Bronx Community College
Project title:
Digitizing the Humanities at Bronx Community College
Project Description: This
project consisted of initiatives undertaken for the Department of History and
Communication Arts and Sciences. The History Department project created a web site
housing links to primary sources as well as supporting instructional and
curricular materials for the Department's survey course, History of the Modern
World (HIS 10), while the Communication Department project linked an introductory
survey course, Fundamentals of Interpersonal Communication (CMS 11), with online
databases, allowing students to find periodical literature (including full-text articles)
in course subjects. The project also included faculty development and dissemination
goals, and more generally the intention that project work would stimulate further
development in instructional technology for the Humanities.
Project Outcomes: While the
History Department site, cs12.bcc.cuny.edu/~wach/intro.htm, is still incomplete,
it has become a working component of History Department instruction and is
gradually being integrated into the array of readings and assignments used by HIS
10 instructors. The site features links to primary historical documents, paintings and
photographs, and invites students to respond to these materials to enhance perceptions of
historical events. In particular, see Wach's web sites
at cs12.bcc.cuny.edu/~wach/primary.htm, analysis of primary sources,
and cs12.bcc.cuny.edu/~wach/Visual.htm, looking at visual sources. The CMS 11 project
continues to evolve as more electronic databases become available and more connections to
the departmental syllabus are developed. Dr. Mirsky is fostering student information
literacy by introducing students to CUNY's online subscription databases and showing
how to search, retrieve, use and document these sources in assigned research projects.
She has created a web page at www.bcc.cuny.edu/communication/Resource_Links/resource_links.html
from which students could easily access links to resources.
Project home page:
cs12.bcc.cuny.edu/~wach/cchatext.htm
Mentor: Aggie Taormina
|
Project leader:
Howard Wach
phone: 718.289.5655
fax: 718.289.6098
e-mail: hwach@westnet.com
|
Faculty:
Isabel Mirsky
phone: 718.289.5767
fax: 718.289.6392
e-mail: mailmirs@computer.net
|
Administrator:
Charlotte Honda
phone: 718.289.5497
fax: 718.289.6006
e-mail: chonda@bcc.cuny.edu
|
Cabrillo College
Project title: The Web-Based Electronic Portfolio
as a Foreign Language Assessment Tool. In additon see In addition, see
cvc2.org/webct/ for the course. Contact the project director for password access.
Project Description: This
project proposed the development of an interactive Web-based assessment protocol:
the electronic portfolio. This tool will permit electronic submission, publication and
dissemination of student-produced work. The assembled portfolio will serve two
complementary purposes: both a summative assessment instrument (end of first semester/end
of first year) and a best works portfolio, that is, a site students can visit to
view the profile of a successful learner in terms of linguistic competence and mastery
of content. Students will be assessed in five areas: (1) mastery of linguistic structures
and functions (2) listening/reading comprehension (3) oral production (4) writing skills
and (5) the ability to apply critical thinking skills to cultural texts. Multiple
formats for culture and for receptive and productive skills will be designed to reflect
different learning styles, thus creating a more broadly based measure of student
performance.
Project Outcomes: Siskin
has developed a scaled-down, web-based portfolio assessment instrument for the first-year
French course using WebCT. The assessment consists of two parts: a set of discrete-point
items that tests reading skills, and grammar in context; and a task-based writing
assignment. In addition, the team developed a test bank with over 100 items, of which
75 appear in an online assessment site. The tool was class-tested at the end of the fall
semester and a number of items were withdrawn due to their level of difficulty. These were
replaced with more appropriate items, although this resulted in abandoning the cultural
context (the city of Marseille) that had originally been identified to give thematic
unity to the test. The original plan included audio and video cues, but the team was not
successful in incorporating a video clip into the question bank. Also, Spanish was
included in the action plan, but given the complexities of the French project, some of
which are still unresolved, they decided to focus on the successful completion of French,
which will simplify the Spanish task.
Project home page:
www.cabrillo.cc.ca.us/~jsiskin
Mentor: Dan Rivas
|
Project leader:
Jay Siskin
phone: 831.479.5067
fax: 831.477.5685
e-mail: jasiskin@cabrillo.cc.ca.us
|
Faculty:
Louis Compoginis
phone: 831.479.6462
fax: 831.479.6479
e-mail: locompog@cabrillo.cc.ca.us
|
Administrator:
Bette Hirsch
phone: 831.479.5075
fax: 831.479.5092
e-mail: behirsch@cabrillo.cc.ca.us
|
Central Oregon Community College
Project title: Cyber Rhetoric: Creating
an Online Learning Community In the Humanities
Project Description:
The Central Oregon team proposed the creation and delivery of an experimental
interdisciplinary course, Student Perspectives on World and Multicultural Writers,
in which students would collaborate to create and publish web sites on authors and
topics of their choosing within the broad framework of the subject of world and
multicultural writers. The aim is to enable groups of students with common interests
in the humanities and social sciences to form on-line learning communities and to
develop their abilities to create and to assess on-line information sources. Students
will be recruited from literature, history, humanities, and writing courses, and those
enrolling will be placed in groups, each with the project of collaborating to develop a
web site appropriate to in-depth or extended study of a focused literary topic, such as a
particular author, work, or theme. Critical, contextual, comparative, and/or
interdisciplinary components will be encouraged. Students will be given some initial
training in web-authoring, plus models and templates for the kind of sites they will be
asked to produce. The class will meet as a group for these initial training sessions.
Project Outcomes:
The experimental course, "Student Perspectives on World and Multicultural Writers," was
taught by Cora Agatucci in Spring 2000. By the end of that quarter, eight students had
completed their web sites, and those sites were reviewed by a team of faculty
evaluators. Topics include a creative and personal exploration of the contact zone,
an exploration of expressions of cultural identity and social justice in art and culture,
and an introduction to United States Immigrant Literature. The students' web sites can
be seen as the major project outcomes in our project and in their clarity, originality,
and genuine contributions to dialogues on multicultural topics, they attest to the value
of this project. The course is also having a significant impact on the curriculum at
Central Oregon as the team has begun the process of more formally integrating the course
into the curriculum (so far it has been taught under a Special Topics course number). Because
the team has involved faculty evaluators from a variety of disciplines in the process of
reviewing student sites, knowledge of and interest in the course have spread throughout
the faculty. In the course of completing the project, the team enlisted help from the
college's instructional technology coordinator who assisted instructor and students
through their initial experiences with web authoring software.
Project home page:
www.cocc.edu/hum299/ccha/ccha.html
Mentor: Aggie Taormina
|
Project leader:
Kathleen Walsh
phone: 541.383.7530
fax: 541.317.3062
e-mail: kwalsh@cocc.edu
|
Faculty:
Cora Agatucci
phone: 541.383.7522
fax: 541.317.3062
e-mail: cagatucci@cocc.edu
|
Administrator:
Louis Queary
phone: 541.383.7206
fax: 541.317.3071
e-mail: bqueary@cocc.edu
|
Cincinnati State Technical and Community College
Project title:
Work and Workers in Turn-of-the Century Cincinnati
Project Description: The
CCHA-NEH Project at Cincinnati State was, and continues to be, an effort to develop a
teaching/learning resource that accomplishes two broad goals: provides access to primary
source materials from Cincinnati business and labor history archives; provide learners
with innovative opportunities to engage in critical thinking about key questions and
issues in social sciences and cultural studies fields. The project website
is www.cincyworkcentury.org.
Project Outcomes: The project
website was established at the domain name www.cincyworkcentury.org. The project
website currently makes available, in text and images, materials about Cincinnati
business and labor history that would otherwise be unavailable to teachers and learners
unless they made a field trip to the Cincinnati Historical Society's museum library and
had access to archival collections not usually available to the public. Although the
site currently provides only a small set of materials, the faculty project team members
have located many other resources, and expect to continue "building the virtual museum"
in the future and filling it with equally "rare" materials. Research and other outreach
activities related to the project resulted in establishing formal and informal
partnerships with representatives of organizations including the Cincinnati Historical
Society, the Greater Cincinnati AFL-CIO Labor Council and several individual unions, the
City of Cincinnati Department of Transportation, and several departments at the University
of Cincinnati. Site materials have been used to enhance the Cincinnati State humanities
course Culture Studies 1647, Work and Society. For example, students compared a 1916
Apprenticeship Training Program brochure available on the project website to current
materials that describe the requirements and benefits of participation in the College's
cooperative education program. Student assessed and evaluated changes and continuity in
concepts such as the "work ethic," capitalist paternalism, and cultures of organizational
affiliation.
Project home page:
www.cincyworkcentury.org
Mentor: Rick Bailey
|
Project leader:
Pamela Ecker
phone: 513.569.1722
fax: 513.569.5770
e-mail: eckerp@cinstate.cc.oh.us
|
Faculty:
Marcha Hunley
phone: 513.569.1732
fax: 513.569.4686
e-mail: hunleym@cinstate.cc.oh.us
|
Administrator:
John Erwin
phone: 513.569.4846
fax: 513.569.1417
e-mail: erwinj@cinstate.cc.oh.us
|
Community College of Rhode Island
Project title:
Prismatic Perception: Exploring the Humanities at Rhode Island
Project Description: Prismatic
Perception, an interdisciplinary web-based environment, will foster active learning and
critical thinking skills in our students and encourage and enable them to discern
connections in their learning. This project will also serve as the catalyst for faculty
integration of instructional technology into the humanities. The primary objective will
be to set up a web-based module, entitled Mona Lisa, both student-targeted and
faculty/student-generated, intended to initiate, in the first phase, a series of
interdisciplinary contributions to the website by faculty members. The second phase
would then use that material as the basis for a team-taught web-based, interdisciplinary
course.
Project Outcomes: After
developing an initial project web site and after receiving further grant support from the
Rhode Island Board of Governors, the team recognized the need to stop, assess, and
refocus efforts in a new direction, a direction that would still build on the Mona Lisa
web module, but along slightly different lines. This new direction in led to the
development of an interdisciplinary, team-taught humanities course that could serve as a
model for technology-embraced humanities curricula. Over the course of the spring
semester 2001, the team met regularly, at least once a week, to discuss the pilot course
scheduled for the fall semester, Man and the Machine: Bridging Humanities and
Technology. The team remains hopeful that this initiative will serve as a paradigm to
encourage other CCRI faculty to team-teach interdisciplinary courses and thus promote
student collaboration and integrate instructional technology supportive of in-class
learning and independent thinking.
Project home page:
www.ccri.cc.ri.us/Prismatic_Perception/index.htm
Mentor: Arnold Bradford
|
Project leader:
Carol Panaccione
phone: 401.825.2011
fax: 401.825.2265
e-mail: cpanacci@aol.com
|
Faculty:
Debra Lilli
phone: 401.825.2351
fax: 401.825.2265
e-mail: dlilli@ccri.cc.ri.us
|
Administrator:
Judeth Crowley
phone: 401.333.7138
fax: 401.333.7133
e-mail: jcrowley@ccri.cc.ri.us
|
Addditional member:
Sue Apshaga
e-mail: appleshakr@aol.com
|
|
Addditional member:
Susan Brown
e-mail: subrown@ccri.cc.ri.us
|
Delgado Community College
Project title:
New Orleans Oral History Project
Project Description: The New
Orleans Oral History Project will create a full-text searchable archive of oral
histories conducted and transcribed by Delgado Community College students. The site
will use photographs as well as audio and video clips to enhance the presentation of
existing student transcripts. It will also demonstrate to future students and researchers
how to conduct and transcribe their own oral history interviews. Through the Project,
composition students choose their own topics, which have ranged from family history,
segregation, immigration stories, local tragedies, jazz and other local musicians, to the
history of neighborhood, business, and cultural institutions.
Project Outcomes: Despite
numerous problems with implementing the project web site, student response has been
tremendous. After years of struggling to convey to incoming students what archival
research entails and the great variety of individual topics that they may pursue during
their research, the site now makes it easier for entry-level students to become engaged
in the assignment. For example, before the website existed, students would read through a
limited number of photocopies of previous student transcripts. With web access, students
can carefully read assigned transcripts and skim through the others. The presentation of
student work, and just as likely stories from students' family history, on the Internet
provides an immediate sense of purpose for students whose introduction to the project
comes via the website. Also, the archive of previous student interviews provides students
and others with direct access to primary materials on local history.
Project home page:
faculty-web.dcc.edu/histarch/welcome.htm
Mentor: Rick Bailey
|
Project leader:
Michael Mizell-Nelson
phone: 504.483.4093
fax: 504.483.1953
e-mail: mmizel@dcc.edu
|
Faculty:
Susan Halter
phone: 504.483.4387
fax: 504.483.1953
e-mail: shalte@dcc.edu
|
Administrator:
Max Reichard
phone: 504.483.4140
fax: 504.483.1986
e-mail: mreich@dcc.edu
|
El Camino College
Project title:
Alice Widens the Looking Glass: Multicultural Reflections in Literature and Philosophy
Project Description: This project
is a collaborative philosophy/literature website designed to be used by students in two
classes: English 1A (freshman composition) and Philosophy 2 (Introduction to Philosophy).
The website itself uses Lewis Carroll's Alice in Wonderland and Through the Looking
Glass texts as a metaphor through which to enter the site. Students actually engage in
the metaphor as they are navigating the site, which is designed as a resource center
(listing appropriate websites students may use for research in our courses). Both the
English and the philosophy class used the Lewis Carroll texts in class, as well as
metaphorically in the website.
Project Outcomes: The team
has been able to produce a visually-attractive design for its website (unified by the
theme of "curious Alice" re-exploring her/the world) that is simple, clear and easy to
use. The site includes some appropriate, academically sound and pedagogically useful
resources, which have been incorporated into some classes, especially the Philosophy 2
class. In addition, the team has begun to change its project focus into developing a
faculty training and mentoring program, using Alice as a model for colleagues, rather
than as a tool for their students.
Project home page:
www.elcamino.cc.ca.us/CCHA/
Mentor: Diane Thompson
|
Project leader:
Elizabeth Shadish
phone: 310.660.3763
fax: 310.660.6085
e-mail: sgates@elcamino.cc.ca.us
|
Faculty:
Suzanne Gates
phone: 310.660.3163
fax: 310.660.6092
e-mail: sgates@elcamino.cc.ca.us
|
Administrator:
Gloria Miranda
phone: 310.660.3737
fax: 310.660.6085
e-mail: gmiranda@elcamino.cc.ca.us
|
Harry S. Truman College
Project title: Explorations in Music, Meaning and
Culture through Technology
Project Description: Using the
web as the instrument for collaborating on a project that takes the history of Western culture as its sources
and foundational human capacities for language and music as its basis.
Project Outcomes: Did not
finish.
Project home page: None
available.
Mentor: Arnold Bradford
|
Project leader:
Elia Lopez
phone: 773.907.4427
fax: 773.907.6819
e-mail: elopez@ccc.edu
|
Faculty:
Caroline Guindon
phone: 773.907.4484
fax: 773.907.6819
e-mail: cguindon@ccc.edu
|
Administrator:
Michael Schoop
phone: 773.907.4445
fax: 773.907.6819
e-mail: mschoop@ccc.edu
|
Houston Community College, Central
Project title:
In the Midst of Water:
Origin and Testing of Life
Project Description: The
goals of the project were to develop and teach teach a linked history (United States
History since 1877) - literature (American Literature II) course on the 2000-2001 Phi
Beta Kappa honors topic, In The Midst of Water: Origin and Destiny of Life, using Houston
and Galveston local resources. The team planned to teach the courses in a computer lab
and design a website to support the course and to enhance students' experience with using
technology in the classroom.
Project Outcomes: After
studying basic web design and researching the Galveston hurricane of 1900 to serve as
the centerpiece of our curriculum and web design, the team prepared integrated syllabi,
since students would be scheduled to study together for six hours twice a week. An
internal web site was launched that included the course syllabus, lecture outlines and a
focus area for current lectures and other classroom exercises. In addition to developing
the history course, the team completed four episodes of "In The Midst of Water" for
Metropolitan Television. Students worked to write, produce, and work with guest
scholars to create the thirty-minute programs on such topics as the role water played in
the history of Texas and the Houston area, the geopolitical politics of water, and the
1900 storm in Galveston. They also worked with area middle school students to teach them
to be television hosts and mentored the young scholars as they became the "on-air
talent."
Project home page:
ccollege.hccs.cc.tx.us/instru/history/water/
Mentor: Dom Franco
|
Project leader:
Susan Hult
phone: 713.718.6062
fax: 713.718.6030
e-mail: hult_s@hccs.cc.tx.us
|
Faculty:
Sharon Klander
phone: 713.718.6226
fax: 713.718.6673
e-mail: klander_s@hccs.cc.tx.us
|
Administrator:
Cheryl Peters
phone: 713.718.6081
fax: 713.718.6083
e-mail: peters_c@hccs.cc.tx.us
|
Kapi'olani Community College
Project title:
Integrating the Humanities through Technology: Creating a Learning Community
across Cultures and Disciplines at Kapi'olani Community College
Project Description: Three
humanities faculty endeavored to link their courses in Western Art History, History of
Asian Civilizations, and Introduction to Philosophy to create learning communities.
Students were to use computer technology to explore humanities themes from comparative
cultural and disciplinary perspectives. Common course objectives and assignments and
shared resources serve as threads for interaction among the classes.
Project Outcomes: First,
the team developed some common course objectives and assignments and a shared bank of
resources. After establishing a project web site and individual course sites, the team
members created strategies for using a common webboard to facilitate and inspire
discussions. Courses were created to use the web site, and although the team's teaching
assignments changed in the spring 2001 semester, two of the team members created a linkage
between their classes. The humanities faculty at Kapi'olani have been among the first to
create web pages for student participation and to plan to use technology in the
classroom. The team's work has inspired a campus-wide collaboration to study effective
ways to use technology to increase student learning.
Project home page:
naio.kcc.hawaii.edu/ccha/
Mentor: Nancy McCollum
|
Project leader:
Loretta Pang
phone: 808.734.9420
fax: 808.734.9151
e-mail: lorettap@hawaii.edu
|
Faculty:
Sarah McCormick
phone: 808.734.9377
fax: 808.734.9151
e-mail: sbremser@olona.kcc.hawaii.edu
|
Administrator:
B. Michael Tagawa
phone: 808.734.9518
fax: 808.734.9828
e-mail: tagawa@hawaii.edu
|
Lewis and Clark Community College
Project title: The
Jumping Off Place: Explorations in the Humanities
Project Description: Using the quilts of
Carolyn Mazloomi, an international African-American quilter, we will pilot a lesson archive and virtual
exhibition. This particular project is a web based module for interdisciplinary and multicultural learning
named Visions of the Cloth: An Exploration of African-American Culture. This module will
expose and interpret Ms. Mazloomi’s work by exploring themes in art, literature, history, anthropology and
sociology through original lessons, web links, audio and video clips. This module will serve as the
template for the development of web-based lesson plans in other disciplines. For example, future
projects will include Southern Illinois Early American Pottery and a retrospective of the art of
ceramist Ruth Duckworth. We will also mentor faculty in other disciplines to develop resource sites
that will be implemented into their lesson plans and archived on our web site. In this way the
humanities will be organized and integrated into a campus wide discussion of the importance of these art
works.
Project Outcomes: Due
to a variety of factors, the team changed project focus and developed a series of
multimedia projects with students in a newly-created art and artists class. In
addition, the team worked to spread technology use throughout the college's
faculty.
Project home page: None
available
Mentor: Paula Petrik
|
Project leader:
James Price
phone: 618.466.3411.ext4751
fax: 618.466.2798
e-mail: jprice@lc.cc.il.us
|
Faculty:
Don Scott
phone: 618.466.3411.ext4735
fax: 618.466.2798
e-mail: dscott@lc.cc.il.us
|
Administrator:
Mike Dreith
phone: 618.466.3411.ext2800
fax: 618.466.2798
e-mail: mdreith@lc.cc.il.us
|
North Shore Community College
Project title:
Nathaniel Hawthorne in Salem
Project Description: The
team proposed to create a web site entitled, Nathaniel Hawthorne in Salem. This site
will focus on the architecture of The Custom House and the relationship of this building
to the life, times and fiction of Nathaniel Hawthorne. The site will make available many
primary documents and images from the collections of the Peabody Essex Museum, The
House of the Seven Gables and the Salem Maritime National Historic Site and will include
interactive learning activities. Eventually we plan to expand the site to focus on other
buildings in Salem important to Hawthorne.
Project Outcomes: The
outcome of this project was a website on Nathaniel Hawthorne and the Salem Custom House
that incorporates materials from the collections of the Salem Maritime National Historic
Site, the House of the Seven Gables, and the Peabody Essex Museum as well as from private
collections in the Salem area. It includes the full text of the Ohio State University
Centenary Edition of the first chapter of The Scarlet Letter, entitled "The Custom
House," the only online edition of this scholarly edition of the text. The site also
includes source documents on the construction of the Salem Custom House as well as
depictions of it through history, using images from the collections of the participating
museums. This section of the site also includes a discussion of Federal style architecture
with rollovers identifying Federal features of the Custom House, a video clip explaining
the distinguishing features of the style, and a variety of virtual tours of the
building. The third section of the site, Life and Times, provides some information on
Hawthorne's life in Salem and his work in the Custom House. All three sections
incorporate a variety of media including, in addition to text and images, video, audio,
and panoramic videos. The final section of the site for which we were able to add
material is the Explore and Discover section. In this section we provide a few guided
paths through the Website with suggested activities appropriate for students.
Project home page:
hawthorneinsalem.org
Mentor: Dom Franco
|
Project leader:
Terri Whitney
phone: 978.762.4000.ext5567
fax: 781.477.2140
e-mail: twhitney@nscc.mass.edu
|
Faculty:
Jan Arabas
phone: 978.762.4000.ext6693
fax: 781.477.2140
e-mail: jarabas@nscc.mass.edu
|
Administrator:
Maureen O'Neill
phone: 978.762.4000.ext2160
fax: 781.477.2140
e-mail: moneill@nscc.mass.edu
|
Northern Wyoming Community College District
Project title:
Humanities Plugged In! From Passive to Active Engagement through Student Generated Interactive
Websites
Project Description: The team
will proposed to expand the perimeters of an integrated Humanities course that they have
team taught rather traditionally for the past seven years to make it more interactive
and to take of technology. The team will develop a web page/electronic portfolio of
sites, video clips, audio links and web links which will enhance the understanding of
the Humanities. The team will build a basic web page which will include a listserv for
threaded discussion groups. The ultimate goal of the project is to have the students
themselves participate in the construction of the web page by working in the Teaching
Theatre located in the college's technology center.
Project Outcomes: While
the over-all goals of the project remained the same, the objectives changed to reflect
the evolving nature of the project. The team members did design and develop a project
web site to support the selected humanities courses, but the project changed in emphasis
when the art instructor decided not to continue to teach the five-credit humanities
class. Thus, the web page projects during the second phase of the project primarily
centered around art themes reflecting the cultures/periods. The second phase of the
project was to develop the student links through various assignments. As the team
learned more about the technology, the web sources and student backgrounds and
abilities, the objectives were adapted accordingly. The team found throughout the
duration of the project that there were both negative and positive impacts on our
teaching. The negative impact is that it was difficult to balance teaching both content
and technology. The positive impact, however, was significant in that given adequate
resources, the students can teach each other and the faculty.
Project home page:
www.sc.whecn.edu/departments/humanities/grant/G_PAGES/plugged.htm
Mentor: Nancy McCollum
|
Project leader:
Katie Curtiss
phone: 307.674.6446.ext6113
fax: 307.674.4293
e-mail: kcurtiss@radar.sc.whecn.edu
|
Faculty:
Norleen Healy
phone: 307.674.6446.ext6118
fax: 307.674.4293
e-mail: nhealy@radar.sc.whecn.edu
|
Administrator:
Vince McGee
phone: 307.674.6446.ext6226
fax: 307.674.4293
e-mail: vmcgee@radar.sc.whecn.edu
|
Orangeburg-Calhoun Technical College
Project title:
Cyber Reunion: Creating One's Family Heritage
Online
Project Description: This project is for technologically-oriented
students taking an "Introduction to Humanities" class. It asks students to explore their family culture. Delving into
their backgrounds through oral and written research, they will find patterns that have contributed to their own
personal cultures. It is not a chronology; instead, it is an investigation into how family experiences have
shaped who they are. Technology is used for assembling and presenting the project. Students will complete
their own web sites that focus on their family culture. These will be done in our Communications Technology
Lab and housed on our local server during the project. At its completion, they will be copied to individual
CD's for students' use. These sites will present the students' family culture in a "virtual gathering" format.
Students will use the Daedalus Integrated Writing Environment to generate and shape ideas for what to
include on their sites, as well as for feedback from others. They will then work their plan into the
individual components comprising the web pages.
Project Outcomes: In
developing the web site for this project, it became clear that the technology
significantly impacted how the team approached and handled this course. For example,
there was a great deal more involvement with the technology insofar as the presentation
of the course material. It gave those who teach the class the confidence to expand into
the use of technology as a significant component of our teaching methodology. This has
even carried over into classes other than the HSS 101. In addition, the project has
shown that students can use technology to create and present information, thereby
allowing them to become more engaged with the topics at hand.
Project home page:
www.octech.org/ccha/index.htm
Mentor: Charley Boyd and Donna Ehrhart
|
Project leader:
Warren Yarbrough
phone: 803.535.1287
fax: 803.535.1388
e-mail: yarbroughw@org.tec.sc.us
|
Faculty:
Forest Mahan
phone: 803.535.1269
fax: 803.535.1388
e-mail: mahanf@org.tec.sc.us
|
Administrator:
Georgianne McGee
phone: 803.535.1270
fax: 803.535.1388
e-mail: mcgeeg@org.tec.sc.us
|
Richland College
Project title:
World War II and Fifty Years
Later From: From V-Mail to E-Mail
Project Description: This is a redesign
of a World War II course focusing on the effects of the era on the average American that adds a technology
component to both the faculty delivery system and student research and class assignments. The
course focuses on the causes and consequences of the war from an American perspective and is
designed to engage the students in a series of interactive activities to promote
collaborative learning.
Project Outcomes: To
accomplish the proposed goals, the team organized and implemented two campus-wide
technology teaching faculty development workshops. In addition, the team planned that
the public example of its efforts would be a technologically-infused learning community
course combining history, English, and government. This course would use WWII and the
years since as its main topic, with a web site that reflected what this class would be,
www.rlc.dcccd.edu/enrich/cordstud/WWIImain.htm. Because of the necessity for advanced
scheduling, the course is planned to be offered in the fall of 2001. The team is
currently working with a former POW organization, Oflag 64, and other veterans groups to
bring Richland students into closer contact with people who lived through the era. By
using web-based technology in the classroom, students can access individuals who lived
during the war from all over the United States, and even other parts of the world.
Project home page:
www.rlc.dcccd.edu/Enrich/cordstud/WWIImain.htm
Mentor: Charley Boyd and Donna Ehrhart
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Project leader:
Carole Lester
phone: 972.238.6110
fax: 972.238.6290
e-mail: clester@dcccd.edu
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Faculty:
Kathy Yates
phone: 972.238.6301
fax: 972.238.3799
e-mail: kyates@dcccd.edu
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Administrator:
George Massingale
phone: 972.238.6250
fax: 972.238.3799
e-mail: gwm@dcccd.edu
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Sinclair Community College
Project title: Ohio
History
Project Description: Sinclair's
project was to create a web site to use as a course enhancement for a new course on the
history of Ohio. A special emphasis of the site is the historical development of the
city of Dayton and the surrounding Miami Valley region of southwest Ohio. Students
will both use and also create new material for the Web site as part of their course
work. This emphasis on active student involvement in learning is congruent with
Sinclair's efforts to become a "learning college." The team members expect to use
the knowledge and experience gained in this project to encourage further development
of technology-based learning in the humanities at Sinclair.
Project Outcomes: The main
impact of the project so far has been on teaching and learning in the new Ohio History
course. Students are using the Web site to research and write papers, and prepare for
class discussions, on the history of the National Cash Register Company (NCR) in
Dayton; the movement of fugitive slaves across Ohio before the Civil War; and the
conditions of Dayton's African-American community at the turn of the century and its
most illustrious member, Paul Laurence Dunbar. Several recently-completed student
projects, including one on a key event and turning point in Dayton history, the
flood of 1913, will soon be added to the Web site. The first class of students to
take the course has been very enthusiastic about the availability of the Web site, and
have made effective use of it for a variety of oral and written assignments. (The site
has numerous links to other Ohio history-related sites.) They have been able to locate
and use a rich collection of texts and photographs that would have been very difficult
if not impossible to assemble in any other way.
Project home page:
www.sinclair.edu/departments/hum/new.htm
Mentor: Paula Petrik
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Project leader:
John Weaver
phone: 937.512.3603
fax: 937.512.2390
e-mail: jweaver@sinclair.edu
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Faculty:
Yufeng Wang
phone: 937.512.2248
fax: 937.512.5192
e-mail: ywang@sinclair.edu
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Administrator:
Thomas Preisser
phone: 937.512.2830
fax: 937.512.5192
e-mail: tpreisse@sinclair.edu
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William Rainey Harper College
Project title:
Grendel: A Web-Based Unit on Early and Late Medieval Literature
Project Description: Grendel is designed as an
interactive, multi-media web site to enhance and supplement traditional instruction in the history, literature,
and art of the Middle Ages in an introductory humanities course at William Rainey Harper College. By
focusing on Beowulf and Dante's Inferno, Grendel will pursue three main objectives: (1) using web-based
technologies to expand and enhance student interaction with a traditional unit on the Middle Ages in an
introductory humanities course; (2) incorporating web-based technology as an interpretive tool and an
integral aspect of an introductory humanities course; and (3) leveraging web-enhanced media to encourage
students to follow individual paths of inquiry through time and cognitive associations according to each
student's inspiration. Through activities such as writing research essays, developing multi-media and
hypermedia presentations, building scholarly web sites, and the like, students will be able to use Grendel to
enrich and personalize their experiences with the course material, to contextualize the Middle Ages as a
period of interwoven experiences and accomplishments, and to combine course materials as a way of
contextualizing technology as more than just a database of extant information.
Grendel will contain a home page; course texts; an index of selected criticism and bibliography; a glossary of
terms; an index of the art and architecture of the period, with examples; and pages on monasticism and
philosophy; regional maps; and timelines. Grendel will use Internet technology to enable students to fashion
individual ways of studying medieval literature, art, and philosophy, and encourage them to experiment by
combining areas of thought.
Project Outcomes: The
project team has taken the project into slightly newer direction, for example, more of a
focus on issues directly related to Beowulf itself. The web site is well conceived with
a simple overall structural design. For example, a student can add words to the Glossary
or annotate a piece of text from Beowulf. A student can even practice being a medieval
scribe. Each of the activities is so carefully defined that the student only must
wrestle with the actual content (such as the meaning of a word, or how to translate a
phrase) and NOT with the methods of doing so on the web. The strength of this design
is that it can be expanded almost indefinitely to include more activities and more
historical, philosophical, linguistic and other background elements to enrich students'
reading of Beowulf.
Project home page:
www.harper.cc.il.us/~kneumann/grendel/
Mentor: Diane Thompson
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Project leader:
Richard Johnson
phone: 847.925.6429
fax: 847.925.6039
e-mail: rjohnson@harper.cc.il.us
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Faculty:
Kurt Neumann
phone: 847.925.6749
fax: 847.925.6039
e-mail: kneumann@harper.cc.il.us
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Administrator:
Thomas Choice
phone: 847.925.6764
fax: 847.925.6039
e-mail: tchoice@harper.cc.il.us
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