Grady Armstrong, gxarmstrong@salisbury.edu and Victoria Hutchinson, vvhutchinson@salisbury.edu

Project: PHEC 106 Personalized Health Fitness: Developing and Training for a Hybrid Online Section

This proposal applies Instructional Technology to PHEC 106 Personalized Health/Fitness.  The project will (1) develop online course content to accompany in-class fitness labs, (2) develop an online assessment form, and (3) train faculty in the delivery of online learning through WebCT.  Dr. Hutchinson will develop a hybrid section template on WebCT.  Dr. Armstrong will develop the online form to assess general education objectives, and train selected faculty in the use of WebCT teaching and learning.

Richard England, rkengland@salisbury.edu

Project: Darwinism, Then and Now: Developing student skills through a comparative, primary-text based approach to a general education course.

In HONR 212 (Issues in Natural Sciences) I will develop a WebCT module featuring a series of web-based primary texts about Darwinism from nineteenth century and current controversies, on-line student journals, and topic essay drafts.  The readings will invite students to compare past and present debates, and to learn about long-standing challenges and new developments in evolutionary theory.  This parallel investigation will help students to develop a critical understanding of scientific reasoning and enable them to evaluate scientific claims.  Their learning of these skills will be assessed through students' shared online journals, and manifested in successive drafts of topic essays which will be evaluated by an external reader.  These essays will become readings in future versions of the class.  This course will be one model of a general education class enhancing student skills and knowledge and assessing learning.

Randall Groth, regroth@salisbury.edu

Project: Enhancing the Teaching or Statistics and Probability

I will develop an instructional unit for my ELED 311: Mathematics Instruction classes that focuses upon the teaching of statistics and probability.  The teacher candidates in my classes will read the standards published by the National Council of Teachers of Mathematics (NCTM) regarding teaching statistics and probability in the elementary school.  Three instructional techniques will be used to make the NCTM Standards come to life.  First, teacher candidates will view videotapes of elementary school statistics and probability lessons and reflect upon the critical components of those lessons in class discussions.  Second, they will consider and discuss problems that arise in teaching statistics and probability at the elementary school level through class discussions of published teaching episodes.  Third, they will construct and teach lessons exemplifying different aspects of the NCTM Standards.  After they teach the lessons they construct to a group of their peers, they will refined the lessons and submit them to be published on a CD to be distributed to the entire class.

Steven Hetzler, smhetzler@salisbury.edu and Robert Tardiff, rmtardiff@salisbury.edu

Project: Implementing Sonification to Teach Functions, Graphs, and Data Analysis

We will develop course materials for MATH 155: Modern Statistics with Computer Analysis and for MATH 213: Statistical Thinking, employing sonification, "the use of nonspeech audio to convey information."  Such materials would include, but not be limited to, computer-generated sounds representing the graphs of some common functions or statistical summaries of data sets, software to generate such sounds, and group and individual assignments for students to apply this software.  We plan to use these materials in Spring 2004.  Results of this piloting and the course materials will be submitted for publication either in the Proceedings of the 2004 International Conference on Auditory Display, or in the College Mathematics Journal.

Monique Lynch, mclynch@salisbury.edu and Starlin Weaver, sdweaver@salisbury.edu

Project: Enhancing Math and Science Education with Graphing Calculator Technology

We will develop content modules for secondary math and science education courses that utilize graphing calculator technology.  These modules will educate our teacher candidates about:

1. the use of graphing calculator technology

2. the creation of lessons and activities that integrate graphing calculator technology

3. the recent advances in graphic calculator technology and its accompanying probeware

Through these content modules, teacher candidates will create lessons, activities, and/or units that integrate graphing calculator technology for use in their field experience, internship, and future teaching positions.  The modules will be used in subsequent math and science education courses and will be revised as needed to compensate for new developments in graphing calculator technology.  Content modules will also be shared with other math and science faculty members for potential use in math and science content courses