2009‐2010 Learning Enhancement Grant Application Learning Enhancement Grant
2009-2010 Learning Enhancement Grant Application
1. Project Title
2. Project
coordinator
3. Project abstract
Exploring New Technologies – Merchandising Foundations
Tammy Kinley
4. Description of the
project
The purpose of this project is to utilize a variety of technologies to create an
online course that will serve as the leveling course for the 100% online
Merchandising M.S. program.
The purpose of this project is to utilize illustrative technology methods to
develop online learning modules in a merchandising overview class (SMHM
5010), with particular emphasis on merchandising math modules. The course
will fulfill deficiency requirements for the M.S. in Merchandising program. In
addition, the math modules will be used as supplemental material on iTunes U
for the undergraduate class, SMHM 3510 (Merchandising Problems)
Students who do not have an undergraduate degree in Merchandising must take
up to two deficiency courses before they can begin graduate coursework in the
Merchandising M.S. program. This has been extremely problematic for
distance students because the deficiency courses are taught only in residence at
UNT. As a result, the Merchandising faculty and Graduate Coordinator have
had to help the non-local students search for offerings at universities or colleges
geographically near them or refer them to the University of Houston where the
courses needed are taught fairly regularly online. This has not been a good
solution.
As a result, the UNT University Curriculum Committee approved a new
graduate course, SMHM 5010 (Merchandising Foundations). This class will
combine the essential elements of the two undergraduate courses and serve as
the deficiency course for the program. This class will need to be taught 100%
online.
Approximately half of the content for this class (8 modules) will be
merchandising math. The challenges of teaching math online prompted the
search for better solutions than text and graphics. Simultaneously, my
participation on the iTunes U committee sparked an interest in using some of
these same concepts to enhance the undergraduate resident merchandising math
course, SMHM 3510 (Merchandising Problems). Thus, two different student
groups can benefit from the same prepared learning clips produced as a result of
this grant. The screen capture and video clips can be incorporated into the
graduate Blackboard class and in iTunes U to supplement the undergraduate
SMHM 3510 class. (If a student had already taken SMHM 3510 or its
equivalent, they would not need to take SMHM 5010.)
Merchandising math is not difficult, but the failure rate (grade of D or F) for the
undergraduate class is higher than in any other UNT Merchandising class.
Creation of iTunes U modules that illustrate processes in 2- or 3-minute clips
can be used to reinforce content students hesitate to ask about in class, yet
predictably miss on the exams. The iTunes U delivery channel will be an easily
accessible and convenient delivery method for these students. (Students in
SMHM 5010 will also have access to the clips in both Blackboard and in iTunes
2009‐2010 Learning Enhancement Grant Application U.)
The other half of SMHM 5010 (six modules) will be an overview of the retail
industry – from product development to consumer purchase. The technologies
requested will allow for expert guest presentations, virtual field trips, and
variety.
For this grant specifically, I would like to purchase the equipment and software
necessary to utilize screen capture, video, and audio overlay. I would also like
to have the time to learn how to incorporate these technologies myself with
limited technical help. While there might be some traditional (but limited)
podium lecture, the majority of content developed by this grant will be screen
capture utilizing tablet technology, video demonstration, and audio overlay.
As Chair of the Merchandising Division, I have made it a priority to have
demonstrations of different technology applications at our bi-weekly Division
meetings. For the most part, this has been the first introduction faculty have had
to the technologies demonstrated. While we were leaders in putting a program
100% online, we have stalled in the innovative possibilities. I have tried to
create a culture of “sharing what you know” and would like to take advantage of
this opportunity to both create something different and useful not just for this
class, but to the other SMHM faculty and the program.
5. If project is to
develop online
course, list
coordinator’s
experience with
teaching online;
Training courses
completed;
The Merchandising Division, including me, was among the first on campus to
put courses 100% online. I have developed three courses, taught two of them
many times over, and adapted to at least two major platform changes (WebCT
Vista and Blackboard). In every class I have developed, I learned to create the
content myself, relying minimally on School webmasters or CLEAR experts.
In addition, I have taught a fourth 100% online class several times (SMHM
4500 – Internship). Almost all of the resident courses I have taught since the
early days have also included a WebCT/Blackboard supplement.
During the introductory years of WebCT at UNT, I attended on-campus training
sessions, primarily during the 1998-2000 period. Over the years I have attended
several BrownBag sessions, though not as many as I would have liked. I have
also participated somewhat in the online tutorials, though most of my learning
has been by clicking around! My participation on the iTunes U committee was
probably the most informative experience I have had – seeing equipment and
applications demonstrated.
6. Additional
faculty or staff
members on
project
7. Department
funding
commitments
A webmaster will be hired to help with the technical aspects of the project.
8. Evaluation plan
for the course(s)
or program
Course objectives will be assessed by assignments and quizzes. The students
will also complete a Student Evaluation of Teaching Effectiveness each fall and
spring semester. Periodic feedback will also be sought from students regarding
Funding will be provided for student webmaster support (5 hours per week x
$12 x 15 weeks = $900) and for the balance of the course release not covered by
the grant.
2009‐2010 Learning Enhancement Grant Application the course modules.
9. Timetable for
course
development
10. Budget
11. Intellectual
Property
Agreement (for
online courses)
12. CLEAR
Certification
Activity or accomplishment
Obtain CLEAR approval for
SMHM 5010
Compile content for 14
learning modules – 6 for
merchandising overview
content and 8 for
merchandising math.
Acquire equipment needed
Create a “studio” – probably
in my office
Add the visual enhancements
(screen captures / video) to the
content referenced above
Launch of SMHM 5010
Item or expense
Equipment or software (list)
Date
October, 2009
Fall, 2009 – Summer 2010
Upon receipt of grant
January
Spring semester
Fall, 2010
Costs
$300.00
Camtasia software
$2,000.00
Dell Latitude XT Tablet PC
$50.00
Microphone
$40.00
Lighting
Wages (show number of hours Webmaster - 5 hours per
$900
and hourly rate) week x $12 x 15 weeks =
$900
Faculty release time salary (SMHM will provide balance
$3,400
not covered by grant)
$5,000.00
Total LEG Funds Requested
Course
Faculty Member
Date Signed
SMHM 5010
Tammy Kinley
October 21,
2009
SMHM 3510
Tammy Kinley
October 21,
2009
Project design is feasible
Wages/equipment costs are
appropriate and equitable
Course or program approval
process has been followed
Associate Director, CLEAR:
13. Approval
(signatures)
14. Prior Funding
Track Record
(if applicable)
Department Chair:
Dean:
Please initial this box if you’ve
previously received LEG
funding and provide a onepage report on your project
outcomes as an addendum to
your proposal.
TK
2009‐2010 Learning Enhancement Grant Application 15. Author’s
Commitment of
Participation
(signature)
Author of Proposal:
Proposals for grants must be submitted on this form no later than 5 p.m., October 21, 2009.
The completed proposal including a scan of the signature sheet (usually the last page of the
application form) should be submitted as an Adobe Acrobat PDF file via attached to an email to
jane.himmel@unt.edu. Questions regarding the grant program may be directed to Jane Himmel
at 940.369.8137 or jane.himmel@unt.edu.
2009‐2010 Learning Enhancement Grant Application Learning Enhancement Grant
Prior Funding Track Record
Tammy R. Kinley, Ph.D.
During my tenure at UNT, I have received two Teaching with Technology grants for
Web Course Development. In 1999, when the Merchandising M.S. degree program was put
100% online, I received a $5,000 grant to develop SMHM 5240, then called Merchandising
Practices. SMHM 5240 was designed in a case-study format. Most of the funding was spent for
release time for course development, video and art assistance from the Center for Distributed
Learning, and wages for the School of Merchandising and Hospitality Management webmaster.
As the program curriculum needs evolved, this subsequently changed its name, focus, and
teacher.
In 2000, Christy Crutsinger, Youn-Kyoung Kim, and I were awarded a $21,000
Teaching with Technology grant to develop three courses. Among them was my SMHM 5440
Consumer Theory class. Again, the funding from the Center for Distributed Learning was used
for release time for course development, video and art assistance from CDL, and wages for the
School of Merchandising and Hospitality Management webmaster. I have continued to teach
this class, adapt it to new platforms (WebCT Vista and Blackboard), and explore new
technologies compatible with Blackboard. This class is required in two SMHM graduate
certificate programs and it is an elective in a third certificate program. Additionally, it is an
elective in both SMHM master’s degree programs as well as the Strategic Management (College
of Business) master’s program. During Fall 2009, we are teaching two sections of this class due
to demand.