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Technology and Learning Award

  • The Technology and Learning Award is an internal grant program funded through the Provost’s Office and administered by the Faculty Senate Technology Committee and the Center for Excellence in Learning and Teaching (CELT). Three awards of up to $1,500 will be available to support innovative practices that integrate technology with learning. The period of performance is July 1, 2015, through June 30, 2016.

    The funding priority for the 2015-16 awards is to provide resources to encourage continued development of eLearning at Capital. The Senate Technology Committee and the Office of the Provost invite proposals from full-time College and Law School faculty for projects involving the development of online or hybrid courses or the conversion of an existing course to an online or hybrid format. The grant will be administered through the Center for Excellence in Learning and Teaching (CELT). 

    The Senate Technology Committee in cooperation with the Office of the Provost has set forth the following criteria for review of grant proposals.

    • The proposed project innovatively uses technology to deliver a course in an online or hybrid format.
    • The proposed project includes consultation with CELT for aspects of instructional design.
    • The proposed project incorporates the Quality Matters standards for online courses.
    • The proposed project incorporates a plan to evaluate learning outcomes. 
    • The proposed project includes a description of how this course would fit or serve the existing program, curriculum, or general education goals and a justification for the online/hybrid format including enrollment projections.
    • The proposed project includes a target date/term for course offering.
    • The proposed project incorporates a plan to disseminate the innovation across campus (e.g., a lecture or showcase demonstration).

    The cap for the award is $1,500. Awards are per project, not per division/project director/collaborator. (The grant will be funded in two parts: fifty percent of the funds will be issued upon grant acceptance and fifty percent of the award will be issued at the beginning of the term that the course is first offered).

    Awardees will be featured on an award page on Capital’s website. At the end of the grant cycle, all awardees will present their innovation at the annual Showcase of Student Learning. Awardees will be required to submit a brief final report within one month of the end of the period of performance.

  • In this section..

    • Award Guidelines

      • Award money can be used to supplement other funding sources (e.g. Gerhold Award, faculty development monies, departmental funds, or personal expenditures), provided the other funding is relevant to the proposed technology and learning project.
      • The cap award amount of $1,500 is per project, not per division/project director/collaborator.
      • Non-faculty employees or divisions that wish to submit a proposal must collaborate with a faculty member or department in order to integrate the technology into learning.

      Post-Award

      Awardees will be featured on a dedicated award page on Capital’s website.

      At the end of the period of performance, all awardees will present their innovation at the annual Showcase of Student Learning.

      Awardees will be required to submit a one- to two-page final report within one month of the end of the period of performance. Details will be provided with the award letter.

      Learn More

      Academic Technology Specialist Autumm Caines and Instructional Designer James Kerr are available to confer with faculty members who are considering submitting a proposal.

    • Winners

      Congratulations to the Technology and Learning Award grant recipients for the 2014-2015 academic year.

      These recipients were determined based on the following criteria:

      • The proposed project innovatively uses technology to promote student learning.
      • The proposed project innovatively fosters alternative delivery of experiences leading to student learning outcomes.
      • The proposed project incorporates a plan to evaluate its impact on student learning.
      • The proposed project incorporates a plan to disseminate the innovation across campus (e.g., a lecture or showcase demonstration). 
      Professor Chad Loughrige

      Professional Audio Production Using Mobile Tablet Technology

      Professor Loughrige was granted at Technology and Learning grant to support his exploration of integrating tablet technology into professional audio production for the Music Technology program. Through the Technology and Learning grant Professor Loughrige was able to purchase an iPad Air and several iPad apps to create a mobile audio production studio with the intent determining how this technology can be used to deliver the learning goals of the Music Technology curriculum and demonstrate how faculty development and research in this expanding sector will allow for full-scale integration in the Music Technology curriculum.

      Renee Dunnington and David Shields

      Use of an Adaptive Model to Simulate Women’s Health Conditions on a Male Simulator to Extend Simulation to Essential Women’s Health Content Across the Nursing Curriculum.

      A technology and learning grant was awarded to Dr. Renee Dunnington and Prof. David Shields to fund their innovative work with simulation in nursing education. Over the past five years the nursing department has been working to integrate greater use of simulation in the curriculum to meet the national goal for transformation of nursing education. In 2008 the nursing lab was updated to convert an office space into a simulation room that housed one high fidelity human patient simulator (SimMan). However, the department still lacked the ability to simulate essential content related to the care of women across the lifespan; an essential content area required by the Ohio Board of Nursing and covered on the NCLEX nursing licensure examination. Funds from the Technology and Learning grant were used to purchase the Koken Puerperal Adaptive Model Kit. Dr. Dunnington and Prof. Shields adapted this kit to transform the male simulator into a female simulator at a fraction of the cost of purchasing an additional female simulator. The puerperal skin overlay is attached to the current SimMan to provide realistic female anatomy for simulation of essential content for women’s health. This simulation is now provided to all undergraduate nursing students as a standard part of the curriculum.


      Past Winners

      Martha Michael and Jennifer Hodge

      Aligned with the mission of Capital University in service to others, the courses taught to pre-service special educators require specialized content and the differentiating principle of Universal Design for Learning for instructing all students. This principle incorporates the use of digital formats for use to lessen the barriers presented by print, and is well documented as effective in closing the achievement gap ( Edyburn, 2010; National Center for Universal Design for Learning, 2011; Rappolt-Schlictmann, Daley and Rose, 2013). The ipad is the newest technology for individuals with disabilities, and the applications available for persons with disabilities are impressive and affordable. This technology is considered Assistive Technology ( Alternative and Augmentative Technology or AAC ), which is incorporated into assignments requiring their use for instruction and represents a Key Assessment for Capital University’s Intervention specialist program. The results of the study of the incorporation of the iPads purchased through the Technology and learning Award will be shared.

      Kevin Griffith and Autumm Caines

      The project proposed to integrate Kindle e-readers (the basic model) into one section of English 204: Creative Writing. Each student was provided a Kindle e-reader, a device the students used to 1) download the syllabus and other materials for the course; 2) download free samples of short story and poetry collections from Amazon.com, thus sparing them the cost of an anthology; and 3) distribute copies of their original written work to all members of the class.

      The project has been a huge success thus far, with outcomes that include a savings of 3,216 printed pages, $160.00 in faculty printing costs, $321.00 in combined student printing costs, and between $600 and $840 of combined student textbook cost. Students commented regularly that they found the Kindles easy to use, that it saved them money and resources, and that it encouraged them to take their writing more seriously.

      Christine Anderson and Tracey Arnold Murray

      Keeping a detailed laboratory notebook is essential for any research project. This is especially important for undergraduate projects, since one student often picks up where another student leaves off. In our experience, students end up with data in more than once place, making it difficult to start another student on a project or to write a manuscript for publication. In addition, upon graduation, some students are taking positions where they must use electronic record keeping in their job and they quickly find themselves lacking in experience. In May 2012, we began using an electronic lab notebook (ELN) with our students in our field and lab research projects. The LabArchives© (www.labarchives.com) ELN has been implemented and tablet computers were purchased through internal grants. To date, Drs. Murray (Biochemistry) and Anderson (Ecology) have supervised six students using the tablets and/or ELN. Dr. Murray’s research occurs in various lab spaces, while Dr. Anderson also has implemented the use of tablet computers and the ELN at Capital’s field research site (Primmer property) while live-trapping small mammals and collecting vegetation data. Preliminary data show that the students are comfortable with the tablet technology before the projects and quickly become acclimated to the ELN. Students report more efficient data collection and much easier inclusion of pictures into the ELN.