I will be on LOA this spring quarter (983) to refine or possibly publish materials that I have codeveloped and cotaught. I would like to put the course on World Wide Web. The ITC studio workshop would enable me to incorporate available links to various websites that could be used as part of homework assignments. This workshop would help me learn how to use the WWW as an effective teaching tool. The WWW could provide another avenue for students to learn how mathematics can be linked with the real world.

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I would like to create a homepage for the Course "Orientation to Business", 0804-101. This course is a general overview of the U.S. business system. It is required for all Office Technology, Business Technology, Applied Accounting and Applied Computer Technology students serving approximately 100 students per academic year. On this homepage for my project I would include the course syllabus, assignments, readings and links to corporate web sites. Eventually I would like to include practice materials for student study.

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I propose to convert my existing course materials for ÒGeometric TolerancingÓ into PowerPoint files. I expect to use my new PowerPoint presentations during Spring quarter, 1999. Much of the content I use for this course will use existing mechanical drawings. I have begun experimenting with scanning and filing these key images for this project. I will be ready with my images and my content when I begin the ITC Studio. I eventually hope to post these PowerPoint presentations on the WWW for student reference. I also expect to be able to provide students with handouts for all of my lectures and assignments.

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The recently developed NTID Strategic Objective #5 stipulates that student acquisition of English language skills will be infused throughout the college curriculum and that faculty and staff will use a variety of linguistic and communication strategies to support this acquisition. One way to facilitate NTID teachers' efforts to promote students' English acquisition is to offer an asynchronous on-line professional development course that would provide teachers with guidelines for using accessible English in course materials, for anticipating students' problems with English, and for enhancing students' English skill development. During the ITC Winter Studio I would like to learn how to create and implement on-line/distance learning instructional applications for developing such asynchronous courses uing First Class and other technologies.

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I plan to use this leave to work with Dorothy Baldassare and Marylou Basile in preparing a course, Math Applications in Business Technology, for desk top publishing, and to pursue the possibility of professionally publishing these materials. This course is designed to teach the students the math involved in various business applications, such as currency exchange, reading tables, etc. The World Wide Web contains up to date information and tables that would be much more interesting to the students that the out of date charts presented in textbooks. During this workshop, I would like to learn how to prepare and post electronic labs involving the use of the information available on the web. One of my goals as a mathematics teacher is to help the students see how math is related to real life. I believe that providing my students with relevant and timely information in a technologically up to date form will assist in this goal.

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During ITC Winter Studio, I plan to develop my own web page as well as explore academic advising web pages being used at other colleges. I have been asked to serve on a special task force in the spring that will design and implement an Academic Advising web site for RIT. This will be very helpful to both students and academic advisors next year.

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I would like to develop a Web page for one of the courses I teach, "Applied Business Techniques." This course is required of all AAS and diploma-level Office Technology majors and all AOS Business Technology majors and is offered every quarter with an average enrollment of 30 students per year. Initially I would like to place course materials such as a syllabus, assignments, and other instructional materials on the Web for student access. Since the trend for office workers today is to access the Web or other multimedia for software training rather than taking workshops or courses, I would eventually like to develop training modules using the Web as a tool for delivery of instruction.

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I would like to utilize Web technology to enhance the Perspective Drawing course. This is a one-quarter, entry-level, required course for students in Applied Art and Computer Graphics. There are no prerequisites for this course. The course is performance-based, i.e., students ultimately need to be able to "do" perspective drawing. For this to occur, they need to thoroughly understand a variety of visual-spatial concepts. This constitutes the greatest challenge of the course. Conceptual understanding is critical. Use of Web Technology would provide alternatives for students to learn and review these critical conceptual skills, on their own and within the scheduled class time. I would envision putting the entire course on the Web, while maintaining the studio classroom format. My role would shift throughout the course, starting as "information provider," and evolving toward "resource person," as students gain experience and confidence.

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My goal for the ITC studio is to prepare visually enhanced materials for the content currently taught the course "Processing Skills Development". This is a required course for first year students in the Interpreter Education Program. I hope to expand my working knowledge of Power Point and to use a multimedia approach to the teaching of the course content.

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The Digital Imaging and Publishing Technology (DI&PT) is a new program being taught for the first time during the 1998-99 academic year. The DI&PT curriculum consists of core and fundamental courses that lead to one or two concentrations in the imaging, publishing, WWW page development, multimedia, traditional press, and traditional photo lab areas. One specific example of a course that I teach is Overview of Digital Publishing Software in which students are introduced to several imaging and publishing software applications such as Powerpoint, Photoshop, Illustrator, and QuarkXPress, during a ten week quarter. Another specific course example is Fundamentals of Digital Output in which students learn how to set up and prepare documents and images for output to a wide variety of devices. I expect to be teaching other new courses as the new DI&PT program becomes fully implemented. Each of these new DI&PT courses requires a significant amount of curriculum and instructional material development. In some cases, there may not be textbooks available that are appropriate for either our students or course content. In other instances, textbooks need to be supplemented with additional materials and references. One instructional strategy that I have used very well is have students build a course notebook of reference materials to supplement and reinforce concepts being taught. These reference materials include handouts that have been created either by myself or other professors. I have also intensively utilized materials available on the World Wide Web, such as tutorials, on-line manufacturer software and documentation, and public domain publications. My proposal for the ITC Workshop is to begin building a WWW site as a central depository for reference materials for one of the DI&PT courses that I teach. This WWW site would become a model for building WWW pages for other courses over time. Students would be able to retrieve topic/project handouts and tutorials. Each student can print them as needed to build a reference notebook. Links to certain WWW sites and public domain materials would be inserted. For example Adobe has several excellent on-line documents on the Postscript and PDF topics taught in the Fundamentals of Digital Output course that can be downloaded, saved, and printed as needed. Another benefit of having a WWW site would be posting a portfolio of student work to highlight accomplishments and have examples for student assignments. Another additional benefit is students would have access to information after the course if their reference materials have been misplaced or become outdated. This WWW site could also become a resource to them as graduates as well.

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All universities are struggling to find ways to provide quality education to a diverse student population at a reduced cost. One of the most recent trends is distance education, where the student stays home and the university provides instruction via the World Wide Web, videotapes, video conferencing or some combination of these approaches. While instruction at a distance is relatively new to NTID, faculty at the Open University (OU), London, have developed and established one of the most extensive distance education programs in the world. This Spring, I will be on leave to conduct a study at OU to examine the advantages and problems with distance education for deaf learners. While I have some experiences with distance learning at NTID, I need to expand my skills with the systems that we have available (e.g., First Class, V-Tel) and to better understand how these systems support learning for deaf students and how our approach compares to the OU approach.

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The project will be to put all the teaching material for the Course DocuTech I & II on to a web site. The site will provide students with the ability to access all course material, access related Digital printing information such as: Xerographic process, Paper for Digital Printing, Growth of the Digital Printing Industry, links to sites, graduates work profile (who's working on the DocuTech), and possibly a place to post student resumes. I would also like to set-up a drop box to receive customer files over the web, thus allowing the students to learn an important option on the DocuTech that we at the present can not offer. Facilitates the delivery of course material in a more efficient and effective way. It will also allow the students to use the web to receive jobs, get additional information related to this area of the industry, and potentially provide exposure for our trained DocuTech operators to companies hiring workers.

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I want to explore the use of on-line technology to support the communication between participants involved in the grant, "Preparation of Educational Interpreters". As the Director, my responsibility is to investigate and establish an efficient communication model, utilizing on-line technologies, among the participants. This exploration will begin the process of reaching out to all K-12 interpreters in New York State with the goals of: 1) communicating aspects of the project and processes in a clear and timely manner; 2) reaching out to appropriately train coordinators; 3) efficiently reaching and assessing the skills/knowledge of working interpreters; 4) developing and offering training to working interpreters; and 5) maintaining an accurate clearinghouse of information. It will also assist in communicating with two new pre-service programs serving New York State by aiding in the development and offering of at least the AAS level degree in Educational Interpreting. Participation in the ITC will enable me to apply my working knowledge of on-line technologies such as; V-Tel, First Class, and World Wide Web to support the previously stated goals. The full grant is available for perusal by contacting Marilyn Mitchell, Director

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The focus of this project is to adapt the textbook and overhead materials for Academic Writing III so the course can be taught utilizing computer assisted instruction. This project is directly related to the priority that all NTID English Department faculty will convert their course materials in order to use the English Computer Lab for instructing English courses to NTID students.

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I would like to create a homepage for the Office Technology Seminar(OTS)Course, 0804-230. This course is required by all Office Technology AAS, AOS, and Diploma level students. This is a very unique course offering which is based on collaboration between faculty, staff, and students. One component of this course is a mentoring experience. The mentors are selected from NTID & RIT staff and matched with a student enrolled in OTS. This course is team taught by an OT faculty person and an academic counselor. On the homepage I will describe our mentoring program by giving an overview of its origin and significant components. This site will be used by potential mentors and other interested people who want an overview of our mentoring program.

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I teach a required course in the MSSE Program, "Assessment for Teachers." The course serves 8-10 students per year. As an additional strategy for supporting student learning, my Project goal is to incorporate Web technology into this course in ways that include:1) posting "house-keeping" information regarding the course, 2) posting "discussion points" to guide textbook reading and class discussion, 3) posting "applied classroom situations" requiring the application of course concepts and skills, and 4) providing Email interaction with me regarding desired explanations and elaborations of course content. My pedagogical reasoning for incorporating Web technology is to further the shift in my role from "information provider" to "understanding/applying facilitator".

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I would like to convert my existing ASL I course materials, including lectures, demonstrations and homework assignments to PowerPoint. I have many good pictures and print materials that can be incorporated into PowerPoint files. Once in PowerPoint, I will be able to use them as the source for my lectures and homework assignments. I also believe the visual images can be very useful for a variety of instructional applications to help students learn ASL. I also hope to eventually post my PowerPoint files on the WWW.

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I have been in the process of designing and implementing new science courses for the new CAS science curriculum. We have recently built state-of-the-art teaching/lab spaces that are equipped with multipurpose AV carts that give the instructor several options in terms of visual support of student learning. I want to focus this project on identifying a system for organizing images from various media formats (laser disk, books, slides, videotapes, CDs, etc.) into an easily accessible format that can be accessed with my teaching computers. One such program was demonstrated by the Newton's Apple people last year at NSTA: "UP resent"(www.biomedia.umn.edu/) I want to focus on my Human Genetics & Evolution course.

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he development of a departmental web-site has been established as a priority by myself and the other members of this department. During Fall Quarter I put together a small working group to begin looking at revising our current home page which is in dire straits. I am a member of this working group and need additional professional development in this area. The working group has also decided that this group or a portion of this group should continue to be available to revise the web site as necessary. As chair of the department I should be up to date and capable of assisting. This is also part of my personal plan of work for this academic year.

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plan to prepare step by step instructions for operation of the self-captioning equipment in the ETRR. I plan to do further revisions of my procedure outline and have appropiate digital images ready to use before the workshop. I have attended Dreamweaver workshops in the library and plan to develop more skills using Dreamweaver in this workshop

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Develop web-based course syllabus, daily activities, and especially web-based examples and assignments for students learning to write Java computer program languages in support of their own web pages. Students are required only to have completed a two-quarter sequence of any programming language. Students will use Deitel's book Java: How to Program. The publisher, Prentice-Hall, hosts Deitel's web based support information at http://www.prenhall.com/deitel. I completed RIT FIT last summer, attended numerous "lunch time" workshops at WML on DreamWeaver, HTML, etc, taught 3-day NTID Summer Institute course on Java Programming Language for graduates of NTID, have developed a rudimentary home page for posting of my assignments.

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I would like to be able to put our Production Applications course on- line. This is a required second level course for our students. The prerequisite for this course is Introduction to Production which I have already put on-line this past June working with the Electronic Reserve Svcs. The Production Applications course is a combination of lecture/lab and is competency-based. In addition to putting this course on-line, I would like to see what other possible on-line applications I might use to facilitate learning.

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As coordinator of the Eye Clinc and College Disability Service Liaison I am frequently called upon to present information to both internal and external groups. In addition I teach infusion modules on vision and deafness for CTS (OFT) and CAS (MSSE & ITP). Over the years I have visual materials (slides, overheads, videos, photos, & models) to utilize in my lectures. In addition to lectures I have developed handouts and experiential activities that I would like to pull together in an electronic format with Power Point. Ultimately I would like develop a WWW site devoted to vision, deafness, and accommodations.

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Each academic quarter I teach one section of Law & Society which is a general education course offered through the NTID Department of Cultural and Creative Studies. This course covers such areas as Criminal Law, Torts (Civil Law), Consumer Law, and Family Law. The number of students who enroll in the course each quarter ranges between 15 and 20. Given the size of the classes and the uniqueness of the information covered, it is a challenge to present the course materials in a manner which is meaningful, informative, and practical. After teaching the course for four years, I have found that the legal concepts taught in each section are best presented through a modified case study format. That is, the information is best understood and conceptualized through the use of examples of: different types of crimes; different types of laws; different types of consumer protection litigation; and different types of family law issues. The purpose of my participation in the ITC Studio would be to take the Law & Society course materials I have already developed, including outlines, definitions, and case studies, and put them into a visual presentation format which will be conducive to maximum learning, understanding, and application. I envision the materials as being developed in two visual formats. One format is for each student to have as a part of the class notes/materials for purposes of individual review and study. The second visual format would be for group presentation. That is, brief case studies would be presented visually to the entire class for the purpose of explanation of the concepts under consideration and for generating class discussions and debate. With regard to this second purpose, in some sections of the course, a simple case study would be presented and then additional factors would be added to the situation which would change the legal issues and propriety of the case. To be able to visually demonstrate how a simple legal case could quickly become a multifaceted legal case would greatly enhance the learning experience of the students.

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I want to explore on-line and distance learning/asynchronous learning strategies and technologies that could be used through the ETRR to deliver, to develop, and/or to receive instruction/training in support of instructional materials development, curriculum development, instructional design and development, technology training, and faculty/staff professional development.

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The students I teach in Job Search (0806-101) and Employment Seminar (0806-201) are all very familiar with computers, software and the internet because they are Applied Computer Technology majors. Every Fall quarter I co-teach 2 sections of Job Search and each Winter and Spring quarter I co-teach a section of Employment Seminar. These courses are required for all ACT students. 12-16 students are registered for each section; therefore, in the course of a year I teach 50 students in these courses. One of the lectures I deliver and several of the homeworks for both of these courses has to do with preparation for the job interview. Up until now I have presented materials via overhead or visualizer. I think these materials could be converted to PowerPoint presentations. I also think this is an especially good undertaking given the fact that my students are ACT majors and have some familiarly with PowerPoint. I think it would be good for students to see a teacher outside their technical major using PowerPoint in the classroom.

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