CHARLES ALSTON, LAURA BROUGHTON, JOSE LAI, STEPHEN

POWERS, & ALBERT ROBINSON

BRONX COMMUNITY COLLEGE

NERCOMP MARCH 13 , 2012

BUILDING TEACHING WITH TECHNOLOGY: STRUCTURE &

INFRASTRUCTURE

Bronx Community College

Approximately 11,000 students Predominantly low-income and minority Most require remedial coursework in math, reading,

and writingAging campus

Limited accessibility Insufficient electrical capacity Insufficient networking capabilities

In 2005: In 2011:

Few courses offered online

Few courses made available in Bb LMS

No technologically-equipped classrooms

Minimal faculty development for online teaching

No online student support services

44 courses offered online

½ courses made available in Bb LMS

35 (+8) technologically-equipped classrooms

Faculty development through OIT

Ongoing collaborative effort among scheduling, registrar, IT, bursar’s

How the Campus Has Changed

PARTICIPATING IN THE FACULTY DEVELOPMENT PROGRAM IS REQUIRED FOR ANY INSTRUCTOR INTENDING TO

TEACH A DISTANCE-LEARNING COURSE

The Faculty Development Program

Same Model

2010 -2011

2008Same Model

2006

2005• A New

Model

2007Change Model

2009Third Model

Level 1 training for new usersLevel 2 training for returning

usersWeb 2.0 applications and

podcasting /video castingFaculty Outcomes

Used same model Faculty Showcase

Used same model Trained Student Tutors (ITT’s)

Intensive week-long sessionFollow-up semester with four

meetings Peer

Mentoring

Two day intensive trainingFollow-up semester with

four meetings Peer Mentoring

Level 1 training for new usersLevel 2 training for returning

usersWeb 2.0 applications and

podcasting /video casting

Office of Instructional Technology TIMELINE

Faculty Development

Summer Workshops, first week of June Two/Three day Bb intensive taught by experienced Bb

instructors who are the semester mentors Two day Web 2.0 tools workshop taught by Bb Admins

and faculty practitioners Ongoing mentoring throughout the summer

Previous Model - Fall development, Spring “Live”

New Model - Fall semester Hybrid (25% - 75% online) with mentoring Blended (50/50) with mentoring Course materials must be completed by July 31st

Since 2006: Fall 2010:

92 faculty have been trained in online course development 2011 – 4 + 16 2010 – 11+12 2009 – 11 2008 – 14 2007 – 12 2006 – 12

36 faculty teaching distance-learning courses

48 distance-learning courses scheduled

About 1/3 of Bb courses at BCC taught as web-enhanced

The Numbers . . .

MENTORING PLAYS A CENTRAL ROLE IN FACULTY DEVELOPMENT AND ONLINE

COURSE DELIVERY

Peer Mentoring Is Essential to Faculty Development at

BCC

The BCC Mentors…

Laura Broughton – completed two summer workshops and was invited to join OIT Mentoring Program

Giulia Guarnieri – completed one summer workshop and was invited to join OIT mentoring program, lead developer of the podcasting program

Moronke Oshin-Martin – completed one summer workshop and was invited to join OIT mentoring program and podcasting program

What do Mentors do?

Mentors teacho Summer workshops and one-on-one meetings

Mentors modelo Summer workshops & Fall meetings

Mentors support faculty and students Help with student orientation in first classes of the

semester Online delivery

Mentors troubleshoot Faculty and ITTs feel free to contact mentors (e-mail,

phone, face-to-face) in order to ask questions or learn new functions.

Usually, mentors can solve or expedite a solution.Mentors connect with OIT and IT

Mentoring as a Catalyst for Innovation

Common challenges for faculty development: Recruiting new faculty to use instructional technology Joining together “islands of innovation” so that

technology use is pervasive rather than isolated Maintenance of instructional technology

BCC’s focus on intensive mentoring has led to a supportive environment that fosters: Faculty Interest in Retraining & Expanded Training Faculty Trying New Technologies on Their Own Adoption of Technologies by Classes with Multiple

Sections Joint Training between Faculty and ITTs

FACULTY INTEREST IN RE -TRAINING AND EXPANDED TRAINING, WHERE FACULTY

RETURN TO EXPLORE “NEXT-GENERATION” TECHNOLOGIES LIKE WEB 2 .0 AND

PODCASTING

Faculty Interest in Expanded Training

Increases user creativity and community while concurrently empowering user ownership of content

User-generated content leading to "collective intelligence" that benefits many

Collaborative in nature and features user-generated content What is Web 2.0

Expanded Training - Web 2.0 in Education

Expanded Training - Faculty Learning Outcomes

Faculty can introduce more information outside the classroom

Faculty are able to engage hard to reach students

Faculty store more course information and resources for student review

27 faculty have participated in level 2 training in the last 3

years

Expanded Faculty Training – Web 2.0/Open Source

Recommended Web 2.0 toolsVoiceThread: http://voicethread.com

VoiceThread is a new way to talk about and share your images, documents, and videos.

Scribblar: http://www.scribblar.com/ Simple, effective online collaboration multi-user whiteboard, live audio, image collaboration, text-chat and more.

Pbworks: http://pbworks.com/content/edu+overview PBworks hosts over 300,000 educational workspaces, and has helped transform teaching and learning for millions of students, parents and teachers.

Expanded Faculty Training – Open Source

Recommended Open Source tools Cam Studio: http://camstudio.org/

CamStudio is able to record all screen and audio activity on your computer and create industry-standard AVI video files. Using its built-in SWF Producer can turn those AVIs into lean, mean, bandwidth-friendly Streaming Flash videos (SWFs) .

Windows Producer: http://www.microsoft.com/downloads/details.aspx?FamilyId=1B3C76D5-FC75-4F99-94BC-784919468E73&displaylang=en

Use Microsoft Producer for Microsoft Office PowerPoint to capture and synchronize audio, video, slides, and images, then preview and publish a rich media presentation virtually anywhere for viewing in a Web browser.

Expanded Training – Podcasting Technology

Audacity: http://audacity.sourceforge.net/

Free, Bb-compatible, easy-to-use, downloadable program that makes great quality wav & mp3 audio files

Windows movie maker Free, Bb-compatible video-

editing & creating program that allows you to add a commentary tracks to powerpoint presentations, photos, and videos

I Tunes U Integrated with Bb

GREATER FACULTY WILLINGNESS TO INCORPORATE NEW TECHNOLOGIES INTO

THEIR TEACHING, OFTEN WITHOUT FORMAL TRAINING

Faculty Trying New Technologies on Their Own

Prof. Carlos Liachovitzky: Anatomy & Physiology

Participated in the summer 2008 faculty development program and 2010 hybrid initiative

Developed a hybrid BIO 23 (Anatomy & Physiology I)

Subsequently, incorporated new technologies in Bb hybrid & web-enhanced courses: External website: http://sites.google.com/ Online course materials & study guide:

http://issuu.com/ Videos: http://www.youtube.com/ Crosswords: http://www.eclipsecrossword.com/ Course materials outside Bb: http://pbworks.com/ Online office hours: http://www.scribblar.com

C. Liachovitzky – Google Site

http://sites.google.com/site/bio2324atbcc/

C. Liachovitzky – Online Study Guide

http://sites.google.com/site/bio2324atbcc/Home/bio23-course-guide-and-lab-manual/

C. Liachovitzky – YouTube Channel

http://www.youtube.com/user/aandpatbcc

C. Liachovitzky – Crosswords

http://anatomyphysiologybcc.pbworks.com/f/Chapter1+interactive+with+JavaScript.html

Other Faculty Expanding the Use of Technology on Campus

Jordi Getman-Eraso E-portfolio (Digication)

Giulia Guarnieri Podcasting

Kenya Harris VoiceThread

Moronke Oshin-Martin VoiceThread

EXPANDED APPLICATION OF TECHNOLOGIES INTO CLASSES WITH

MULTIPLE SECTIONS OR MULTI-CLASS SEQUENCES AND BROADER

PARTICIPATION AMONG NEW FACULTY

FUNDED BY THE TITLE V “LEARNING BY DESIGN” GRANT

Adoption of Technologies by Classes with Multiple

Sections

Biology & Medical Laboratory Technology

Goal: Improved student learning outcomes for critical thinking and the scientific method

Method: Incorporate more inquiry-based and active learning activities in Anatomy & Physiology and Introductory General Biology labs

Technology: PowerLab hardware with LabTutor and LabAuthor software from AD Instruments

Implementation in Biology

Intro General Biology 1 lab (photosynthesis) 10 to 12 sections,

~300 studentsAnatomy &

Physiology I 2 labs (pulse, bp, ECG,

muscles) 22 sections, ~528

studentsAnatomy &

Physiology II 1 lab (spirometry) 12 sections, ~288

students

By Fall 2012, fully implemented in

Anatomy & Physiology I, partially

implemented in General Biology and

A&P II.

Nursing & Allied Health

Goal: Improved therapeutic communication skills and improved clinical skills

Method: Incorporate simulations into the curriculum and provide opportunities for students to view & critique their communication and clinical skills

Technology: VoiceThread, Simulation Laboratory (webcams, microphones, computers)

the whisper booth in the Sim Lab

Implementation in Nursing & Allied Health

Participating Courses RAD 16 NUR 41-42 PNR 12

Activities Self-reflection

(VoiceThread) Participation in &

critique of clinical simulations

120 students participate each semester

Implementation in Nursing & Allied Health

THE INTEGRATION OF INSTRUCTIONAL TECHNOLOGY TUTORS (STUDENTS

TRAINED IN TECHNOLOGY, TUTORING, AND COURSE CONTENT) INTO FACULTY

TRAINING FROM THE BEGINNING

Joint Training between Faculty & ITTs

Instructional Technology Tutors

The Instructional Technology Tutor (ITT) Program Administered through OIT; coordinated by Stephen

Powers Identifies excellent students in specific content areas Trains those students in tutoring techniques and the

use of technologyApproximately 35 students and former

students have worked as ITTs since 2004 The ITT program grew out of an extensive history of

tutors at BCC, supported by the Perkins tutoring program and spearheaded by the Education & Reading Department

Instructional Technology Tutors

ITTs Support Students Technology (Bb, e-portfolio, CUNY Portal) Course Content

ITTs Support Faculty Technology (Bb, Podcasts, Digital Story-telling, e-

portfolios) Instructional Design

ITTs Support Instructional Technology COWs, SMART board, projectors, cameras, etc.

ITTs Evolved into Mentors (FYS and SAP) See the Presentation at 2:00, later today, Room 551 Crystal Lopez and Jeffrey Cruz

ITTs – Then & Now

ITT Started Assignment

Muidah Chipman Fall 2003 Perkins Tutor, EDU 40 “virtual tutor” - 8 hours online

Winslow Jones Spring 2004

Perkins Tutor, EDU 12 face-to-face only

Seray Tunis-Almamy Spring 2004

Perkins Tutor, EDU 40 hybrid virtual tutor (8/4)

Suheil Fontanez Spring 2006

Department IT TA; EDU 10/12 tutor

Silvestre Sosa Spring 2006

Hybrid tutor; Summer 2006 began mentoring faculty in the use of PPtITT Deployment 2010-2011

EDU/RDL (Perkins)

Kayla, Jonathan, Seray

SOCIOLOGY/PSYCHOLOGY Musa

EDU/RDL (ITT) Ryan, Crystal, Shannon

COMMUNICATION/PARALEGAL

Tia

BIOLOGY Andres FRENCH/PHILOSOPHY Jeffrey

MUSIC/ART Suhay, Tzuriel ENGLISH/HPEW Molaven

ITTs Now

ITT Deployment 2011-2012

EDU/RDL (Perkins)

Delvin, Oswald, Seray SOCIOLOGY/PSYCHOLOGY

Musa

EDU/RDL (ITT) Ryan, Shannon, Jose, Tia

COMMUNICATION

Fernando, PedroArlene, Darlene

BIOLOGY Andres FRENCH Amadou

MUSIC/ART Tzuriel, Carlos, Franklin

ENGLISH/HPEW Sung Ryen

ITT/Mentor Deployment Sage Hall 2011-12

First Year Seminar Yvonne, Ina, Francisco

E-Portfolio Richard, Crystal R.

Satisfactory Academic Progress

Crystal L., Jeffrey, Jeremy

General Maoly, Molaven,

Instructional Technology Tutors

Incorporating ITTs into faculty training earlier has been beneficial ITTs matched to faculty based on content/subject area Additional aid for faculty when developing courses

ITTs have evolved from Student Support to Faculty Support

From Tutoring to Technology Support From Virtual or Face-2-Face to Hybrid

Establishment of working relationship prior to semester start

Earlier tutoring and technology troubleshooting available to students in distance learning courses

IN SPITE OF AGING INFRASTRUCTURE, BRONX COMMUNITY COLLEGE HAS

SUCCESSFULLY IMPLEMENTED A STRONG FACULTY DEVELOPMENT PROGRAM AND

IMPROVED THE AVAILABILITY OF TECHNOLOGY ON CAMPUS

Conclusions

Faculty who are mentored …

Return for expanded trainingTry new technologies on their ownConvince their colleagues to try new

technologiesPush for the adoption of technologies at the

program and department levelWork well with instructional technology

tutorsKnow they can ask faculty mentors for

advice, even years later

The Future

Merging the Office of Instructional Technology with the Center for Teaching Excellence

Development of an online degree programIncrease breadth and scope of ITTsA concerted joint effort to improve online

student services (ODAC)

CHARLES ALSTON CHARLES.ALSTON@B CC.CUNY.EDU

LAURA BROUGHTONLAURA.BROUGHTON@B CC.CUNY.EDU

JOSE LAI JOSE .LAI@B CC.CUNY.EDU

STEPHEN POWERS STEPHEN.POWERS@B CC.CUNY.EDU

ALBERT ROBINSON ALBERT.ROBINSON@B CC.CUNY.EDU

The Presenters

Acknowledgments

Dr. Howard Wach, founding Director of the Office of Instructional Technology and current interim Vice-President of Academic Affairs @ BCC

The Hybrid Initiative from the CUNY Office of Academic Affairs

Title V “Learning by Design” GrantCarlos Liachovitzky, Alex Wolf, Rebeca Araya, Biology &

Medical Laboratory Technology Department, BCCEllen R. Hoist (MS, RN), Alnisa Shabazz (MS, RN),

Regina Panettiere (MPA, RT(R)(CT)), Kenya Harris (MA, RN), Paula Green (MA, RN), Nursing & Allied Health Department, BCC

Kate Culkin, Laurel Cummings, Jordi Getman-ErasoThe ITTs – past & present José Lai, Academic Technology Liaison, BCC