want to develop a PowerPoint presentation to be used by career counselors in their classrooms during the Explore Your Future program each summer. This presentation will teach the system of work personalities and environments that we use each summer as a foundation for career exploration in EYF. This presentation will incorporate text descriptions and graphic illustrations as well as links to vocational materials available on the web which will allow students to expand and apply their knowledge of this categorization system to their lives. This material will quickly allow counselors and students to move among a variety of visual and text materials which illustrate this classification system in ways never possible before. This presentation format is not available for purchase at this time. EYF serves between 250-300 deaf high school juniors each summer and is a primary avenue for students interested in attending NTID. Last year, nearly half of all entering SVP students completed the EYF program the previous summer.

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The English Dept., along with the other Departments in CAS, used the services of Jim Orr last year (maybe two years ago now?) to construct initial departmental web-sites. So the English dept. has a web-site. However, it has not been kept up to date, and I would like to have the ability to do that, and to extend it, on an ongoing basis myself. I would also like to develop rudimentary web-site construction skills for future curriculum work, though I have no project in mind at this point.

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My goal is to develop a website to accompany the methods course titled, "Curriculum Content and Methods of Instruction." There are an extensive reading materials related to learning styles, Bloom's Taxonomy of Thinking Skills, multiple intelligences, constructivism, andragogy (adult learning), cooperative learning that would be worthwhile to include in the website. There are also charts and lists (related tothe various learning/teaching principles listed above) that could be scanned into the site too. The students will be expected to do the readings during the course. The site can be used as a reference when the students are doing their student teaching as well as after they complete the MSSE program and are teaching in the field. Another major component to the site will be the effective teaching strategies that the students need to become familiar with before writing their lesson and unit plans. Readings and charts will be included. I hope to build in a way that students can write their lesson plans on the website so all of the students can read them (as well as critique them during class) Last but not least, I have offered this course as an independent study to people who are already teachers. They have taken this course to satisfy certification requirements. Having this course on the web will definitely make it easier for all of us to manage the course. They can send their assignments via this route. MSSE is exploring ways to offer some of our courses via distance learning. We received funding from The Ford Foundation to develop one course ("Deaf Students": Educational and Cultural Diversity") that will be offered to teachers in the field in September 2000. Developing a website for the methods course will provide MSSE another avenue for students and teachers to access what we have to offer.

Project Update:

As co-advisor and tutor to 24 deaf Professional and Technical Communication (PTC) majors in the College of Liberal Arts, I provide on-going instruction. First, I continually inform interested students, their parents, and employers about the PTC program and its potential (and successes) for careers for deaf professionals. Second, I tutor these students in over fifteen required courses (as well as over 30 PTC electives) within the PTC program. The RIT PTC program has an "official" web page as part of the RIT WWW postings. My goal in participating in this workshop is to develop a web page that will link to the RIT PTC website and will also eventually have its own links to information about courses for which I tutor. Accomplishing the above will provide the following for deaf students, their parents, potential employers, and other academic advisors and counselors, both on and off campus: 1. Easy access to accurate and "consistent" information about RIT's PTC program as it pertains to careers for deaf professionals. 2. Ability to obtain information about me and the services I provide deaf PTC majors. 3. Establishment of "legitimacy" of this portion of the program in that almost one-third of all RIT PTC majors are deaf.

Project Update:

I would like to develop a visual presentation for SVP General and Intensive Sampling activities for my support department. I typically present information in 3 two-hour blocks. The instruction covers a wide range of topics including career information related to majors offered by the College of Business and the Food, Hotel, Travel Management Programs, the specific RIT majors, course requirements and offerings, acceptance criteria, the Pre-baccalaureate program, etc. In addition, information is presented on the SOAR program. In addition, I co-teach Freshman Seminar in the Fall and I would like to develop visual instructional materials for this course. Both of these instructional activities are a high priority for the department and the center, as well. In particular, the pre-baccalaureate program is a condensed (3 quarter) program and students are under significant pressures to make appropriate career/major decisions and to successfully complete their Freshman Seminar course. Enhancing their instructional experience with the development on an appropriate visual presentation is a goal I have had for several quarters.

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My long term goal is to develop the knowledge and skills needed to produce visual materials that will allow learners to have random access to signs for technical terminology. I would like to start by learning how to produce presentations using PowerPoint and eventually learn how to create random access programs that learners could use to develop and practice sign language skills. I wish to develop specific skills for visual applications, such as PowerPoint and to become better at visual design for presentation of instructional materials. Additionally I would like to investigate how to convert existing video segments to QuickTime movies for inclusion in computer applications.

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I plan to make the course syllabus, assignments, and test schedule available on a course web site. I would also like to investigate the possibility of linking to other sites. Advanced Mathematics is an established level D course in our department, and the department chair agrees that it is time to put some of our course materials on the web.

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Catherine Clark and I (Kathy Davis) will participate in the June 7-11, 1999 ITC training, Visual Strand as a team. As instructors of the "Black Experience" course, we have developed a text study guide for use with "Before the Mayflower:A History of Black America" textbook, by author Lerone Bennett, Jr. This is the 3rd year the course has been taught. Instruction learned in the ITC visual strand will enable Catherine and I to transform the course study guide text into an electronic format using power point. The power point presentation would include twelve (12) Chapters. We would like to design power point presentations which include graphics, digital images, scanned images and web links. We plan to place the study guide in the Wallace Memorial Library's course reserve. The digital visual presentation of the curriculum may facilitate students transfer and retention of historical and current facts and faces. We anticipate that students' ability to produce high quality course work, (e.g. homework, presentations, research, etc.) will be enhanced. An additional long term goal would be to participate in distance learning with other universities with deaf and hard of hearing students (eg. Gallaudet University) that offer Black History instruction.

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The intended purpose for attending the ITC workshop, developed a instructional format from CD-ROM for teaching Industrial Material, Drafting, Precision Measurement, and Manufacturing Processes1, 2 and 3. Learning to convert existing course material which include lecture notes and slides. This workshop will enable me to develop my skills for planning and implementing current curriculum.

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I am interested in learning how to scan and modify mathematics diagrams. I then want to incorporate those images into Power Point presentations and into mathematics documents and tests. My eventual goal is to expand my efforts to include presentation of such material through a webpage. Although I am a department chairperson, I still do some teaching and a fair amount of speaking about teaching. My proposed project will have implications for each of these endeavors. As one example, I can cite work I have done in a trigonometry course for CIMT students. I am certain my proposed visual prep and presentation project will have relevance for this course. Indeed, during the one-week studio my time will be spent with materials and concepts for this course.

Project Update:

Catherine Clark and I (Kathy Davis) will participate in the June 7-11, 1999 ITC training, Visual Strand as a team. As instructors of the "Black Experience" course, we have developed a text study guide for use with "Before the Mayflower:A History of Black America" textbook, by author Lerone Bennett, Jr. This is the 3rd year the course has been taught. Instruction learned in the ITC visual strand will enable Catherine and I to transform the course study guide text into an electronic format using power point. The power point presentation would include twelve (12) Chapters. We would like to design power point presentations which include graphics, digital images, scanned images and web links. We plan to place the study guide in the Wallace Memorial Library's course reserve. The digital visual presentation of the curriculum may facilitate students transfer and retention of historical and current facts and faces. We anticipate that students' ability to produce high quality course work, (e.g. homework, presentations, research, etc.) will be enhanced. An additional long term goal would be to participate in distance learning with other universities with deaf and hard of hearing students (eg. Gallaudet University) that offer Black History instruction.

Project Update:

Since the new three-hour science requirement forces all students to take science, the offering of a highly motivating science course for students who are non-science majors is a priority. Astronomy has been identified s a science content area which has the most vigorously held misconceptions: we are closer to the sun in summer so it is hotter, the earth's axis moves back and forth, the moon and sun are the same size. Most of these misconceptions are the result of observations made by the naked eye, which are very logical and therefore deeply held and hard to "unlearn.' Astronomy course is offered in a hands-on/minds on format to encourage students to observe and think deeply. Labs are the vehicle for introducing knowledge, followed by web-based activities in class. The project I am proposing is a power point presentation to demonstrate the success of the new media approach to teaching science.

Project Update:

I would like to investigate options for attaching ASL translations for English vocabulary to the web site for one of my English courses. I would want to experiment with various digital video cameras to assess the resolution / frames-per-second combination that offers the best visual intelligibility. This effort would directly address the vocabulary objectives for various NTID English Department Nonfiction Reading courses.

Project Update:

For my project, I would like to create a computer simulation of a variety of job-related communication exchanges. Initially, I would develop an instructional component that outlines and teaches strategies. Then I envision having multiple choice selection of appropriate responses followed by written expansion of appropriate responses. I would like to do my work using PowerPoint.

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My goal for ITC is to explore software such as PowerPoint and Filemaker Pro to be able to create multimedia presentations to support student learning of Optical Finishing Technology terms. I plan to convert sections of a book entitled "Optical Finishing Terminology" into digital media through enhancing vocabulary with graphical images. The student study guide includes 180 vocabulary words divided into sixteen topic areas. I believe that student comprehension and retention of word meaning could be supported through development of a more visual presentation mode. While participating in ITC, I would like to explore other options available for creating visual presentations, such as the use of visual databases. I would like to model ways in which my department might begin to reflect upon and evaluate new approaches to instructional presentation through appropriate application of technology to support teaching and enhance learning.

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Overview: The Computing Fundamentals course is offered to prebacc students and students in NTID majors who desire to transfer to Information Technology or Computer Science. Proposal: I would like to develop a web site where I can post course materials, homework assignments, messages, practice exercises, and lab materials. My site would also support links to the IT and CS department home pages where students can go for information on these majors. Links would also be supported to the CBGS class notes site and on-line career information (TBD under another pending proposal). Student Benefits: This would provide more exposure to using WWW (required in IT major), would provide greater flexibility for students and students who are ready for more challenging topics could access additional exercises. Personal Benefit: This is an area I would like to expand my skills as a part of my on-going professional development.

Project Update:

Students enrolled in mathematics courses which have a geometry prerequisite often satisfy that prerequisite by having taken a geometry course in high school. However, we often find that these students are not fully prepared to succeed in such courses. My project will explore using an interactive geometry software program to create mini-lessons and activities that students can access from the World Wide Web. I will focus primarily on topics which are important for success in the Elements of Trigonometry course and the Trigonometry for Precision Machining sequence of two courses.

Project Update:

Most of the CAS departments have a WEB page, however, the Science & Math department does not have one yet. I want to create my department's WEB page which in turn links to individual faculty's own Home pages. Then I want to create my own Home page. From there, I want to add instructional materials of the math courses that I tend to teach frequently.

Project Update:

The objective of this project will be to design a www site to assist the deaf population in preparing to understand, plan for, and initiate a business plan.The site will be used to promote entrepreneurship as a viable alternative to salaried employment; provide a study guide explaining business concepts necessary to manage and administer one's business; federal and private sources of funding; development of a business plan and perhaps an opportunity to provide gratis consulting services via www. At this time there is no such service available for the deaf. NTID would assume a national leadership role in this area. I have discussed this plan with members of the U.S. Small Business Administration, Service Corpts of Retired Executives Association and the Deaf and Hard of Hearing Entrepreneurhsips Council, located in Silver Springs, Maryland. These groups were extremely responsive to this idea and from past indications, would be involved by providing consulting services and information. At this time my objective is to demonstrate to these groups NTID's commitment to this project and this development stage would certainly be an excellent indication as to NTID's support of getting this project off the ground. This project will be related to a Departmental objective of assuming a national role in this area.

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I will place instructional material on various problems for students enrolled in ³Advanced Mathematics. Some problems will be solved, others will be given to student to solve for extra credit.

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I would like to put my Non Fiction Reading IV course on the WWW, providing links to course content, and easy accessibility to course materials.

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The overview of Mathematics Curriculum will show course mask/map of all courses provided by department of NTID Science and Mathematics. Once it is established, the next step will be able to link to course description and/or schedule from the overview map by clicking. It supposes to design primarily for students to figure out on what course to take. It may also benefit to counselors and chairpeople.

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