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Dr. Ansley reports that the site has worked out very well as a communication tool as she has used it to explain herself to students and to provide resources for other students referred by colleagues. She has received feedback from other professors at UT and around the country who say that they found the site useful. Community groups thinking about working with university-based teachers have also said that it helped them anticipate what might be involved in such partnerships. The URL for the site is http://www.law.utk.edu/library/teachinglearning/default.html.

The videos allow students to review the various skill-based exercises long after Dr. Antun demonstrates them in the kitchen. Dr. Antun reports that he has never been very technologically "savvy" but the ITC helped implement his great idea and now his students can access all these demonstrations from the web via Online@UT. He also uses the videos to enhance classroom instruction. As part of the project, Dr. Antun and the ITC created a video of a Knoxville health inspector conducting an inspection in a restaurant. This video allows students to get a "feel" for real life!

Mr. Auge and Mr. Saxton have continued to work on the resource, which over the years has grown to be quite an ambitious endeavor, with 400+ modules planned! You can visit their website at http://dawg.utk.edu. Some other aspects of the project that are available at this website include a CRD guide, a glossary, an ANOVA Diagnostics Guide, and a Using SAS guide.

In 1998, prior to the campus adoption of Online@ UT, Dr. Baker worked with ITC to developed a Web site to allow his students online access to course materials, including PowerPoint slides, video lectures, lab exercises, and a discussion forum. By teaching courses entirely online, Dr. Baker can be in multiple locations at the same time. Dr. Baker estimates that teaching in the online environment allows him to cover 50 percent more material than in the conventional classroom environment because communication is an unbroken stream allowing students to focus more intently on the lecture. They do not have to stop the class to clarify a point that they may have missed or don’t understand. Instead, they can just replay that part of the lecture. If a point remains unclear, they can consult the textbook, visit Dr. Baker in his office, or send an email to the class discussion forum. Dr. Baker reports that the online environment relieves him of the time spent teaching the same classes repeatedly, thereby allowing more time for research and publishing.

In 2005, this trio developed five-online modules covering the basics of computer science as part of the ITC grant that they received at that time. This original funding only allowed them to create “beta” versions of the modules and not something they deemed worthy of wide distribution. With the 2006 Project RITE funding they were able to test the beta versions of the modules more thoroughly. Almost 100 students from three different educational venues (UT, Pellissippi State, and Farragut High School) provided valuable feedback which assisted in some fine-tuning of the modules (navigation, opening splash pages, filling a couple of gaps in content). Dr. Berry expects to release the modules to a much wider audience in time for the fall, 2006 semester. A paper about this team's experiences was submitted and accepted for the 19th Consortium for Computing Sciences in Colleges Conference: Southeastern. They will be presenting their results (and the modules) to professors and instructors throughout the Southeast. Secondly, leveraging their experience with the modules, they have submitted a proposal to the NSF. While the proposal is not a continuance of the work on the modules per se, they are using some of their experience in this new, but related project. And finally, having both departments from different locations on the Arts and Sciences spectrum (Computer Science and Art) work together has shown them that each department has certain skills and competencies that complement each other. Hopefully this type of experience will make future collaboration and funding opportunities more commonplace.

Ms. Franklin partnered with the ITC to create a web-based course module on tree anatomy. It puts a group of anatomy images together in a way that makes clear their relationships and locations within the tree. The module is an excellent resource for students, and is a framework on which Dr. Franklin intends to continue to build by adding photos and test questions. Dr. Franklin is also participating in a project in which all junior and senior students in the department have laptops for 24-hour use during the school year. Dr. Franklin reports that those classes have become much more interactive because she incorporates more technology-based exercises. While she still presents some information in the form of a lecture, she can now show an online resource and ask students to use that resource in class. Students spend less time memorizing, and more time learning to locate and interpret relevant information, which Dr. Franklin feels is a very important skill for success in today’s world.

The Faculty First Grant she received in 2005 provided her with support from an ITC staff member and iPods for use in her courses. As a result of the assistance she received from the ITC, audio-taped samples from actual voice clients have been converted to mp3 format and placed in Online@UT. This enables students to listen to samples from actual voice clients repeatedly without having to check out audio tape and search for the sample they need. Hume uses the iPods to record sessions with voice clients. She plays the sessions back in class so she and the students can assess them together. Students check out the iPods and are able to listen to and keep track of clients’ progress over time. In the future, Dr. Hume plans to build online activities around voice samples in which students will be able to listen to and asses the samples. She would also like to place clips from video laryngoscopy exams in Online@UT so students can view and assess client exams.

Teresa Walker, Jane Row, and Travis Dolence developed a module called "Using EndNote Bibliographic Management Software for Research and Instruction." While they have received much positive feedback from their users on all UT campuses, recently the modules have gotten even more recognition! Utah State University contacted this team to request permission to adapt the tutorial to fit their needs. They have also been asked to submit the modules to be considered for inclusion in "PRIMO: Peer-Reviewed Instructional Materials Online," a resource sponsored by the American Library Association and the Association of College and Research Libraries. The URL for the resource is http://www.ala.org/ala/acrlbucket/is/iscommittees/webpages/emergingtech
/primo/criteria.htm. They continually update and add to the modules as their users ask more questions. They report that the grant was a great opportunity for them to begin something that keeps growing!