Awarded Grant: $15,000 Principal Investigator: Gary Halada, Stony Brook University At Stony Brook University we will create an electronic portfolio approach to ensure a meaningful, academically rigorous outcome from internships, including a template based upon standards and goals of experiential learning and a website which connects students with internships and builds dissemination with the Long Island Alternative Energy Consortium of seven academic institutions dedicated to strengthening energy education. The project includes workshops for internship supervisors, representatives from regional industrial associations, faculty coordinators, and experts in experiential learning, eportfolios and assessment, to enhance the template and website, explore best practices for experiential learning, generate internships, and assess progress and benefits to both student learning and workforce development. Reports and Resources: Poster presentation from the “SPARKS of INNOVATION: The Future of Teaching and Learning” conference at Stony Brook University, Friday, April 12, 2013, entitled “Electronic Portfolios to Enhance Experiential Learning and Assessment in Internship Courses”. The poster summarizes the design of the project in which electronic portfolios (eportfolios) are to be used as an ideal mechanism to enhance experiential learning in undergraduate internships. Eportfolios are envisioned as a method to enhance instructors’ ability to assess student learning outcomes and the ability of industrial mentors to supervise and direct interns. Further, we show how eportfolios, through student reflection and direct assessment of activities, can help programs meet the challenges of program accreditation. IITG-poster-Halada.pdf Oral presentation from the “SPARKS of INNOVATION: The Future of Teaching and Learning” conference at Stony Brook University, Friday, April 12, 2013, entitled “Electronic Portfolios to Enhance Experiential Learning and Assessment in Internship Courses”. e-internship-Sparks-presentation-2013.pdf A video of the presentation is available for download: http://www.youtube.com/watch?v=nx4tkG7Nn9I The electronic portfolio template developed for this project details what is expected as learning outcomes from students in internships. InternEmployersurveyed2012.doc Project Website: https://stonybrook.digication.com/engineering_internships/Welcome/ Project outcomes report Creative Commons License:

Awarded Grant: $20,000 Principal Investigator: James German, Potsdam This project is designed to develop, implement, and assess technologies that enhance student success by increasing interactivity, accessibility, and options in SUNY Potsdam’s large enrollment history hybrid courses. We will enhance student access to teaching staff and course content by integrating SMS communications, social media, and lecture capture technologies. Additionally, we will develop a menu driven version of one of the courses that will provide students with a variety of options about what they learn and how they demonstrate their learning. We hypothesize that these changes will improve student satisfaction, student success, and student learning. Co-PI’s and Key Partners: Ms. Natalia Veinott, History Course Coordinator, SUNY Potsdam (Co-PI) Reports and Resources: Social Media, Student Satisfaction and Student Success: History for General Education at SUNY Potsdam, presentation by Jim German and Natalia Veinott at SUNY CIT, 2013, at SUNYIT. SUNY-Potsdam-History-CIT-13-Utica.pptx SUNY Potsdam History Course Redesign, 2008-2014, a Webinar presented by Jim German for the National Center for Academic Transformation, October 7, 2013. Potsdam-History-Redesign-NCAT-Webinar.pptx Project outcomes report Creative Commons License:

In order to expand and supplement a current outreach program designed to improve student outcomes on the college’s placement exam, SUNY Orange will produce a series of video presentations about how the college uses Accuplacer placement assessment. These video modules will focus on 1) the purpose, format and ramifications of the exam; 2) subjects covered in the math and reading components of the exam and the rubric used to evaluate the essay component; and 3) available online resources to help students prepare for the exam. To ensure widespread dissemination, the presentations will be housed on SUNY Orange’s admissions webpage and will also be available to be linked to or embedded in area high school guidance departments’ websites with other information regarding college admissions.

Principal Investigator: Beth Burns, Buffalo State College Badging is an emerging trend in education that poses a new method of representing skills and achievements that may be difficult to document.  The exploration of badging has the potential to open up new ways of visually representing an individual’s skills and knowledge. The Learner eXperience Designers (LXD), a collaborative group at Buffalo State, will spearhead the exploration of integrating badging on campus and in higher education. Specifically, the LXD are committed to evaluating the logistics and effectiveness of badging in three specific areas: within a course, within a student training program, and within professional development. Co-PI’s and Key Partners: Mark McBride, Buffalo State (Co-PI) Ken Fujiuchi, Buffalo State (Co-PI) Meghan Pereira, Buffalo State (Co-PI) Jason Welborn, Buffalo State (Co-PI) Reports and Resources: Outcome description including links to relevant materials and presentations Presentation – Educause 2013 Open SUNY CourseSites – Locating, Creating, Licensing and Utilizing OERs On Teaching and Learning Blog 3T’s 2013 presentation (video captured information) Feedback from a Badge Earner (and course completer) Publications: Blackboard Blog – Buffalo State’s Journey Developing A MOOC On CourseSites Creative Commons License: