure rubrics and assignment requirements match. CSCI N207: “Of all my courses this semester, this was the most clearly organized and I always knew what was going one. Great communication with students and sufficient resources to learn the material in different ways.” “I would suggest to other students taking Data Analysis Using Spreadsheets in person due to the difficulty of the course. It took me a long time to grasp what was being taught. However, I understand that this is just a personal preference. Overall Professor Acheson presented the material well and did a good job teaching. I would take another class from this instructor – just in person.” Response: After this course was revised with a programming component added, the difficulty level increased. However, it was necessary to add this component due to recent development in data science. It is indeed much easier to demonstrate programming concepts in a face-to-face class. I will continue to explore effective ways to teach this class online. “Not sure why we use R, or are required to learn it in a class for people not CS majors. I have yet to find one other person who uses R, or who has let alone heard of it, including those in programming and computer engineering fields.” Response: I will definitely make it clear to students in the future.

CSCI N342: “I have enjoyed this course and the professor's teaching style very much. The material presented in class is straight forward and easy to follow if you're paying attention. The only thing that may make it easier is if code examples were opened in an editor that differentiates text colors of the code. Sometimes it was difficult to follow along in Notepad because everything looks the exact same.” Response: I will find a better platform to show code samples. “For someone who had no experience with databases and php, it was hard to get into and do some of the assignments, especially towards the later assignments that required setting up a personal database along with coding a website was overwhelming. I also sometimes got lost on some concepts” Response: I will explain the soft prerequisite in the first class so students who wish to continue are prepared. Will also work with the department advisor to convey this to students before they enroll.

Spring 2019 CSCI N311: “Course projects were a great way to understand the concepts and implement. Demo files were great resources to reflect on. I'm currently in the interviewing process with Oracle and it was nice to have this course listed. Very useful.” “Lingma was a great teacher. She was always ready to help students when they struggled. The way she lectured course materials made them easy to understand. I think the projects/labs were a bit tight on due dates, it would help if they were more space out. If it is possible, I think the lab which was related to course project should be lab 1, so students would have more weeks before midterm presentation to work on their databases.” Response: I will consider moving the database design topic to the beginning of the semester so students can have more time working on this topic.

CIT 30400: “Professor Acheson is a one of a kind professor, her charisma, professionalisms, care for student success, and knowledge was made this course one the best I have ever taken. It is easy for students to tell that she is dedicated to her students and education. She brings real world experience about her work in databases, which makes this course relatable in every way. I also want to include the inclusion of Zeno and having a TA in the class. Professor Acheson has also done a great job including a TA to help with this course. Zeno always responds to messages, never says no to help, and also bring another level of success to this course. Overall, thank you professor Acheson for everything.” “I really liked the in–class activities and they really helped me remember the material. I found myself going back to read what I did for the in–class activities to brush up on the material.” Response: There were lots of positive feedback on in-class activities, which is part of course grade. I will continue using this strategy to encourage attendance and classroom engagement. CSCI N200: The professor was wonderful. I'm not very good at math or science so coming into this course I was concerned but between her and the two TA's I was able to grasp the concepts and actually really liked attending the classes.” “i think you are a fantastic teacher in walking through every step. Everything was easy to understand and made sense when you explained it. I missed a couple days and i don't recommend doing that because i was o confused, so i would tell other students to never miss a class unless they can make it to office hours.” Response: I will definitely use this feedback in future classes. “I really liked Lingma; she was a great teacher. I struggled a bit in class but was always able to get help by either the teacher or the TAs. Probably wouldn’t take this class again not because I hated it, but because it’s pretty useless for my Art Education major.” Response: The course is designed for non-computer science majors. Some majors such as business or tourism management can relate their profession to topics in the class. It is hard for an art major to see why they learn programming. I have now found examples on how understanding software systems can be beneficial to different type of fields.

Fall 2018 CSCI N200: “I am satisfied with how this class ended. If you payed attention in class, the labs and assignments didn't take long at all. Lingma was an enthusiastic professor and really made sure that you understood the content before moving on. If this was my major I would consider taking more classes with her. She is very intelligent and understanding. “ “The only problem I had with this class is if I had a question instead of phrasing it a different way the professor would keep repeating the same thing which wasn't helpful. Other than that I liked the in–class participation points and felt that it didn't go too quickly. Everything was graded fairly and given a lot of time to complete them.” Response: I looked over confusing topics and designed different ways to explain the same concepts. I have been more diligent in enlarging my English vocabulary. CSCI N207: “Both the instructor and TA were wonderfully helpful. I always knew I could reach out and get help for anything, and any concerns I had were always fixed.” “The instructor can put more information in the power points and more video resources on how to use the R software.” Response: I have added more contents to power point slides and created short videos as additional tutorials to help students in need. CSCI N342: “This class was satisfactory. I learned a lot from this class and will definitely be carrying over this experience in the future of my career.” “The class let me start to see what working in software development might really look like, which is especially useful. If I were to suggest an improvement, sometimes it seemed that expectations on the group project changed from what they had been before. Changing expectations are a reality in software development, but they can also make coursework somewhat difficult.” Response: I will do my best to convey to students about the dynamics of working with a real client. “I enjoyed working on a real world application, I think a mock application could be good too, but I think the real world application had some of the constraints a real world project would. I didn't mind working on a group project, but I didn't like how were were graded based on the group as a whole. It was too easy for member to not do much work and get the same good (or bad) grade as the rest of the group. I think each group should have rated team members for the "individual" portion of the grade rather than having the class do so. In class activities were helpful, and attending class was definitely needed to do well in this class. The E–portfolio project was good, but I think it was too strict in the sections we had to include. Also I think doing the reflections was a useful activity for class but personally I don't want these on my real world portfolio, so I won't be able to use the portfolio built in class without making some changes. Overall I learned a ton in this class and feel it will help me get a job.” Response: Great suggestion for having a rated contribution for each team member. I will consider that in future semesters.

Spring 2018 CSCI N311: “This is a great application/hands–on level course; in my experience, I've found that being able to tie the concepts in to a single focus is a great way to reinforce the desired learning outcomes.” “This is the second course I have taken with Professor Lingma Acheson and I am thankful that I have taken the course with her! She does an amazing job challenging us but usually within reason (>98% of the time). The only thing I would change would be an example of a slightly more complicated example of some of the tasks, but other than that, I can't think of any other things I would change.” Response: I examined examples and added complexity where appropriate. CSCI N200: “Lingma is a fantastic teacher. She always makes sure we understand the course material, and is willing to further explain and help if anything doesn't make sense. She made this class run smoothly, and made computer science easy to understand for someone who knew nothing about coding beforehand. Amazing professor.” “Acheson is a pretty good professor. I had no background in Computer Science and I feel like I get it pretty well now. Sometimes she is a bit too fast for us, as we're not majors, but overall it's been a good experience.” Response: Seems like most students are able to follow well in class, but I will do my best to gather immediate feedback and identify students who need individual assistance.

Fall 2017 CSCI N207: “I appreciate the understanding of this professor and how she conducts the class. She is flexible when she knows it will benefit the students quality of learning on projects and seems to genuinely work towards us understanding the course material.” “I have learned useful and applicable skills through this course. Everything was well organized, I didn't have any problem understanding the materials. However, I did have difficulty on some of the projects and what the expected results are. It would be nice if an example was provided for a better picture.” Response: I added sample solutions to projects in future classes so students can get a good understanding of expected project outcome.

CSCI N317: “I love taking classes with Lingma. She includes her great care for her students into the course, along with her life experiences. I have taken 5 classes I believe, where she has been my professor. This class is fantastic, and I really enjoy how there is a strong focus on the in–class participation, and actual experience on programming. This is a turn from the normal daily/weekly quizzes. I feel as though the focus change has really granted me a much boarder knowledge with experience and I have retained MUCH MORE, than in her other courses.” “I like the number of assignments, pace of the class, and the in–class participation. The only thing I would improve (though the professor did improve this within the first 4 weeks) would be to allow a little bit more time for turning in the in–class assignments. As a non–computer science major, it takes me a few moments to determine what I need to do/create in order to do as the prompt says because I don't/didn't have as much experience working with programming language. She has already improved on this by giving a little bit more time to submit the in–class assignment, so this is no longer an issue with me.” Response: I was glad to see that my timely adjustment had a positive effect. I continued to apply the same measure in future classes. “I liked this course and how it was taught. With computer science classes I find it is much more helpful to have smaller weekly or biweekly assignments to give practice using what is learned in manageable bites. The late policy for lab assignments is a little draconian, that no late assignments are allowed, period. Life can get a little crazy so I think there should be some type of policy to reflect this.” Response: I allowed late submissions in future semesters, with late submission penalty. There were no complaints since then. CSCI N342: “Professor Acheson was one of the best professors I have had throughout my education. She presented the material very clearly, was compassionate with students and very very willing to help with any problems or concerns we had. She maintained a high standard for the quality of assignments and projects as well.” “Honors projects are hard as hell! Worthwhile though!” Response: I am glad to hear that. Whoever completes the honor’s project truly deserves an honor’s degree. “I think one of the topics that needs a little more talked about in class is validation of inputs. I feel we went really fast over this and don't really understand how to effectively implement it in my code.” Response: Great point! I will expand this topic a little bit in the future.

Spring 2017 CSCI N311: “I really enjoyed this database class. It was a fantastic learning experience. I am prepared to go into the workforce. I feel like the workload was attainable and helpful. It was nice to not have busy work that didn't feel on topic. Everything I learned, and everything I accomplished for this class was beneficial to me. Lingma, not only helps you with the material in class, but really relates everything to a personal level. She is very well spoken in discussing my future options, and I am grateful for the experience. ” “Sometimes in class, we are allowed to turn in ‘follow along' assignments for extra credit. I think that this is one of the best things about the class, because it immerses you in the material that we are going over that day in class. The lectures are great, but it is easy for anyone to get sidetracked sometimes. When we are doing follow along type assignments, it makes you pay that much more attention. Maybe there could be a way to do these for an actual grade that plays part in the attendance score, that way more people are likely to show up for class when there is a grade attached to it.” Response: This is a great suggestion. I started to build participation and in-class assignments into course grades after this semester. CSCI N431: “I think Lingma is an excellent professor. She is very methodical in her teaching methods. She has clearly practiced and thought in advance how to teach her students, with well-planned examples and homework. I think her quizzes are a bit difficult because she asks some obscure questions about how everything works. Nonetheless, she clearly knows what she is doing. Great teacher! I would recommend that everyone take courses from her. ” “I really like the client projects, they help to provide outside experience to us students, as well as give us a taste of what working with a client is really like. I feel like I've learned quite a lot in this class, particularly in time management. The quizzes in the class are in comparison, not really reinforcing what we've learned, I would suggest more application like quizes (e.g. a quiz question that asks you how to implement a feature taught in class).” Response: I revised some quiz problems and made sure they are related to course materials. CSCI N317: “This course was very educational for anyone regardless if they are in a computer related field or not. I think it would be more beneficial for students to be able to do more hands on activities versus just reading from slides and watching the professor do the activities. It also might help bring people to class.” Response: This class was offered the second time in this semester. Materials were yet to be optimized. I added some hands-on exercises in future classes.

Fall 2016 CSCI N342: “LingMa did a very good job teaching this course. She provided tons of examples and I also appreciated that she talked about internationalization of websites. It is very useful for the real world work.”

“TOO MUCH WORK!!! Otherwise extremely useful and informative class. I learned a huge chunk of CS knowledge from doing the final project. Labs were more of a painful struggle than learning key concepts. Instructor is very, very nice and respectful and very warm & welcoming to the students - one of my best instructors.. and I don't like too many instructors at IUPUI. Awesome teaching!” Response: I looked over lab assignments again and made sure they indeed re-enforce concepts taught. I will provide clearer instructions to help students better understand the requirements. CSCI N207: “I thoroughly enjoyed this course! There is no reason why someone shouldn't be able to do well in this class. Lingma explains things very well by using examples and pulling up the software as she teaches instead of just reading off her PowerPoints.”

“Great experience. Learned a lot! wish I had some more time in class to work on projects and labs.” Response: Most of the students found the designed lab time enough to complete assignments. I will be more diligent identifying students who need additional help and give more personalized attention.

Summer 2016 CSCI N201: “This professor helped me so much during this course. I had no knowledge of computer science.”

“I was already very experienced in computers before the course, so I already knew most of the information studied. I would say that the course definitely did a good job presenting the concepts important to HTML and JavaScript programming. However, it could have included more detail on how to make webpages look better with graphics and CSS code. I also wish that the instructor had provided more feedback on assignments and communicated with the class more.” Response: Will definitely provide more TA training on leaving ample details when grading assignments. CSCI N207: “This class is tough. Especially for those who aren't in this field. Having a way to get "extra" points would help tremendously. Whether this be extra credit, an extra attempt at a quiz, drop the lowest score, etc. I think that this would provide a better opportunity for those who aren't familiar with the material.”

“The recording equipment needs to be updated. The voice recording was not able to clearly pick up all of the audio from the teacher, clearly. The screen catching equipment needs to be updated as well. The screen catching equipment would have several seconds to up to a minute of delay when screen catching the information on the computer.” Response: I developed new online course materials next semester.

Spring 2016 CSCI N207: “I really enjoyed this class. I learned a lot from this course. I think that the TAs that we had were also very good and were patient with us. I took a computer class before with access and I never understood it until I took this course. The professor had good PowerPoints and was fair in grading.”

“Sometimes instructions are not clear, but this is overall a very beneficial class.” Response: I will do my best to give clear instructions. CSCI N311: “Lingma is truly amazing as a person and most definitely as an instructor. She literally made everyone in the class coffee one day...seriously...this lady is the best. Beyond caffeination, she teaches the material clearly with real examples and still finds time to work in interpersonal stuff (like international policy in business) that CS courses generally lack. This is the best N-series experience I've had and I really regret that it is my last one. Clone her. Have her teach all of them!”

“I think that the TA could have done more to help. As I wasn't receiving the amount of help I would have liked.” Response: I will provide better TA training in the future. Since then I have worked with colleagues in the department in developing a systematic training mechanism and robust training materials.

CSCI N317: “Dr. Acheson does a good job in presenting the primary information for the course, especially given how the last section is highly conceptual. However, I was a bit frustrated that I was never provided the opportunity to work on assignments in class so that I could ask questions and clarify what was desired.”

Response: The course was still going through development. I will look into this option. “Lingma is an awesome professor. Sometimes the homework was a little inconsistent (very easy and then very hard) and the same with projects, but not a big deal considering it's a new class.” Response: I felt that way too. It was the first semester to offer the course thus lots of things were unknown such as student levels and backgrounds. I worked on optimizing materials and approaches in future semesters.

Fall 2015 CSCI N342: “I enjoyed the real-world applicability of this course. Since we were working with actual real-world clients, I have a much greater appreciation for the skills involved in working with a client. I found that once our course project began to ramp up near the middle of the semester, it was difficult to balance work on the course project with the Lab deadlines – my quality of work on the labs in the middle of the semester diminished (although, I do work nearly full time and go to school, so this may not be an issue for all students). The lab assignments did definitely help enable my success on the course project, but they it would have been nice if there was a way to merge the labs with actual work on our group projects.” Response: I tweaked lab assignments to promote a smooth transition between small lab assignment and the large project. CSCI N207: “Mrs. Lingma is the best! I got into this class and I didn't know anything! Well her PowerPoint lectures are easy to follow. Then she went out of her way and set up these tutor sessions for her students. They were the best thing EVER! This allowed me to get the extra helped I needed in areas I struggled. She truly loves her job and the students. I truly enjoyed her as a teacher!”

“I really appreciate the tutor sessions that Lingma hosted. It ensured that I did not have to spend much time at home working on the projects and labs. I could work on the computers in the classroom with all the correct programs and personal attention from my teacher and her teaching assistant. It was vastly beneficial. It might help to have more tutors in tutoring sessions, though, because when it gets busy it is hard for everyone to have enough time to get the feedback they need. I enjoyed learning how to use these programs, because I think it will be a useful professional skill to have. It was also satisfying to see the programs produce the right results so quickly. I think R was especially impressive in the amount of data it could process in a short amount of time. It was a little confusing to wrap my head around some of the concepts sometimes, but with a little patience and practice, I am happy that I got through it.” Response: It is true that when too many students come to the tutor session, the tutor is not able to give enough attention to each student. After this semester, I took the following measures 1)Encourage TAs from other classes to set their office hours at the same time and locations so there are more helpers in the tutor room 2)Try to set my office hours at the same time and location as the tutoring sessions 3)Try to make myself available during tutoring hours if it is not the same as my office hours and ask the tutor to call me up when in need.

“I enjoyed this class mainly because of all the extra help that is offered. Towards the beginning of the course, I was hesitant and I remember the first day of lecture I was so confused. But Felix and Lingma allowed some time in each class for questions and were extremely helpful. The only thing I can really think of has to do with the projects. Coming from someone who really struggles to understand the material presented in this class, I think it would have been beneficial to allow group projects, rather than individual projects. This way we could have all collaborated and possibly earned higher scores. As for the tutor sessions, I attended quite a few. The tutor sessions were extremely beneficial and I was able to get most of my labs done here. The few times that snacks were offered it was a great incentive to attend. I think you should provide snacks every tutor session! I honestly think more people would attend.” Response: I could not add group projects, but I added some group activities in class.

Summer 2015 CSCI N201: “This was an online class so this survey does not really allow me to convey my actual thoughts. This was my first time taking an online class and I am also enrolled in another online class this upcoming Fall 2015 semester. I will not be enrolling in another online class. I would much rather be physically in a classroom with the instructor and have the ability to have immediate feedback through a meeting with the professor/TA rather than check my email multiple times a day. Overall, the class served its purpose in this form and it was a requirement for my Spanish major in the school of liberal arts.” Response: I will seek ways to improve interaction and provide immediate feedback. I encouraged students to use Canvas chat room during my office hours, but some students have schedule conflicts. I will add appointment style chat room sessions. CSCI N207: “This class is informative and will help out in careers that may use the certain software.”

“Updating demo video and lecture videos would be extremely helpful for instructor” Response: That is part of the plan. Spring 2015 CSCI 35500: “I enjoyed the course thoroughly. I learnt a lot about languages I have been keen on learning prior to taking this class and have a better idea on where my interests lie among these new languages. I also enjoyed the cool picks talks we each had to present, it was very interesting to see what everyone had presented. The days where we had a game was one of the most different styles of learning I have experienced. We would have to study a particular chapter thoroughly to compete in groups to answer the most amount of questions correctly. I feel that this was a fun idea that made us want to put in more effort studying due to the competitiveness of every individual. Overall, this was a great class and I'm glad I took it under the recommendation of Dr. John Gersting.”

“I felt that the game was a bit of a distraction from what I needed to learn. This class would be better if labs were integrated to demonstrate how this course can be beneficial. Overall the material was interesting but I say stick with power points and assign weekly flexible quizzes to keep the students on top of their material. Response: Most of the students enjoyed how they learned from games. I will keep this format, however, I will also point out the connection between power points slides and the game problems. CSCI N311: “This is actually one of the funniest classes I’ve had in a while. The idea of giving us the demo files are nice, i use them for every project. The quizzes we not really that hard, i didn't study for them. i did not do well on them but again i did not study, you quizzes are basically straight from the book. As far as working with the students you do this very well. And leniency on grade is excellent, especially when you are helping those who need the extra credit. I would definitely take another class with you.”

“I like the small group presentation so we spent much time to tell what our database was. And I like demo files that were helpful when I did homework and review classes.” Response: This is the first semester I tried the small group presentations. Many students liked this so I continued to do that every semester.

“The demo files and labs were most helpful. The quizzes were ok, but some of the questions did not appear to reference the reading or course slides. I liked the group presentations for the mid term and final exam. Overall I feel that I learned a lot from this class.” Response: Seems like quiz difficulty levels were ok. I will review every quiz problem to make sure they correlate to course materials. CSCI N207: “Professor was really excellent at explaining concepts and showing students how to navigate computer programs. Which is very important for students with little experience. She was willing to answer questions and check your homework before it was due for mistakes. Overall very impressed and happy with my understanding of the material thought.” “it is hard to follow when not allowed lab time to practice what we learn. some things in the homework were not covered in class or lab as far as application of the information. spent a lot of time watching videos of lectures and looking for help on youtube to complete assignments.” Response: About half an hour in each class was set aside as lab time. Obviously this was not enough for students who need additional help. Since this is a required course in some programs, I worked with the department later to hire two TAs for each session of the course. Disseminated Scholarship on Teaching and Learning

I. Peer-Reviewed Publications and Presentations at Six International Conferences, 2014 – 2020 1) 7th International Conference in Educational Technologies, February 2020, UK, https://icedutech-conf.org/ • Conference Overview: ICEduTech is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Both scientists, professionals and institutional leaders are invited to be informed by experts, sharpen the understanding what education needs and how to achieve it. We are a member of Crossref, a non-profit membership organization for scholarly publishing working to make content easy to find, link, cite and assess. This is a blind peer-reviewed conference. • Title: Making Technology Human – Real Time Interactions in Online Learning • Author: Lingma Lu Acheson • ISBN: 978-989-8533-98-2 • Type: Short Paper • Link: http://www.iadisportal.org/digital-library/making-technology-human-real-time-interactions-in-online-learning • Abstract: As online education becomes more and more ubiquitous in higher education, instructors are constantly seeking new ways to improve online teaching. Much has been done to increase the effective use of Learning Management Systems and to use student digital footprints to predict learning outcomes, however, prominent teaching strategies such as interpersonal interactions and immediate feedbacks that are common in brick and mortar classrooms are minimized in online learning or replaced by email communications and message board postings. Online education is gradually becoming technology- centered rather than human centered and lack of instructor intervention is still the number one disadvantage of online education. This paper proposes a virtual classroom approach that brings human interactions into online learning. It maximizes the opportunity students can interact with instructor and their peers, and effectively integrates traditional classroom teaching techniques with digital materials. The paper explains how traditional techniques can be adjusted to suit online teaching, and how to help students gain a sense of community, a strong human bond and a rich classroom experience in a virtual learning environment. Course evaluation result shows that student satisfaction rate from the trial class increased significantly over the average of previous semesters.

2) 50th ACM Technical Symposium on Computer Science Education SIGCSE, February 2019, USA, https://dl.acm.org/conference/sigcse • Conference Overview: The ACM Special Interest Group on Computer Science Education (SIGCSE) provides a global forum for educators to discuss research and practice related to the learning, and teaching of computing, the development, implementation, and evaluation of computing programs, curricula, and courses at all education levels, as well as broad participation, educational technology, instructional spaces, and other elements of teaching and pedagogy related to computing. • Title: Interactive Peer-Led Code Reviews in CS2 Curricula • Author: Ryan Rybarcyk, Lingma Lu Acheson • ISBN: 978-1-4503-5890-3 • Type: Full Paper • Link: https://doi.org/10.1145/3287324.3287442 • Abstract: Previous work demonstrated an effective strategy on how to teach two programming languages (Java and C++) side-by- side in a Computer Science II (CS2) course. The goal of this approach was twofold: first, to stress the importance of programming language selection as part of a career preparation module; secondly, to improve the overall success and satisfaction of the students. The results of this work led to additional questions, including how students (peers) could be leveraged to act as instructors in laboratory settings to aid in a peer-led learning exercise. One of the unique challenges associated with CS2 curricula is the varying degree of student experiences and expertise when entering the course. Course surveys have demonstrated that a subset of the student population enter the course with significant programming experience, while others report no prior experience with programming or programming languages. It is therefore the role of the instructor, to find the proper balance within the course in order to satisfy all students' learning needs. In the original work it was indicated, via student post-completion surveys, that peer-led discussion of coding "best practices" could improve overall student outcomes. This survey provided the motivation for this paper. In this paper, we propose using interactive peer-led code reviews to help introduce the students to widely accepted practices found throughout industry while allowing them to better master the material through a shared learning experience. We provide an outline for how this can be achieved in an existing course structure and discuss the outcomes from this study.

3) 10th International Conference on Computer Supported Education, March 2018, Portugal, http://www.csedu.org/ • Conference Overview: CSEDU 2018, the International Conference on Computer Supported Education, aims at becoming a yearly meeting place for presenting and discussing new educational environments, best practices and case studies on innovative technology-based learning strategies, institutional policies on computer supported education including open and distance education, using computers. CSEDU 2018 is expected to give an overview of the state of the art as well as upcoming trends, and to promote discussion about the pedagogical potential of new learning and educational technologies in the academic and corporate world. • Title: Enhance E-Learning through Data Mining for Personalized Intervention • Author: Lingma Lu Acheson, Xia Ning • ISBN: 978-989-758-291-2 • Type: Short Paper • Link: https://www.scitepress.org/PublicationsDetail.aspx?ID=ulrVX9ztmGU=&t=1 • Abstract: E-Learning has become an integral part of college education. Due to the lack of face-to-face interactions in online courses, it is difficult to track student involvement and early detecting their performance decline via direct communications as we typically practice in a classroom setting. Hence there is a critical need to significantly improve the learning outcomes of online courses through advanced, non-traditional approaches. University courses are often conducted through a web learning management system, which captures large amount of course data, including students’ online footprints such as quiz scores, logged entries and frequency of log-ins. Patterns discerned from this data can greatly help instructors gain insights over students learning behaviours. This positioning paper argues potential approaches of using Data Mining and Machine Learning techniques to analyse students’ online footprints. Software tools could be created to profile students, identifying those with declining performance, and make corrective recommendations to instructors. This timely and personalized instructor intervention would ultimately improve students’ learning experience and enhance their learning outcome.

4) 49th ACM Technical Symposium on Computer Science Education, SIGCSE, February 2018, USA, https://dl.acm.org/conference/sigcse • Conference Overview: The ACM Special Interest Group on Computer Science Education (SIGCSE) provides a global forum for educators to discuss research and practice related to the learning, and teaching of computing, the development, implementation, and evaluation of computing programs, curricula, and courses at all education levels, as well as broad participation, educational technology, instructional spaces, and other elements of teaching and pedagogy related to computing. • Title: Integrating A Career Preparedness Module into CS2 Curricula Through Teaching C++ and Java Side-by-Side • Author: Ryan Rybarcyk, Lingma Lu Acheson • ISBN: 978-14503-5103-4 • Type: Full Paper • Link: https://doi.org/10.1145/3159450.3159552 • Abstract: A key learning objective of the CS2 curriculum is for a student to obtain the necessary computer science skills to be proficient in the understanding and usage of software objects in an object-oriented programming language. In typical CS programs there are two prevalent object-oriented languages that are used to fulfill this requirement: Java and C++. In most instances, one language is selected as the primarily tool in which to teach these concepts. In other instances, both languages may be used, but not in a side-by-side fashion which can often leave the students confused or with an incomplete understanding of both languages. Each language has its documented trade-offs (benefits and drawbacks) when it comes to adequately preparing students. An aspect that is often overlooked as part of this traditional course structure is the ability to leverage a teaching component that allows the students to analyze trade-offs between languages and the Why/When/How to select a given language based upon their analysis. We provide an outline for how these two languages can be successfully taught in a side-by-side, or simultaneous, fashion that will still satisfy all of the existing expectations and requirements of a course. We describe how this component can be integrated into a career preparation module that will further augment the students' overall learning experience and their academic preparation. Results of this trial demonstrate that student satisfaction, understanding, learning of concepts, and educational preparation can be improved while maintaining the necessary standards set forth as part of the CS2 curriculum.

5) 11th International Conference on Computer Science & Education, August 2016, Japan, http://ieee-iccse.com/ • Conference Overview:

ICCSE 2016 was organized by the executive committee of ICCSE2016(in Nagoya) and National Research Council of Computer Education in Colleges & Universities, China (CRC-CE). The proceedings of ICCSE 2016 was published by IEEE and was included in IEEE Xplore digital library. The Conference provides an international forum for presenting the most recent advances in the fields of Computer Science, Education, and related areas of Engineering and Advanced Technologies. Also, the Conference facilitates and promotes information exchange among participants from industry, research laboratories, government organizations, and academia. This year’s conference reflects the ever-growing interests in the computer science and education. Of the 442 initial paper submissions, 175 papers representing 13 countries and regions have been accepted for presentation at the conference after a rigorous full-paper review. This corresponds to an acceptance rate of 39.59%. These papers reflect the dynamism of research activities in information, computing, automation, advanced technologies, and education, and the emergence of innovative topics in research and education that address the ever-increasing challenges from the related educational, industrial and societal needs. • Title: Integrating Career Development into Computer Science Undergraduate Curriculum • Author: Lingma Lu Acheson, Ryan Rybarcyk • ISBN: 978-5090-2218-2; USB ISBN: 978-1-5090-2217-5; PoD ISBN: 978-1-5090-2219-9 • Type: Full Paper • Link: http://ieeexplore.ieee.org/document/7581576/ • Abstract: Career guidance is commonly viewed as an integral part of university services in the United States. Typically, this work is conducted through a dedicated office that provides professional guidance in such areas as: resume writing, interview preparation, and job hunting. While these are all essential to a student's career development, students in the computer science discipline have additional needs that are not part of this general guidance. This need is due to the fact that a typical computer science program contains multiple, and often very different, concentration areas. This paper introduces the idea of how career guidance can be implemented at both the departmental and course level in the discipline of computer science. We are proposing a four-step strategy that is integrated into a student's four-year computer science curriculum. As part of this idea, a required first year seminar course will help to introduce core concepts in each of the concentration areas found in the computer science degree within the respective department. In the student's sophomore year, a career planning module named “You and Your Options” will be embedded into various classes to help further expose the students to their career possibilities. During their junior year, students will have opportunities to be engaged in service-learning projects where their soft skills such as time management, conflict resolution, problems solving, and communication can be developed. Finally, in their senior year, a capstone or internship course will be required for every student in which they will complete a project that combines knowledge and skills from at least three areas in computer science. We believe that this approach will allow each student a deeper understanding about their specific strengths in the different concentration areas and provide them a more well-rounded experience. This proposed plan systematically and purposefully guides students in understanding their own strength and helps to identify areas of improvement, in both hard skills and soft skills. The effectiveness of this approach is demonstrated through both positive feedback from former students and employers, as well as quantitatively through increased job placement rate of graduates.

6) International Conference on Educational Technologies, December 2014, Taiwan, http://icedutech- conf.org/pdfs/ICEDUTECH_2014.pdf • Conference Overview: This conference was organized by the International Association for Development of the Information Society (IADIS) and co-organized by the Tamkang University, New Taipei City, Taiwan. This was also co-sponsored by Curtin University, Curtin Business School, Australia, and ISPIM - International Society for Professional Innovation Management. This event tried to address the real topics as seen by teachers, students, parents and school leaders. Scientists, professionals and institutional leaders were invited to be informed by experts, sharpen the understanding what education needs and how to achieve it. This edition was published jointly with the international conference on International Conference on Sustainability, Technology and Education (STE 2014). These events received 112 submissions from more than 23 countries. Each submission was reviewed in a double-blind review process by an average of four independent reviewers to guarantee quality and maintain high standards. Out of the papers submitted, 22 got blind evaluations ratings that published them as full papers, which meant that the acceptance rate was 20%. • Title: Student Learning Through Hands-on Industry Projects • Author: Lingma Lu Acheson • ISBN: 978-989-8533-30-2 • Type: Full Paper • Link: www.iadisportal.org/digital-library/student-learning-through-hands-on-industry-projects • Abstract: Learning is most effective when accompanied by doing. If someone desires to become a baseball player, being told how to play the game, watching others play and even understanding the rules of the game are mostly ineffective if the individual never “swings the bat”. This paper outlines the implementation of this method (swinging the bat) in Computer Science courses being taught at Indiana University Purdue University Indianapolis (IUPUI). Previously lecture-based courses were vastly improved by introducing real-world industry projects that allowed students to fully engage in the learning process. Partnering students with non-profit, educational and civic entities requiring professional deliverables mimics real-world business scenarios that require real-world professionalism. Typical industry projects encompass a wide array of skill sets, everything from time management and team collaboration to oral and presentation skills as well as the technology and processes required. While the success of these project-based courses has been overwhelming, this type of teaching pedagogy is not void of pitfalls and challenges. While outlining the process implemented in structuring these Computer Science courses to be project-based, this paper also addresses the challenges to be considered when choosing to adopt this teaching methodology.

II. Presentations on International/National/Local Conferences, 2016 - 2020

International

1) Twenty-sixth International Conference on Learning, July 2019, https://thelearner.com/about/history/2019- conference • Conference Overview The special focus of the conference this year is learning to make a social difference. We are defining learning in its broadest sense as it relates to the acquisition of knowledge or skills through formal or informal educational practices of teaching, study, and experiential engagement. The critical concern here is that those practices are concerned with changing and improving social lives; harnessing the power of education to address inequality, discrimination, and disadvantage to promote social justice. According to figures from Oxfam International, in 2016-17, 82 percent of the wealth created went to the richest one percent of the global population, while the 3.7 billion people who make up the poorest half of humanity got nothing. Educationalists have a responsibility to not only increase understanding of the underlying socio-economic factors giving rise to such inequalities of wealth distribution but also to address and tackle their potentially devastating global impact on lives and communities. • Title: ePortfolio – A Catalyst for Undergraduate Education • Presenter: Lingma Lu Acheson • Type: Concurrent Presentation • Abstract:

2) The Association for Authentic, Experiential, & Evidence-Based Learning 2019 Conference, July 2019, https://aaeebl.org/ • Conference Overview We are the international professional development organization for ePortfolio practitioners and researchers. The theme for this year’s meeting was “ePortfolios and Transformations: Students, Curriculum, Assessment, Institutions.” Keynote speakers include: Amelia Parnell, NASPA; Natasha Jankowski, NILOA; and Helen L. Chen, Stanford. We were fortunate to host a student panel featuring students from across North America. • Title: Application of ePortfolios in Computer Science Undergraduate Curriculum • Presenter: Lingma Lu Acheson • Type: Concurrent Presentation

National

1) 2020 Assessment Institute, October 2020, https://assessmentinstitute.iupui.edu/ • Conference Overview The Assessment Institute in Indianapolis is the nation’s oldest and largest higher education event of its type, offering more than 200 educational sessions! Typically, the Institute attracts more than 1,000 participants from all 50 states and several other countries with over 400 colleges, universities, and organizations represented. The Assessment Institute in Indianapolis is designed to provide opportunities for (1) individuals and campus teams new to outcomes assessment to acquire fundamental knowledge about the field, (2) individuals who have worked as leaders in outcomes assessment to share and extend their knowledge and skills, and (3) those interested in outcomes assessment at any level to establish networks that serve as sources of support and expertise beyond the dates of the Institute. • Title: Build an Integrated Assessment Model to Promote Global Learning in STEM Education • Presenter: Lingma Lu Acheson • Type: Concurrent Presentation • Abstract: Addressing global learning in STEM education has become increasingly important yet challenging, particularly in courses that do not have an obvious global learning component. This presentation discusses an integrated assessment model that seamlessly embeds global learning outcomes into course learning objectives, using examples from Computer Science classes. This model focuses on fostering a global mindset through normal classroom deliverables such as projects, discussions and homework assignments. Survey results to evaluate this model and student feedback will be shared with audience.

2) 2019 Assessment Institute, October 2019, https://assessmentinstitute.iupui.edu/ • Conference Overview The Assessment Institute in Indianapolis is the nation’s oldest and largest higher education event of its type, offering more than 200 educational sessions! Typically, the Institute attracts more than 1,000 participants from all 50 states and several other countries with over 400 colleges, universities, and organizations represented. The Assessment Institute in Indianapolis is designed to provide opportunities for (1) individuals and campus teams new to outcomes assessment to acquire fundamental knowledge about the field, (2) individuals who have worked as leaders in outcomes assessment to share and extend their knowledge and skills, and (3) those interested in outcomes assessment at any level to establish networks that serve as sources of support and expertise beyond the dates of the Institute. • Title: Successes and Challenges in Assessing Intercultural Competence Needs and Development • Presenter: Estela Ene, Lingma Lu Acheson • Type: 60-minute Concurrent Session • Abstract:

3) 2016 American Association of Colleges and Universities Annual Conference, October 2016, https://www.aacu.org/meetings/global/16 • Conference Overview Global learning has the potential to provide all students with opportunities to engage in crucial real-world learning about both local and global issues. Sessions at this conference will examine and discuss how institutions are integrating and assessing global learning across the curriculum; creating, implementing, and assessing globally-focused courses and programs; developing and implementing global civic engagement experiences at home and abroad; integrating international students in meaningful ways; providing global learning experiences for new majority students; and examining global sustainability issues. • Title: Integrating Global Perspectives into Service Learning Courses • Presenter: Lingma Lu Acheson • Type: Poster Presentation • Abstract

4) 2016 Assessment Institute in Indianapolis, October 2016, http://assessmentinstitute.iupui.edu/ • Conference Overview The Assessment Institute in Indianapolis is the nation’s oldest and largest higher education event of its type, offering more than 200 educational sessions! Typically, the Institute attracts more than 1,000 participants from all 50 states and several other countries with over 400 colleges, universities, and organizations represented. The Assessment Institute in Indianapolis is designed to provide opportunities for (1) individuals and campus teams new to outcomes assessment to acquire fundamental knowledge about the field, (2) individuals who have worked as leaders in outcomes assessment to share and extend their knowledge and skills, and (3) those interested in outcomes assessment at any level to establish networks that serve as sources of support and expertise beyond the dates of the Institute. • Title: Aspiration and Application - a Parallel Assessment Model in Global Learning • Presenter: Lingma Lu Acheson • Type: Poster Presentation • Abstract

Local

1) 2020 E. C. Moore Symposium, March 2020, IUPUI, https://ecmoore.iupui.edu/ • Conference Overview The Edward. C. Moore Symposium is one of IUPUI’s longest running public events. The annual symposium provides an opportunity for the higher education community in Indiana to gather around an academic issue of interest to all. The 2020 E.C. Moore Symposium on Excellence in Teaching brings together stakeholders in the higher education community across Indiana to examine teaching excellence and innovative pedagogies that encourage student learning. • Title: Global Learning in Classrooms: Ideas and Techniques • Presenter: Lingma Lu Acheson • Type: Plenary Presentation • Abstract

2) 2017 IUPUI Intercultural Learning Symposium, May 2017, IUPUI • Conference Overview Each year IUPUI’s student body becomes more diverse, with cultures from all parts of the world represented in the classroom. Gateway's Community of Practice on Intercultural Learning is a relatively new CoP that is being formed to pursue development of knowledge and skills that facilitate effective intercultural teaching practices in support of global learning for all students while supporting the integration of international students who are new to the U.S. classroom. The theme for this year’s symposium is “Improving your Cultural IQ: Ideas and Tools for Engaging the International Student Community”. • Title: Global Learning in Classrooms – Activities and Findings • Presenter: Lingma Lu Acheson • Type: Concurrent Presentation

.

Impact of Instruction on Student Learning Outcomes

As a teacher, I care about student success wholeheartedly. Since 2014, students end-of-semester course evaluation satisfaction rates are consistently over 82% across all courses. I read every single student comment and use them for future improvements. I closely monitor DFW rates and seek ways to reduce them. Below is a chart showing DFW rate drops for courses taught or mentored exclusively by me.

Course Sp. 16 Fall 16 Sp. 17 Fall 17 Sp. 18 Fall 18 Sp. 19 Fall 19 CSCI N311 17% 16% 11% 11% CSCI N342 29% 23% 18% 12% CSCI N317 22% 21% 21% 20% 17% 14% 9%

A graphic view of the chart above:

Upon revising CSCI N431 “E-Commerce with ASP.NET” and CSCI N342 “Server Side Programming” into service learning courses, I have received a large number of positive feedback from clients. The following are a few recent client evaluation letters.

Fall 2018

Fa

Fall 2019

Undergraduate Mentoring and Outcomes University College STAR Mentoring Result STAR is a semester-long mentoring program for students in University College who are on first-time academic probation. STAR provides a mentor for each student as they work to get back to good academic standing. The mentors meet with students weekly and assist students in addressing strength and challenges, making plans and connecting to various resources on campus that can help them reach their academic and career goals. Below is a grid showing mentoring outcomes for 2 students I mentored.

Semester GPA before Mentoring Semester GPA after Mentoring Spring 2016 1.8 2.6 Fall 2016 1.9 2.8

Department Mentoring Result Starting from 2014, School of Science collects student feedback on faculty mentoring results. The table below shows six year data on my impact to students measured by: • Level 1 - This professor has had a remarkable and positive influence on you • Level 2 - This professor was one of the top 3 professors who had a remarkable and positive influence on you • Level 3 - The professor influenced the whole course of my life and this person’s effect on me is invaluable Note: These are not independent numbers. Being nominated for Level 2 and 3 indicates being nominated for Level 1.

Year Level 1, self/dept Level 2, self/dept Level 3, self/dept 2019 41/NA 15/NA 5/NA 2018 23/NA 13/NA 3/NA 2017 41/NA 26/NA 6/NA 2016 33/NA 15/NA 3/NA 2015 24/15.26 7/4.87 3/1.91 2014 22/19.22 12/12.67 8/5.67

Contest Coaching Result Bin Peng, 1st Prize winner, Indy Redefined Hackathon Programming Contest, October 2014 This was a 24-hour college student Hackathon sponsored by 2014 “Indy Redefined” national conference. A total of 10 students from Purdue University, Butler University and other universities around the area were chosen as finalists to compete in the contest. International Student Mentoring Result I mentored all the students from the 2+2 joint degree program with Sun Yat-Sen University, China, including helping them achieving high academic goals. Below is a list of graduate programs they went to.

Student Name University Semester Lai-Man Tan University of California at Irvine Fall 2017 Jiaxiang Hu Columbia University Fall 2015 Rong Yuan Brown University Fall 2015 Fangbin Luo Cornell University Fall 2015 Wang Rui Purdue University (West Lafayette, Fall 2014 PhD program) Rui Chen Dartmouth College Fall 2014 Dian Wen Carnegie Mellon University Fall 2014

Below is a letter from Dian Wen in support of my application to 2019 Chancellor’s Award for Excellence in Teaching, which can document my role in his achievements.

Course, Curricular and Professional Development

I. Courses with my curriculum development effort and their impact to department programs I have undertaken substantial curriculum development as an integral part of my job responsibility. Since 2007, I have revised/developed a total of nine courses, divided into two categories: 1) Applied courses for CS majors - N311, N331, N342, N431 2) Service courses for non-CS majors – N200, N201, N207, N211, N317 In the N series courses currently offered by the department (see list below), the above courses count for 53% percent (courses with yellow highlights below, not counting X99 varied topic courses).

(https://cs.iupui.edu/department-computer-information-science/undergraduate/courses) In the Fundamentals of Data Analytics Certificate program, I developed or revised all four CS required courses (https://cs.iupui.edu/fundamentals-data-analytics-certificate-purdue). See yellow highlights below.

In the Applied Computer Science Certificate program, the above list reflects 50% of the required or elective courses (https://cs.iupui.edu/applied-computer-science-certificate-purdue).

II. Enrollment Overview Except for “CSCI N331 Visual Basic Programming”, which is not currently offered due to diminishing industry demand of the skill, all courses have healthy or significant increased enrollment. Below is a table of yearly enrollment before(in blue) and after (in green) course revision.

2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 N200 0 0 0 0 0 16 52 112 323 312 338 511 N201 45 41 53 71 95 131 215 295 311 312 294 267 N207 120 133 184 165 251 373 541 715 727 685 712 675 N211 0 9 10 10 26 54 83 109 104 101 118 117 N311 9 1 1 2 0 22 27 46 51 37 32 65 N317 0 0 0 0 0 0 0 0 9 53 76 83 N342 9 9 28 17 32 23 48 24* 80 84 34* 35* N431 0 0 0 0 0 6 7 24 0 12 18 0 Note: *Offered once a year with an enrollment cap of 35. III. General Education Course Review Result I led the IUPUI General Education Course review for CSCI N207. Below is the result with reviewer feedback highlighted.

IV. Sample syllabi for major course development efforts Syllabi for CSCI N200, N211, N207 and N317 which I put in significant efforts are included in Appendix: Sample Course Materials. Teaching Recognition I. Teaching Awards

1) Chancellor’s Award for Excellence in Teaching, IUPUI, 2019 Award letter attached in “Appendix: Additional Evidence”.

2) Trustees Teaching Award, IUPUI, 2017 Award letter attached in “Appendix: Additional Evidence”. II. Teaching Grants Received and Grant Outcomes

1) Welcoming Campus Grant, Co-PI, received as Co-Chair of IUPUI Gateway Community of Practice on Inter-Culture Learning(ICOP), jointly awarded with IUPUI Division of Undergraduate Education, University College, Center for Teaching and Learning, Center for Service and Learning, Multi-Culture Center and Office of International Affairs, $50000(budge amount for ICOP is $10000), 2018 Grant outcome: • Intercultural Mixer Program, October 2018, February 2019

A student centered campus wide event designed to encourage students with different cultural background to sit and talk to one another, learning about each other’s country of origin, culture, education systems and so on. Students coming to event are given sample questions or topics that they can use as a template; they can watch live music performance, enjoy ethnic food and drinks, and participate in activities such as group dancing or origami. Each past event recorded around 100 participants. We were very happy to see that students didn’t just come for food and music. They actually sat down around the tables and talked with others. ICOP started this event in spring 2018 and because of its positive impact, we have planned to make it part of the annual IUPUI International Festival. • Intercultural Engagement Workshop, February 2019 A faculty development opportunity to help faculty members redesign course materials to be more conducive to intercultural engagement. The workshop was led by Assistant Director for Global Diversity Faculty Development, Dr. Charles A. Calahan from Purdue University’s Innovative Learning and Center for Instructional Excellence. Faculty members submitted applications and ten faculty members were selected with a mini-grant to participate in this two-hour workshop. • Poster Presentation, Intercultural Learning, a Three Year Overview, Welcoming Campus Conference, April 2019 • I am IUPUI Video Series, May 2019 In collaboration with IUPUI Department of Communication Studies and Center for Research and Learning, ICOP made a series of videos where students with different cultural backgrounds talk about their perceptions and experience on intercultural learning on campus, and how they think can contribute to building a strong intercultural learning environment. The videos serve as a window for students in and outside IUPUI to understand the importance of learning from a diverse student body and inspire more students to engage. • Intercultural Engagement Symposium, fall 2019 A one-day conference in collaboration with Center for Teaching and Learning and Office of International Affairs. The symposium comprised of a key-note speaker session, concurrent presentations and panel discussions. Around 120 faculty members from IUPUI and universities around the area attended the symposium. • 60-Minute Concurrent Session(national level), Successes and Challenges in Assessing Intercultural Competence Needs and Development, Assessment Institute, October 2019

2) RISE to the Challenge/ePortfolio Initiative Curriculum Development Grant, IUPUI Division of Undergraduate Education, IUPUI ePortfolio Initiative, PI, “Prepare for the real world – a project based learning model enhanced by ePortfolio”, 100%, $5000, 2018 Grant outcome: • Embedded ePortfolio module into CSCI N342, documenting student personal and academic growth through classroom experience to prepare students for career advancement • Concurrent Presentation (international), Application of ePortfolios in Computer Science Undergraduate Curriculum, AAEEBL Annual Conference, July 2019 • Concurrent Presentation (international), ePortfolio – A Catalyst for Undergraduate Education, 26th International Conference on Learning, July 2019

3) Curriculum Enhancement Grant, IUPUI Center for Teaching and Learning, PI, “Enhancing Online CS Courses through Data Mining for Personalized Intervention”, 100%, $6160, 2017 Grant outcome: • Experimented mining student digital footprints in Canvas to predict performance and provide personalized instructor intervention • Peer-Reviewed Publication and Concurrent Presentation (international), Enhance E-Learning through Data Mining for Personalized Intervention, 10th International Conference on Computer Supported Education, March 2018 • Poster Presentation, IUPUI Center for Teaching and Learning Curriculum Enhancement Symposium, October 2018

4) EDGE Grant, IUPUI Division for Undergraduate Education, PI, “You and Your Options”, 100%, $750, 2016 Grant outcome: • Implemented the EDGE Module “You and Your Options” into CSCI N311 Advanced Database Programming.

5) Curriculum Enhancement Grant, IUPUI Center for Teaching and Learning, PI, “Expand the Classroom into the Real World”, 100%, $7600, 2013 Grant outcome: • Revised CSCI N431 into a service learning class • Peer-Reviewed Publication and Concurrent Presentation (international), Integrating A Career Preparedness Module into CS2 Curricula Through Teaching C++ and Java Side-by-Side, 49th ACM Technical Symposium on Computer Science Education, SIGCSE, February 2018 • Poster Presentation (national level), Integrating Global Perspectives into Service Learning Courses, Global Learning and the College Curriculum, Association of American Colleges and Universities, October 2016 • Peer-Reviewed Publication and Concurrent Presentation (international), Integrating Career Development into Computer Science Undergraduate Curriculum, IEEE 11th International Conference on Computer Science and Education, August 2016 • Peer-Reviewed Publication and Concurrent Presentation (international), Student Learning Through Hands-On Industry Projects, International Conference on Educational Technologies, December 2014 • Poster Presentation, IUPUI Center for Teaching and Learning Curriculum Enhancement Symposium, October 2014 Service to University, School and Department

I. International Collaborative Programs and Student Recruitment

My service to IUPUI, School of Science and the department is mostly focused on establishing international collaborative programs at the undergraduate level as well as the graduate level. At the undergraduate level, the most successful programs include the 2+2 joint degree program with Sun Yat-sen University, China and 2+2 program with Vellore Institute of Technology, India. At the graduate level, I have established a collaborative recruitment programs with Beijing University of Technology, China and Henan University, China. Other schools and institutes in China I have visited and established connections to IUPUI include Suzhou Number 1 High School, Changzhou High School, Changzhou Qianhuang High School, Changzhou Institute of Technology, Suzhou University of Technology, Changzhou University, Jiangsu Normal University of Science and Technology. They either have sent students to IUPUI (various schools) or have joint research or collaborative teaching activities with IUPUI (with School of Science, School of Engineering and Technology, School of Health and Human Sciences).

I often work with IUPUI Program for Intensive English helping them recruit students or help students meet English language requirements.

II. International Student Mentoring

For Chinese students who I recruited into the department, besides academic achievements who I mentioned in supporting teaching materials, I also serve as their mentor helping them adapt to city and campus life, find internships and full time jobs. I encouraged them to engage in research or become teaching assistants. I provided tutelage on resume writing, interview preparation and graduate program applications.

I was invited by the Asian Student Union to give a talk to IUPUI students on my experience as an Asian woman in a STEM field. I later served as faculty advisor for the Asian Student Union for two years. III. Event Organizing and Participation

Since 2011, I have been part of the School of Science’s “Team IUPUI”, welcoming new students at the beginning of every semester. I organized department activities in the 2014 Science Picnic. I am part of the organizing committee’s annual Computer Science Day, supervising programming contests or hosting teacher training sessions. Service to Profession

My service to the profession are mainly reflected in 1)serving as session chairs on two international conferences 2)reviewing six journal papers 3)serving four times as Grand Awards Judge on annual Hoosier Science and Engineering Fair (a state level K-12 science and engineering competition) 4) giving talks to high school STEM clubs. Some supporting materials are presented below.

1) Session Chair on Two International Conferences Session Chair certificate or evidence attached in “Appendix: additional Evidence”.

2) Journal Paper Reviews

3) Grand Awards Judge for Hoosier Science and Engineering Fair

Service to Community

A good educator should first be a good citizen. I have been actively involved in international events in Indianapolis, such as volunteering for Indy Sister City Fest and the Indianapolis Chinese Festival in 2015. From 2012 to present, I serve as a volunteer technical advisor for a non-profit organization called Berthas Mission to help Hoosiers fight homelessness. I also serve as a technical advisor for a church organization called Miracle Temple Church of Faith since 2015 to help develop and maintain their database and website.

Service Recognition IUPUI School of Science Lecturer Service Award, April 2016

IUPUI Glenn W. Irwin Jr., M.D., Experience Excellence Recognition Award, August 2009

Wednesday, March 31, 2021 at 17:01:00 Eastern Daylight Time

Subject: RE: Teaching professor dossier? Date: Wednesday, March 31, 2021 at 11:52:14 AM Eastern Daylight Time From: Lu, Lingma To: Applegate, Rachel

Aachments: image001.png, image002.png �

Rachel,

I am very honored and humbled by your comments to my dossier! Yes, I will be happy to provide mine as a reference for future candidates .

Lingma

Lingma Lu Acheson

Senior Lecturer Department of Computer and Informaon Science School of Science Indiana University-Purdue University Indianapolis [email protected] 317-274-9733

From: Applegate, Rachel Sent: Wednesday, March 31, 2021 11:12 AM To: Lu, Lingma Subject: Teaching professor dossier?

Lingma,

I am looking for exemplary dossiers for teaching professor. Normally I wait unl fall, but I would like to get some examples up this spring to help those in the upcoming cycle—we haven’t had any teaching professor examples unl now!

Would you be willing to provide yours? What we post—behind CAS authencaon—is everything except the reviews themselves and the appendices.

Yours is REALLY GREAT. I mean, not ‘just’ for teaching professor, but is a model of a candidate statement and clear documentaon. Wow!

Please let me know if this is okay. You don’t have to send me anything, because I can retrieve it from e- dossier.

….If you say yes, be sure I will be contacng you later for a possible workshop panelist slot!

Thank you for considering this.

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Rachel Applegate Assistant Vice Chancellor for Faculty Affairs Associate Professor, Library and Information Science Office of Academic Affairs University Hall (INAD), Suite 5002 301 University Boulevard Indianapolis, IN 46202 317-278-2395 [email protected] www.academicaffairs.iupui.edu

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