2002-2003 - Individual Faculty Fellows
Overview
In this first program of the Fellows series, individual faculty from different disciplines within the university designed an instructional technology project to implement a curricular change in their courses. Applications were accepted in March 2002 and included a written statement of the educational change applicants would like to enact through participation in this program, an outline of their technology skills, and an endorsement from an academic dean or department chair. Faculty accepted into the program met for an orientation from May 13 through 17, 2002 from 8:30 am to 4:00 pm each day, with morning sessions devoted to an overview of the instructional design process and afternoons including individual consultations and technical "how to" sessions related to their project.
Faculty in the program met once each month during the following academic year to share ideas about their projects, which were implemented in Fall 2002 or Spring 2003, and worked individually with consultants in the CIT to carry out their projects. Faculty received a $1,250 cash stipend at the completion of the summer training program and a second $1,250 stipend at the conclusion of the yearlong program. (Graduate student partners received $750 at the end of the summer orientation and $750 at the conclusion of the program.)
Participants
Rebecca Bach, Sociology
Sociology Internship Seminar
For this project the instructor created a detailed course web page and will direct student web projects for the Department of Sociology's Internship Seminar and a Blackboard site for a newly created Sociology course taught during the fall semester.
James Cook, Sociology
Introduction to Sociology
For the project, Cook adopted online tools to facilitate discussions and communication with the students, converted a survey to online format and developed online simulations of social network principles to aid students in mastering this topic.
Simon Cook, Film/Video/Digital Program
Multimedia Web Site
A beta version of a web site was constructed for the course included theoretical and historical discussions and multimedia demonstrations.
William Coombs, School of Medicine
MedStat
Online statistics modules were developed for completion by third year medical students during the 2002-03 academic year as part of curriculum requirements; the modules included video, interaction, exposure to computational software, and content evaluation to promote the overarching goal of facilitating medical statistics literacy.
Carol Flath, Slavic Languages and Literature
Digital Dostoevsky and Others
This project introduced technology into three SLL courses: a "great authors" course on Dostoevsky, a first-year seminar on the road in Russian literature and culture, and an intermediate Russian language course. For all three courses, a Blackboard site containing multimedia course materials was developed.
Jeffrey Forbes, Computer Science
Modules for Great Ideas in Computer Science
Interactive web-based modules were developed for a survey course on the Great Ideas in Computer Science. The modules were used in laboratory sessions to give more of the background information involving a subject, provide self-assessment tools for students, and enable students to experiment with programs by changing parameters.
Brad Hammer, Center for Teaching, Learning and Writing
Creating Online Courses for Writing 20
A list of online tutorials on computer-assisted pedagogy were developed to assist the faculty of the Center for Teaching, Learning, and Writing.
Paula Lemons, Biology
The Use of Digital Video Technologies to Help TAs Discover Principles of Teaching and Learning Biology
For this project, a series of videos were developed that trained TAs in the Department of Biology on good practices in Student-centered instruction, an approach to teaching in which students are encouraged to solve problems, think critically, and work collaboratively.
Ylana Miller, History
Modern Middle East
For the course, a Blackboard site was developed that included documentary materials and maps in addition to the use online discussion boards.
Kristen Neuschel, History
War and Society from Medieval to Modern Times
A Blackboard web site was developed for the course that included multimedia content and the faculty member initiated the use of discussion boards to facilitate communication among the students.
Michael Petit, Center for Teaching, Learning and Writing
Living in the Digital World: A Journal of Technology, Media and Culture
For the class, Writing 20 students developed, edited and published an on-line, web-based journal drawn from the essays written during the course.
Deborah Reisinger, Romance Studies
Using Technology to Anchor the Bridge Course: Perspectives on French Culture
For the project, a class website was developed that included self-assessed grammar quizzes, digitized video and audio exercises for individual practice and small virtual groups to hone writing skills. In addition, an instructor website with model activities, materials and tests was developed to provide greater consistency across sections and semesters.
Corey Remle, Sociology
TA for Intro to Sociology
In conjunction with Prof. James Cook's Introductory Sociology CIT project (Fall 2002/Spring 2003), tools that are included in Blackboard were used by the TA to interact more with students via discussion boards, chatrooms, the class Website, prepared FAQ's and other documents that the students referenced in preparation for assignments and exams, and provide links for useful outside Web resources.
Karin Shapiro, History
Family History and Class in America 1870 to the present
A Blackboard site was created for the course and included course syllabus, assignments, links to e-reserve readings, images (maps, graphs, and photographs) as well as weekly discussion questions and multimedia related to course. The Blackboard site was also used to manage group activities, such as peer review of student writing.
Peter Wood, History
History 119: Native American History
A new Blackboard course site was incorporated into the revision of an undergraduate history class on Native American history; the site included primary materials, web links, maps, and graphics and pre-class online discussions were used to stimulate careful reading and to understand class interests and needs.
