Cultivating a Composing Process: Growing Critical Thinking and Student Success with ePortfolios

Written by Open SUNY on . Posted in

Awarded Grant: $19,500 Principal Investigator: Dr. Timothy W. Gerken, Morrisville State College Electronic portfolios (ePortfolios) are well established learning tools that correlate well with student success. With this project, we plan to introduce them at Morrisville State College, targeting two specific areas that reflect barriers to student success within our population – writing skills capacity and development across courses and semesters, and engagement with the writing process within first-year composition courses as it relates to retention. We want to expand the use of ePortfolios to emphasize targeted student success related to composition. We will show how ePortfolios can be used creatively to develop active, integrative learning across our curriculum and over time, through the development of an ePortfolio-based interface enabling students and faculty to trace an individual’s writing strengths, struggles, strategies, & goals. We will also trace the effectiveness of ePortfolios correlated with student success and retention within first-year composition courses. Co-PI’s and Key Partners: Wyatt Galusky, PhD, Associate Professor, Humanities; Coordinator, Science, Technology, & Society Program, Morrisville State College Aron Efimenko, Assistant Professor, Humanities, Morrisville State College Matt Barber, Network and Systems Manager, Morrisville State College Reports and Resources: Project outcomes report Presentation at SUNY Council on Writing Mid-project report Project outcomes report V2.0 Creative Commons License:

Math Course Redesign Project

Written by Open SUNY on . Posted in

Cayuga Community College is redesigning our developmental math course sequence, starting with Elementary Algebra, where the traditional classroom lecture format is replaced with an individualized, actively engaged approach to learning mathematics using technology. The content is modularized where students can work at a guided self-pace, with a focus on content mastery. In effect, students may complete the modules, and hence the course, as early as they are able, or they may follow the guided pace and complete the course throughout the intended semester. This project will further develop materials to assist students with transitioning into a traditional math sequence.