Index of ACS Blended Learning Grant Awards, 2011-2013

The following list includes all projects funded by the ACS Blended Learning Grant program between 2011-2013. The list is indexed by project type, including projects related to:

  • collaborative courses (6)
  • digital studies, digital humanities, and undergraduate research (4)
  • flipped classrooms (6)
  • globally connected learning (2)
  • massive open online courses (MOOCs) (2)
  • online educational resources: collections (3); self-directed learning (2); design (3)
  • professional development: course design (3); workshops and learning communities (4); virtual workshops (2)
  • shared courses and shared course modules (2)
  • social media (1)

Each entry lists the names, contact information, and subject areas for the principal investigators of each grant. Entries may also include links to any resources developed by principal investigators for consortial use. We encourage you to read the proposals and final reports for any projects that are of interest to you and to reach out to principal investigators to discuss follow-up questions or potential collaborations.

 

Collaborative Courses

1. Blended Learning and Place-Based Pedagogy

Principal Investigators: Amanda Hagood (formerly of Hendrix College),
Carmel E. Price (formerly of Furman University)

Contact Information:
hagood@colleges.edu,
carmelp@umich.edu

Subject Areas: English, Sociology, Environmental Studies

Date Funded: Winter 2012

Project Description: In two interrelated projects—Literary Landscapes: Writing the Natural State (Hagood) and Sister Classrooms: Connecting Through Blogs and Grounded in Place (Price)—principal investigators combined student blogging and shared videoconference sessions to connect two distant classes simultaneously engaged in place-based studies in literature and sociology. See final reports from Hagood and Price.

Course Blogs (2):
https://naturalstate.edublogs.org,
https://popandev.edublogs.org

2. Collaborative Learning Across Symposium Schools (CLASS)

Principal Investigator: Nathan Stogdill (formerly of the University of the South)

Contact Information: n/a

Subject Area: English

Date Funded: Fall 2012

Project Description: Principal investigator collaborated with Dr. Dustin Mengelkoch (Lake Forest University) to develop a syllabus for a course in the works of John Milton, launch a course sharing platform for the course, and create a virtual symposium for students. See final report.

Course Website:
http://www.milton-class.com

3. Collaborative Online Teaching Module for Music and Religion Courses

Principal Investigators: Li Wei (Rollins College),
Jay McDaniel (Hendrix College)

Contact Information:
lwei@rollins.edu,
mcdaniel@hendrix.edu

Subject Areas: Religious Studies, Music

Date Funded: Fall 2011

Project Description: Principal investigators used videoconferencing to link two classes at Hendrix College and Rollins College, and included a series of online seminars that focused on the religious relevance of rock and roll and cultural appropriation in Tibetan Buddhist inspired world music. See final report.

4. Educational Technology: Modeling a Blended Course

Principal Investigators: Michael Kamen (Southwestern University),
Candace Wentz (Centre College)

Contact Information:
kamenm@southwestern.edu,
candace.wentz@centre.edu

Subject Area: Education

Date Funded: Fall 2013

Project Description: Principal investigators will analyze the materials and teaching techniques used in the courses in Education Technology at their respective institutions. They will develop and implement shared online modules, exploring opportunities for students to communicate using educational technology. See project proposal.

5. Interdisciplinary Learning Project on Environmental Studies and Landscape Art

Principal Investigators: Laura Hobgood-Oster (Southwestern University),
Rachel Simmons (Rollins College)

Contact Information:
hoboster@southwestern.edu,
rsimmons@rollins.edu

Subject Areas: Environmental Studies, Visual Arts

Date Funded: Spring 2012

Project Description: Teaching two separate courses on the theme of environmental and landscape (Environmental Justice and Animas, Landscape Art), principal investigators shared common content including readings, video lectures, and a common blog, allowing students to take advantage of the expertise of faculty at both campuses. See final report and an ACS-hosted discussion of this project with the principal investigators.

6. Preparing Students for Life After Graduation: An Inter-Institutional Blended Learning Career Planning Course

Principal Investigators: Jana Mathews (Rollins College),
Anne Meehan (Rollins College),
Beth Chancy (University of Richmond)

Contact Information:
jmathews@rollins.edu,
asmeehan@rollins.edu,
bchancy@richmond.edu

Subject Area: Career Planning

Date Funded: Spring 2013

Project Description: Principal investigators developed an innovative inter-institutional approach to preparing liberal arts students for meaningful career paths, using several blended learning modules designed to help students collaboratively improve their skills in personal branding, professional networking, and interviewing. See final report and a case study based on this project.

Course Website:
http://social.rollins.edu/wpsites/acsblended/

 

Digital Studies, Digital Humanities, and Undergraduate Research

1. Mapping the Cumberland Plateau’s Springs and Creating an Internet Forum and Archive for Community Engagement

Principal Investigators: Celeste Ray (University of the South),
Daniel Carter (University of the South),
Chris Van de Ven (University of the South),
Eriberto (Fuji) Lozada (Davidson College)

Contact Information:
cray@sewanee.edu,
dccarter@sewanee.edu,
chvandev@sewanee.edu,
erlozada@davidson.edu

Subject Area: Anthropology, Environmental Studies

Date Funded: Spring 2013

Project Description: The principal investigators planned to create a website with hyper-linked maps derived from project research and develop discovery-based modules for multiple undergraduate courses in anthropology, environmental studies and landscape analysis that center on the website and made use of a Moodle platform. These activities expanded faculty skills and allowed them to explore new possibilities for engaging other ACS faculty with research and teaching interests in Cumberland Plateau subjects and in GIS applications. See final report.

2. Increasing Writing Competency Using Virtual Writing Assistants

Principal Investigators: Kinnis Gosha (Morehouse College),
Daniele Bascelli (Spelman College)

Contact Information:
kgosha@morehouse.edu,
dbascelli@spelman.edu

Subject Area: Computer Science

Date Funded: Fall 2012

Project Description: The proposal aims to reduce the stress on the Writing Centers’ services and expand their offerings by providing students with web-based assistance using an Embodied Conversational Agent (ECA), a program capable of emulating face-to-face interactions with people, including the use of hand gestures, facial expression, body posture, and speech. See final report.

3. Visualizing Emancipation: Blended Learning

Principal Investigators: Scott Nesbitt (formerly of the University of Richmond), Robert Kenzer (University of Richmond), Timothy Huebner (Rhodes College), Lloyd Benson (Furman University), Stephanie Rolph (Millsaps College)

Contact Information:
lloyd.benson@furman.edu,
huebner@rhodes.edu,
rkenzer@richmond.edu,
rolphsc@millsaps.edu

Subject Area: History

Date Funded: Fall 2013

Project Description: Principal investigators will build upon the innovative digital exhibit, Visualizing Emancipation, creating the opportunity for students at four ACS institutions to contribute a significant piece of generative scholarship and, through virtual meetings, to learn from each other about their new research into the end of slavery in the United States. See project proposal.

4. Urban Dreams and Urban Disorders: Transforming Travel Study and Undergraduate Archival Research with Collaborative Interdisciplinary Digital Tools

Principal Investigators: Lloyd Benson (Furman University);
Mike Winiski (Furman University); DebbieLee Landi (Furman University);
Julian Chambliss (Rollins College); Mike Gunter (Rollins College);
Robert Nelson (University of Richmond);
& Scott Nesbit (formerly of the University of Richmond)

Contact Information:
lloyd.benson@furman.edu,
mike.winiski@furman.edu,
debbielee.landi@furman.edu,
jchambliss@rollins.edu,
mgunter@rollins.edu,
rnelson2@richmond.edu

Subject Area: History, Spatial Analysis

Date Funded: Spring 2012

Project Description: The goal of this initiative was to develop and test a model set of frameworks for inter-campus and interdisciplinary collaboration around a set of common themes and places, giving faculty the tools to preserve and share archives-based travel study and local community research projects. See final report. 

Project Website:
http://dsl.richmond.edu/dreamsanddisorders/

 

Flipped Classrooms

1. Adding Blended Learning Concepts to Transform the General Chemistry Undergraduate Experience

Principal Investigators: Maha Zewail-Foote (Southwestern University),
Emily Niemeyer (Southwestern University)

Contact Information:
footezm@southwestern.edu,
niemeyee@southwestern.edu

Subject Area: Chemistry

Date Funded: Spring 2013

Project Description: Principal investigators created interactive learning modules to “flip” portions of the instructional process in General Chemistry courses, leaving additional class time to facilitate a deeper understanding of course topics through group discussion and problem solving activities created by the instructors. See final report.

2. Blended Learning in Statistics

Principal Investigators: Andrew O’Geen (Davidson College),
Patrick Sellers (Davidson College)

Contact Information:
anogeen@davidson.edu,
pasellers@davidson.edu

Subject Area: Political Science

Date Funded: Spring 2012

Project Description: Principal investigators evaluated the effectiveness of innovations in teaching statistics to undergraduate students, replacing the course textbook with a set of online resources, including readings and videos, and evaluating the relative effectiveness of traditional classroom lectures versus more interactive classroom activities. See final report.

3. Developing Shared Expertise for Blended Learning Instruction Through Institutional Collaboration

Principal Investigators: Sean Connin (Trinity University),
Mike Winiski (Furman University)

Contact Information:
sconnin@trinity.edu,
mike.winiski@furman.edu

Subject Area: STEM Fields

Date Funded: Fall 2013

Project Description: The goal for this project is to promote shared expertise and peer-to-peer support for blended instruction within STEM disciplinary contexts, addressing key factors—such as the paucity of discipline-specific examples, a lack of time to prepare online course materials, and uncertainty regarding alternatives to traditional lecture for in-class instruction—which impede faculty experimentation with blended learning. See project proposal.

4. Efficiency of Using Online Homework and Web-Based Grading in Calculus Classes

Principal Investigator: Hoa Nguyen (Trinity University)

Contact Information:
hnguyen5@trinity.edu

Subject Area: Mathematics

Date Funded: Fall 2012

Project Description: After introducing WebAssign, an online homework and grading tool, into her Calculus I classes, the principal investigator compared the grades and student survey responses for these classes to those of earlier sections which were offered in a conventional format. See final report and an ACS-hosted discussion of this project with the principal investigator.

5. An Intra-Campus Initiative for Blended Learning Across the ACS: Environmental Hazards and Social Risks

Principal Investigators: William Holt (Birmingham-Southern College),
Vincent Gawronski (Birmingham-Southern College)

Contact Information:
wholt@bsc.edu,
vgawrons@bsc.edu

Subject Area: Urban Environmental Studies, Political Science

Date Funded: Spring 2013

Project Description: Principal investigators created a course in environmental hazards and urban social risks that helped students develop the skills to use electronic tools—including hazard identification, mapping, and Geographic/Geo-Spatial Information Systems—to understand how environmental hazards and urban social risks interact in different contexts. See final report and a case study based on this project.

6. The Visual Journal Project: Developing a Liberal Arts Model for Blended Learning Course Design in Studio Art

Principal Investigator: Rachel Simmons (Rollins College)

Contact Information:
rsimmons@rollins.edu

Subject Area: Visual Arts

Date Funded: Fall 2013

Project Description: The principal investigator will place elements of a typical studio art class—including the demonstration of techniques and the discussion of materials—in an online environment, developing a “flipped” studio art class in which students can spend more time with hands-on learning exercises. See project proposal.

 

Globally Networked Learning

1. Blending Preparation with Travel for Improved Study-Abroad Experiences

Principal Investigator: Ann Willyard (Hendrix College)

Contact Information:
willyard@hendrix.edu

Subject Area: Biology

Date Funded: Fall 2012

Project Description: The principal investigator created online modules to prepare students for international study in Tropical Field Botany and to enhance their on-site experience. See final report.

2. Blended Learning for Global Players: Leadership, Football, and Intercultural Learning in Germany

Principal Investigators: Erika Berroth (Southwestern University),
Joe Austin (Southwestern University)

Contact Information:
berrothe@southwestern.edu,
jaustin@southwestern.edu

Subject Area: German

Date Funded: Fall 2013

Project Description: Principal investigators introduced blended learning to a May Term study abroad program—featuring a pre-departure component, components delivered during the experience abroad, and elements of the re-entry seminar—to transform the learning experience for a group of up to 80 student-athletes through flexible, self-organized, problem-based, and mobile forms of teaching and learning. See project proposal.

 

Massive Open Online Courses

1. Blended Learning Across Institutions

Principal Investigators: Thomas Smythe (Furman University),
Jane Reimers (Rollins College)

Contact Information:
jreimers@rollins.edu,
thomas.smythe@furman.edu

Subject Area: Accounting & Finance

Date Funded: Fall 2013

Project Description: Principal investigators are developing a set of mini courses in personal finance that will be marketed to Rollins and Furman faculty, staff, and alumni, and will test the viability of online courses as a tool for institutional development. See project proposal.

2. An ACS-Wide Conversation About Massive Open Online Courses and the Liberal Arts College

Principal Investigators: Mark Lewis (Trinity University),
Aaron Delwiche (Trinity University), Dennis Ugolini (Trinity University),
Forrest Stonedahl (Centre College), Chris Campolo (Hendrix College),
Gabriel Ferrer (Hendrix College), Zhengbin Richard Lu (Spelman College),
Bryan Bibb (Furman University), Mary Fairbairn (Furman University)

Contact Information:
mlewis@trinity.edu

Subject Area: Multiple Disciplines

Date Funded: Fall 2012

Project Description: Nine principal investigators (drawn from ACS faculty and staff) enrolled in massive open online course (MOOCs) and reported about their experience via a group blog, online forum, and virtual meetings, yielding a better understanding of the MOOC phenomenon and allowing faculty to advise their institutional leaders about whether and how to venture into this new educational space. See final report.

Project Blog:
http://acsmooc.blogspot.com

 

Online Educational Resources: Creating Collections

1. Exploring Applications of Linear Algebra

Principal Investigator: Tim Chartier (Davidson College)

Contact Information:
tichartier@davidson.edu

Subject Area: Mathematics

Date Funded: Fall 2011

Project Description: Principal investigator developed a blended course that explored the applications of linear algebra through a series of shared webinars on topics such as Google’s PageRank algorithm and sports ranking methods used by the Bowl Championship Series. Portions of the course were offered to 72 participants from 7 ACS institutions. See final report.

Video Lectures:
http://lifeislinear.wordpress.com

2. Resources for the ACS Sustainability Blended Learning Library

Principal Investigators: Mary Finley-Brook (University of Richmond),
Carmel E. Price (formerly of Furman University),
Melissa Johnson (Southwestern University), Brett Werner (Centre College),
Daniel Kirchner (Centre College), Jon Evans (University of the South),
David Ribble (Trinity University), Barry Allen (Rollins College)

Contact Information:
mbrook@richmond.edu,
meljohn@southwestern.edu,
brett.werner@centre.edu,
dribble@trinity.edu,
ballen@rollins.edu

Subject Area: Environmental Studies

Date Funded: Fall 2013

Project Description: This collaborative, inter-institutional project is part of a five-team effort to create, identify, develop, collect, and curate a wide variety of original and existing online resources for an ACS-wide digital library focused on environmental sustainability in the U.S. south and beyond, which will support current and future learning experiences for ACS students. The collection focuses on five critical areas: Climate Change and Energy (Finley-Brook); Environmental and Social Justice (Price & Johnson); Food and Environmental Studies (Werner & Kirchner); Biodiversity / Ecosystem Services (Evans & Ribble); & Political Ecology (Allen). See proposals from Finley-Brook, Johnson, Werner, Ribble, and Allen.

3. Training ACS Undergraduates in the Responsible Conduct of Research

Principal Investigators: KatieAnn Skogsberg (Centre),
Dennis Ugolini (Trinity University)

Contact Information:
katieann.skogsberg@centre.edu,
dugolini@trinity.edu

Subject Area: Psychology, Physics

Date Funded: Fall 2011

Project Description: Principal investigators increased accessibility to responsible conduct of research training requirements for educators at smaller, primarily undergraduate institutions (PUIs) by developing a repository of flexible training modules that use a blended learning approach. See final report.

 

Online Educational Resources: Self-Directed Learning

1. Improved Calculus Preparation Through Assessment and Customized Blended Learning

Principal Investigator(s): Suzanne Buchele (formerly of Southwestern University), Alison Marr (Southwestern University), Therese Shelton (Southwestern University)

Contact Information:
marra@southwestern.edu,
shelton@southwestern.edu

Subject Area: Mathematics

Date Funded: Spring 2013

Project Description: This project represents a novel approach of differentiated assessment and guided learning tools to determine areas in which students need to improve their pre-calculus knowledge, and to empower students to learn the material and skills required for success in Calculus I on their own, with the aid of worksheets and accompanying videos. See final report.

2. Moving Technology Training Online for Applied Math and Statistics Courses

Principal Investigators: Hoa Nguyen (Trinity University),
Eddy Kwessi (Trinity University), Jeremy Donald (Trinity University)

Contact Information:
hnguyen5@trinity.edu,
ekwessi@trinity.edu,
jdonald@trinity.edu

Subject Area: Mathematics

Date Funded: Fall 2012

Project Description: Principal Investigators designed, developed, and launched a technology tutorial website for undergraduate students in Statistics and Applied Mathematics, facilitating students’ learning about essential computer technologies for their math classes through both instructor-assigned used and self-directed inquiry. See final report.

Course Website:
http://php.trinity.edu/mathtut/

 

Online Educational Resources: Strategies for Design

1. Beyond the (Online) Handbook: Writing Resources Designed for the Digital Environment

Principal Investigators: David Wright (Furman University),
Joe Essid (University of Richmond)

Contact Information:
david.wright@furman.edu,
jessid@richmond.edu

Subject Area: Writing

Date Funded: Fall 2011

Project Description: This collaboration between the Writing Center at the University of Richmond and the Center for Teaching and Learning at Furman University supported the development of robust, informative, and interactive writing resources for students and instructors that go beyond the traditional “handbook” model. See final report and an ACS-hosted discussion of the project with principal investigators.

Web Resources:
http://writing2.richmond.edu/writing/wweb.html

2. Blended Learning: A Design-Based Approach

Principal Investigators: Mike Winiski (Furman University),
Jeremy Donald (Trinity University)

Contact Information:
mike.winiski@furman.edu,
jdonald@trinity.edu

Subject Area: Spatial Analysis

Date Funded: Fall 2011

Project Description: Principal investigators created a set of digital learning modules focused on understanding and creating maps using Geographic Information Systems, including screencast tutorials, guided writing exercises, group discussions, and hands-on activities. See final report and an ACS-hosted discussion of the project with principal investigators.

Web Tutorials:
https://sites.google.com/a/trinity.edu/acs_grant_gis/

3. Engaging Students in the Mathematics Education: Creating a Wikiversity

Principal Investigators: Jeffrey Beyeryl (formerly of Furman University)

Contact Information: n/a

Subject Area: Mathematics

Project Description: Principal investigators worked with students to develop a model for using Wikiversity in a mathematics classroom, empowering students to use the scholarly side of the Web more effectivelySee final report.

Course Website:
http://en.wikiversity.org/wiki/Selected_topics_in_finite_mathematics

 

Professional Development: Blended Course Design

1. Blended Learning Faculty Certification: A Model for Faculty in the Liberal Arts

Principal Investigators: David Richard (Rollins College),
Eileen Gregory (Rollins College), Meribeth Huebner (Rollins College)

Contact Information:
dcrichard@rollins.edu,
mhuebner@rollins.edu,
egregory@rollins.edu

Subject Area: Instructional Technology

Project Description: Principal investigators worked to develop an internal faculty certification program in blended learning course design, helping to ensure that faculty follow best practices and the achieve relevant student learning outcomes. See final report.

2. Blended Learning in Higher Education: A Controlled Evaluation of Student Learning Outcomes and Course Evaluations with Non-Traditional Learners

Principal Investigators: David Richard (Rollins College),
Meribeth Huebner (Rollins College), Dianne Bennett (Rollins College)

Contact information:
dcrichard@rollins.edu,
mhuebner@rollins.edu,
dbennett@rollins.edu

Subject Area: Psychology, Instructional Technology

Date Funded: Fall 2013

Project Description: Principal investigators conducted a controlled study of blended learning in the adult learning context that utilizes student course evaluations, student learning outcomes, and faculty reactions from roughly twenty blended courses in multiple disciplines during Spring 2014. See project proposal.

3. Preparing Faculty to Teach in a Blended Learning Environment

Principal Investigators: David Richard (Rollins College),
Scott Hewit (Rollins College)

Contact Information:
dcrichard@rollins.edu,
shewit@rollins.edu

Subject Area: Instructional Technology

Date Funded: Spring 2012

Project Description: Principal investigators developed a core group of mid- to senior-level Faculty Fellows to incorporate blended learning modules into a current course and to serve as mentors to their colleagues. See final report.

 

Professional Development:

Faculty Learning Communities and Workshops

1. Acquiring Technological Skills and Establishing a Collaboration with Dr. Jorge Rodrigues in the Department of Biology at the University of Texas, Arlington

Principal Investigator: Min-Ken Liao (Furman University)

Contact Information:
min-ken.liao@furman.edu

Subject Area: Biology

Date Funded: Fall 2012

Project Description: The principal investigator collaborated with Dr. Jorge Rodriques to advance a research program established at Furman University. They developed discovery-based laboratory exercise modules for undergraduate soil microbiology courses at Furman and University of Texas-Austin. See final report.

2. Blended Learning

Principal Investigators: Kim Burke (Millsaps College),
Damon E. Campbell (Millsaps College)

Contact Information:
kim.burke@millsaps.edu,
damon.campbell@millsaps.edu

Subject Area: Business

Date Funded: Fall 2013

Project Description: This project presents a framework for increasing the capacity for faculty in the Else School of Management for incorporating technology in the classroom by identifying the potential areas where technology can improve our learning environment, working with individual faculty members to address their needs, and providing the services of an expert in educational technology to guide the faculty through the process. See project proposal.

3. A Faculty Learning Community on Blended Learning: Developing and Implementing Best Practices at Furman University

Principal Investigators: Dennis Haney (Furman University),
Randy Hutchinson (Furman University), Alison Roark (Furman University),
Mike Winiski (Furman University), Tami Blumenfield (Furman University),
Chris Blackwell (Furman University)

Contact Information:
dennis.haney@furman.edu,
randolph.hutchison@furman.edu,
alison.roark@furman.edu,
mike.winiski@furman.edu,
tami.blumenfield@furman.edu,
christopher.blackwell@furman.edu

Subject Area: Multiple Disciplines

Date Funded: Spring 2013

Project Description: The goal of this project is to develop guidelines for best practices in integrating blended learning pedagogies into the classroom, taking a holistic approach through which faculty will focus on both the development of paired online resources and of in-class activities that emphasize the application of knowledge. See final report and a case study of Tami Blumenfield’s course, developed in cooperation with this faculty learning community.

Project Website:
https://sites.google.com/site/furmanblendedlearning/home

4. Virtual Collaboration Workshop to Facilitate Blended Learning across ACS Campuses

Principal Investigators: Pamela Hanson (Birmingham-Southern College),
Laura Stultz (Birmingham-Southern College)

Contact Information:
phanson@bsc.edu,
lstulz@bsc.edu

Subject Area: Biology, Chemistry

Date Funded: Fall 2012

Project Description: Principal investigators hosted a workshop that brought together 30 faculty members from fifteen institutions (including seven ACS institutions) to explore model pedagogies that emphasize engaged learning and collaborative digital tools, working both as a large group and in small groups based on research interests. See final report.

 

Professional Development: Virtual Workshops

1. ACS World Language Webinars

Principal Investigators: Paul (Dick) Kuettner (Washington and Lee University), Stephanie Knouse (Furman University), Carl Robertson (Southwestern University), Sharon Scinicariello (University of Richmond)

Contact Information:
kuettner@wlu.edu,
stephanie.knouse@furman.edu,
robertsc@southwestern.edu,
sscinica@richmond.edu

Subject Area: Modern Languages

Date Funded: Fall 2013

Project Description: This project provides advanced online and in-person professional development opportunities for current and future language educators as ACS institutions, creating a collaborative ACS blended foreign language methods course based on the Methods for Foreign Language course already taught at Washington and Lee University. See project proposal.

Project Website:
http://www2.wlu.edu/x61117.xml

2. Developing a Cross-Institutional Blended Learning Certification Program

Principal Investigators: Carrie Schulz (Rollins College),
Anna Lohaus (Rollins College), Tim Lepczyk (Hendrix College),
Wendy Trenthem (Rhodes College)

Contact Information:
cschulz@rollins.edu,
alohaus@rollins.edu,
lepczyk@hendrix.edu,
trenthemw@rhodes.edu

Subject Area: Instructional Technology

Date Funded: Fall 2013

Project Description: In this project, principal investigators at Rollins, Hendrix, and Rhodes piloted a faculty training program—tested through several generations of Rollins faculty—that addresses course redesign for blended delivery. See project proposal and a case study based on earlier phases of this project.

 

Shared Courses and Shared Course Modules

1. Interdisciplinary Learning in Business Administration with Enterprise Systems

Principal Investigator: Ruben Mancha (Trinity University)

Contact Information:
rmancha@trinity.edu

Subject Area: Business

Date Funded: Fall 2012

Project Description: This project engaged five faculty members and the project coordinator in the development and adoption of interdisciplinary content through the teaching of enterprise systems, and the compilation of pedagogical resources. See final report.

2. Gen-Ed Cancer Biology Learning Module Development for ACS Institutions

Principal Investigators: Jonathan King (Trinity University),
Mary Miller (Rhodes College), Pamela Hanson (Birmingham-Southern College), Renee Chosed (Furman University)

Contact Information:
jking@trinity.edu,
millerm@rhodes.edu,
phanson@bsc.edu,
renee.chosed@furman.edu

Subject Area: Biology

Date Funded: Fall 2011

Project Description: Principal investigators from four ACS institutions assembled to develop learning modules for a general education cancer biology course, focusing on four major areas: learning outcomes, lessons learned, learning modules, and assessment. See final report.

 

Social Media

1. The Creation of an Evening Video and Text Chat Tutorial Service

Principal Investigators: Kinnis Gosha (Morehouse College),
Yolanda Rankin (Spelman College)

Contact Information:
kgosha@morehouse.edu,
yrankin@spelman.edu

Subject Area: Academic Support

Date Funded: Fall 2013

Project Description: Principal investigators will launch a program that uses online video and text chat to connect students to peer tutors, as well as appoint an undergraduate teaching assistant to create a web-based form that will allow students to make appointments with tutors and to gather evaluation data about online tutoring experiences. See project proposal.

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