New Technology for Innovative Learning & Teaching Pilot Project Grants for 2015-2016

Swivl-iPad-Mini-2-thumb-316x333-51901The Teaching, Learning, and Technology Roundtable (TLTR) congratulates the winners of Technology for Innovative Learning & Teaching Pilot Project Grants for 2015-2016. These grants fund faculty who wish to pursue innovative and technologically-sophisticated teaching. All proposals are evaluated by the TLTR Grants Selection sub-committee, comprised of at least 3 faculty members, 2 instructional technology staff members, and the CTE director. Abstracts for the projects are available on the TLTR Pilot Projects webpage. This year’s projects will engage students in research by using mobile devices to gather data and by using qualitative data analysis, join the Maker movement through 3-D printing, use remote control robots in conjunction with iPads to document teaching practice, and help students gather and reflect on their own personal data.

This year’s winners are:

Raelynn Deaton Haynes, Assistant Professor, Biological Sciences (NSCI) for the project, “Grabbing Panama by the Isthmus: Using Technology to Enhance the Study Abroad Experience for Evolution Students”

Rachael Neal, Assistant Professor, Sociology, Social Work, and Criminology (BSS) for the project, “Inside and Outside: Exploring the Boundaries of Community”

makerbot-printer_smSara Parent-Ramos, Visiting Professor of Art, Visual Studies (HUM) and Michael Massey, Assistant Professor of Humanities, for the project, “3D Printing Pilot Project: Interdisciplinary Applications and Pedagogical Explorations”

Kris Sloan, Associate Professor of Education and Chair, Teacher Education (EDUC) for the project, “Capturing Complexities in Classroom Teaching”

fitbits_smMichael Wasserman, Assistant Professor, Environmental Science & Policy (BSS) for the project, “Incorporating Personal Health Devices Into Environmental Science and Global Studies Courses in Angers, France: Understanding the Influence of Culture and Environment on Human Health”

About Rebecca Davis

Rebecca Frost Davis Director of Instructional and Emerging Technology Rebecca Frost Davis joined St. Edward’s in July 2013 as Director of Instructional and Emerging Technology, where she provides leadership in the development of institutional vision with respect to the use of technology in pursuit of the university’s educational mission and collaborates with offices across campus to create and execute strategies to realize that vision. Instructional Technology helps faculty transform and adapt new digital methods in teaching and research to advance the essential learning outcomes of liberal education. Previously, Dr. Davis served as program officer for the humanities at the National Institute for Technology in Liberal Education (NITLE), where she also served as associate director of programs. Prior to her tenure at NITLE, she was the assistant director for instructional technology at the Associated Colleges of the South Technology Center and an assistant professor of classical studies at Rhodes College, Denison University, and Sewanee: The University of the South. She holds a Ph.D. and M.A. in classical studies from the University of Pennsylvania, and a B.A. (summa cum laude) in classical studies and Russian from Vanderbilt University. Dr. Davis is also a fellow with the National Institute for Technology in Liberal Education (NITLE). As a NITLE Fellow, Dr. Davis will develop a literature review relevant to intercampus teaching, which will cover contextual issues such as team-teaching, teaching through videoconferencing, and collaboration; a survey of intercampus teaching at NITLE member institutions; and several case studies of intercampus teaching at liberal arts colleges, including interviews with faculty, students, support staff, and administrators. This work will be summarized in a final report or white paper to be published by NITLE. At Rebecca Frost Davis: Liberal Education in a Networked World, (http://rebeccafrostdavis.wordpress.com/) Dr. Davis blogs about the changes wrought by new digital methods on scholarship, networking, and communication and how they are impacting the classroom. In her research, she explores the motivations and mechanisms for creating, integrating, and sustaining digital humanities within and across the undergraduate curriculum.
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