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Dr. Andrea DavisAssistant Professor,
Communication StudiesSSPH201 - Public SpeakingDr. 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.
Cassandra JonesInstructor, African American StudiesSAAS201 -
Introduction to African American StudiesDr. 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 SaulAdjunct Instructor, Women's StudiesSWST101 -
Introduction to Women's StudiesTanya 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.
MathematicsSMTH121 - College AlgebraAngela 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
Tasha ThomasInstructor, English
& Director of Spartanburg Writing ProjectSEGL101 & 102 Composition
I & IITasha 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
Instructor, InformaticsSIMS101 - Survey of Information
TechnologyGrover 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 WilliamsAssociate
Professor, EnglishSEGL289 - Introduction to British
Literature Dr. Williams included a variety of new media in his redesigned technology intensive version of this course.
Dr. June CarterProfessor, Spanish &
Director of the Center for Teaching ExcellenceSSPN102 - Introductory
Spanish IIDr. 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 PolchowAssistant Professor, Spanish & Foreign
Language CoordinatorSSPN102 - Introductory Spanish IIDr.
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.
Kim PurdyAssociate Professor, PsychologySPSY101 - Introduction to
PsychologyDr. 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 RoweAssistant Professor, Communication StudiesSSPH2-1 - Public SpeakingDr. 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
Melissa Storm Adjunct Instructor, BiologySBIO242L - Human Physiology Lab (Non-majors)Melissa Storm's
physiology lab redesign will include specialized BIOPAC hardware and software.
Cindy JenningsDirector of QEPUniversity of South Carolina Upstate800 University WaySpartanburg, SC 29303Phone: (864) 503-5470Fax: (864) 503-5065
The University of South Carolina Upstate is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award baccalaureate and masters degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia, 30033 or call 404-679-4500 for questions about the accreditation of USC Upstate. Comments or Complaints?