Principal Investigator: Dana Antonucci-Durgan, Suffolk County Community College This project will investigate how mobile “makerspaces” enhance student learning through informal experiential opportunities while furthering student engagement. “Makerspaces” are areas set aside for individuals to explore, tinker and create with technology such as laser cutters, welding equipment, 3D printers and robotics. With space at a premium in academic libraries and throughout college campuses, this project will design and implement a mobile “makerspace” concept that would allow libraries to implement a “makerspace” with minimal space requirements. The mobile “makerspace” will concentrate on providing informal experiential learning opportunities in 3D printing and video production to college students. A 2011 Center for Community College Student Engagement (CCSSE) study found that 85% of students surveyed had never participated in an experiential learning assignment such as an internship or co-op. This project will implement a mobile “makerspace” that will provide students with informal experiential learning opportunities such as 3D modeling and printing, and video production. This project will pilot open workshops on video creation and production and 3D printing. Students will have hands on experience with standard equipment used in the industry. The project will assess the effectiveness of mobile “makerspaces” on student engagement and discovery while also outlining best practices for creating the unique learning space on college campuses. Co-PI’s and Key Partners: Susan Wood, Instructor of Library Services, Suffolk County Community College Paul Turano, Professional Assistant I, Library Media Services, Suffolk County Community College Troy Hahn, College Associate Dean, Office of Instructional Technology, Suffolk County Community College Edward Hassildine, Specialist II Damon Vogel, Professional Assistant II, Educational Technology Unit, Suffolk County Community College Reports and Resources: Final project report How to create a mobile makerspace SUNY CIT 2015 Poster Presentation Abstract Project website Mid-project report Creative Commons License:

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:     

Awarded Grant: $60,000 Principal Investigator: Trudi Jacobson, University at Albany Thomas P. Mackey, Empire State College This project merges two innovative and flexible learning models: a metaliteracy Coursera MOOC open to all SUNY students, and its integration with competency-based badging. This unified approach to learning appeals to students and employers alike, and serves as a robust model to advance Open SUNY. Metaliteracy, a critical knowledge set for informed students, employees, and citizens, is leveraged in this project to meet the learning goals of Open SUNY. Being metaliterate means having the ability to successfully consume and create quality information in collaborative, online environments. The co-PIs will assess the effectiveness of this project’s teaching methods by using analytics provided within Coursera. Participants in the Metaliteracy Learning Collaborative will share outcomes with SUNY faculty to develop badging quests in prior learning assessment, experiential learning, and other content areas. The unified metaliteracy MOOC and badging system will provide support for the next revision of SUNY’s Information Management General Education competency. Co-PI’s and Key Partners: Michele Forte, Assistant Professor and Mentor, Center for Distance Learning, SUNY Empire State College Kathleen Stone, Director for Curriculum and Instructional Design, Center for Distance Learning, Empire State College Amy L. McQuigge, Special Projects Coordinator, School for Graduate Studies, SUNY Empire State College Jenna Hecker, Instructional Developer, Faculty Technology Resources, University at Albany Kelsey O’Brien, Visiting Assistant Librarian, University at Albany Reports and Resources: CIT Presentation on project outcomes COIL Presentation on development and global reach of Coursera MOOC NERCOMP Presentation on Designing Digital Badges as OER LILAC Presentation on Development of Digital Badges Collection of instructional videos used in both MOOCs Coursera project website Canvas project website Mid-project report Project outcomes report Articles and publications: UAlbany Experts in Information Literacy and Nonprofit Management and Leadership Win SUNY Innovative Instruction Awards Are MOOCs Mainstream? Q&A with Peter Shea. What is more exciting than a MOOC? A MOOC in which you can earn digital badges! Empire State College offers Coursera MOOCs: registration Now Open Creative Commons License:   

Principal Investigator: Krista Vince Garland, Buffalo State The goal of this project is to pilot the TeachLivE™ virtual simulation classroom laboratory (housed at Buffalo State) among interested departments at the college, local k-12 administrative personnel, and SUNY Institutes of Higher Education (IHEs). The project will explore opportunities for leveraging the Power of SUNY to create an innovative academic program through which students and faculty across a range of disciplines and SUNY colleges collaborate to infuse in-vivo learning within the safety of the lab to effectively prepare and enhance teacher preparation programs within the SUNY system. Project Investigators will host three separate missioned full day workshops within the virtual classroom, conduct a mixed methods research study, and disseminate information from findings to stakeholders. Artifacts from this project will include the development of template curricula to guide other SUNY departments who are considering the establishment of a TeachLivE™ simulation lab and will be represented in the SUNY Learning Commons. Co-PI’s and Key Partners: Kevin Miller, Ph.D., Chair and Professor, Exceptional Education, Buffalo State Sharon Raimondi, Ph.D., Director of the Joint Doctoral Program at the University at Buffalo Reports and Resources: Final report 2014 CIT conference presentation Poster presented at the Council for Exceptional Children Division of Autism and Developmental Disabilities (2015) Project website Project resources Article in Buffalo State News Mid-project report Project outcomes report Creative Commons License: