The “Digital Critique Platform” (DCrit) innovates traditional critique processes and facilitates program-level review and assessment. DCrit accepts submitted projects for critique; assigns participating faculty, professionals and peers to conduct rubric-based critiques of specific student projects; and distributes critiques to participating students. The platform will support a program-wide portfolio of student projects to serve assessment purposes. DCrit supports synchronous and asynchronous, and online and in-person critiques, expanding critique possibilities beyond the traditional synchronous, face-to-face model. DCrit will capture and archive both student work and critical assessments in a single database, facilitating the review and assessment of both individual-level and aggregate-level progress towards specific educational objectives.

Awarded Grant: $4,706 Principal Investigator: Amy Dohm, Clinton CC Students in two English Composition, ENG 101, courses will create a community partnership with local non-profit organizations and design a Prezi presentation and promotional brochure for the organization. Students will develop the documents using a professional subscription to Prezi and Microsoft Word. Prezi is a cloud-based, non-linear program accessible beyond the classroom. The submission of comments on the process and rough drafts of the projects will begin on a Web site. Throughout the semester the student groups will be communicating with the partners and sharing drafts of the brochure. Students will also send their community partners a student-designed rubric asking them to evaluate the working relationship and final products. Effectively doing/demonstrating all stages of the process means that course materials, technologies, concepts, activities are utilized in effective ways, improving student engagement and learning across the disciplines. Co-PI’s and Key Partners: Nathan Franklin, English Dept., Clinton Community College Reports and Resources: Service Learning Class Project Timeline Grant Overview Project outcomes report Note: Students thought the project was useful and enjoyed the experience. For the second semester, student used clubs on campus to help and provide promotional materials. This was very successful as well because students had an interest in the organization. Creative Commons License:  

Awarded Grant: $5,143 Principal Investigator: Jessica Clemons, SUNY ESF The project will be an interactive and creative group activity for students in our ESF:200 information literacy classes. Currently there is a paper-based question sheet with prompts like, “Where is the Quiet Study Room located?” In lieu of this requirement, we will group students and have them explore the physical library. Using the iPod touches, students will take photos and videos of the spaces and resources in the library. Students will share what they learned with the class immediately after completing the exercise. Students learn how to use technology to better utilize the library resources as well as how to get information face to face. Near the end of the course students will use the iPopd to evaluate database apps when available. These activities demonstrate to students the responsive nature of the library staff and resources. Co-PI’s and Key Partners: Stephen P. Weiter, Director, College Libraries, SUNY ESF Reports and Resources: A presentation to help students use iPods This is the instruction sheet that the groups of students use. It has a variety of questions and students choose what they want to share with the class. The iPods are engraved with numbers so each group is responsible for reporting on at least 1 specific question This is the evaluation form that students filled out. No names were required and comments were highly encouraged. These comments help me to regularly update and improve the exercises Project website Project outcomes report Publications: ESF Communications Creative Commons License:

Awarded Grant: $15,000 Principal Investigator: Paul Schacht, Geneseo Using Henry David Thoreau’s Walden, Crowdsourcing Commentary seeks to build a platform for collaborative textual annotation, enabling individuals across multiple courses, campuses, levels of expertise, and intellectual approaches to engage in rich, vibrant, multi-layered conversation around a single text. Participants will be able to find and contribute to discussions sorted by identifiers such as community (e.g., a particular class on a particular campus), discipline (e.g., philosophy, history, literature, geology, biology), topic (individualism, transcendentalism), and contributor-type (scholar, student, general reader). This massive yet organized engagement will simultaneously leverage and illustrate the social nature of interpretation. Co-PI’s and Key Partners: Joe Easterly, Electronic Resources and Digital Scholarship Librarian, Milne Library, SUNY Geneseo Reports and Resources: This document provides a status update on Crowdsourcing Commentary and includes links to both the project home page and to open source code developed as a direct result of the project: Project outcomes update The Rochester Democrat & Chronicle published a story by James Goodman on Tuesday, March 18, about the full range of Thoreau-related activities at SUNY Geneseo, including Digital Thoreau. Since the D&C is owned by Gannett, the story was subsequently picked up by USA Today. The article mentions the particular Digital Thoreau project funded by our SUNY IIT Grant, The Readers’ Thoreau, which finally went live in February, is open to the public, and is being used this semester by two classes: ENGL 340 at SUNY Geneseo, Literature and Literary Study in the Digital Age, and ENG 362 at the University of Maine, Farmington, American Environmental Writing, taught by Prof. Kristen Case. Project Website Project outcomes report Final project outcomes report Article in The Chronicle of Higher Education (October, 2014) Creative Commons License: