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

Awarded Grant: $19,500 Principal Investigator: Rachel Rigolino, SUNY New Paltz This project supports designing and piloting an online site where instructors from across the disciplines can access resources for teaching and writing. A survey of existing repositories such as OER Commons and MERLOT reveals a need for an online site containing instructional material of consistent quality that is dedicated to WAC assignments/goals. If successful, this pilot program would be the first step in developing a robust site housed on the SUNY Learning Commons. This online repository would contain open educational resources focused on writing across the curriculum that would be available both to SUNY and non-SUNY faculty. Co-PI’s and Key Partners: Matt Newcomb, Assistant Professor, English, SUNY New Paltz Mary Fakler, Lecturer, English, SUNY New Paltz Joan Perisse, Adjunct Instructor, English, SUNY New Paltz Lynne Crockett, Professor, English, SUNY Sullivan Linda Smith, Instructional Technology Coordinator, Academic Computing, SUNY New Paltz Kathryn Hurd, Instructional Support Staff, Academic Computing, SUNY New Paltz Reports and Resources: CIT 2014 brochure SUNY New Paltz Campus Article Project website Mid-project report Project outcomes report Project outcomes report 2.0 Creative Commons License:   

Awarded Grant: $20,000 Principal Investigator: Christopher Rigby, SUNY Orange The Applied Technologies Department will improve study of virtualization for Networking and Cyber Security majors by exposing students to a more extensive range of technologies and giving them relevant, applicable experience in a wider set of technology platforms. This will broaden student portfolios by exposing them to cutting-edge technology, prepare them for real-world employment, and help to propel them to success in industry. To achieve this goal, we will implement a small Openstack “cloud” system. Student learning outcomes include: • Provisioning virtual servers using industry standard tools and frameworks • Demonstrating knowledge of configuration and administration of variety of operating systems • Demonstrating an understanding of configuration and maintenance of several database platforms • Using virtual servers as a platform for network security testing and analysis Since the laboratory assignments developed would be modular, and the technology easily replicated, the program could be shared across SUNY. Co-PI’s and Key Partners: Cartmell Warrington, Interim Chair of Applied Technologies, SUNY Orange Reports and Resources: Project outcomes report 2014 CIT presentation Outline of project scope and materials Mid-project report Project outcomes report V2.0 Creative Commons License:  

Awarded Grant: $20,000 Principal Investigator: James M. Pitarresi, Binghamton University At Binghamton University, Calculus I is taught to over 1,000 students each Fall. The satisfaction and performance of students in this course is often poor. This can lead to students dropping their intended major or continuing through their curriculum with weakened advanced math skills and negative attitudes toward math, which can have a harmful effect on core subjects in their major. Given the critical role of mathematics in many majors, finding new, more effective approaches to ensure student success is critical. The Department of Mathematics and the Watson School of Engineering and Applied Sciences propose a powerful hybrid instructional method to address this problem. Our hybrid approach has three main aspects: (1) implement a flipped classroom model for Calculus I using best practices of our field, (2) employ a pre-calculus screening exam for early identification and focused remediation for students with weak skills, (3) develop targeted tutorials in conjunction with on-going skills assessment to address student weaknesses and keep students “on-track” during the semester. Co-PI’s and Key Partners: Laura Anderson, Ph.D., Associate Professor, Mathematical Sciences, Binghamton University Joseph Brennan, Ph.D., Visiting Assistant Professor, Mathematical Sciences, Binghamton University Daniel McKinney, Adjunct Lecturer, Binghamton University Reports and Resources: Project article Mid-project report Project outcomes report Project outcomes report 2.0 Creative Commons License: