Developing Topics in Biology Online Course

Basic and Applied Science
Nicole Welch

The time supported by this Instructional Technology Development Fellowship will be used to program the CD-ROM that students will use in BIOL 1030 Topics in Biology Online. The CD will contain Powerpoint lectures complete will supporting text and audio files.

The time supported by this Instructional Technology Development Fellowship will be used to program the CD-ROM that students will use in BIOL 1030 Topics in Biology Online. The CD will contain Powerpoint lectures complete will supporting text and audio files.


A Web-based Visual Library of Images of Active Microorganism

Basic and Applied Science
Sandra Johnson

This project will produce a CD-ROM containing a library of images of the live, active organisms studied in an existing course – Biology 1110, General Biology. The availability of these images and video clips for in-class instruction and for exploration by individual students via WebCT will enrich students' laboratory experiences by increasing their access to specimens for study and analysis. The biology department has both a compound microscope and a stereomicroscope, each fitted with a camera, that can be used to generate images and videos of organisms studied in the laboratories. 


Teaching Chemistry Using all Theee Representations: Develping Computer Animations of Chemical Reactions at the Microscopic Level and Linking Them to Chemical Demonstrations and Balanced Chemical Equations

Basic and Applied Science
Michael J. Sanger

To develop additional computer animatons for the General Chemistry I and General Chemistry II courses for the fall of 2003. Receiving instruction that uses all three representational levels will help these students develop their ability to think about chemical processes at the molecular level, which is important if they are to survive in a Chemistry classroom.


Instruction of Air Pollution Modeling Using Software From the Environmental Protection Agency and the National Oceanic and Atmospheric Administration

Basic and Applied Science
Ngee-Sing Chong

The goal of this project is to bring together the ISC-AERMOD and HYSPLIT programs on to my webpage to facilitate the instruction of both. This includes the downloading and installation of both programs, posting of data sources relevant to atmospheric pollution in Tennessee, presentation of tutorials for program usage, and incorporation of tools for visualization of the model output data.


Incorporation of Internet-based Seminars for Analytical Chemistry and Environmental Science Education


In order to facilitate the instruction of the latest laboratory techniques in analytical chemistry and environmental analysis, Internet-based seminars have been or will be incorporated into CHEM 4630, CHEM 6640, CHEM 7640, and the seminar program of the chemistry department at MTSU. The Internet-based seminars will help students gain proficiency in the operation of sophisticated chemical instrumentation and the methods development in chemical analysis.

One of the biggest challenges in teaching chemistry courses involving laboratory techniques is that the techniques are constantly evolving through rapid advances in instrumentation.  An approach that I have adopted for narrowing the gap between the use of the state-of-the-art techniques in chemical industry and the coverage of analytical chemistry concepts in textbooks is by broadcasting seminar presentations from scientific instrument vendors and chemistry conferences via the Internet. This is a very cost-efficient approach to keep students and faculty informed of the latest advances in their fields.  Instead of requesting travel expenditures from the university to attend scientific workshops or conferences, both the live and recorded seminars can be delivered to interested students and faculty in one of our master classrooms equipped with multimedia presentation either free of charge or for minimal registration costs.

I have focused on the Internet-based seminars from Agilent Technologies first because the chemistry department at MTSU currently owns several instruments from the company. Based on positive response of my students the Internet-based seminars, I am arranging to have the seminars incorporated into the departmental seminar series so that even students who are not in my class or research group will be able to successfully apply the techniques of chemical analysis in their research or future jobs.  From the feedback of students, the preparation of a seminar abstract and the hosting of a post-seminar discussion session will be planned for the future.

Developmental Studies

Online Slide-Shows for Elementary Algebra

Developmental Studies
Scott McDaniel

During the Spring and Summer of 2000 I was given the opportunity, via a grant, to develop a web enhanced course for both Elementary Algebra 080 and Intermediate Algebra 085 classes. Students are able to print off class notes with detailed examples, as well as practice tests and answer keys. Then in the spring of 2001, I was given release time to take the web enhanced course to the next level: a fully operational online class. I am currently teaching an online Elementary Algebra class. I have been using Dreamweaver™, Freehand™, Flash™, Fireworks™, Winplot and other software as needed to develop the fully functional web site. With this software I was able to incorporate animation to enhance the students' learning experience.

With the help of additional release time, I hope to enhance the site even more to accommodate those with audio and visual learning styles. With the help of OIT, I plan to incorporate streaming video and audio onto the website and/or onto CD-ROMs. Techsmith has developed software to allow screen capture and allows one to create videos and add sound. I will be producing slide shows in 3 different formats (Real Player, QuickTime, Windows Media) in order to accommodate different platforms and slide show watching preferences. These slide shows will show examples for thirty-two sections spanning 5 chapters. Each section will contain from 3-10 examples. Students from all sections, not just my sections, will have access to these instructional slide shows. There were over fifty section of Elementary Algebra offered last year, with approximately 24 students per section. 

Electronic Media Communication

Technology Enhancement of new Media Instruction

Mass Communication
Robert Kalwinsky

This project addresses several issues that will facilitate the planning and producing of an interactive DVD to serve as a template for several courses taught in the Department of Electronic Media. These areas are: 1) Learn advanced Flash techniques. 2) conduct research into and compile relevant media components. 3) evaluate fair use guidelines and 4) learn advanced DVD authoring skills.

Elementary and Special Education

In Pursuit of the Wild Cursor

Education and Behavioral Sciences
Kathleen Burriss

The objectives of this project are to develop basic windows skills for use in various university-related activities and develop more advanced skills in using various Windows computer components. This project affects the design and management of four courses: ELED 6030,ELED 6090, and "The Early Childhood Practitioner." A fourth couse is currently on hold. 

Engineering Technology and Industrial Studies

Fadal Reverse Engineering System

Basic and Applied Science
Ronald E. McBride

The purpose of this project is to be able to demonstate to Engineering Technology students the principles of reverse engineering and inspection. A second objective is to have students adapt the principle and procedures into projects of their own choosing. 


English Department WebCt Course Development Materials--Composition

Liberal Arts
Kelly McKee

To develop standard course WebCt templates for English compsition courses. Advisory material specific to the templates and the particular pedagogical needs of the English Department will also be created.


English Department WebCt Course Development Materials-Literature

Liberal Arts
Maria A. Clayton

To develop a training package and accompanying templates(s) for English Department literature courses--undergraduate and graduate. The goal of this project is to facilitate and promote the use of instructional technology, specifically, WebCt, for web-assisted and web-based courses within the department. In a department of 72 fulltime faculty, 14 adjunct instructors, and 25 GTA's, only 15 faculty members use WebCt and only 4 of these 15 use WebCt for Web-based purposes.

Mathematical Sciences

Implementing The Geometer's Sketchpad in the Geometry Curriculum

Basic and Applied Science
Rebecca Zijlstra

Every mathematics major at MTSU who is seeking licensure to teach mathematics at the secondary school level is required by the Tennessee State Department of Education to take a geometry course (MATH 3070 - College Geometry) as part of their major course work. A recommendation of the Southern Association of Colleges and Schools as well as the National Council of Teachers of Mathematics is that appropriate technology be a component of this course. The Geometer's Sketchpad would be such a technology that would allow the student to become more actively engaged in the learning process through individual and cooperative group learning activities centered around the computer as a problem solving tool. The Geometer's Sketchpad is an interactive geometry software that enhances the learning of geometry for the middle grades through college level learner. As students learn geometry through their active involvement with The Geometer's Sketchpad, they are provided opportunities for discovery-based learning through the creation and manipulation of geometric shapes on the computer. Students experiment with geometrical ideas in an intuitive and dynamic way leading to more widespread understanding of geometry than is possible with traditional tools such as pencil-and-paper or compass and straightedge. The Sketchpad software stimulates these future teachers to explore problem posing and problem solving in geometry. As a dynamic software, Sketchpad allows the student the opportunity to investigate relationships, discover new connections, and reason inductively by drawing generalizations from particular examples. It encourages a process of discovery in which students first visualize and analyze a problem, and then make conjectures before attempting a proof. Without technology, this powerful visualization of mathematical theory would not be possible.

The purpose of the project was to implement and adapt existing technology in the geometry curriculum, specifically the course MATH 3070 College Geometry. Students in this course used The Geometer's Sketchpad to engage in discovery-based learning through the creation and manipulation of geometric shapes on the computer. As a result, they become more actively engaged in the learning process through individual and cooperative group learning activities centered around the computer as a problem solving tool.  The project would not have been possible without the support of the Instructional Technologies Development committee and I wish to thank them for funding this proposal. The funded work has greatly helped to enhance and improve the learning of geometry by the mathematics major in the Department of Mathematical Sciences. The goals proposed and the outcomes are addressed below. Support procedures that could significantly affect existing courses MATH 3070 -College Geometry has a direct tie-in with MATH 3330 -Teaching Mathematics in Grades 9-12, as all students who take MATH 3070 also take MATH 3330, often times concurrently. Mathematics educators teaching MATH 3330 require students to teach a geometry lesson to high school students in surrounding counties that incorporate The Geometer's Sketchpad through the Satellite Video-Conference Center on the MTSU campus.  The solid foundation in geometry in combination with familiarity with Sketchpad formed a basis for success in the corresponding MATH 3330 course.  Students who had in-depth exposure to Sketchpad through MATH 3070 were able to concentrate on the mathematical pedagogy aspect of MATH 3330.  More discussion needs to be held concerning MATH 3070 as either a pre- or co-requisite of the MATH 3330 course. Offer a more flexible approach to instruction that is better adapted to individual capacities and needs of students. Since the Sketchpad software was part of the required materials for the course, students worked on laboratory activities outside of the classroom, usually off campus and emailed results directly to the instructor.  As a result of being able to review student's work and offer immediate feedback, the time spent by the student on the course and active involvement in the learning of geometry was increased. One-third of the way into the course, every student was asked to evaluate the use of Sketchpad and to indicate if they preferred a reduction in attention to the utilization of the software. Every student indicated that they wished to continue with the Sketchpad component of the course and asked for more assignments that used it.  Some students started using the software for assignments even when it was not a requirement.

Recording Industry

DVD Authoring for Mastering Class

Mass Communications
Cosette Collier

This project will incorporate the skills of DVD authoring into the Mastering course currently being offered as RIM 4810: Special Topics in Recording Industry. This course has been taught twice in the past year and it was very successful. The course is currently being proposed as a regularly offered recording industry elective to be offered 3 times a year. Mastering is the process of sweetening audio and authoring the proper CD format for duplication. Our department currently has the technology to also create 5.1 surround audio files, which are normally distributed on DVD. I would like to incorporate DVD authoring as part of this course in order to teach both stereo and surround format mastering. The current trend in the recording industry at mastering houses is to expand by adding the services of DVD authoring for audio and video. Therefore these skills would be very desirable for students wishing to enter the profession of mastering.

I want to thank everyone for the release time granted to me during the Spring 2003 semester funded by the Instructional Technology Development Grant. It was just the time I needed to explore DVD Authoring and develop the materials needed to teach this new skill and technology in my RIM 4810: Topics in Recording Industry class on Mastering.

Mastering is the last stage of audio production where final sweetening of the audio is done and the proper formatting for CD duplication is put together. This includes placing the songs in the proper order with proper spacing and creating the computer code that's placed on the CD which tells computers and CD players that this is an audio CD. Because of the similarity in manufacturing, DVD authoring has become a service now offered by many audio mastering houses. It is for this reason that I wanted to include this topic in the mastering class. Because the Macintosh computer is utilized quite a bit in the Recording Industry department, I chose to use the Apple DVD Studio Pro v.1.5 software for this project. After reading many reviews, this platform seemed to be very user friendly, but still offered the complex tasks of utilizing AC3 encoding for surround sound. Many of the simpler software programs only allow stereo audio and are designed for DVD creation for home use. I had to find an easy-to-use software program that allowed the authoring of professional surround sound formats. The next step was learning to use the program myself. Apple provides a very helpful tutorial with the program which introduces you to the work surface and teaches you how to author a couple different of menus and add sound. However, the online manual, which is all you get with the program, is very limited in description of how to do other types of menus and slideshow that are now demonstrated in the tutorial. It appears that a third party book such as, nDVD Studio Pro 1.5 for Macintosh nVisual Quick Pro Guide, by Martin Sitter or Macworld DVD Studio Pro Bible, by Todd Kelsy, would be more useful and I will try to utilize one of these in the course in the future. Because the online manual had limited information, I developed an assignment which used many of the skills taught in the tutorial and I required the students to do the tutorial before beginning the assignment.