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2014 QEP Symposium

QEP Faculty Cohort - Year One

2012

Dr. Andrea Davis
Assistant Professor, Communication Studies
SSPH201 - Public Speaking
Dr. Andrea Davis has redesigned major speech assignments in this course to incorporate various digital tools that students may already use or may need to use in the future. The course introductory speech is now a digital story. Students use photos, music, sound and etc., to tell a story of significance to them regarding how they got "here." Students use iMovie or PhotoStory with a focus on how to craft an effective message for a particular audience. The course Informative Speech is recorded as a podcast after a podcasting class workshop. Students prepare for this assignment by listening to selected podcasts as examples. The final persuasive speech is developed in groups and includes a traditional presentation as well as video to reinforce their argument. In addition to the required speech activities, students blog throughout the course.

Dr. Cassandra Jones
Instructor, African American Studies
SAAS201 - Introduction to African American Studies

Dr. Cassandra Jones is incorporating a semester-long ethnography project as the primary means by which she has enhanced her course with technology. Students interviewed an African American of any age, gender or class about his/her relationship to voting mechanisms. The interviews were audio recorded and edited into presentations at the end of the semester. As students worked through their projects, they learned interviewing and presentation skills, but also manipulation of audio and video files and organization of these files into effective presentations and documents. In addition to these approaches, Dr. Jones used a course-specific Twitter hashtag to extend class dialogue beyond the classroom.

Tanya Saul
Adjunct Instructor, Women's Studies
SWST101 - Introduction to Women's Studies

Tanya Saul has restructured her face-to-face section to use a variety of technology tools. She communicated with students prior to the first day of class to bring a technology device to class - a laptop, tablet or smart phone. She invited Luke Vanwingerden, ITS director of Client Services to her second class meeting to outline technology resources available to students on campus. Saul used a wiki for small group collaboration. She used Twitter with a class hashtag on a tentative basis as a course communication tool. The final course assignment ("A Gendered Story") included multimedia learning, interaction and engagement.

Angela Starrett
Instructor, Mathematics
SMTH121 - College Algebra

Angela Starratt has redesigned and reorganized a set of college algebra sections to infuse technology enhancements throughout. Her approach involved combining four sections (84 students) for a joint technology-supported lecture on Mondays; followed by separate lab experiences (24 students per lab) where students actively participated using math software to practice and receive feedback. The 50-minute joint lecture was provided with periodic problems for students to work. Poll Everywhere online software was used to pose questions students responded to using their cell phone, laptop or tablet. A student assistant (senior level math major) assisted with questions. In addition she used a Twitter account (@121assist) to respond to any questions students Tweeted during class. In the two required lab sessions per week, students worked through problems and received feedback on the spot. In addition, students  accessed a digital version of their textbook that included animated examples, videos and many practice opportunities.

Tasha Thomas
Instructor, English & Director of Spartanburg Writing Project
SEGL101 & 102 Composition I & II

Tasha Thomas brought her wealth of prior experience with technology for pedagogy to her STEP-UP course redesigns. In addition to her usual practice of using Blackboard as a central course 'hub' for course materials and communication, she required students to write their own blogs throughout her course and use these digital spaces as an end-of-course electronic portfolio of their work. She used these blogs and the writing experience to discuss concepts like digital citizenship and audience awareness. Her class will shared annotations via Diigo. She used this tool as well as Twitter to teach students about tagging. Digital storytelling was included for their course Literacy Narrative essays. Students had several options from which to choose for creating their final formal Critical Conversation/Argument Paper.

Grover Walters
Adjunct Instructor, Informatics
SIMS101 - Survey of Information Technology

Grover Walters incorporated a variety of new technology tools; as well as Blackboard enhancements in his course redesign. He  used the collaborative annotation tool, Diigo for information collection and appraisal in his course Accuracy and Suitability Study. He used Poll Everywhere for in class Q & A. Collaborative discussion about current technologies was hosted in Blackboard. Tutorial videos were made available through Blackboard as well.

Dr. George Williams
Associate Professor, English
SEGL289 - Introduction to British Literature
 
Dr. Williams included a variety of new media in his redesigned technology intensive version of this course.

Dr. June Carter
Professor, Spanish & Director of the Center for Teaching Excellence
SSPN102 - Introductory Spanish II

Dr. June Carter explored technologies to help create dynamic ways of interacting and thinking without creating an unnecessary burden for her and her students. She noted that her vision for course redesign is not only in keeping with the 21st century learning and teaching framework, but is also intended to determine how effective technology is important in the acquisition of communicative competence in Spanish in real situations. She shared further that use of technology in foreign language pedagogy is in line with national academic standards. She anticipated the use of wikis, lecture capture, collaborative online discussion, blogs and other digital tools in her course redesign.

Dr. Shannon Polchow
Assistant Professor, Spanish & Foreign Language Coordinator
SSPN102 - Introductory Spanish II

Dr. Shannon Polchow envisioned a course redesigned with technology that remained faithful to her usual course goal that students engage in authentic communication and make meaningful connections with and in the Spanish language. In addition, she encouraged that conversations extend beyond the confines of USC Upstate. Students in her redesigned course used smart devices to connect with language and culture. For example, students communicated via Twitter, listened to songs in Spanish on Pandora and documented their experiences using Instagram. Students presented their engagement with the Hispanic community in the Upstate and beyond by using different technologies to share and present their experience.

Dr. Kim Purdy
Associate Professor, Psychology
SPSY101 - Introduction to Psychology

Dr. Kim Purdy's redesigned psychology course took course material from its formal, linear, traditional paper-textbook style to less formal, digital presentation. For each chapter, students collaborated in small groups to create a digital document to illustrate their engagement with and learning from the material. The ebooks included an information summary and creation of a number of additional digital artifacts to document their research process. In addition, classroom conversation was extended using a course-specific Twitter hashtag.

Dr. Desiree Rowe
Assistant Professor, Communication Studies
SSPH2-1 - Public Speaking

Dr. Desiree Rowe aimed for a balanced approach to the redesign of her public speaking course that included 'face time' and 'screen time.' She noted the importance of the 'why' (that is, the pedagogical backbone) in selecting technologies for use in the new version of the course. Her course draft included digital storytelling, an informative podcast and a digital oratory project. As her plan for the course continued to mature, she noted the importance of keeping balance in mind for a measured approach between the initial planning enthusiasm and classroom realities.

Melissa Storm
Adjunct Instructor, Biology
SBIO242L - Human Physiology Lab (Non-majors)

Melissa Storm's physiology lab redesign will include specialized BIOPAC hardware and software.

Contact Us 

Cindy Jennings
Director of QEP
University of South Carolina Upstate
800 University Way
Spartanburg, SC  29303
Phone: (864) 503-5470
Fax: (864) 503-5065