The Faculty First Program is a an annual instructional development program that supports the UTK faculty's effective
uses of technology in teaching. This is accomplished by forming a long-term partnership between a faculty member and OIT to develop digital instructional materials or to reshape an entire course. The program runs from February to December.
You offer the content and serve as a subject matter expert, and OIT staff will do the development for you, incorporating the appropriate technology into your course. The OIT assistance may include instructional design, web and multimedia design and development, video production, and technical assistance. Many of the Faculty First past projects resulted in online lectures, web-based interactive learning materials, instructional videos, and transformed technology-enhanced, blended and online courses.
The Faculty First 2015 grant participants will be announced early February 2015.
Learn about the program projects by clicking on the
project titles. You can browse the Faculty First projects by year or search by
Interested in the Faculty First Program? Contact Iryna Loboda with questions at
email@example.com. The next call for proposals will be posted in Fall 2015.
The purpose of this proposal is to obtain assistance in developing online modules for teaching a STEM-based sustainability curriculum unit in German to students in the second year German language program.
This project is the continuation of a project that was funded through a Faculty First Grant in 2014. In 2014 we developed an extensive online learning-module for German language instruction that thematically focuses on population and population growth. The second part of the project comprises the production of the 5 instructional online learning modules. Along with the online learning module on population and population growth, these 5 new modules will build the core structure of the curriculum unit. The instructional online modules provide visually supported instruction for STEM-based thematic instructional units in German. The developed framework will be adaptable to other STEM-related content as well as to different levels of language learners. It will serve as a model for other STEM-based German language units that simultaneously aim at developing STEM-related academic German language, critical thinking, and problem-solving skills.
The goal of this project is to improve
the delivery of asynchronous information to students for the two online courses
so that the courses are more engaging, enabling students to better retain
the information learned.
Two popular online graduate courses, CEM 507 (Epidemiology of Vector-Borne, Bacterial, and Viral Zoonotic Diseases) and CEM 508 (Epidemiology of Parasitic, Foodborne, and Bacterial Zoonotic Diseases), are currently offered asynchronously. The majority of the students who enroll in these courses are majoring in Comparative and Experimental Medicine or Public Health, but veterinary students and personnel employed by the Tennessee Department of Health enrolled in the Applied Epidemiology Certificate Program can also take the courses for professional development. These epidemiology courses teach students about diseases that have the potential for transfer between animals and humans, as well as how professionals should deal with different aspects of public health practice. However, because information in the course is delivered in a non-interactive manner, some students find it difficult to assimilate and apply the information.
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