Table of Contents
- Cohort 11 2021-2023
- DNP Writing Tutorial
- Creating Rubrics and Use of Wireless Technology in Brightspace and Physics Laboratory
- Using Air Table to Track Student Engagement
- Exploring Digital Magazine Production
- Using ThingLink to create interactive comprehensive course portfolios
- Using Calendly to Connect with Students
- Teaching and Technology for the TikTok Generation in the Midst of a Pandemic
- Using H5P to help students build foundational knowledge
- “Where do I even start?”: Mapping Introductory Student Engagement with Course Activities to Successful Content Mastery
- Queering the Classroom with Mind Map, Flip Grid, & ThingLink
- Using Mind Mapping for Proposal Planning
- Role-Play through VoiceThread
- Cohort 10 2019-2022
- Cohort 9 2018-2020
- Cohort 8 2017-2019
- Using Hudl App to Enhance Student Observation and Clinical Decision Making Skills
- Collaborative Learning Spaces
- Using Sway, Twitter, Video, and More Through Active Learning and Reflection
- Feedback Survey to Assess Student Confidence
- Enhacing Student Learning using Web-Based Simulations
- Exploring Perspectives on Loss using EdPuzzle
- Exploring Digital Humanities
- Cohort 7 2016-2018
- Learning Research Methods and Statistics
- Using SWAY to Teach the Research Process
- A Flipped Classroom Approach: Concept Mapping with Bubbl.us
- Building an Online Class Community
- Digital Humanities
- Revamping PSY101 and PSY314W
- Maximizing Online Feedback
- Poll Everwhere, iPad Apps, and Panopto to enhance engagement and the student learning experience in an undergraduate Exercise Science course.
- Communicating Programmatic Processes
- Cohort 6 2015-2017
- Creating Multimedia Projects with ThingLink for Content Review and Student Presentations
- Three Approaches to Online Learning for On Ground Students
- YouTube Capture to Increase Online Student Engagement
- PeerReview with Online Doctoral Students
- Support Doctoral Student Writing with NoodleTools
- VoiceThread and ArtSteps
- COT: Class on Twitter
- Cohort 5 2014-2016
- Exploring Assessments with Moodle Quizzing
- Enhancing Off Campus Site Visits with VoiceThread
- Strengthening Problem-Based Learning with Panopto Videos
- Visualizing Case Studies with ThingLink
- Creating Engaging Online Interactions with EDPuzzles
- Using Explain Everything, an Interactive Screencasting Whiteboard iPad App at Assist Online Students
- Enhancing Student Writing Projects with a Variety of Online Tools
- Making the Shift: Using Online Tools in an On Ground Class with VoiceThread and Panopto
- Cohort 4 2013-2015
- Flipping the Classroom with Panopto Student Presentations
- Using Turnitin’s “GradeMark” features to Increase Efficiency and Efficacy of Written Comments
- ePortfolios for Visual Communications
- Online Student Group Projects with VoiceThread
- Feedback for Online Students using Panopto
- Poll Everywhere for Increasing Student Engagement
- Creating Non-Linear Presentation with Prezi
- Using Panopto for Faculty/Student Interview Feedback
- Active Learning with Video and VoiceThread
- iPad VoiceMemo for Student Feedback
- Cohort 3 2012-2014
- Cohort 2 2011-2013
- Cohort 1 2010-2012
Cohort 11 2021-2023
Dr. Birkholz developed a DNP Writing Tutor course in Brightspace to augment a writing support project that is being piloted this semester in the School of Nursing for doctoral students.
Dr. Dashdorj goal was to improve student performance and learning and enhance their experimental and scientific writing skills, by implementing the Turnitin and Brightspace rubrics.
Dr. Delbert explored AirTable to support the identified needs related to the tracking and reporting of grant activities.
Dr. Frey is exploring a variety of digital tools to design a student-centered digital magazine production.
Dr. Edsall explored ThingLink to create a more useful, creative, and engaging comprehensive portfolio in hopes of having students utilize such references for future semesters.
Dr. Hoh used Calendly to streamline and simplify individual appointments with students.
Dr. Lewis used Nearpod to increase students engagement in a flipped classroom.
Dr. Niculescu explored using H5P, a web-based tool to create interactive content and rich quiz feedback.
Dr. Pope explored course activities in the LMS to assist with mastery.
Dr. Reznik explored student engagement through the use of social technologies.
Dr. Singh explored Text2Mind to help students prepare for a writing project.
Dr. Wang explored virtual role-playing using VoiceThread. This allowed the students to practice giving both a positive and a constructive feedback to a role-play supervisee on their clinical skills.
Cohort 10 2019-2022
Dr. Jan Bucey projects have been to systematically boost student learning and teaching expertise using technology – specifically to assess student learning and instructional effectiveness. I have done this primarily by exploring, learning, and utilizing new technology.
Dr. Marilu Piotroski explored the use of several technologies to improve student engagement and support information delivery and processes in first-semester, asynchronous online Doctor of Nursing Practice (DNP) courses.
Sarah Shotland incorporate screen-mirroring and Kindle library into literature classes, and use Apple pencil to assist students with close reading. Using the Apple pencil more often in courses as a way to approximate a chalkboard. I’m planning to save all those files, plus begin adding to them in future courses. It will be valuable for me to see how language in community agreements change over time since that’s a pedagogical tool that I sometimes write about in my scholarship.
Dr. Jen Wasco explored ways to make traditional paper-based activities more engaging by creating newsletters for course preceptors.
Cohort 9 2018-2020
Dr. Myshakina used Turnitin to help my students to develop their skills in writing scientific reports and reviews. The second project I created problem-solving videos to enhance student learning. Many students (first year and more senior students alike) search internet sources to watch practice videos on problems/questions solved in class. There are not always suitable or similar examples could be found on Internet, that is why I decided to create my own library of instructional videos which will explain problems/questions very similar to those covered in class and used in tests or exams.
Dr. Chris O’Brien incorporated the use of several technologies, Zoom and Padlet, into my Critical Thinking in Psychology (PSY217W) course in the fall of 2018. The purpose of this course is to teach students the skills to engage in critical reading, writing, and thinking as they consume information within the discipline of psychology.
Dr. Lora Walter used Flipgrid is a video discussion platform that is simple to use and can be accessed through any smartphone, tablet, or computer. It gives students a voice and educators a means of creating a communicative learning environment. Students are able to respond to the videos posted by the instructor or peers by reacting, responding, and sharing their own videos. Flipgrid has many features that students are familiar with thus leveraging the elements of social media to engage students in the classroom and promote communication.
Dr. Gina Zanardelli goals in tech fellows were to increase student engagement in class and to help students learn more about ways technology can be useful as they pursue careers as mental health professionals.
Cohort 8 2017-2019
Dr. Criss’s goal was to find a way to enhance student observation skills and the clinical decision making that stems from those observations. I was looking in particular for an app that allowed slow-motion playback of recorded video and annotation of the video (voice recording over the video, drawing or highlighting portions of the video etc.). This was to enable students to watch movement at slower than normal speeds, with the hope that with practice throughout our program, they could start to see movement abnormalities in real time.
My project involved a redefinition of existing assignments in an online MSN course (Fall 2, 2017 – NUR/HCI 503), and in an online RN to BSN course the subsequent semester (Spring 1, 2018 NUR 412). Both assignments promote content learning. However, in order to better emulate the required teamwork required for clinical practice, both projects were redefined to afford learners the transformational opportunity related to a paired project within a collaborative learning space.
Dr. Fisher’s primary goal was to increase student learning and engagement by integrating innovative ways to communicate and disseminate information through exploring technology tie-ins to instruction, assessment, and presentations. I wanted my courses to provide an opportunity for students to explore culturally responsive educational practices and professional development learning experiences through social media platforms that are best for teachers to communicate with their future students, families, and the community.
Dr. Novalis utilized the Feedback Survey feature in Moodle for students to assess their levels of confidence in various aspects of the Evidence-Based Practice/Process (EBP) (including objectives contained within the Accreditation Council for Occupational Therapy Education Standards).
Dr. Rossbach used Mission: Zhobia, a web-based simulation that places the student in the position of a non-governmental organization (NGO) worker tasked with developing a plan to reconstruct the justice system in the fictional conflict-ridden country of Zhobia.
Dr. Slade used EdPuzzle in the NUR411 Geriatric Nursing class to give students a different perspective on loss, how difficult loss can be, and to help them experience some feelings their patients or patient’s families are experiencing. The essential idea is that, by incorporating EdPuzzle and changing how learning activities are presented, students will engage more in learning activities and increase their course learning.
Dr. Tippen’s main goal of the project is to introduce students to digital humanities, a new and growing subfield of literary and interdisciplinary studies. The technology and the skills are transferable to other fields because the assignment is project based, independently driven, and gives students experience researching, collecting, publishing, and being aware of audience. The project meets my pedagogical and philosophical goals of the public intellectual by making the work of the university freely available to real audiences.
Cohort 7 2016-2018
Dr. Jill Cyranowski used technology to better facilitate the multiple learning styles of students taking her Advanced Data Analysis class.
Dr. Michelle Doas integrated SWAY into an RN-BSN course to introduce registered nurses to the research process. The main goal was to bring specific research concepts and principles down the ladder of abstraction by integrating connections into clinical practice.
Dr. Sarah Jameson goal was to redesign a class on the health effects of climate change using a flipped classroom model. She created a self-directed learning unit that the students will complete before class. The in-class application exercise will use Bubbl.us concept mapping to demonstrate important relationships between the environmental consequences of climate change and human health.
Dr. Mary Beth Mannarino re-designed a course to an online format. The course, PSY645 Environmental Psychology, includes exposure to such topics as climate change, ecopsychology, ecotherapy, environmental justice, and the relationship between humans and the rest of nature.
Dr. Lou Martin designed the first digital humanities course for the History program. The course is titled HIS 309 Digital Local History, and in it, students learn about an aspect of local history, study some of the primary opportunities and challenges of using digital media to analyze and interpret histories, and then use available primary and secondary sources to create an online local history exhibit.
Dr. Monica Riordan used Storify and Poll Everywhere to update two undergraduate psychology courses to increase student ability to see psychology in their everyday lives.
Providing feedback regarding a student’s level of proficiency with writing can be a daunting process for faculty. Dr. Meigan Robb explored the use of technology to deliver writing feedback in the online learning environment. Technology tools that supported best practices of effective written and recorded feedback were incorporated in a doctoral-level writing-intensive capstone course in the Spring semester of 2017.
Dr. EJ Ryan wanted to increase student engagement in content and discussion by incorporating a variety of technological tools into my teaching efforts. He chose to utilize Poll Everywhere for the muddiest content, iPad apps to supplement lecture, and Panopto for student submission of a practical exam.
Dr. Ann Williamson used Panopto to explain programmatic processes related to clinical education/clinical experience, a requirement for all OT students.
Cohort 6 2015-2017
Dr. Pierette Appasamy incorporated ThingLink, an interactive multimedia platform, to teach students the skills needed to identify and characterize the various parts of the human body. The ThingLink project were created outside of class, which saved class meeting time for other content and also served as form of content review for students.
Dr. Deanna Hamilton explored three different approaches to online learning in order to better understand best practices. She implemented these approaches with her on ground graduate students and learned what they liked and didn’t like about online learning.
Dr. Diane Hunker wanted to expand the ways that she could promote visual communication with her online doctoral students. She used the YouTube Capture app to increase connections with her students through video feedback.
Dr. Jennifer Lape focused on enhancing feedback to online doctoral students on their capstone projects, and improving the peer review process already in place within the occupational therapy doctorate capstone courses. As a result, she explored the use of Turnitin’s Grademark and Peermark in detail, and piloted use of these tools in several courses.
Dr. Jennifer Morse wanted to find a technology that would support students’ writing and implemented NoodleTools, a program to help students take notes, create outlines, and create correct bibliographies in several accepted formats.
Dr. Beth Roark wanted to create a way opportunities for student-directed experiences where students could share, so she used VoiceThread, which allowed her to provide high-quality visuals with which students could interact communicating with each other and sharing ideas virtually, and improving the content and quality of their papers.
Dr. Sue Sterrett wanted to explore ways to create a community of researchers around my research interests and improve her liaison courses by integrating new technologies. She started by setting up a blog to feature her research interests and model a new way to connect with her students and professional colleagues.
Dr. Jennie Sweet-Cushman examined the effectiveness of incorporating the use of social media learning—specifically using social media (Twitter) to expose students to a greater depth and breadth of contemporary topic—as a tool of instruction in a political science curriculum.
Cohort 5 2014-2016
Dr. Ali Abdulrahman main project goal was to gain confidence in using technology, especially with Moodle online quizzes and tests.
Professor Bill Biss used VoiceThread as a means for his Interior Architecture Graduate Building Systems students to extend site visit experiences.
Dr. Steve Karas original plan was multi-focused. He wanted to create an online elective in manual physical therapy. Second, he wanted to incorporate more technology in my teaching. The first goal was specific and focused, and the second a bit more open-ended.
Dr. Chad Rittle focused on implementing tools the enhance his online courses using ThingLink, WizIQ and OneDrive.
Dr. Jodi Schreiber explored tools to enhance adult learning through visual modes. She explored EDPuzzle, TED-Ed, and WordPress.
Using Explain Everything, an Interactive Screencasting Whiteboard iPad App at Assist Online Students
Dr. Kathleen Spadaro wanted to expand her technology knowledge in order to enhance her online courses, she utilized Prezi, Facebook, and Explain Everything, an iPad app.
Professor Sheila Squillante wanted to explore how to connect her low-res MFA students, so she explore using Panopto, Moodle Discussions, Skype, and Storify.
Dr. Peggy Stubbs used to year to explore her own professional growth and to learn more about teaching online.
Cohort 4 2013-2015
Dr. Andres Carrillo had students create online Panopto presentations instead of using classroom time for the presentation freeing up regularly scheduled time for other activities.
Dr. Katie Cruger focused her attention on grading student papers electronically and had much success with the new GradeMark feature in Turnitin.
Dr. Greg Galford explored many different options for creating electronic portfolios for his Interior Architecture students and ultimately decided on Portfolium, a cloud-based tool.
Dr. Kristin Harty needed to find a way to connect students for an online project. She turned to VoiceThread for a solution.
Dr. Emily Stevens Hopkins used Panopto to provide group feedback on course questions, discussion forums, and to provide any tips or updates with course work. She also created an eIRB presentation using Camtasia to assist all Doctorate of Nursing Practice students with their IRB proposal submission.
Dr. Anthony Isacco explored a variety of technologies to enhance his teaching including Panopto, Poll Everywhere, various iPad apps and the TED talk style of presentation.
Dr. Karen Kingsbury explored Prezi and VoiceThread and ultimately decided that Prezi suited her goal of bringing flexibility and non-linear visuals to an audience.
Dr. Debby Rubin wanted her students to refine their interviewing skills in her Social Work classes, so she turned to Panopto to help her address this issue.
Dr. Joyce Salls experimented with several technology tools with the goal of increasing student engagement and active learning.
Dr. Sheryl St. Germain primary objective was to enhance and improve my teaching with technology, and to be able.
Cohort 3 2012-2014
Dr. Tracy Bartel used simSchool, VoiceThread, and other instructional technologies to help with her courses and generally had great success with all of them.
Dr. Sherie Edenborn found that using iClicker and Moodle to host online quizzes did require more work than paper ones did, but that students were happier with online quizzes than paper ones. Overall, the positive attributes outweigh the negative.
Dr. Vadas Gintautas used Google Moderator to solicit and aggregate responses in his Physics class on several topics.
Dr. Joe MacNeil used a variety of instructional technologies such as Poll Everywhere, AirServer, and CreateDebate with mixed results from his chemistry students.
Dr. Ingrid Provident used Panopto to give feedback and interact with students more directly. Students feel that the technology is helpful and necessary in the classroom.
Dr. Debra Wolf outlined her goals for guiding faculty and nursing students in instructional technologies. She looked specifically at iPad apps, such as Evernote and iAnnotate for paperless grading, as well as Voicethread and Screencast-O-Matic for audio feedback.
Dr. Jason Woollard used SMARTboards and Poll Everywhere to make PBL sessions more interactive and “assess students’ understanding of course concepts.” His biggest highlight is that Google Drive allows students to instantly send and receive information to one another in one convenient location.
Cohort 2 2011-2013
Kyle Beidler, Ph.D. Landscape Architecture
Pat Downey, Ph.D. Physical Therapy
Emily Eckel, OTD Occupational Therapy
Renee Falconer, Ph.D. Chemistry
David Fraser, Ph.D. Biology
Mary Jo Loughran, Ph.D. Counseling Psychology
Kathleen Sullivan, M.S Interior Architecture
Cohort 1 2010-2012
Debbie DeLong, Ph.D. Business
Linda MK Johnson, Ph.D. Sustainability
Rob Lettan, Ph.D. Chemistry
Marc Nieson, MFA English
Joe Schreiber, Ph.D. Physical Therapy