I would like to develop a webpage that describes hearing aid maintenance and troubleshooting techniques. I have pictures, video and checklists that I would like to incorporate into this site. I would then like to have this linked to the Audiology Department's revised home page.

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My goal is to learn to create PowerPoint presentations to use in conjunction with the MAD website to support classroom teaching.

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I have taught Excel to students in the Applied Computer Technology Department for several years. A common problem is that students have had few successful experiences in interpreting a word problem. They are often unable to map words onto appropriate mathematical expressions (e.g., "the smallest" = "minimum") or use them in a spreadsheet formula, such as [= MIN(range)]. My ITC experience will focus on one or two of the most frequent errors that students make when writing formulas in Excel. One trouble area is the difference between "AVERAGE" and "SUM divided by the count". Another more complex need is to provide drill and practice in the components of IF functions. Time will be used to explore and experiment with various visual presentation methods and to determine appropriate applications or combinations of applications, including PowerPoint, Excel, and Macromedia Director, that would aid in the teaching of spreadsheet functions.

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At the heart of NTID engineering related technology programs is the use of two-dimensional and three-dimensional computer graphics to express complex ideas. As students develop computer drafting skills, they are required to create and maintain a professional portfolio. The portfolio is an essential part of the job interview process for engineering students seeking coop opportunities or full time employment upon graduation. Currently, the student portfolio takes the form or hard copies of manufacturing or construction documents organized within a portable attache'. I am currently working on a new curriculum proposal within CTS called Computer Aided Drafting Technology (CADT). As part of the progressions of computer graphics skills identified in this proposal, is the ability of students to produce increasing sophisticated portfolios. By the time a student has entered the sixth quarter of the program, they will be expected to create a web site which will include resume' type information, presentation drawings, contract documents, and virtual reality movies. I would like to develop the types of web authoring skills that will allow me to effectively infuse this instructional objective into the new CADT curriculum.

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I have developed a number of lessons for the courses I teach on MS PowerPoint (TM). I would like to post them on a web page so that my students can review these materials independently outside the classroom. These materials are ones on writing and the specifics of grammar which I've developed for the new curriculum of the English Department.

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C-Print is a computer-aided speech-to-print transcription system that has been developed as a classroom support for deaf students in mainstream educational environments. A "captionist" types the teacher's lecture (and students' comments) into a laptop computer. The typed information is simultaneously displayed on a second laptop or television monitor for the students to read during the lecture. After class, the printed text is made available to the students for review purposes. The System uses word processing software aided by abbreviation software. The captionist receives training in the abbreviation system (to reduce keystrokes) and in text condensing strategies. Our captionist training has generally followed two models, an apprenticeship model and an intensive workshop model. Our first captionists were trained individually, worked on the training materials at their own pace and had the support of their trainer when they entered the classroom for the first time. Such a model is difficult to implement in different sites across the country. The second model--that has been used with more people--is a full-time two-week workshop. The workshop is very intensive. The attendees spend six hours a day with the training materials and another 2 to 3 hours in practice and discussions related to the system. It is often difficult for the participants to be away from home for that length of time and the intensity does not allow much leeway for individual differences. We have begun to experiment with other training models. Specifically, we have now divided the training materials into two parts. The first part contains training related to the abbreviation system (which is more objective) and the captionist trainee is expected to go through these materials on their own. The second part contains training related to condensing strategies and implementing the system (which is more subjective). The second part of the training is still delivered in a workshop format (one-week). I propose to develop a web version of the first part (individualized part) of the training materials; eventually both a web version and a CD ROM version. We have more requests for training captionists than we can possibly fulfill and we need to find better methods of enabling potential captionists to master as much of the information as possible on their own. The portion of the materials I will be working with includes both print material and audiotape practice material. I need to learn how to appropriately modify the materials for delivery via the web and/or a CD-ROM.

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ACT Department Networking courses provide students with the knowledge and skills they need to understand, design, implement, and manage the infrastructure that supports effective and efficient distribution and sharing of information and information resources. As one of the lead instructors in Networking, I propose to start developing MORE visual-oriented instructional materials -- through the use of images, animation, and/or video. "A good picture, animation, or video is worth [more than] a thousand words." A majority of our students acquire and process information visually. Visual-oriented instructional materials will enable our students understand and internalize fundamental concepts better and faster -- freeing up time for critical, hands-on, laboratory experiences. It will also help our students master relevant technical vocabulary by putting text-based information firmly in context.

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Develop web-based course syllabus, activities, homework assignments, including references, examples, clarification to assist students in their progress. Utilities & Control Language (0805-206) is the course I wish to expand to incorporate web-based access. This is to offer variety of learning tools along with IBM's AS/400 machine. This course is the second course of three-course sequence, which is required of all Applied Computer Technology students. Average number of students enrolled in this course per year is approximately 60-80.

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Parents and students attending SOAR usually have many questions about tutoring services, such as: what tutoring is, who tutoring is important, how tutoring can be accessed, and how students are informed about tutoring services. My project would visually address these commonly asked questions.

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I teach all of my Academic Writing courses in the English Department's computer lab (2500) and would like to enhance teaching and learning by making my materials accessible on the Web. By having exercises, assignments, and links to related topics electronically accessible, I could make better use of the technology within the classroom, while also allowing students to have interactive experiences outside the classroom. In short, the ITC Studio would enable me to develop skills in using authoring tools for WWW postings of Academic Writing IV course materials.

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I plan to develop a series of seminars for the faculty and staff on the issues of cultural and language diversity related to the education of deaf and hard-of-hearing students at NTID and RIT. These seminars directly support NTID's and RIT's identified priorities to improve the academic success and retention of minority students on the RIT campus. Furthermore, I routinely present my research at national and international conferences. Knowing Power Point and learning the information presented in the Visual Strand of the ITC workshop will help make my presentations more effective and therefore, I would like to sign up for that strand.

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I would like to be able to independently create websites for the courses I teach. I am very dependent on instructional developers for providing technological support to my students. I would like to be able to begin by providing website support for the two literature courses I teach...Themes and Symbols in Literature, and Exploring Literature. I believe these websites, and my knowledge of how to develop them, will have a direct instructional impact. Further, I would like to be able to do a more effective job at web searches and internet searches to support the course I teach, and to assist students with their own research. I have requested a leave for Fall quarter to continue developing technical support for my courses. I have worked with Simon Ting to develop a website for my course, "Reading IV". However, I am a beginner -- I have provided only the content and instructional and design consultation. Simon and a student assistant have done all of the programming. I do use a technically sophisticated classroom (2500), for which I wrote the original proposal, but I feel the need for much more skill. I expect to be on leave Fall quarter (001) to continue working on providing technical support for my own courses.

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I would like to explore the possibilities of using PowerPoint for both classroom and lab presentations. I have selected four lectures and labs that are central to my course. I believe I can convert existing classroom materials to PowerPoint so I can compare the effectiveness of computer presentations versus traditional classroom formats. I also want to utilize PowerPoint handouts and notes to serve as print materials for my students. Additionally I would like to learn how to incorporate visuals from the web and scanned images into my presentations. This will also include capturing images from the camera imagining in the Bio Lab.

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I would like to develop a Web page for the Freshman Seminar course I have taught for the Dept of Science and Engineering Support. An objective of this course has always been to increase the computer literacy of our students by providing opportunities for them to learn and apply computer techniques which they will need to use in other College of Science courses. It would also be possible to link to other FYE Web sites. This site could provide a place for students to receive course information such as the syllabus and assignments etc. I plan to attend the ISC workshop on Dreamweaver Web Page Basics today, April 14.

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I would like assistance in making my writing/literature courses more "current," availing myself and my students of current technology in using the Web for discussing assignments outside of class, locating additional support through Web links, and for composing assignments individually and collaboratively. Because of my computer-phobia, my course feels hopelessly out of date. My students are eager for more interactive ways of learning, and I know that there are many resources I have not made available to them. The course which I would focus on is new to the College of Liberal Arts; the deaf students enrolling in this course should have every opportunity to use technology in order to succeed. Other members of my department will be working on this course as well, so the opportunities for faculty collaboration and for consistency of students' experience in the writing courses will be enhanced.

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As a Support Faculty member in the Science Support Department, my largest tutorial responsibility is to the students enrolled in the General Biology sequence at RIT. I also teach a mainstream laboratory section in this sequence so anything I develop will be of use to a wider audience of students. Among the concepts students have most difficulty understanding is the basic alternation of generation plant life cycle. I would like to set up a basic life cycle, then be able to "call up and plug in" each of the 4 representative plants studied in the course to show how each type of life cycle fits each stage in the basic plan and that the modifications shown by each organism demonstrates an evolutionary trend. I would like to scan in diagrams from text and/or other sources.

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This project is meant to interweave with the project of another member of our support group. It will give web based examples of difficult concepts in Visual Basic. These examples will include such concepts as Looping, multi-dimensional arrays, multiple forms and use of a module, and writing of functions and procedures. It will assist NAPI students in mastering concepts before they are required to master them in more difficult IT classes. The intent is to make the adjustment to IT classes less of a hurdle.

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Creating a Web Site for Educational Interpreting Courses Project Description I teach two required educational interpreting courses in the ASLIE ITP program, "Mainstreaming: Educational Options and Alternatives" and "Support Service Professional". Each section of the course serves 15-25 students per year. Both courses include reading, writing and research. To support student learning, I plan to develop a central web site related to educational interpreting. I also would like to create a web site for each of these courses that would include course materials, syllabi, a link to required readings for the course, and links to other research sites, including the central web site on educational interpreting. I would also like to explore the use of an electronic bulletin board to use as a possible instructional strategy for guided class discussion. The central web site will include a bibliography, links to scanned articles on reserve, other links for research, images, and possible video clips. It will serve as a support for students as they conduct research to prepare papers and projects for each course. I already have a bibliography to mount. I also have links and articles that I would like to have scanned and mounted for library reserve for my courses. Benefits to Students- ITP students will be able to access information quickly and effectively- An electronic bulletin board format may be an effective strategy to encourage students to work with peers- Articles on reserve can be accessed on-line 24 hours a day- Course information including assignments and announcements will be readily accessible Long-Range Benefit Currently a large, central web site of information on educational interpreting does not exist. Such a site would make NTID visible and educational interpreters who visit the site would possibly share information with mainstream deaf students who might become interested in NTID.

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I currently teach a course in the CAS Communication Studies strand entitled "Interpersonal Relationships". Some of my course materials are on overheads and some material I cover directly from the course textbook using the visualizer during classroom instruction. I would like to be able to convert these materials to a Power Point presentation to facilitate ease of instruction during class time and to provide a clearer visual representation to students in my class. If accepted into an ITC, I would come with my prepared materials and seek ways to present those materials using Power Point.

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I would like to develop visual and multimedia materials to enhance my new course for AAS and BS in Interpretation: ASL and English for the interpreting students who are taking Deaf culture and Community in their first year.

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