Awarded Grant: $19,850 Principal Investigator: Anne Reed, University at Buffalo Quality by Design: Strategies for Effective Teaching and Quality Course Design (QbD) is a faculty development course and OER that will serve the vision of Open SUNY, including open content, cross- collaboration, asset-sharing, and the development of high quality courses. Participants of QbD will learn about quality course design, strategies to increase student engagement, improved assessment techniques, and how to provide students with the support they need to be successful learners.This asynchronous online course will be offered through Creative Commons and will be widely available for on-demand learning or re- purposing at individual campuses. QbD will serve the goals of Open SUNY by incorporating the Open SUNY COTE Quality Review (OSCQR) rubric, as well as content and participation by COTE Fellows, and additional SUNY-branded elements. The assessments of this project will contribute research and scholarship to the SUNY community and to the larger fields of faculty development and instructional design. Co-PI’s and Key Partners: Jeremiah Grabowski, Online Programs Coordinator, School of Public Health and Health Professions, University at Buffalo Roberta (Robin) Sullivan, Online Learning & Innovative Instruction Specialist for the Center for Educational Innovation, University at Buffalo Cherie van Putten, Instructional Designer for the Center for Learning and Teaching, Binghamton University Nathan Whitley-Grassi, Faculty Instructional Technologist, Empire State College Martha Greatrix, Instructional Support Specialist for the Center for Educational Innovation, University at Buffalo Caryn Sobieski-VanDelinder, Senior Education Specialist, School of Public Health and Health Professions, University at Buffalo Steven Sturman, Instructional Designer for the School of Social Work, University at Buffalo Christopher Price, Academic Programs Manager, SUNY Center for Professional Development Lisa Dubuc, Coordinator of Electronic Learning and Instructional Designer, Niagara County Community College Dan Feinberg, Senior Instructional Designer, Open SUNY, Center for Online Teaching Excellence Reports and Resources: Mid-project report  

Principal Investigator: Ken Fujiuchi, Buffalo State Learning is a social activity that evolves from our interactions, daily activities, and education. We incorporated two key elements of situated learning theory: “communities of practice” where learning is achieved through the social and collaborative interaction in a common environment, and “learning in context” where students have the opportunity to learn on demand when the need arises based on location, environment, time, or social context. Using a mobile device management (MDM) system, we can deliver a learning environment that can dynamically adjust and tune to the needs of our student’s mobile devices. Also because of the portable nature of mobile devices, the students don’t have to limit their learning process to a specialized lab or class time. This allows all students to start with the same technological foundation, but maintain the flexibility to experiment with tools and content to adapt to their own learning needs. Co-PI’s and Key Partners: Andrew Chambers, Library Information Management Officer, Buffalo State Kerry Renzoni, Assistant Professor of Music and Coordinator of the Undergraduate Music Education Program, Buffalo State Reports and Resources:

Principal Investigator: Mark McBride, Monroe Community College Monroe Community College (MCC) proposes a IITG project to design and deploy a library service model to increase faculty participation in SUNY Open Educational Resources (OER) and improve OER adoption system- wide. The purpose of the project is to build on the traditional strengths of SUNY campus libraries by supporting faculty in OER discovery and adoption. The new service model will give faculty access to discovery tools through SUNY Affordable Learning Solutions and Lumen Learning; modularize and improve interoperability and multimedia in the collection of existing Open SUNY textbooks; and embed assessments in OER courses. Project outcomes will increase OER adoption, improve OER alignment with course learning outcomes; and increase student completion and success in OER courses. The project will address priorities identified by SUNY partners: University of Buffalo, Colleges at Geneseo, Brockport, Buffalo, Suffolk, Environmental Science and Forestry, Fulton-Montgomery Community College, Tompkins Cortland Community College, and industry partner Lumen Learning. Co-PI’s and Key Partners: Alison Brown, Editor and Production Manager, SUNY Geneseo Sam Abramovich, Assistant Professor, Graduate School of Education, University at Buffalo Reports and Resources:

Principal Investigator: Derrick Stevens, Mohawk Valley Community College This project will pilot an Open Physics Lab at MVCC for use by any institution or individual. The Open Physics Lab will provide remote access through the web to physical experiments housed at MVCC similar to those used in introductory physics courses. Students and educators will be able to control the experiments remotely and collect data for analysis. As content and courses push to be more open and accessible, laboratory sciences face the problem of bringing the laboratory experience to their students. This project aims to provide that experience in an easily accessible and flexible manner. As these experiments will be fully automated, use may occur from any location at anytime 24/7. In accessing this project, the project coordinators are interested in how the use of a remote lab in physics courses compares to a more traditional setting, and how access to a remote lab may benefit all students in physics courses of any structure. Co-PI’s and Key Partners: Shahida Dar, Assistant Professor of Physics, Mohawk Valley Community College Reports and Resources: