Principal Investigator: Yvonne Harrison, University at Albany The University at Albany’s 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 leadership education that meets the needs of the nonprofit sector. Designed for working professionals and students preparing for careers in the nonprofit sector, the CMNL offers five courses jointly delivered between the two schools. In 2014, one of the five courses, The Governance of Nonprofit Organizations, was transformed into a semester-based massive open online course (MOOC) with IITG funding. In January 2015, the course launched on Coursera’s online teaching and learning platform enrolling over 12,000 learners from 179 countries. 2015 IITG funding is requested to meet the demand for nonprofit leadership and management education by: Transforming the Governance of Nonprofit Organizations MOOC into an“on demand” Coursera course- working professionals and students in the SUNY system can take for academic credit through a course waiver (SUNY students) and prior learning assessment (Public) methodology. Creating new (simulations for end-of module assessments of learning) and flipping existing MOOC content, including the online team-based learning and the externally hosted academic service learning “capstone” activities for use within Coursera’s on-demand platform. Conducting longitudinal comparative research on the impact of the MOOC on student success and nonprofit governance and organizational effectiveness (through the academic service learning project). Co-PI’s and Key Partners: Vic Murray, Adjunct Professor, University of Victoria Alena Rodick, Instructional Designer, School of Graduate Studies, Empire State College Reports and Resources:

Awarded Grant: $24,200 Principal Investigator: Martha Rottman, Rockland Community College RCC is proposing to expand its model of developmental course reform to include two additional community colleges, Westchester and Genesee, to bring the total participating SUNY schools to four. This expansion is aligned with the project’s original replication objective; it broadens the scope so that the impact and effectiveness of marrying technology with reforms in developmental coursework can be determined and how this supports pedagogy, specifically within remedial education; it will strengthen a model geared towards enhanced teaching and learning that is affordable and innovative; and, make recommendations for technology platforms and integration. This is a renewal request for RCC’s 2014-2015 IITG project that is making significant progress towards achieving its original objectives. RCC’s approach of an accelerated course with a digital tool companion (ePortfolio) is aligned with identified best practices for remedial education reform. Yet, until this piloted course, there is no known research on the impacts of utilizing ePortfolio in an accelerated learning environment. RCC’s IITG project is testing if ePortfolios (known to build student reflection skills and motivation) impacts retention and completion for students testing into remedial education. Preliminary results indicate positive results. Co-PI’s and Key Partners: Catherine M. Roche, Chair of the Business and Technology Division, Rockland Community College Reports and Resources: Mid-project report

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: Krista Vince Garland, Buffalo State This application seeks to continue work from an IITG project funded in 2013. The current proposal extends upon the last project by expanding collaboration and open sharing among SUNY colleagues to improve quality of learning experiences for students through the use of the TeachLivE (TLE) virtual classroom simulator. The TLE simulator is an immersive mixed reality environment. This setting provides pre-service and in-service teachers the opportunity to learn new skills and to craft their practice without placing “real” students at risk during the learning process. Renewal would allow for continuance in the development of a competency-based curriculum delivery model based upon research for improved mechanisms within teacher education programs. Continued funding would provide for state wide scale-up with the establishment of a SUNY TLE Consortium, faculty regional trainings, creation of a SUNY TLE Resource Manual, a Delphi Study to determine practice priorities, and assessment of TLE impact on learning outcomes. Co-PI’s and Key Partners: Karen Bell, Associate Professor and Chair, Department of Educational Administration, SUNY New Paltz Sharon Raimondi, Director of the Joint Doctoral Program, University at Buffalo Reports and Resources: