Awarded Grant: $52,600 Principal Investigator: Kathleen Stone, Empire State College This project will develop a SUNY-wide, Massive Open Online Course (MOOC) on online course accessibility. The collaborative team includes instructional designers, disability services professionals, technologists, and faculty members from SUNY Empire State College and Buffalo State College. The MOOC will be in live session and “on demand” format, and modular based for easy updating and excerpting. Participants will earn badges for successful completion. Content will be customizable to meet training needs across multiple campuses, and can serve as professional development for teaching faculty and staff. Course materials could also be similarly utilized by Open SUNY COTE. By providing faculty with a knowledge base to minimize potential barriers to online learning faced by students with disabilities, this project meets the IITG program mission and vision of providing access for all students. It also acknowledges trends in higher education policy, and the ways in which system training can widely and efficiently support campus needs. Co-PI’s and Key Partners: Ginger Bidell, Instructional Designer, Buffalo State Michele Forte, Assistant Professor and Mentor, Empire State College Antonia (Tonka) Jokelova, Coordinator of Curriculum and Instructional Design, Empire State College Anne Lane, Application Management and Support Specialist, Empire State College Meghan Pereira, Senior Instructional Designer, Buffalo State Julie Rummings, Coordinator of Curriculum and Instructional Design, Empire State College Sumana Silverheels, Technology Accommodations Coordinator in Disability Services, Buffalo State Kelly Hermann, Director of Disability Services, Empire State College Reports and Resources: Mid-project report

Principal Investigator: Yvonne Harrison, University at Albany The Certificate of Nonprofit Management and Leadership (CNML) jointly sponsored by Rockefeller College’s Department of Public Administration and Policy and the School of Social Welfare, is dedicated to increasing access to education that meets the needs of the nonprofit sector. Designed for students and working professionals who wish to develop leadership competency or become more effective in their leadership roles, the CMNL offers five courses jointly delivered between the two schools. While the courses and program have received positive evaluations, enrolment is down and numerous requests have come from the local nonprofit community to increase access to University at Albany, SUNY nonprofit academic programming, research and professional learning initiatives. We believe that open learning is one way to increase enrollment and meet sector demand. The funding requested through the IITG tier 1 program will: Reduce barriers to nonprofit education and research by increasing access to those who need it through a Massive Open Online Course, specialty course publication (Open Textbook), and research/development initiative. Increase enrolment in University at Albany, SUNY CNML courses by targeting a new supply of students looking for accessible professional learning opportunities (i.e. within the professional nonprofit community such as managers and board members). Facilitate research on the impact of online teaching and learning effectiveness in the CNML program through the Nonprofit Governance course (e.g. Coursera MOOC, blended learning environment, flipped classroom, integration of Nonprofit Governance Open Textbook and Sponsored Research). Engage in meaningful nonprofit sector activities which will lead to improvements in the human condition, at the local and state, nationally and global levels. Co-PI’s and Key Partners: Vic Murray, Adjunct Professor and Professor Emeritus, School of Public Administration, University of Victoria, British Columbia, Canada Cyril Oberlander, Director, Milne Library, Geneseo Reports and Resources: Mid-project report

Principal Investigator: Daniel Jones, Institute of Technology at Utica/Rome Advanced information technology provides students access to a wide range of learning experiences. One of the challenges of the on-line forum is providing exposure to hands-on laboratory experience to students. The goal of this project is to actively engage on-line students in the learning process. The crux of this proposal is to investigate and validate a new concept of bringing state-of-the-art technology to enhance pedagogical on-line learning approaches and provide flexibility of time and location for both students and faculty. Creating a dynamic and efficient learning environment with ubiquitous access to computing and laboratory resources is the main goal of this proposal. Furthermore, it will be an effective test bed for new educational technology of core interest to SUNY. For example, it will enable on-line delivery of Physics laboratory courses to fulfill General Education requirements for students who do not have direct and immediate access to the required laboratory equipment. Co-PI’s and Key Partners: Mohammed A. Abdallah, SUNY IT Reports and Resources: Mid-project report

Awarded Grant: $20,000 Principal Investigator: Paula Timoney, Stony Brook University It is suggested that the implementation of team-based learning (TBL) in the curriculum of an asynchronous distance education graduate nursing course will improve student engagement and promote quality learning experiences. Health care professionals must work as a team to improve care delivery and promote patient safety. Michaelsen (2008) suggests that TBL will help to prepare students to be more effective health care providers. Team-based learning is an instructional strategy which consists of small group activities designed to provide students with both conceptual and procedural knowledge. The four essential principles are student accountability, self-managed groups, meaningful assignments, and frequent and timely feedback. The Stony Brook neonatal nurse practitioner program has a long and successful history with distance education. The content is delivered asynchronously through recorded lectures, reading assignments, worksheets and clinical applications. To elevate the quality of the program, Neonatal Pharmacology, a required course in the program, will be revised to incorporate principles of TBL: learning activities consisting of individual and group assignments, discussion boards, peer evaluations, and objective exams. The students will be randomized to groups of five to seven members. Validated tools will be adapted to measure student engagement and student and faculty satisfaction. Examination scores will be compared with the scores of students in the course as it is currently delivered. Results will be disseminated through publications and presentations at conferences. Successful implementation of TBL in this course will lead to expansion of TBL in other distance education courses. This project supports the objectives of the Open SUNY initiative designed to ensure student success and promote faculty development in providing innovative strategies to maximize student learning. Co-PI’s and Key Partners: Terri Cavaliere, Clinical Assistant Professor, School of Nursing, Stony Brook University Reports and Resources: Mid-project report Project outcomes report Project Abstract