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

Principal Investigator: Aaron Heap, Geneseo In many ways, the Introduction to Mathematical Proofs course is a first course in mathematical writing. Analogous courses are offered in math departments throughout the SUNY system. The skills and content a student learns in this course are recalled, reframed, revisited, and revitalized as they continue their mathematical journey. In addition, the material is useful to philosophy, linguistics, and computer science students. To support students’ retention of ideas and methods from this course, we have begun the process of flipping some sections of SUNY Geneseo’s Introduction to Mathematical Proofs using resources external to the SUNY system. We hope to develop our own video and text resources for the course in a way that incentivizes the switch to a flipped format. Further, these videos and associated exercises will become a part of OPEN SUNY through an online “ProofSpace.” Instructors throughout the SUNY system can take advantage of the videos for their Introduction to Mathematical Proofs courses, upper division math courses, or even non-math courses. Co-PI’s and Key Partners: Suraj Uttamchandani, Alumnus Consultant and Mathematical Modules Designer, Geneseo Reports and Resources: Project website Mid-project report Final report Creative Commons License:     

Principal Investigator: Andrea Wade, Broome Community College Massive Open Online Courses (MOOCs) were first developed to leverage scalability in the online delivery of content to reach broad and diverse groups of learners. The MOOC concept is still rapidly evolving, as public and private institutions experiment with ways to strike a balance between costs and benefits for involved stakeholders. And while all institutions of higher learning have been watching MOOC development with keen interest, relatively few community colleges have been able to make a connection between their community-focused/workforce development missions and this online learning format. SUNY Broome Community College’s proposed project, therefore, is expected to be of interest particularly to other community colleges as its purpose is to develop a MOOC model for workforce development in the high demand occupations of Home Health Aides and Personal Care Aides. The model will be designed to offer online, easy access to Home Health Aide/Personal Care Aide training materials as well as resources and interactive features that are beneficial to both students and local employers. Co-PI’s and Key Partners: Erin O’Hara-Leslie, Instructor/Chairperson for Medical Assisting & Health Studies, Department of Medical Assisting & Health Studies/Medical Transcription/Health Information Technology, SUNY Broome Tera Doty-Blance, Instructional Designer, Teaching Resource Center, SUNY Broome Tracy Smith, Director of Health Care Services, Interim HealthCare, Binghamton Reports and Resources: Project outcomes report Course Syllabus (Listing of Modules and Descriptions) PPT from MOOC Shake online meeting Article in Press & Sun-Bulletin Mid-project report Creative Commons License:

Awarded Grant: $35,400 Principal Investigator: Katharina Dittmar, University at Buffalo Regarding technology use, we learned from a previous IITG grant that among all mobile devices, tablets were vastly preferred over smartphones. Importantly, tablets were reported to be overwhelmingly used at home, or in the library with access to course materials, and with friends. These findings suggest crucial points to consider in the context of mobile, online education delivery outside the classroom: Not all mobile devices are equally suited, and learning environments with the capacity for interaction matter greatly, especially for higher level, conceptual learning. Based on the clearly positive role of mobile-device instruction, we recognize the need to better capitalize on the ability of tablets to serve as an interactive teaching device. Currently, Pop!World is delivered as a single player virtual game. We here propose to take this to the next level, and accomplish the following goals: Implement Pop!World in a multiplayer mode, with player interaction and user incentives (badges). Use emerging cloud gaming technology to implement this in a platform and hardware independent fashion, that is scalable and lag-time resistant. Assess the technology in the context of user adoption, and badge incentives (see Assessment Plan for details). Co-PI’s and Key Partners: Bina Ramamurthy, Associate Professor, Computer Science and Engineering, University at Buffalo Jessica Poulin, Clinical Assistant Professor, Biological Sciences, University at Buffalo