Increasing Access to Nonprofit Management and Leadership Education

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Principal Investigator: Yvonne Harrison, University at Albany The Certificate of Nonprofit Management and Leadership (CNML) jointly sponsored by Rockefeller College’s Department of Public Administration and Policy and the School of Social Welfare, is dedicated to increasing access to education that meets the needs of the nonprofit sector. Designed for students and working professionals who wish to develop leadership competency or become more effective in their leadership roles, the CMNL offers five courses jointly delivered between the two schools. While the courses and program have received positive evaluations, enrolment is down and numerous requests have come from the local nonprofit community to increase access to University at Albany, SUNY nonprofit academic programming, research and professional learning initiatives. We believe that open learning is one way to increase enrollment and meet sector demand. The funding requested through the IITG tier 1 program will: Reduce barriers to nonprofit education and research by increasing access to those who need it through a Massive Open Online Course, specialty course publication (Open Textbook), and research/development initiative. Increase enrolment in University at Albany, SUNY CNML courses by targeting a new supply of students looking for accessible professional learning opportunities (i.e. within the professional nonprofit community such as managers and board members). Facilitate research on the impact of online teaching and learning effectiveness in the CNML program through the Nonprofit Governance course (e.g. Coursera MOOC, blended learning environment, flipped classroom, integration of Nonprofit Governance Open Textbook and Sponsored Research). Engage in meaningful nonprofit sector activities which will lead to improvements in the human condition, at the local and state, nationally and global levels. Co-PI’s and Key Partners: Vic Murray, Adjunct Professor and Professor Emeritus, School of Public Administration, University of Victoria, British Columbia, Canada Cyril Oberlander, Director, Milne Library, Geneseo Reports and Resources: Mid-project report

Implementation of Team-Based Learning in an Asynchronous Distance Education Graduate Nursing Course

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Awarded Grant: $20,000 Principal Investigator: Paula Timoney, Stony Brook University It is suggested that the implementation of team-based learning (TBL) in the curriculum of an asynchronous distance education graduate nursing course will improve student engagement and promote quality learning experiences. Health care professionals must work as a team to improve care delivery and promote patient safety. Michaelsen (2008) suggests that TBL will help to prepare students to be more effective health care providers. Team-based learning is an instructional strategy which consists of small group activities designed to provide students with both conceptual and procedural knowledge. The four essential principles are student accountability, self-managed groups, meaningful assignments, and frequent and timely feedback. The Stony Brook neonatal nurse practitioner program has a long and successful history with distance education. The content is delivered asynchronously through recorded lectures, reading assignments, worksheets and clinical applications. To elevate the quality of the program, Neonatal Pharmacology, a required course in the program, will be revised to incorporate principles of TBL: learning activities consisting of individual and group assignments, discussion boards, peer evaluations, and objective exams. The students will be randomized to groups of five to seven members. Validated tools will be adapted to measure student engagement and student and faculty satisfaction. Examination scores will be compared with the scores of students in the course as it is currently delivered. Results will be disseminated through publications and presentations at conferences. Successful implementation of TBL in this course will lead to expansion of TBL in other distance education courses. This project supports the objectives of the Open SUNY initiative designed to ensure student success and promote faculty development in providing innovative strategies to maximize student learning. Co-PI’s and Key Partners: Terri Cavaliere, Clinical Assistant Professor, School of Nursing, Stony Brook University Reports and Resources: Mid-project report Project outcomes report Project Abstract

Tools of Engagement Project (TOEP): On-demand Discovery Learning Professional Development (Phase 2)

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Awarded Grant: $10,000 (2012) $60,000 (2013) Principal Investigator: Roberta (Robin) Sullivan, University at Buffalo The SUNY Tools of Engagement Project (TOEP) is an on-demand discovery learning professional development model. The goal of TOEP is to encourage faculty and staff across SUNY to explore and reflect upon the use of emerging technology tools to expand tech-infused pedagogy. Self-directed activities encourage faculty to be lifelong learners, as they become familiar with blogging, wikis, podcasting, online collaborative, and the latest web-based instructional technology tools. In Phase 2 TOEP merged with Empire State College’s 2012-13 IITG project. The six-partner collaborative expanded to 11 campuses in phase 3. Phase 4 has 19 collaborative partners and is a SUNY-wide available resource. The multi-campus project has served more than 700 faculty/staff. Each participating campus recruits faculty and staff to “learn by exploring and doing” via the project’s on-demand web-based venue. The project is extended via TOEP Fellows (campus-based mentoring teams). A badging system tracks participant’s progress and mastery. Co-PI’s and Key Partners: Cherie van Putten, Training Associate for University Center for Training and Development, Binghamton University Beth Burns, Instructional Designer, Instructional Resources, Buffalo State College Susan Jaworski, Interlibrary Loan Clerk 2, Buffalo State College Dr. Shufang Shi, Associate Professor of Instructional Technology, Early Childhood/Childhood Education Department, SUNY Cortland Nathan Whitley-Grassi, Faculty Instructional Technologist, Empire State College Dr. Kathleen Gradel, Professor, Department of Language, Learning, & Leadership in the College of Education, SUNY Fredonia Dr. Michael Jabot, Professor, Department of Curriculum & Instruction in the College of Education, SUNY Fredonia Cindi Tysick, Associate Librarian, Arts & Sciences Libraries, University at Buffalo Lisa Miles Raposo, Assistant Director of the State University of New York Center for Professional Development (SUNY CPD) Reports and Resources: Project website Video introducing TOEP Project outcomes report Mid-project report Project outcomes report 2.0 Creative Commons License: