In the FSSLEP Practice and Review Strand course "Sign Production II" participants practice 3 lists of Sign Vocabulary generated from and incorporated back into a paragraph context. One of these lists is Time Concept vocabulary. These signs are iconic (some more so than others) and knowing and seeing this concept assists many of the participants in improving their receptive skills, expressive skills and their ownership of these concepts. These materials are also used in other courses (MSSE Independent Study WQ; Special Group Instruction ASLIE, and ASL II). Additionally, I recently presented these materials to 4 groups of signers at the NJRID Convention. While overhead transparencies and impromptu art 'work' to convey the idea, it would be wonderful to take advantage of the latest technology that can really visually capture and clarify this idea.

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I propose to convert my existing course materials for a mainstreamed course that I teach, Immunohematology, into a PowerPoint presentation. I would like to include many scientific visuals in this presentation. This PowerPoint, with visuals, presentation will aid the deaf/hard of hearing, as well as hearing, students in understanding a very complex subject matter. Eventually, I would like to put this on WWW.

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I would like to begin to learn how to use the world wide web in course development, presentation and management. For the one week project, I would like to establish a home page for the section of the Critical Thinking course I have co-taught. I would like to have the course description with the course requirements and course syllabus available through the site. I would like to have one assignment posted on the web site and learn how to have students submit assignments electronically. Finally, I would like to know how to manage these submissions at the instructor end, i.e., receiving the assignments, responding and recording results. The Critical Thinking course is offered for students who need A level or preparatory work on entry to NTID. Kathy Crandall has had good success with web-based instruction for this level of student in the Reading curriculum and I think the Critical Thinking course may benefit from web-based instruction for students studying at this level. Marriane Gustafson is also teaching this course and working on web-based instruction, so if I can develop some skill in this area there may be opportunities to work with other faculty on instructional projects. I could imagine a site that had a variety of interesting critical thinking exercises available for each section of the course with links to other world wide web sites that pose interesting problems.

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The primary goal would be for me to be able to develop a website for this basic literature course which would enable students to access course assignments, vocabulary/terminology lists, and related web links. Writing assignments could be displayed with model/examples and related web site topics which students could read before writing. Other web sites could provide relevant background information concerning the social context or the writer. I would like the flexibility of students being able to work independently or with others (peer/teacher guidance). In addition, I would like to discuss how to evaluate the effectiveness of this approach and relevant design considerations.

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I am intending to update my website and then post my syllabus, course notes and assignments on it. This will be very helpful to students in my art appreciation class. Additionally I will use the website as a link to museums and other art resources worldwide, thereby expanding students' access to important resources.

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Academic Writing III and IV (AW III, IV) have been developed to serve NTID students with NTID Writing Scores between 50 and 69. Frequently, however, students with significantly lower scores enter these courses. These students' chances for success would be enhanced from electronic access to a bank of exercises offering them substantial additional practice in skills they must master to pass these courses. I would develop this bank of exercises and, then, fold them, as a featured element, into a personal Home Page which would include access to all of the course material related to my sections of Academic Writing III and IV, and to links to other areas of both English and campus-wide information that engage my professional and personal interests (Residence Life Activities, Faculty in Residence activities, fitness/running/walking sites and events, and performance opportunities bboth spoken and signed.) This is an instructional project proposal that combines professional growth and development within the context of the English Department's priority of readying as many students as possible for the next level of their education.

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My primary focus will be the development of instructional materials for cross-registered students who enrolled in either College of Science or the College of Engineering. These courses will be designed for entering freshmen (Freshmen Seminar) or students who are in transition (Transfer Seminar). This is directly related to Institute retention efforts. As research confirms that when a student feels connected/bonded to an institution the probability of the student staying in college and successfully completing his/her course of study is much greater. Both courses will address concerns and issues of incoming students.

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The courses I primary teach are not web-based courses, however I use the web for secondary tutoring, different ways to contact instructor via on-line,course syllabus, posting homework assignments, and announcements. The static web site can be found at www.rit.edu/~djlnet . The construction of this site is on a number of hierarchy levels. I want to reduce the confusion of navigation for students. A solution to a difficult navigation is to modify the current web site into a Dynamic Web Site. With the existing supporting course materials I have on the site, I want to use a markup language such as DHTML, CSS, Javascript, and VBscript to make the site more dynamic-user friendly. Where do I go from there? The next step after improving the site. I want to exploit my web site into a visual-based tutor machine.

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http://www.rit.edu/~djlnet

Multimedia presentation of coursework can enhance student interest in what can often be considered a dry or boring course. I hope to be able to bring into the presentation some action or movement through video clips that would enhance understanding of this basic engineering course. I currently have some knowledge of PowerPoint, but know there are ways to make presentations more exciting. Using this opportunity to develop my skills and knowledge as well as bring action to the classroom will benefit both the students and myself.

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My goal for the ITC is to gain sufficient knowledge to convert my course "Developmental Issues and Deaf Learners" into a Web-based offering. There are two motivations for this: First, that course is currently part of the CLA School Psychology and Deafness program, but a proposal about to be submitted and accepted will make the program a joint CLA-NTID effort (formalizing the current de facto situation). Part of the proposal calls for providing access to the program through distance learning. Second, a variety of graduate students and teachers around country have expressed interest in the course. I believe that a Web-based offering in the future could be very successful. Not entirely incidental to these two issues, a course home page would be a valuable information source for students, parents, teachers, and other professionals .During the ITC I hope to get the skills to create a home page for the course and get started (if not finish) on four aspects of it: 1) putting up my existing materials (unpublished readings, course notes, etc.), (2) establishing a "reference list" of links to other relevant sites and recent publications, (3) learn how to (or actually do) include video clips (e.g., of classroom or home interactions with deaf children), and (4) include a way for people using the site to leave messages (like a guest book) or communicate through the mail.

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There are many deaf students, all across NTID, interested in Information Technology and Computer Science majors. These include SVP students, AAS degree students interested in sampling BS-level courses, students currently completing AAS degrees and interested in continuing for a Bachelor's degree, and undecided students. These students need ready access to information about computer-related careers, appropriate course choice, RIT expectations, etc. and need a resource for accessing this information. NTID staff, including counselors, support dept. advisors, and other NTID faculty also need access to this information. My project would be to develop the structure for a multiple-page Web site that would provide this information to students and staff. The site would have a link on the IT and CS pages, as well as appropriate NTID sites. The site would include information on: ADVISING: Appropriate courses for sampling based on skill and experience, IT and CS course strands for AAS and pre-Bacc students, course prerequisites and required skill levels, general information about BS-level requirements PROCEDURES: Registering for courses, requesting support services CAREER INFORMATION: Skills required, job descriptions. CONTACTS: Who to see for what you need, and how The purpose of the week would be to develop the structure for the site, and then during the year continue to fill in the information.

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Based on my participation in ITC, I plan on gaining the skills to develop a web page for my Freshman Seminar course. One of the many goals of Freshman Seminar is to make sure that students are using electronic mail and the web comfortably. It would be ideal to have my course on the WWW so that students can access information, be linked to other WWW resources, and find referrals to campus services, etc. I have many materials already developed for the class and think that it would be an ideal application. For example, when students access the syllabus, they could automatically be linked to Wallace Library for the electronic library tour homework assignment. I normally teach this course each quarter. While each section is fairly small (4-15), this is a required course for all NTID students. I also coordinate all of the other sections of Freshman Seminar and hope that the web page I develop can serve as a model for other instructors.

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As the Coordinator of Student Teaching for the MSSE program, I envision using the WWW for two main purposes: (1)to have a page that students could access as they are actually doing their student teaching. This page would have ideas and links to various sources that would suggest strategies and materials that would be helpful to students as they practice teach; (2)to provide a place where students who are doing their student teaching can "talk" to each other, either synchronously or asynchronously, about their experiences and support one another as issues arise. I see my role as that of a facilitator of this kind of conversation. As the MSSE program grows, there is a need to maintain a connection among the students to allow them to access teaching strategies and materials as they need them. This project will provide both.

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All RIT students are required to complete a wellness course to meet the RIT graduation requirement. The courses currently offered are Total Fitness and Health/Mind Body Connection. Total Fitness is a combination lecture and laboratory course and Health /Mind Body Connection is a lecture course. Both of these courses are offered by the Physical Education Department. Each quarter I teach one to three sections of Total Fitness to deaf students. Next academic year I may be teaching Health/Mind Body Connection. I have also been asked by the Physical Education Director to develop a new course specifically for deaf students. Now that the SLC has smart classrooms, I am able to add both teacher-made and commercial CD ROM instructional materials to my class presentations. The Physical Education Department is purchasing CD-ROM media which I plan to supplement with my own Power Point Presentations. I would like to attend the Visual Strand of the NTID ITC workshops to develop the knowledge and skills to create these materials.

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Students in my section of Freshman Seminar are Pre-Bac Undecided students. I would like to reformat my course to make maximal use of a visual presentation mode, use of WWW resources for career exploration, and WWW resources for other content areas of my course (i.e. study skills, time management, etc.) Examples of specific techniques I would like to employ: - convert all lectures to PowerPoint - convert all lectures and assignments to a PDF format and perhaps link them to a course or homepage - identify WWW links that can be integrated into homework assignments.

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My primary goal for ITC participation is to improve my skills in the creation, manipulation and presentation of instructional information and materials in the digital format. Specifically, I will focus on two courses I teach: Introduction to CIAS and Art History I. My goal is to complete the workshop with materials I can immediately use in the classroom and with the skills to continue to develop and modify more materials during the summer.

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