FACULTY INSTRUCTIONAL TECHNOLOGY FELLOWS

13 Faculty Instructional Technology Fellows were selected for 2003-2004.

Those awarded were:

  • Susan Ambler: African Americans in Blount County Oral History Project: Text, Image and Sound on the Web.
  • Terry Bunde: Developing Digital Video Files to Teach Basic Instrumentation in Chemistry.
  • Amy Campbell: Development of a Web Site for FNA 140 to include visual aids, quizzes, chat room, study guides and other resources.
  • Lynn Coning: Development of a Course Website for Composition 110.
  • Jenifer Green: The Incorporation of a Management Simulation Exercise into BUS201, Principles of Management.
  • Rebecca Lucas: Integrating Web Quests into EDU302, Educational Technology.
  • Alesia Orren: Integrating Conceptual Models of Web Quests into EDU301, Models of Instruction.
  • Margie Ribble: Discovery Learning through Geometer's Sketchpad
  • Kathie Shiba: Integrating International/Intercultural Interviews into Psychology of Adolescence.
  • Scott Steele: Development of Online Writing Lab for Composition 120, FRS 120, and FRS 130.
  • Jerilyn Swann: Development of Computer Data Aquisition Experiments to observe ciliary beating in BIO 115 and BIO 301.
  • Kim Trevathan: Developing a website to stimulate students to produce creative writing about the environment.
  • Mary Turner: Integration of web-based electron microscopy into the Maryville College Chemistry curriculum.

  • The Fellowship includes a stipend for summer work ($2,400), one course for one semester release time which must be taken by the fall of 2004 , travel funds and funds for discipline related software or other needs (up to $1,000 total.)  Because this is the final year of the grant, all funds related to the fellowship must be expeneded by September 30, 2004.

  • A wide variety of projects were proposed along a spectrum of beginner to advanced.  A faculty member's current level of expertise was not an element of the selection criteria and we encouraged applications from those just starting out with instructional technology.

  • Current and past FIT Fellows were encouraged to apply for a second fellowship although priority was given to those who had never received one.

The purpose of the Faculty Instructional Technology Fellows program is to foster the development and integration of instructional technology into the teaching-learning process.

 

GENERAL GUIDELINES (as outlined in the Title III grant proposal)

Upon accepting a FIT Fellows grant, the faculty member agrees to:
  • Serve as a mentor for a faculty member in a future wave of FIT Fellows.  This mentoring process insures institutionalization and the use of technology as part of the college's culture.  In addition, it creates a self-sustaining cadre of experts who share information and expertise with each other and with new faculty members.
  • Submit a written report to the Faculty Development Committee that will be published on the college's Web page.
  • Make a presentation to discipline colleagues for peer evaluation of teaching strategies and the appropriateness of the technology developed.
  • Make a presentation of some of the developed material to the faculty as a whole.
  • Implement the developed materials into at least one class within the next two years.

GENERAL EVALUATION CRITERIA FOR FIT FELLOW APPLICATIONS

The Faculty Development Committee will evaluate proposals.  The committee looks for the following elements when evaluation proposals:
  • The proposal should contain a list of specific personal, curricular, and divisional objectives for using instructional technology and an explanation of how these will increase one's level of expertise and improve one's teaching in general.
  • The project scope should be realistic in terms of the time and resources available.
  • The proposal should describe how the project would improve and/or change the way one teaches specific courses.
  • The proposal must demonstrate how the project will integrate new ideas, procedures, and learning experiences into particular courses.
  • Where appropriate, the planned project should facilitate interactive learning when used in the classroom.
  • The proposal must include a disseminating plan.  How will the faculty member share new experiences/knowledge with colleagues?
  • The proposal must provide an assessment plan directly related to project objectives.
  • The design of the project should not exceed the time frame and resources available for the program.
  • The proposal must include a budget that includes hardware and software needs as well as travel expenses and registration fees at meetings.
  • In general, the project design should not attempt to recreate hardware and software already on the market.

 

More information regarding the individual projects will be posted as it becomes available. Contact Steven James, Director of Instructional Technology at x8802 for additional information regarding the FIT program.