Non-Profit Community Partner Service Project

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Awarded Grant: $4,706 Principal Investigator: Amy Dohm, Clinton CC Students in two English Composition, ENG 101, courses will create a community partnership with local non-profit organizations and design a Prezi presentation and promotional brochure for the organization. Students will develop the documents using a professional subscription to Prezi and Microsoft Word. Prezi is a cloud-based, non-linear program accessible beyond the classroom. The submission of comments on the process and rough drafts of the projects will begin on a Web site. Throughout the semester the student groups will be communicating with the partners and sharing drafts of the brochure. Students will also send their community partners a student-designed rubric asking them to evaluate the working relationship and final products. Effectively doing/demonstrating all stages of the process means that course materials, technologies, concepts, activities are utilized in effective ways, improving student engagement and learning across the disciplines. Co-PI’s and Key Partners: Nathan Franklin, English Dept., Clinton Community College Reports and Resources: Service Learning Class Project Timeline Grant Overview Project outcomes report Note: Students thought the project was useful and enjoyed the experience. For the second semester, student used clubs on campus to help and provide promotional materials. This was very successful as well because students had an interest in the organization. Creative Commons License:  

4C-CITI: Four-College Consortium for Innovative Technology Integration

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Faculty from four SUNY campuses – Cortland, Fredonia, Buffalo State, and Onondaga Community College, decided to capitalize on inter-campus skills in innovative technology integration. Their goal is to pilot a collaborative model for using relevant digital learning tools within teacher education coursework. This work will be done through mutual mentoring (in instructional design, technical knowledge, and navigating the complexity of multi-layered P-16 institutions), as we use, demonstrate, and then compile exemplary teaching strategies. We anticipate completing several rounds of modeling and refining teaching practices, by embedding what we envision as project-identified Backpack Tools in collaborators’ courses. These instructional experiences will be compiled as project digital Strategy Backpacks during Year 1, disseminating through campus and SUNY-wide channels.