The Cornell University College of Veterinary Medicine (CVM) sought to spur faculty involvement in curriculum enhancement, and promote the use of digital and technology-enhanced teaching. Learn how the Educational Technology Steering Committee and the Educational Support Services Group worked together to create an internal grant program, open to any faculty member within the College, in order to achieve these goals. This ignite session will share the path our College took from idea to implementation of our internal Educational Technology Innovation Grant program.

In December of 2017, the committee issued the first call for proposals. Faculty teams from across departments submitted twenty-five proposals, with fifteen making the final selection. The projects are being developed in two staggered groups by the Education Support Services group; a group rich with instructional design, computer programming, medical illustration, and media production skills. Learn how the formation of this team ran in parallel to the first call for proposals, see the variety of projects we are working on, and understand the impact the funded projects are having on the broader curriculum.

Session Outcome:
Participants will…

Understand the process the Cornell University College of Veterinary Medicine (CVM) took to implement an internal grant process to spark faculty imaginations and fuel innovative educational technology projects.

The Advisement & Transfer Services department at Monroe Community College has traditionally offered face to face training workshops for faculty and staff. These workshops such as "ADV 101: Intro to Advisement", "ADV 110: Financial Aid", and "ADV 190: Online Students" prepared faculty and staff to appropriately and effectively advise students.

Over the past two years the Advisement & Transfer Services department has worked with the Virtual Campus Team to create a series of mini online training courses, badges, and printable certificates within Blackboard. This project was vast in breadth as the instructional designer, Tom Capuano, and the multi-media specialist, Jeremy Case, worked with various staff and faculty members across campus who served as the content experts.

These efforts have resulted in a "one stop shop" for faculty and staff to access training when it is most convenient for them instead of having to wait for scheduled face to face training workshops. Additionally, the Advisement & Transfer Services department has an effective way of tracking who has completed each workshop, as well as a means of quickly communicating with the participants by using the tools offered in Blackboard.

Creating an exciting, relevant, and engaging discussion is only half the battle when it comes to getting your students to have meaningful participation in online discussions while also reaching the learning outcomes you have laid out. One way to guide students along this path is to use rubrics tailored toward specific outcomes. This session will lay out some platform neutral rubrics each designed with a specific type of learning and/or participation outcome.

Attendees will be provided a handout detailing the different rubric types and strategies covered.

In order to guide sustaining and deliberate expansion of online learning, SUNY Oswego embarked on a journey to develop an online learning strategic plan.

This session will explain the benefits of developing an online strategic plan, the challenges associated with the goal, and the inputs, processes, stakeholders and outputs aligned with all stages of plan development.

This session will be useful to colleges interested in engaging intentionally in online learning as part of overall college strategic initiatives.

In this ignite session, I will explain the "stone soup" method of creating a Maker Space program by detailing the successful aspects of FIT's MakerMinds programming, which is entering its second year despite lack of facilities or staffing. I aim to encourage colleagues to take on a can-do attitude when it comes to making it as a maker.

I will cover advice on:

- Events that compete
- The importance of graphic design
- Growing your audience
- Balance and collaboration
- Student ownership
- Nurturing in-house talent

The Bamboo Canvas: Instructional Innovation for a Globalized Classroom expanded the project, “Diverse Techniques of Art and Crafts,” originally funded by IITG in 2016-2017. With additional funding from IITG in 2017–2018, the project enhanced immersive learning by incorporating educational resources into an enhanced website, using virtual-reality features and two additional site applications: an interactive map and an ecosystem diagram. Additional new activities included in-depth research on the textile ecosystem; a short visit to East Asia; outreach to share model pedagogical usages of the website; and the regional conference held at FIT on November 2.
In this proposed presentation, Pyun, Maldonado, and Eder will discuss mini projects developed in order to provide open education for students enrolled in both online and face-to-face classes of East Asian Art and Civilization, a popular survey of art history at FIT. To implement immersive learning initiatives related to the Bamboo Canvas, Pyun and Eder created an in-class activity in which students apply the learning of a specific Asian crafts techniques demonstrated in Bamboo Canvas to art works in selected museum collections. Pyun also applied this module of open education to Collaborative Online International Learning, partnering with universities in Cancun, Mexico and Tianjin, China. Furthermore, Pyun and Maldonado collaborated with the Asian Art Museum in San Francisco that provided students at FIT with a virtual tour of its special exhibition, Couture Korea in November 2017. The video-recorded virtual gallery tour is accessible to all via Maldonado’s Center for Excellence in Teaching web site (fitnyc.du/cet) and has been made available to SUNY Korea classes.
Bamboo Canvas immersive learning experiences, with 360-degree videos and Google interactive maps, enable students to stay more connected with other parts of the world. As a result of the Bamboo Canvas’s interactive documentaries, students are navigating silk production centers in China, and this component has been paired with assignments in online courses of East Asian Art and Civilization taught, each, by Pyun and Eder. Maldonado devised outreach programs for the faculty at FIT to help others replicate the globalized classroom.

The project, with associated findings in project-based teaching and experiential learning models, was shared at the regional conference at FIT with curators, museum educators, cultural organizations and SUNY faculty members. In addition to OER textbooks and licensed supplemental materials, these types of innovative open-access resources will significantly contribute to new and expanding models of open education locally as well as nationally.