Mobilization Plan
Behavioral and Social Sciences Division
History
Walters State Community College – a place where students, faculty, administrators, and staff
share academic goals and work together to strengthen teaching and learning on the campus –
enjoys an outstanding local, state, and national reputation in sports, technology, and academia.
The Center for Digital Education and “Coverage Online” rated WSCC as one of only 14 grade A
colleges in the use of technology. The Behavioral and Social Sciences Division, an academic
unit of Walters State, accepted the challenge to join the technological arena when the college
initiated video-streaming capabilities which beget online instruction which, in some instances,
morphed into hybrid delivery. At various intervals and with varying degrees of success every
content area in the division has video-streamed a course. Every discipline has online course
offerings and many are available in the hybrid format as well. Since 2003, everyone who teaches
in the Doggett Mathematics and Behavioral Social Sciences Building (MBSS) has utilized
SMART classroom technology. The SMART classroom upgraded to the Sympodium in 2009.
The early childhood faculty are course developers and implementers of three RODP (now
ROCC) courses (ECED 2060, 2090, 2120). Camtasia and podcasting entered the lineup in 2010,
and Virtual Desktop was piloted in the May term of 2011. In June of 2011, the education faculty
got training from Pearson Learning Systems on MyStudentSuccessLab and MyEducationLab, and
the psychology faculty got training from Cengage Learning on Aplia. Both products propel the
disciplines in the direction of a more sophisticated and mobilized approach to course delivery.
Other divisions probably could be tabbed as leaders in the implementation of technological
teaching and learning tools, but BSS is always a contender.
Overview of Divisional Plan
There is no Behavioral and Social Sciences Divisional Technology Mobilization Committee at
the present. It is expected that such a committee will materialize over the coming academic year
(2011-2012). Getting started, self appointed faculty persons are coming forward with individual
mobilization plans that because of their far-reaching and positive repercussions will have no
choice but to spill over onto their colleagues in their teaching disciplines and ultimately across
the entire division. Walters State prides itself, and justifiably so, on its use of technology in the
classroom. It is a rare occurrence to be assigned to a classroom at any one of the four campus
sites that is not SMART enhanced; however, truly off campus sites, such as the local high
schools, tell a different story. The dual enrollment history classrooms, for example, at
Gatlinburg-Pittman, one of the premier high schools in the state, are not enhanced by technology.
The iPad with Mifi would effectively address this area of institutional vulnerability. With the
simple addition of a hand-held mobile device, students will be able to view images of prominent
historical figures, locate significant points on a map and go there, and finally connect the dots of
the who, what, when, where, and why of history. The summer of 2011 will be devoted to initial
groundwork (acquiring iPads, identifying apps, exploration). Published plans will commence in
fall 2011. The activity around the few will attract the many and a divisional mobilization team
will be born.
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Phase 1 of Divisional Plan
Mobilization has begun in the Behavioral and Social Sciences Division. The departments of
Education, History, Geography, and Political Science, and Psychology, Sociology, and Social
Work are taking unique approaches to mobilizing the academic disciplines. For example, preteacher education classes (EDUC 2010, 2300) have requested iPads with Mifi for the purpose of
using Facetime so that students and teacher can have real time discussion forums with principals,
teachers, and central office personnel to gain understanding of the responsibilities and duties
performed in today’s classrooms. Education students will see theories and concepts brought to
life in real classroom settings. Since many public school systems have already been acclimated
to the new technology, education students will also be introduced to favorite apps used by local
school systems that enhance and support state standards. This will be a positive step forward
because, unlike any other profession, new teachers must take control of a classroom on the first
day and manage all of its components. Therefore, the best assessment rests with how well and
how quickly they assimilate the system. Like the Borg Collective, resistance is futile (if they
remain in the school system).
The physical education project includes usage of physiology of exercise software to depict the
nature of movement, while also illustrating the pitfalls of a lifestyle that is defunct of movement.
The specific schemes of the project include chronic diseases, cardiovascular systems, diet,
muscular training, and wellness programs. With the advent of appropriate apps and the
availability of a medium that can facilitate the knowledge, the capabilities of students to access
information that leads to mastery of the prescribed student learning outcomes is greatly
enhanced. Assessments will occur at regular intervals, but most notably at the beginning and end
of the semester. Each assessment is directly linked to a student learning outcome.
An area of PSYC 1030 General Psychology in dire need of improvement is SLO 4 research
methods. The lower score is likely due to the abstract nature of the concepts presented in the
research methods chapter. Selected instructors will seek and utilize an app that could help
students explore the types of research methodologies and other aspects of research in the
psychological field. Ideally, the app would have examples for multiple areas of general
psychology. Utilizing the appropriate app in and out of the classroom would most likely
facilitate students’ understanding of abstract material through repetition in a media form of
choice by the students.
The psychology program will incorporate Aplia, a Cengage application, in addition to the text.
Aplia provides a media rich supplement to the text including non-repetitive assessments,
homework assignments, and video clips explaining various psychological concepts. Aplia
provides support for those struggling in psychology and wish to explore materials in a visual
auditory format outside of the classroom. Additionally, Aplia provides a venue to encourage
student participation via the internet (media of choice for students) for all chapters in the text.
Sociological research is foreign to most students in SOCI 1010 Introduction to Sociology, SOCI
1020 Social Problems and SOCI 1240 Introduction to Cultural Anthropology. Anthropology
classes take part in an artificial archeological dig (SLO2) on campus. They are required to
document the entire event, just as archeologists must do on dig sites. In addition, they must
conduct ethnographic fieldwork (SLO1). Currently, students are providing their own cameras,
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voice recorders, and laptop computers to document work, which this iPad device could do more
efficiently and effectively validating their research.
Phase II of Divisional Plan
The Behavioral and Social Science Division will officially implement its many and varied
mobilization plans during the 2011-2012 academic year. The goal is for all academic disciplines,
who have submitted a plan, to move forward with those plans of action, knowing that a certain
amount of catch-up will be necessary to bring not yet vested parties into the mobilization arena.
The education faculty (Jenkins, Donahue, A. Smith, Mandracchia, Stooksbury) will be the first
of the BSS departments to be fully mobilized and ready to Rock ‘N Roll. They have submitted
individual plans whose parts, when taken together, address the often times lost components in the
total education of humans. The early childhood faculty, who approach every action from the
developmentally appropriate practice point of view, have taken the stance that there is a place for
a mobilized curriculum in the early childhood classroom, even thought the use of technology in
the early childhood setting has been a somewhat controversial issue. On Friday, September 9,
2011, the Smokey Mountain Assistive Technology Consortium (SMATC) will sponsor a
workshop here at Walters State. The topic will be iPad use in special education. Intended
participants include the assistive technology coordinators from the local school districts and
students from the Carson Newman and Walters State special education programs. K-6 educators
will take their students inside local school systems via Skype and Facetime. Physical education
students will explore the inner and outer workings of the human body with BodyVisual. All of
these endeavors will take teachers and students to higher and more efficient levels of
engagement, utilizing the very mechanism that until now has been strictly prohibited in the
classroom: the iPhone, the iPod, the iPad, and more.
Learning Support stands poised to make a most significant leap onto the mobilization path.
Academic Enrichment Learning Strategies (DSPS 0800) will cease to exist as a stand-alone
course in fall 2013; however, the need for learning support is as strong as ever. The
responsibility for the delivery of the Learning Support Study Skills course has been a function of
the Behavioral and Social Sciences Division. Even without a mandate, the division will still
claim that responsibility. The next academic year (2011-2012) will be devoted to readying for
the implementation of a new course, EDUC 1030 The College Experience. The course
components will focus on the expected learning strategies – reading, writing, speaking, listening,
notetaking, test taking, navigating the college campus – kicked up a couple of notches in
intensity and with a mobile twist. What will make this course different from the current DSPS
0800 Learning Strategies is three-fold: (1) students may elect to enroll; (2) the course yields
college credit; and (3) the course offers an open/early exit, meaning the student who finishes by
midterm (or whenever) is free to go with the grade (A,B,C,D, F) he/she achieved, but the student
who needs the full term can stay with no penalty to either student. The inclusion of the iPad or a
similar device will allow each student to truly establish his/her preferred pace for completing a
class as well as his/her preferred mode of engagement. In other words, the mobile device will
convert a traditional lecture-style class to a self-paced learning laboratory and the laboratory will
be located at whatever venue the student chooses to engage it.
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EDUC 1030 will first appear in the fall 2012 schedule of classes. At this point, DSPS 0800 will
still be a state mandated requirement; however, the goal is to replace every section of DSPS 0800
with EDUC 1030 in that fall schedule, meaning that students with a DSP restriction will receive
elective college credit and complete their required DSP requirement. With this new course,
learning support, as we know it, should take on a heightened level of respectability and
responsibility.
Assessment Plan
At this point, every submitted mobilization plan in the Behavioral and Social Sciences Division
is viewed as a work in progress. The faculty is committed to not just working a plan that allows
them and their students a certain level of freedom that they have not known before in the
classroom but also to making necessary adjustments as the process unfolds culminating in a level
of student to teacher engagement that is only realized the rarest of instances. Each plan has
achievement of student learning outcomes as central to the successful completion of the project.
Pre and posttesting are mainstays as are unit exams, final exams, assigned writings, and, as
appropriate, acquired skills (like CPR in Safety and First Aid class).
Future Division Goals
At this initial proposal presentation level, one half (9 out of 19 full time faculty members) of the
Behavioral and Social Sciences Division has made a commitment to mobilization by presenting a
plan of action. All members at the Education Department are mobilization mode. As WSCC is
the first and only mobilized campus in the universe, it is expected that anyone in the division
who has not yet presented an individual plan will, minimally, participate in the plans already
initiated by their colleagues. The tried and true Socratic method of teaching will get a complete
overhaul to better accommodate today’s teaching and learning styles; however, the Behavioral
and Social Sciences Division will not forget the mobile device is a mere tool and it is only useful
if the human hand is pointing it in a direction of productivity. The faculty will commit to their
personal success and in so doing insure the success of their students. This is the place – Walters
State, a place where students, faculty , administrators, and staff share academic goals and work
together to strengthen teaching and learning on campus. The succeeding pages lay the
groundwork and mark the path for mobilization in the Behavioral and Social Sciences Division.
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Education
Department
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Request for iPad and myfi
By: Darlene Smith
Rationale: The vision statement of Walters State Community College states that “Walters State
Community College shall be a regional college of choice with twenty-first century campuses…”
With this in mind, I would like to request a iPad for the purpose of introducing real-life
classrooms, teachers, and administration to future teachers while also acclimating them to the
latest technology available for their success now and in the future.
Courses Impacted: EDUC 2300 and EDUC 2010
Project: Although I enjoy the smart rooms here on campus, I would like to have the capabilities
to bring real-life classrooms and mentors into the college classroom. With the equipment
requested above, I want to use Facetime so my students and I can have discussion forums with
area principals, teachers, and central office personnel in order to understand the responsibilities
and duties of teachers performing in the 21st century classrooms. I also want to use the camera
and video capabilities to capture theories and best practices being performed in our local school
systems by some of our finest teachers. I will need the myfi to use in schools that do not have
wifi.
SLO:
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Recognize how political, social, and economic factors currently affect American
education.
Define and describe the role of the public school teacher and decide whether or not to
pursue a career in education and evaluate his/her professional leadership potential.
Utilize technology based resources to facilitate student learning and enhance his/her
professional growth and productivity…
Students will identify, investigate, and appraise strategies of instruction that affect
social structures leading to enhanced relationships and assessments.
Rationale: Students will be able to talk to teachers, administration, superintendents, and school
board members about some of the rewards and challenges of teaching then evaluate their own
commitment to the field of education while developing a definition and understanding of the
relationship between teaching and learning. They will also be able to see theories and concepts
that are being discussed in class brought to life in real classroom settings.
Project Description and Engagement: I will be using the videos and pictures in my power
point slides to replace the youtube clips that already exist. These videos/pictures will provide
examples of concepts being discussed in class. Since the pressure on teachers and principals
have increased with the implementation of Race to the Top, which has caused less time to be
available for actual visits, I will use the discussion forums for students to interact with local
education personnel to gain insight into the real world of education without causing too much
disruption of the day to day schedules. Since most public school systems are being acclimated to
the new technology, my students will also be introduced to “favorite apps” used by local school
systems that enhance and support the state standards being taught.
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Assessment:
 At the end of the semester, students will be asked to reflect on the use of the “reallife” classroom experiences.
 I will compare the embedded assessment scores of education classes that used the
technology against previously taught classes that did not have this benefit.
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Walters State is a Disciplined Community
As Walters State is “A place where individuals accept the obligations to the group and where
well-defined governance procedures guide behavior for the common good”, the education
department is fulfilling its role in helping to lead students toward effective choices that affect
life.
Rationale
Due to the increased prevalence of hypokinetic diseases (CVD ranked #1); it is imperative that
the education department, and specifically physical education programs, to increase the access of
information that will and can be operative to students to increase awareness and solidify skills
that are pertinent as deterrents to chronic diseases. With the advent of appropriate apps and the
availability of a medium that can facilitate the knowledge, the education programs and physical
education request the usage of an iPad and other mediums to utilize growing software
possibilities.
Project
The proposed project includes usage of physiology of exercise software to depict the nature of
movement, while also illustrating the pitfalls of a lifestyle that is defunct of movement. The
specific schemes of the project include software that includes chronic diseases, cardiovascular
systems, diet, muscular training, and wellness programs.
The software capabilities of the iPad is projected to enhance the capabilities of students to access
information that lead to the comprehension of the following Student Learning Outcomes:
Student Learning Outcome 1
Given data students will analyze various wellness goals and initiatives to construct a written
philosophical stance that is titled, appropriately designed, and emphasizes the most important
information.
Student Learning Outcome 2
Given the scientific literature, explore and assess the determinants of chronic disease that effect
human lifespan.
Student Learning Outcome 3
Recognize, interpret, and discriminate various health-related fitness structures that lead to
planning and execution of a healthy lifestyle.
Student Learning Outcome 4
Critically review the principles of good health, nutrition, and exercise, and design a customized
plan of action (based on logged experience) that serves to inhibit hypokinetic conditions.
Assessment
Assessments will occur at regular intervals during a semester term. The most notable
assessments will be those that occur at the beginning and end to help determine help assess
the gains made by each student. Each assessment is directly linked to a student learning outcome.
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Mobilization Plan Proposal for Early Childhood Education
Faculty: Karen Stooksbury, Lisa Mandracchia
History
The Early Childhood Education faculty has been active in providing instruction through
technology. Both faculty developed ECED courses for ROCC (ECED 2090, ECED 2120, ECED
2060). In addition ECED 1010, ECED 2020 have been developed as web based courses; ECED
2015, 2040, and 2090 have been developed as hybrid courses. SPED 2010/ECED 2060 will be
taught as a textless course beginning fall 2011 utilizing web-based resources and applications.
Proposed Plan
Both faculty members request an ipad to research, assess, and demonstrate applications
appropriate to support the following Student Learning Outcomes and related professional
standards of practice.
SPED 2010/ECED 2060
SLO #1 Identify recommended educational strategies appropriate to children with
exceptionalities in the inclusive classroom.
Interstate New Teacher Assessment and Support Consortium Standards (INTASC)
Principle #11: The teacher uses technology and technology based resources to facilitate
developmentally appropriate student learning and to enhance his or her (the teacher’s)
professional growth and productivity, all the while promoting equitable, ethical and legal use of
said resources.
NAEYC Standards for Professional Preparation Programs
Standard #3d: 3d) Understanding and practicing responsible assessment to promote positive
outcomes for each child including the use of assistive technology
Proposed project:
Mobilization technology (ipads) will be used by student teams (through class sets) to select
applications appropriate for addressing needs of students preK-12 with disabilities, as presented
through case studies, both during instructional units and as part of a group project.
ECED 2015
SLO #4 Demonstrate understanding of teaching strategies to achieve the identified
outcomes in content area
NAEYC Standards for Professional Preparation Programs
Standard #4b: Knowing and understanding effective strategies and tools for early education,
including appropriate uses of technology
Proposed project:
Mobilization technology (ipads) will be used by students to develop classroom resources (such
as storyboards) and activities aligned to the TNELDS (Tennessee Early Learning Developmental
Standards). Students will be required to evaluate the appropriateness of applications (games,
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books, learning activities) for children in the early childhood age range of birth through age eight
to support growth and development in the different content areas. Students will explore the use
of mobile technology for documentation of learning in early childhood classrooms. This type of
documentation is increasingly used for assessment of children’s learning, effectiveness of
teaching, and communication with families.
Assessment
Both ECED 2015 and ECED 2060 include key assessments for our program accreditation data
collection. One element of each of these assessments relates to the NAEYC standards listed
above. Data will be collected from these rubrics. Pretest and embedded test questions will be
added to address each of the designated SLOs specific to technology.
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Psychology,
Sociology,
Social Work,
Department
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Mobilization Project Proposal
Project Type: Project using technology tools
Timeline: Fall 2011, General Psychology classes
Project Implementer(s): psychology faculty who opt to utilize Aplia
Proposed Project Utilizing Unique Technology:
The Psychology Department will require that students purchase access to Aplia, a Cengage
application, in addition to their text. The Aplia product code is bundled with the textbook at an
additional cost of 10.00. Aplia provides a media rich supplement to the text including non
repetitive assessments, homework assignments, and video clips explaining various psychological
concepts. Additionally, the textbook should be available as an etext starting in Spring 2012. Fulltime faculty received training on Aplia in March 2011. Adjuncts are scheduled for training June
16, 2011. Use of Aplia will not be mandatory for faculty, though use will be strongly
encouraged.
Benefits of Unique Technology including SLOs:
Aplia provides support for the students who are struggling in Psychology and wish to explore the
materials in a visual and auditory manner outside of the classroom. Additionally, Aplia provides
a venue to encourage student participation via the internet (media of choice for students) for all
chapters in the text. By increasing engagement, students could experience a better grasp of the
psychological concepts throughout the textbook.
Assessment:
Faculty will be surveyed regarding usage (amount and what aspects were used) of Aplia and ease
of use. Feedback from students regarding access, ease of use, and benefits and costs of Aplia
will be encouraged. Additionally, embedded assessment scores for those who used Aplia
extensively will be examined.
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Mobilization Project Proposal
Type: Projects using iPad with apps
Timeline:
Summer 2011 – to identify and test various apps before implementation
Fall 2011 - implementation
Project Implementer: Tina Wu
Proposed project designed to address areas SLO deficiencies:
An area in General Psychology(PSYC 1310, PSYC 1030) that could use improvement is SLO 4:
Research Methods. The lower score in the embedded assessments is likely due to the abstract
nature of the concepts presented in the research methods chapter. I would like to find and utilize
an app for iPad that would help students explore the types of research methodologies and other
aspects of research in the psychological field. Ideally the app would have examples for multiple
areas of General Psychology, but if not at minimum research for one chapter, for example
Chapter 2: brain and behavior.
Proposed technological requirements for the project:
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the iPad app or apps as needed for content coverage
iPad for professor to demonstrate and utilize in class the app
The iPad app(s) available to the students
Would like to have the whole class have an iPad so I know that everyone knows how to
use it or have training available for the students to get started.
Benefits from iPad App project:
Utilizing the appropriate app in and out of the classroom could facilitate students’ understanding
of abstract material through repetition in a media form of choice by the students.
Assessment Plan for Phase I:
Use in 1-2 sections of General Psychology and compare embedded assessment results with the
other sections of General Psychology taught by the same professor. It is important to
acknowledge the fact that different sections are composed of varying student populations and
characteristics.
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Mobilization Project Proposal for Sociology and Anthropology
Type: Projects Using iPad with Applications
Timeline: Summer 2011- to identify and test various applications before implementation
scheduled in Fall 2011
Courses Impacted: Sociology 1010 and 1020, Cultural Anthropology 1240 at both Greeneville
and Morristown campuses
SLO: Students will be able to view case studies and help understand how individuals are
connected to society (SLO3). Ex: How globalization networks work regarding distribution of
goods and materials. (Oil, food, and healthcare)
Students will be able to view issues that take place over the semester which addresses public
controversy and identify how it is socially constructed (SLO4). Ex: How does society judge
“date rape” or “global warming?” This technology allows students to provide each other with
“round table” discussions of useful theories and values society places on these social problems.
Students are generally unable to understand theory in introduction courses of Sociology, Social
Problems, and Anthropology. Case study discussions allow students to “do” theory themselves,
rather than just hearing lectures of their applications (SLO5). This technology allows students to
appreciate the value of theory and the application to their everyday life experiences and society
around them. It will engage students to be forced to take part in discussion rather than sitting in a
lecture and ignoring topics discussed in class.
Social Science Research is foreign to most students in introduction to Sociology, Social
Problems, and Anthropology courses. In the Sociology and Social Problems courses (SLO6) is
learned through research in writing assignments, library orientation, and examples of writing
provided by the instructor. Rather than direct them to resources outside of the classroom, the
class could use active learning skills. Anthropology classes take part in an artificial archeological
dig (SLO2) on campus. They are required to document the entire event, just as archeologists
must do on dig sites. In addition, the anthropology students must conduct ethnographic fieldwork
(SLO1), which could be documented through this technology. Currently, students are providing
their own cameras, voice recorders, and laptop computers to document their group work. It
requires multiple devices, whereas this iPad device could do multiple jobs. In addition, students
work in anthropology and social problems takes them outside of the classroom to observe their
community. This technology would allow students to document their research in social science.
Assessment:
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Students will be asked if they found this technology beneficial in class research and
discussion.
Students from prior classes who have used other technology (camera, library resources,
voice recorders, laptop computers) could be compared to those using this technology.
Writing assignments from past students (prior semesters) could be compared to current
students.
Imbedded assessment scores will be examined in these courses.
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Request for iPad and myfi
By: Whitney Jarnagin
Rationale: Walters State Community College strives to give its students the best education
possible. In order to meet the needs of the 21st century student, it is imperative that instructors
utilize 21st century technology. By combining knowledge, creative instructional techniques, and
state-of-the-art technology, instructors can make the college classroom more engaging,
educational, and fun. I would like to use an iPad in order to enhance my classroom in these
ways.
Classes Impacted: PSYC 1030 and PSYC 2310
Project: I already utilize much of the technology available in the smart rooms on campus.
While students and I both enjoy these capabilities, an iPad could enhance what is already
available. While I do not have one specific project in mind, I do have several ideas about how to
incorporate the iPad into my current instructional strategies. First, I will utilize apps that can be
used to teach psychology. Second, I will use more videos to provide visual examples of material
discussed in class. Third, I always review for tests during class time using a game format. I,
along with students who have smart phones, could use “clicker” technology to help with the
reviews. Fourth, as textbook companies begin to sell interactive ebooks, I could demonstrate the
use of the ebooks on the iPad to enhance lecture material. Last, I sometimes have students
complete paper/pencil self-assessments in class (such as depression screenings). I could use the
iPad to give the assessments in an online format. I will need the myfi so I can use the iPad when
I am working in areas that might not have wifi.
SLO:
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Students will describe how the psychological perspective contributes to an
understanding of life and the origin of beliefs, values, and behaviors.
Students will apply critical thinking concepts and discussion to contemporary
topics.
Students will be able to define, discuss, and analyze research methods, diagnosis,
and assessment of abnormal behavior.
Students will be able to define, discuss, and analyze various disorders and how
the field of psychology uses various treatment methods.
Rationale: My goal as an instructor is to show students that psychology is everywhere in the
world around them. I want them to think about the material and to learn more about themselves
and others as a result. I believe students will think more and learn more if they can use
technology in the classroom that they already use in their everyday lives. Apps, videos, online
assessments, review games, and ebooks are only a few ways to make the material more
engaging, educational, and fun.
Project Description and Engagement: First, I will utilize apps that can be used to teach
psychology. For example, students can see 3-D images of the brain that they normally would
only be able to see as a 2-D picture in a textbook. Second, I will use the iPad to show more
videos that will provide visual examples of material we discuss in class. Third, I always review
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for tests in class using a game format. I, along with students who have smart phones, could use
the “clicker” technology available to help them become more engaged in the reviews. Fourth, as
interactive ebooks become more readily available, I will use the iPad during lecture time to
demonstrate the ebooks and enhance lecture material. Last, I sometimes have students complete
paper/pencil self-assessments in class (such as depression screenings). With the use of iPads
and/or smart phones, they could complete online versions of these which provide immediate
feedback (and save paper).
Assessment:
 I will conduct an informal focus group on the last day of class in order to obtain
students’ reactions about the use of the iPad in class.
 I will compare pre-/post-test data from the “iPad classes” with those who did not
have this benefit.
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History,
Geography,
Political Science
Department
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Request for iPad and myfi
By Timothy Holder
Rationale: Walters State prides itself, and justifiably so, on its use of technology in the
classroom. However, Walters State’s dual enrollment history classes at Gatlinburg-Pittman High
School are not enhanced by technology. The items requested above would effectively address
this area of institutional vulnerability.*
Courses Impacted: HIST 2010, HIST 2020, HIST 1110, HIST 1120
Project: The GP classrooms offer little for visual learners. With the equipment requested
above, I could show the students images of people, places, and maps, thus helping them relate to
the information and concepts covered in class.
SLO:
Given a selected historical period, the student will be able to identify major economic, political,
social, and cultural developments of that period.
Given a selected historical period, the student will be able to relate that period to the present
and/or similar periods in history.
Rationale: Students will be able to see pictures of individuals before these historical figures are
introduced through class lectures. Also, before describing how cultures and countries are
interacting with each other, students will be able to see where in the world these places are and
where the places are in relation to one another.
Project Description and Engagement: I propose to show these visuals at the beginning of each
class. As the class unfolds and I prepare to discuss one of the figures shown, I will ask the
students if they remember the name. My classes are very interactive. Participation is tracked in
my grade book, thus such an exercise will help students to earn what they need.
Assessment:
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Since student engagement and opinion are highly valued, I will survey students to see if
they found the above-described utilization of technology as beneficial.
I can compare the Embedded Assessment scores of dual enrollment classes that used the
technology against previously taught classes that did not have this benefit.
Compare and contrast essays are already a fixture in may classes, now such graded
assessments can provide a visual context for students to explore.
*The form used by the Biology Department served as the inspiration for this document.
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Mobilization Plan
F. Suzanne Bowers, Instructor of History
Basis: With the increasing technology that our students find essential to everyday life, Walters State is
attempting to keep pace and engage our students to provide a better learning experience. Although we
may not love the increased use of electronic devices, they are becoming essential to transition students
into the modern world. I would like to request an iPad in order to utilize applications available for history
education as well as the video and movie-making components to bring to life the places and people we
discuss in history and help students relate the past to their future.
Applicable Courses: HIST 1110, HIST 1120, HIST 2010, HIST 2020
Plan for Use: Most students at Walters State have not had the opportunity to travel abroad, and many of
them will not be able to in the future. I have had the privilege to travel to many places, including Europe,
and would like to utilize the iPad to transition my photographs into a movie/ slide show that the students
can watch while following along with my lecture. I would also use the video component of the iPad to
video future historical visits (both personal and those taken by the History Club, of which I am advisor) to
utilize in classroom settings so that students can get a better idea of the areas of which we are speaking.
Some videos are available on the web, but they are often difficult to embed within lectures and are
sometimes removed from their sites.
A number of applications are also available that would be beneficial for students. Currently, I conduct a
review session for students in the form of games. A number of students indicated that they found this
much more engaging and beneficial to their learning than the typical lecture format. Applications, like
some of those listed below, would allow me to reach a greater number of students.
Possible Apps:
US Historical Documents ($0.99): Over 200 documents in program that allows students to save
favorites & highlight text—excellent tool to introduce students to primary sources
MyCongress (free): Provides detailed information about elected US Congressional officials—
excellent for current history
This Day in History (free): Interesting information on what happened on the current date—engage
students in fun learning
Revolutionary War Quiz ($0.99): Allow for review on Revolutionary War in format to better
engage visual/technical students
Manual for the United States of America ($1.99): historical moments in the US, including text of
famous documents—also beneficial as primary source
World History Documents ($1.99): documents from world history, including audio and video of
famous and significant speeches—bring to life events in the past
World History Atlas ($1.99): Combines world history with modern and ancient maps of the
world—perfect to teach the changing borders of Europe and Asia through history
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Westward Expansion (Free): Allow students to explore westward expansion of US history in
1800s with interactive maps, timelines, and trivia
History Line (Free): Learning game that lets players put together series of jumbled historical
events into correct sequence (has multiplayer mode for up to 6 iPad owners to allow them to
collaborate on timeline)
Constitution for iPad (Free): Free copy of US Constitution
Pocket Trivia: U.S. History ($0.99): Over 250 trivia questions that would be great for review
In warmer weather, my students often request to conduct class outside. I hesitate to do so because of the
maps and visuals I include in my lectures. Having an iPad would allow me to make our class mobile
while still being able to utilize technology.
SLO
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Have a better geographical grasp of world events and their relation in history
Become more familiar with primary source documents and how they are effective tools in research and
learning
Recognize current political structure and those involved within American government
Acclimate to technological world and use of electronic exams and quizzes
Gain a better visual recognition of places, people, and events discussed in class
Assessment
At the end of the semester I will compare the test scores of sections that utilized the applications against
scores from previous semesters. I will also ask students to provide feedback regarding the use of
applications in learning and instruction on their interest and learning levels.
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