Awarded Grant: $20,000 Principal Investigator: James M. Pitarresi, Binghamton University At Binghamton University, Calculus I is taught to over 1,000 students each Fall. The satisfaction and performance of students in this course is often poor. This can lead to students dropping their intended major or continuing through their curriculum with weakened advanced math skills and negative attitudes toward math, which can have a harmful effect on core subjects in their major. Given the critical role of mathematics in many majors, finding new, more effective approaches to ensure student success is critical. The Department of Mathematics and the Watson School of Engineering and Applied Sciences propose a powerful hybrid instructional method to address this problem. Our hybrid approach has three main aspects: (1) implement a flipped classroom model for Calculus I using best practices of our field, (2) employ a pre-calculus screening exam for early identification and focused remediation for students with weak skills, (3) develop targeted tutorials in conjunction with on-going skills assessment to address student weaknesses and keep students “on-track” during the semester. Co-PI’s and Key Partners: Laura Anderson, Ph.D., Associate Professor, Mathematical Sciences, Binghamton University Joseph Brennan, Ph.D., Visiting Assistant Professor, Mathematical Sciences, Binghamton University Daniel McKinney, Adjunct Lecturer, Binghamton University Reports and Resources: Project article Mid-project report Project outcomes report Project outcomes report 2.0 Creative Commons License:

Principal Investigator: Jeffrey Linn, SUNY Brockport Hybrid and on-line coursework is an indispensible tool for the delivery of instruction at all colleges and universities. But technology is not pedagogy. Research findings by the US Department of Education (2010) indicate that online and hybrid instruction models can be successful in teaching critical thinking and higher level thinking but only if courses using these technologies are re-designed and restructured. For this interdisciplinary project, professors in Educational Administration, Nursing and Teacher Education will investigate, design and implement curriculum for asynchronous courses that combine rigorous assignments and assessments that lead to critical thinking and are aligned with the K-12 Common Core Learning Standards. The work will be assessed using a combination of student surveys, focus groups and class evaluations and the final products will presented at the statewide CIT conference in the Spring of 2014 and course designs made available through the SUNY Learning Commons. Co-PI’s and Key Partners: Lynae Sakshaug, Associate Professor, Masters of Arts in Teaching, Empire State College Frank McDonald, Assistant Professor, Master of Arts in Teaching, Empire State College Elizabeth Heavey, Associate Professor, Nursing, SUNY College at Brockport Reports and Resources: Critical thinking for college learners: Blended and online activities in multiple disciplines Mid-project report Project outcomes report Creative Commons License:

Awarded Grant: $20,000 Principal Investigator: Dean Hendrix, University at Buffalo This project will license electronic versions of textbooks that are used in courses across three SUNY schools: SUNY Brockport, University at Buffalo (UB) and SUNY Delhi. A continuation of a previously funded IITG pilot (“Phase 1”), Phase 2 leverages the knowledge and technical expertise gained in Phase 1 to shape and refine the features, licenses, implementation and future of e-textbooks within SUNY. Phase 2 delves deeper into the quickly evolving e-textbook environment by exploring new assessment methodologies related to student learning outcomes, developing longitudinal data sets for pinpointing trends among specific student populations, analyzing the impact of price on e-textbook adoption and investigating the feasibility of a student-centered e-textbook model. Co-PI’s and Key Partners: Charles Lyons, MS, Electronic Resources Librarian, University at Buffalo Libraries Mary Jo Orzech, MLS, Ph.D., Director, Drake Memorial Library, SUNY College at Brockport Pamela J Peters, MLS, Director, Resnick Library, SUNY Delhi Reports and Resources: Mid-project report Project outcomes report

Awarded Grant: $18,000 Principal Investigator: Paul R. Gould, Binghamton University This mobile technology initiative will provide a platform for enhanced student learning and evaluation through a three-tier training experience related to Depression, Dementia & Delirium in geriatric patients. The project will develop a cohesive series of learning modules, a simulated patient experience, and field-related patient encounter. Web-based learning modules will expose students to a broader understanding of the complex and interrelated physiological, neurological, psychological and social factors associated with depression, dementia & delirium, as how to utilize a Comprehensive Geriatric Assessment in practice. Modules will also include best practices related to therapeutic interventions with geriatric populations. Simulated patients and field-related encounters allow students to practice clinical skills with older adults and families from a variety of cultural backgrounds; mobile devices and digital recordings will allow students and faculty supervisors to evaluate students’ skill application in encounters in simulation labs and field practicum sites across the Southern Tier. Co-PI’s and Key Partners: Shawn A. Berkowitz, MD, CMD, Director, UHS Geriatrics, Director Geriatric Clerkship, Upstate Medical University Suk-Young Kang, PhD, MSW, Assistant Professor, Department of Social Work, Binghamton University Reports and Resources: Mid-project report Project outcomes report