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:

Principal Investigator: Adam Rich, Brockport This pilot project will develop pre-laboratory learning modules for A&P students, assess the effects of using these modules on student learning, and identify characteristics of the modules that may facilitate adoption of learning modules by faculty. The overall goal is to use technology to reduce face-to-face lab duration while maintaining learning outcomes, and to identify the most important features that will facilitate faculty adoption of this technology. Co-PI’s and Key Partners: Chris Price, SUNY Brockport Kanchana Mendes, SUNY Brockport Kathleen Reagan, SUNY Brockport Jeremy Browne, Brigham Young University Christopher Loretz, University at Buffalo Marirose Ethington, Genesee Community College Gary W Glaser, Genesee Community College Reports and Resources: Poster presentation – CIT 2013 Outline – Getting Ready Video Module Creative Commons License:

Awarded Grant: $20,000 Principal Investigator: Lorette Pellettiere Calix, Empire State College Only a very small percentage of students are able to take advantage of study abroad programs and many groups are underrepresented. The goal of this pilot project is to eventually provide the opportunity for all SUNY students to participate in a virtual term abroad. Researchers will analyze and try to resolve technical issues related to international collaboration and will compare a variety of tools for learner engagement and promoting cross cultural and/or international interaction. The “lessons learned” from the easily replicable pilot could help improve the quality of international collaborations and broaden student opportunities for an international experience. Co-PI’s and Key Partners: Patrice Prusko Torcivia, Empire State College Oscar Leon, Quality Leadership University (QLU) – Panama Reports and Resources: 2013 Sloan Blended Conference Presentation This report discusses the technology used to support a virtual term abroad. We hope to edit it and publish at a future date. VTA-tech-assessment-report-final.pdf This is a bibliography of resources related to our topic. It includes an author abstract or clip from each article, as well as some of our working notes. Bibliography-Virtual-Term-Abroad.pdf Pre- and post- collaboration surveys for both students and participating faculty. Bibliography-Virtual-Term-Abroad1.pdf DISCUSSION-ANALYSIS-SHEET-1.xlsx A form used to help analyze the blog discussions using formulas developed by: Bliss, C and Lawrence, B.(2009). From posts to patterns: A metric to characterize discussion board activity in online courses. Journal of Asynchronous Learning Networks, v13 n2 p15-32 http://www.cems.uvm.edu/~cabliss/Discussion_Paper_Bliss-Lawrence-2009.pdf. A form we used for virtual sessions to record technology used and related issues and resolutions. TECH-LOG.docx Project outcomes report Publications: This article discusses the value of a Virtual Term Abroad. It will be published in All About Mentoring at the end of this year. The-Value-of-a-Virtual-Term-Abroad-AAM-final.pdf Creative Commons License:

Throughout our educational system there is a growing need to understand, support and increase student success. Research has gone into defining characteristics that lead to student success. The authors assert that continued assessment of students and use of assessment data to create interventions and redesign curriculum lead to a state of continued improvement for the institution, its faculty and students while maintaining a strong relationship to the current tools used in any of the disciplines. Our goals for Phase One of this project are to develop, and validate an instrument designed to predict student success based on individual learner characteristics and the learner’s level of engagement with information and communication technology (ICT). The outcome of Phase One is a validated instrument and scoring rubric to assess learner readiness (SUNY Prep, Learner Preparedness Survey).