Indiana University Bloomington

Jeremy Dunning

Jeremy Dunning

Professor of Geological Sciences

Structural Geology and Geoinformatics

Office:   GY121
Phone:   812-856-4448
Email:   dunning@indiana.edu

Educational Background

  • Ph.D., 1978, University of North Carolina
  • M.S., 1975, Rutgers University
  • B.A., 1973, Colgate University

Research Interests

I am a structural geologist by training and have carried out research in the area of rock physics. More recently however, I have become involved in research on the use of technology to enhance the teaching of mathematics and science.

Courses Taught

Teaching Philosophy

My major focus is on introductory courses, and the effective use of technology to make learning more inviting and interactive. I feel that students learn best by "experiencing" the content and placing it within the context of the greater subject area. One of the key elements of my courses is the effort in every section to emphasize issues that are relevant to everyday life and present them in a way that captures the imagination of the student. One area of emphasis is the interaction between the public policies we create and how they affect the earth and our relationship to its systems.

Recent Research Projects

I am currently developing a set of multimedia tools with which to demonstrate geological processes and environmental issues in introductory geology courses. The tools are being designed in such a way that they can be re-purposed and reprogrammed with a minimum of new code. In essence they are templates in which other professors may place their content in different topic areas. They are based not on particular content, but rather on particular styles of teaching and learning. Several examples are linked below.

Relative Time Exercise

Realtime

Case Study

Case

Critical Thinking

Drainage Basin

Virtual Laboratory

Bouncing Ball

Analytical Investigation

Leak Study

Graduate Student Projects

Most recently I have been working with students on developing math tools without proprietary math editors. These tools will allow students to derive equations, plot functions, make calculations, and generate curves without the use of complex, and often expensive, math editor software.

Representative Publications

Dunning, J.,  Battacharya, Dunning, K., Do Learning styles really matter?, submitted to the Journal for Asynchronous Learning. 21 pp.

Dunning, J.,  Battacharya, Dunning, K., Zitman, Siswaro, Dobbs, Williams, Sanusi, Nicklow, and Corrigan (the last 7 are students at IU) Matching Learning Styles and Pathways of Interactive Learning Objects to those of the Student: a Double Blind Study of Students in an Introductory College Geology Class, Accepted for the proceedings of the International Conference on Education and Information Science, IIIS, 18 pp.

Dunning, J., Rogers, R., Magjuka, R., Waite, D., Kropp, K., Gantz, T., Kaur, A., Hunt, T., and Vandermolen, L., (2004) Technology is too important to leave to technologists, Journal of Asynchronous Learning Networks, Vol. 8 (3), 12 pp. [pdf file]

Kaur, A., Dunning, J., Bhattacharya, S., and Ahmed, A., (2005) Re-purposeable learning objects based on teaching and learning styles, "Encyclopedia of Multimedia and Technology", Idea Group Publishing, London, Melbourne, New York, 14pp. [pdf file]

Awards and Honors

Awards

ACHE Novel Use of Technology Award, 2004

Alfred Sloan Foundation, Sloan C Best Practices Award, 2003

ICI Gold Medal, 2003

Golden Delta Award (Egypt), 2003

Distinguished Visiting Faculty, Universiti Malaysia 2000

Distinguished Fellow, Agency for Instructional Development, 1998

Hearst Distinguished Lecturer, University of California

UCEA Distinguished Course of the Year, 1996

Grants

2 U.S.G.S. Earthquake Mitigation Program

4 NSF Geophysics Directorate

11 grants from Industry

Service

Dr. Dunning is an editor of the Journal of Continuing Education, a representative and former chairman of USRA (NASA), and serves as a consultant to numerous government agencies, universities, and ministries of education around the world on technology-mediated education.