Awarded Grant: $18,500 Principal Investigator: Douglas H. Summerville, Binghamton University As the technologies behind blended-online education have matured, several new educational models have emerged which offer the potential for increased student engagement, and which can significantly increase the amount of student-teacher interaction possible for a given course. Binghamton University’s Electrical and Computer Engineering Department has successfully piloted two blended-online courses centered around student-teacher interaction, and has developed several new prototype technologies which further the goals of blended-online education, including a system that allows the question generation and grading features of online questioning systems to be used in an offline lecture environment. We will generalize these technologies so they can be easily used in any educational discipline at any institution, and develop training and support materials which will allow other educators to understand and effectively use our tools. Co-PI’s and Key Partners: Kyle J. Temkin, Instructor, Electrical and Computer Engineering, Binghamton University Reports and Resources: Mid-project report Project outcomes report

Principal Investigator: Jeffrey Linn, SUNY Brockport Hybrid and on-line coursework is an indispensible tool for the delivery of instruction at all colleges and universities. But technology is not pedagogy. Research findings by the US Department of Education (2010) indicate that online and hybrid instruction models can be successful in teaching critical thinking and higher level thinking but only if courses using these technologies are re-designed and restructured. For this interdisciplinary project, professors in Educational Administration, Nursing and Teacher Education will investigate, design and implement curriculum for asynchronous courses that combine rigorous assignments and assessments that lead to critical thinking and are aligned with the K-12 Common Core Learning Standards. The work will be assessed using a combination of student surveys, focus groups and class evaluations and the final products will presented at the statewide CIT conference in the Spring of 2014 and course designs made available through the SUNY Learning Commons. Co-PI’s and Key Partners: Lynae Sakshaug, Associate Professor, Masters of Arts in Teaching, Empire State College Frank McDonald, Assistant Professor, Master of Arts in Teaching, Empire State College Elizabeth Heavey, Associate Professor, Nursing, SUNY College at Brockport Reports and Resources: Critical thinking for college learners: Blended and online activities in multiple disciplines Mid-project report Project outcomes report Creative Commons License:

Cayuga Community College is redesigning our developmental math course sequence, starting with Elementary Algebra, where the traditional classroom lecture format is replaced with an individualized, actively engaged approach to learning mathematics using technology. The content is modularized where students can work at a guided self-pace, with a focus on content mastery. In effect, students may complete the modules, and hence the course, as early as they are able, or they may follow the guided pace and complete the course throughout the intended semester. This project will further develop materials to assist students with transitioning into a traditional math sequence.