I intend to improve student outcomes and enhance student engagement by incorporating new technologies and innovative learning into the course. I plan to implement weekly activities with free available resources. I would like to introduce the students to applications they can utilize to enrich studying and aid in absorption of the material. I believe the more accessible technology that I can incorporate into the course, the more engaged and successful students can be. This course provides a foundation during their first year of clinical dental hygiene and is paramount to their success in the program. I believe implementing more specific student feedback from students that have completed the course will also help with student engagement and success.
Katelyn Bartone, RDH, BS, MPH; Allied Health
A track record of teaching Power BI and Dashboarding informs my interest in course transformation after inheriting materials then making incremental modifications. I completed a course in UDL (Universal Design for Learning), a framework to optimize teaching and learning for all people, and I plan to implement some UDL techniques in my OER redesign. Given registration of many first-term international students, the course must deliver learning outcomes of the subject matter, acclimate students to the US education system, and prepare them for a Business Analytics job search. I look forward to sharing my experience and deliverables from the Fellowship and mentoring others following the program.
Dr. Ellen Belitzky, Economics and Business Analytics
My interest in OER started after using open textbooks in my courses. The advantages were obvious. Copying and distributing OER content freely on educational platforms at no cost provided convenience and access to the knowledge enhancing student learning. I also noticed some gaps in the OER textbooks which can be filled with free educational software. I was planning to develop such software, but it never materialized. OER fellowship provided me the opportunity and incentives to start and complete such EOR software project to generate practice questions in data analytics with feedback and solutions to enhance student learning.
Dr. Ahmet Ozkul, Economics and Business Analytics
Teaching has been my passion as far back as I can remember. I have spent the past fifteen (15) years teaching at the University level. Over the past year at the University of New Haven, I was privileged to be part of the new accelerated BS/MS Nutrition program. I have always asked myself how I can improve as an educator and how I can make the classroom experience more meaningful and useful to my students. My goal is to inspire students to be excited and passionate about course content and its application in their everyday lives. I would also like to design a space where students can easily access course content at a reduced/minimal cost, possibly by creating open educational resources. I am hoping that this Fellowship will help me in not only achieving my goals, but also in positively impacting student engagement, student outcomes and overall student success.
Dr. Anisa Ramcharitar-Bourne, Rehabilitation Sciences and Wellness
Teaching introductory mathematics to college students whose math learning has been deeply disrupted is a challenge. While foundational skills are important, so are attitudes toward math. Students need to see math as relevant, doable, and creative. Underlying these characteristics is the need for students to be skilled at inquiry. With inquiry, students can fully experience the benefits of mathematical thinking. In embarking on this fellowship, my goals are to push my reflective and inquiry-based practices to have a more widespread impact. My goal is to refresh the math curriculum to infuse more inquiry and creativity to help keep students interested in developing their mathematical thinking, seeing themselves as math insiders as they learn and grow.
Yevgeniya Rivers,M.S., M.A.; Mathematics
I am determined to take further steps and enable the permissions of OER (Retain, Reuse, Revise, Remix and Redistribute) in my BIM course. I am working on enabling interactive content and finally making an open source BIM course, on the pillars of open pedagogy. Resources provided by Open Pedagogy Fellowship will strongly assist me and my students in accomplishing this goal. I am committed to personal development in learning how to bring equitable knowledge into my classroom, and I find the support provided by this fellowship promising. I am grateful for the Open Pedagogy fellowship provided by UNH. It will furnish an affordable, flexible, and accessible BIM learning platform for my students.
Dr. Rei Samsami, Civil and Environmental Engineering
The idea of Open Educational resources, especially using student input to shape course content, is very fascinating. I always care about students’ personal development and their interactions in my classroom. Engaging students in the course development process is a great start to keep them inspired by any courses. Because this gives them a sense of “membership”, and they will be more motivated to see the transformation, which could lead to more positive academic outcomes. Participating in this program will provide me with resources to self-reflect on one sport management course I taught and make necessary revisions. I can give students opportunities to contribute to the course content, the open resource platform, the revision of the syllabus, and early-semester feedbacks.
Dr. Bo Yu, Sport Management
