2018 Catalyst Winners

Document created by eschramke on Jun 26, 2018Last modified by sarah.gregory on Oct 22, 2018
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Leading Change:
This award recognizes institutions that have developed practices and/or technologies that have had a measurable effect on learning outcomes, student performance, or academic progression. The winners are:

  • INTI International University & College
    Team Award: Dr. Malini Eliatamby & Team  (Kellyn Khoo, Azlina Che Ani, Margaret Choy, Khairul Bariah, Shirrina Ng, Charmaine)
    • Implemented and drove the Hybridity (blended and fully , Analytics) implementation across INTI and is a best practice for Laureate Universities.
  • University of Santo Tomas
    Team Award: Jan Michael G. Garcia & Team ( Jose Ricarte Origenes, Anna Cherylle Ramos, April Joy Gascon, Shane Laong, Raul Ponay, Jan Michael G. Garcia, Rhea Ylagan, Christian Revil, Sheila Masangkay, Eric Aboboto, Heiden Anorico, Laelani Arocha, Maiko Baysa, Paul Castillo, Joan Castor, Marianne Domingo, Lent Evangelista, Marlon Florentino, Justine Gopeng, Maria Clarissa Jacila, Abegail Nierras, Rona Repancol, Adrian Romero, Erik Valenzuela, Marie Antonette Quan)
    • The University of Santo Tomas (UST) National Service Training Program (NSTP) Civic Welfare Training Service (CWTS) and Literacy Training Service (LTS) courses are some of the few service learning courses which are deployed  in the Philippines. The course is mandated by law and is part of the requirements for graduation. Service learning courses being experiential oriented in nature need to find a balance between learning concepts and hands-on engagement with the communities.  It is in this niche, that the UST NSTP/LTS  implementation made an important impact not only  with augmenting experiential learning as an irreplaceable component of the course but more so with its contribution to  being the pioneer in blended instruction in the country for service learning. In terms of skills, the NSTP has become a training ground for the university-wide usage of Blackboard. As all students are required to take the course by law, the students and academics undergoing the course become digitally literate. To add, the course was able to achieve its desired outcomes by becoming instrumental in the values and character formation of students that translates into life-long learning. The UST NSTP  Program is a testament that experience-dependent learning courses can be also deployed in a blended-learning approach.
  • James Cook University, Queensland - Australia: 'Digital Transformation at JCU'
    Team Award: Danny Munnerley, Scott Bradey, Kate Casey, Wade Tattersall, Ben Cleland, Trevor Foster, Maria Bellei, Kathryn Meldrum, Amanda Townsend, Sharon Long, Lachlan Holmes, Trine Paerata, Toby Nutting, Ian Johnson, Adrian Van Rossum, Stephen Coventry, A/Prof. Maree Dinan-Thompson
    • In early 2017 James Cook University (JCU) embarked upon a whole of institution digital teaching transformation. The work was lead by the Learning Environments and Innovation (LEI) team, both in terms of planning and execution. The instigating factor for this work was the need to develop an innovative  delivery platform for the new JCU  courses (in partnership with Keypath). The time frame was very short, with less than 6 months to plan, build and release a SaaS + Ultra navigation system to commence teaching into Ultra course sites in October 2017. System change underpinned the learning and teaching change, and each was dependent on the other.

  • Western Sydney University, New South Wales - Australia: 'Digital Futures University-wide Template to improve access to content'
    Team Award: Digital Futures Team -  Andrew Komoder, Andrew Wagstaffe, Dr. Anna Wallace, Anthony Gal, Ben Wong, Daniel Collins, Daniel Purdy, Emina Mujanovic, George Karliychuk, Glenn Mason, Johnny Yacolca, Kamran Mukhtar, Prof. Kevin Bell, Kim Heckenberg, Dr. Kim Vincent, Lauren Oaklands, Liz Lai, Lynnae Venaruzzo, Dr. Mais Fatayer, Michelle Kent, Peter Steele, Dr. Rachel Bentley, Rhoda O'Higgins, Rob Leggo, Stephanie Bourke
    • The Office of the Pro Vice-Chancellor (Digital Futures) is rolling out a University-wide template that is applied to sites to increase consistency of the student experience and align to quality standards. The template contains essential items which are scaffolded to the University's e-learning and  learning standards. This provides academics with access to the standards, with embeded checks, as they are building content in their sites. The means that the standards are visible at the time of need and therefore more likely to be implemented.
  • Carey Baptist Grammar School, Victoria - Australia: 'Carey Baptist Grammar School's Learning Management System CLASSe'
    Team Award: Kylie Taig, Leanne Guillon, David Amore, Meredith Plaisted
    • Carey Baptist Grammar School's Learning Management System CLASSe is built on the Blackboard platform and enables teachers to deliver a curriculum aimed at engaging students in addressing real world problems and issues important to humanity. When used to its highest potential, students are exposed to interactive components, rich visuals and audio which supplement concepts that were once presented on printed pages. Through the use of CLASSe, teachers can confidently teach, define and assess student understanding of content, skills, expertise and literacies. For the past 10 years we have been using Blackboard Learn as our Learning Management System in the Middle and Senior Schools. With the introduction of a 1:1 iPad program in the Junior Schools we have extended our use of CLASSe so that the younger students can gain from its benefits.
  • Kettering University: Kettering Global - Kettering University
    • Dr. Christine Wallace joined Kettering University in 2014 to initiate and lead  and distance learning opportunities. Through Dr. Wallace’s vision, innovative strategies and leadership, Kettering’s  graduate program has grown by 150% and expanded to 38 states and 11 countries in three years.
  • Metropolitan State University of Denver: MSU Denver Instructional Design Team (Jeff Loats, Alex McDaniel, Taylor Kendal, Dennis Smith, Sarah Debbek, Adrienne Christy, and  Todd Wolfe)
    • The Metropolitan State University of Denver created the Agile Instructional Design Network (AIDNet) and Course Design Xchange (CoDeX) to meet the growing demands of  and hybrid education. The AIDNet framework has acted as a catalyst for institutional change and has benefited the university from a cultural perspective, such as their employee satisfaction and collaborative potential. Students ultimately experience the greatest impact; while consistency and course design quality flow across the university, student satisfaction and ultimately retention have followed suit. 
  • California State University, East Bay: Office of the  Campus
    • California State University East Bay implemented a quality assurance initiative to establish a QA culture on campus. They are seeking to double the amount of quality certified courses within the next year, and more than 400 grants have been completed and over 150 faculty have completed quality assurance related workshops that resulted in certification.
    • CSU East Bay Catalyst Award Story
  • Prince Sattam University: Dr. Tahani Aldosemani & Dr. Abdullah Albahdal
    • Prince Sattam University implemented a program to train female instructors to train other female instructors at their various colleges on their eLearning platform.The goal of this program was to provide female students and instructors, especially in remote locations, increased access to Blackboard via special support, training courses and workshops.

    • Prince Sattam University's Catalyst Award Story
  • Virginia Commonwealth University: Division of Strategic Enrollment Management
    • The Virginia Commonwealth University teamed with Blackboard to manage their financial aid accounts. VCU now has a base of data upon which they can form relevant new questions about their contact effectiveness, and created a way to augment the standard contact center data with their local student enrollment data store. VCU ultimately achieved a way for students and their support networks to spend less effort trying to get answers to their student financial questions and more time engaged in their educational pursuits.
  • University of Northampton: Learning Technology Team
    • Over the past four years, the Learning Technology team at the University of Northampton have been supporting an institution-wide curriculum change project to transform traditional teaching and learning to a new approach they call ‘Active Blended Learning’. After the program was implemented, modules taught in this format grew from 51% to 94%.


Community Engagement:
This award recognizes clients who are improving student achievement by fostering a connection between school districts, institutions, educators, students, and their communities. The winners are:

  • Charles Sturt University, New South Wales - Australia: Ian Holder
    • Since the Blackboard Analytics Community site launched in February 2017, Ian Holder has been by far the most active participant. He engages with almost every piece of content, stimulating meaningful conversation and encouraging global participation. His enthusiasm has been a crucial part of the site’s early success, a catalysing force in the formation of Blackboard’s learning analytics community, and an important factor in promoting the sharing and adoption of high impact practices in support of student success.
  • Vestavia Hills City Schools, Alabama: Youth Leadership Vestavia Hills
    • Student leaders at Vestavia Hills High School in Alabama have become change agents for their community. With a tagline "Be The Difference," the 600-student Youth Leadership Vestavia Hills program has instilled a positive and inclusive school spirit across the student body, in part through their Blackboard powered student mobile app.
  • Fremont School District 79: FSD79 Staff
    • At Fremont School District 79 in Illinois, the community banded together to turn a "selfie" climate into a culture of caring and kindness, in and outside the classroom. By providing students with a constant stream of outreach opportunities aimed at making a positive difference in other people's lives, the district realized a 25% drop in disciplinary issues and a substantial reduction in reports of bullying.

  • University of Leeds: Learning Technologies Team
    • In 2017 Leeds launched a new portal which combined their VLE with their most used campus tools. The portal allowed students and staff instant access to module content, core teaching and learning information and other University services.


Teaching & Learning:
This award recognizes those who have adopted flexible, distance and  delivery, including using mobile technologies to positively impact the educational experience. The winners are:

  • Capella University: FlexPath 2.0 Project Team
    • Capella University implemented FlexPath in 2013, which is a unique program that provides learners a pathway to accomplish competencies in a personalized manner. Together with Blackboard Professional Services, a FlexPath-specific course room was created. This provides the learner an opportunity to put these competencies into practice immediately to enhance student outcomes.
  • Davidson Academy, Nevada: Stacy Hawthorne and Jessica Potts, PhD
    • In launching the first full-time  high school for profoundly gifted students across the US, The Davidson Academy has made an exemplary education accessible to students nationwide through an innovative  model centered around Blackboard Learn.

  • George Mason University, Virginia: David Miller and Larisa Olesova
    • George Mason University implemented an  course initiative, COMM 380, that followed the key principles of two learner-centered approaches: flexible learning and experiential learning. The significance of this initiative is that this asynchronous  course was able to modify both approaches as the method of  instruction.
    • George Mason University's Catalyst Award Story
  • Montana Digital Academy: Mike Agostinelli, Robert Currie, and Jason Neiffer
    • Montana Digital Academy successfully rebuilt a new learner-focused credit recovery program that has resulted in nearly 5000-semester credits recovered by Montana students statewide, a 91% satisfaction rating among participating students and a positive impact on graduation rates across the state. Through continued design developments to their Moodlerooms-based program, the MTDA team continues to revolutionize the delivery of credit recovery.

  • Mayo Clinic: Andre Lapeyre, III, MD, Jerry Donney, Stacy Craft, Jennifer Mears, Kelley Sandvik, Kurt Simon, Tammy Simpkins, and Victoria Staifer, Dr. David Farley and the Farley Innovative Research Surgical Team
    • Dr. Lapeyre uses  assessments in Blackboard Learn to deliver immediate feedback to Cardiology Fellowship trainees and save time on grading. Dr. Lapeyre has demonstrated the practical value of blending learning assessment to solve a challenge that could not be resolved without the robust capabilities of Learn assessment resources. His solution has resulted in the expansion of students’ access to valuable clinical education.
    • Dr. Farley uses Blackboard Learn and the Blackboard App to drive collaboration and interaction at his Simulation Center sessions. Dr. Farley has succeeded in uniting real-world assessment with real-time assessment techniques together with mobile learning capabilities and student engagement principles.
    • Mayo Clinic's Catalyst Award Story
  • Saint Mary’s College: Dr. Joel Ralston
    • Students enrolled in Dr. Ralston’s ecology course at Saint Mary’s College in Notre Dame, Indiana were exposed to leading women researchers in the field and were able to experience their outstanding and important work.

    • Through Blackboard Collaborate, the researchers benefited from this experience by being able to log presentations of their work and network with colleagues from around the globe. This type of exchange is valuable for both researchers and students as it provides a mechanism for future collaborations.

  • University of Derby: TEL Team
    • Inspired by the Blackboard Exemplary Course Program Rubric, the University of Derby introduced a Digital Practice Programme Baseline in April 2017 as a required framework that instructors use to build high quality courses that enhance the digital learning experience. As part of the institutional implementation, instructors are required to submit annual reviews to benchmark their progress. This helps the University understand where there are areas of best practice and, where staff development resource needs to be allocated. As of March 2018, about 25% courses at Derby have been submitted.
  • University of Mississippi: Marc Watkins
    • Marc Watkins, an Instructor at the University of Mississippi, uses the capacities of Blackboard to maximize the effectiveness of Open Educational Resources (OER) and eliminate $200 of textbook costs previously required by the University. Using OER saved Watkin’s students over $28,000 in textbook costs, and students responded positively to the new changes in the course and enjoyed being able to annotate and highlight OER material integrated on Blackboard and the Internet.
  • Wilmington University, Delaware: The College of Arts and Sciences and The College of  and Experiential Learning
    • Wilmington University introduced an innovative model for  learning that provides accessibility, flexibility, and engagement to distant students. This model enabled a mixture of real-world assessments with a creative use of collaboration between industry experts and students.
    • Wilmington University's Catalyst Award Story


Inclusive Education:
This award honors those institutions whose methods have ensured their pedagogy, content, technology, and educational services are fully inclusive and supportive of all learners with disabilities. The winners are:

  • Edge Hill University: Learning Services Staff
    • Edge Hill University has demonstrated a commitment to inclusive education by their efforts to create an accessible learning environment for all students. They implemented an inclusive teaching approach that seeks to make teaching resources available to all students rather than just those with a registered disability.
  • University of Cincinnati: Megan Wuebker, Dave Rathbun, Heidi Pettyjohn, and Paul Foster
    • The University of Cincinnati piloted Blackboard Ally to make their  resources accessible to all members of the community. Ally efficiently enabled the University to reduce the amount of time needed and minimized the impact on faculty workflow in creating accessible documents.


Optimizing Student Experience:
This award honors those institutions whose educational and administrative innovations have markedly improved the total learner experience. The winners are:

  • Malayan Colleges Mindanao: Abigail Joy Rodelas-Angelia & Team  (Engr. Dodjie S. Maestrecampo, Asst. Prof. Abigail Joy Rodelas-Angelia,  Asst. Prof. Denie P. Forton, Ms. Jascha D. Daquis)
    • Despite being a new player in the south of Philippines, Mapua's newest school, Malayan Colleges Mindanao (MCM) has quickly established its position as a school that supports the needs of students from Davao City and nearby regions by providing high quality education enhanced by digital tools and technology. Leveraging on Malayan's expertise in deploying the learning management system, we have established a workflow that embeds instruction and institutional processes in one  learning environment which proved vital in successfully transitioning its new students to the Malayan learning culture. Thus, as the adjustment phase becomes shorter, and in most cases, ceases to be a hurdle in the way of learning, attainment of outcomes becomes more manageable. MCM's workflow consists of a comprehensive blended learning strategy program for student support that is comprised of ten campaigns aimed at instilling in students  responsible digital culture while giving them the skills they need to be successful. The plan is anchored on MCM's€™s value propositions and mission of delivering learner-centered, outcomes-based education, maximising digital learning to its full potential, and providing state-of-the-art learning facilities for its students.
  • University of Petroleum & Energy Studies: Ravindra Yatagiri, Vice President of eLearning
    • UPES believe offering a unique state-of-the-art, cutting edge digital student experience ensures a differentiated experience for our students. The key achievement at UPES has been optimizing student experience by implementing hybrid, blended and  learning and assessment framework using Blackboard. UPES used a multi-pronged strategy to implement this technology led change initiative in teaching learning space. An unwavering support from the management became the starting point. Adequate resources in terms of manpower, time and finances were provided to create the soft and hard infrastructure needed for execution. The faculty were appropriately trained and involved at every step. Lastly, the students were educated and oriented for acceptance and use of the newly implemented Learning Management System (Blackboard). The whole exercise was implemented in a phased manner, making it easier to replace the old pedagogical system and take deep roots. Our distinct digital experience, increased student engagement and success, drove meaningful outcomes to support student achievement and career advancement. Successful implementation of blended and  courses on Blackboard improved the academic support to the students, catered to their interaction needs and helping them improve their employability.
  • University of Santo Tomas: Jan Michael G. Garcia & Team ( Jose Ricarte Origenes, Anna Cherylle Ramos, April Joy Gascon, Shane Laong, Raul Ponay, Jan Michael G. Garcia, Rhea Ylagan, Christian Revil, Sheila Masangkay, Eric Aboboto, Heiden Anorico, Laelani Arocha, Maiko Baysa, Paul Castillo, Joan Castor, Marianne Domingo, Lent Evangelista, Marlon Florentino, Justine Gopeng, Maria Clarissa Jacila, Abegail Nierras, Rona Repancol, Adrian Romero, Erik Valenzuela, Marie Antonette Quan)
    • The University of Santo Tomas (UST) National Service Training Program (NSTP) Civic Welfare Training Service (CWTS) and Literacy Training Service (LTS) courses are some of the few service learning courses which are deployed  in the Philippines. The course is mandated by law and is part of the requirements for graduation. Service learning courses being experiential oriented in nature need to find a balance between learning concepts and hands-on engagement with the communities.  It is in this niche, that the UST NSTP/LTS  implementation made an important impact not only  with augmenting experiential learning as an irreplaceable component of the course but more so with its contribution to  being the pioneer in blended instruction in the country for service learning. The NSTP CWTS/LTS  courses follows a modular format and are deployed in the 1st term of the academic year. This has allowed for theories, concepts, and principles to be delivered  while experiential learning happened in the field in the 2nd term. The NSTP has been successfully implemented since 2003 by making distinctions on which parts of the course could be delivered  and offline.
  • Concordia University, Wisconsin: Christopher Brandt, Andy Miller, and Elizabeth Polzin
    • The student success team at Concordia University – Wisconsin used Blackboard Intelligence to redesign and optimize their approach to student advising and academic support. Because of this coordinated approach to data-informed academic advising, the University has witnessed a 10% year-over-year increase in freshman student retention.
    • Concordia University's Catalyst Award Story
  • Lamar University, Texas: Office of Marketing Communications - Kate Downing, Daniel McLemore, Charla Pate and Bri Gore
    • Lamar University is an exemplary marketing client that leverages data and an integrated technology stack to provide full insight into the funnel. Through this holistic picture of the student experience from inquiry to enrollment and managing a portfolio of programs responsive to student demand, Lamar can make JIT adjustments to be student centered and responsive. With the tracking system they have set up, they are able to control costs and maintain high levels of efficiency.
    • Lamar University's Catalyst Award Story
  • Technical College System of Georgia
    • In an effort to increase student retention and enrollment, 5 colleges in The Technical College System of Georgia worked work with Student Services to launch a 24x7, one-stop, virtual student service center that can answer student’s questions on enrollment, admissions, advising, financial aid, and registration.  The system streamlines the disparate processes for student applications so that TCSG students can get all the information they need in one place.


Training & Professional Development:
This award recognizes those who use Blackboard programs to support and enhance professional development within or outside of their organization. The winners are:

  • Temasek Polytechnic: Pratima Majal & Team ( Woo Boon Seong  Cheung Po Loong Paul Liew Seng Seh)
    • The learning Academy team members designed and launched two Micro-Learning Courses (MLCs) to help lecturers improve the quality of  learning. These mobile friendly on the job training aids helped several lecturers at Temasek Polytechnic improve the quality of their Blackboard sites in terms of the setting up the learning environment and designing learning activities to encourage active learning . The first MLC titled "10 Tasks in setting up the LMS site" was designed to help lecturers set up their Blackboard sites effectively. The second MLC titled "From eResources to eLearning (achieving level 2 interactivity)" was launched to encourage faculty in designing active learning  environments on Blackboard.
  • Edge Hill University: Learning Services Staff
    • Edge Hill University implemented a creative professional development program to overcome low attendance. They created a self-paced gamified course called #DigiQuest using Blackboard Organization. The pirate themed course was structured around six key digital capabilities that empowered participants to take control of their own learning paths.
  • Indian River State College, Florida: Katie Profeta and Michael Pelitera, IRSC Virtual Campus
    • Indiana River State College created Virtual Campus Instructor Training (VCIT), which is a textbook-free,  training course developed for faculty teaching  at the College. The transfer of these skills will be demonstrated using the  course environment in Blackboard Learn, and the tools provided within Learn that help increase efficiency for faculty such as on-board rubrics, discussions, surveys and quizzes. Additionally, VCIT utilizes Blackboard Collaborate to increase the flexibility and convenience that the  courses already offer.
  • Central Michigan University: Jeremy Bond, Kendra Brown, and Ming Dai
    • Central Michigan University transformed their  course design process through bringing together multiple departments for the improvement of course design. The process has proven to reduce the time of completion for course design from 145 days to 97 days allowing for more courses to be re-designed each semester.
    • Central Michigan University's Catalyst Award Story
  • Grand Valley State University, Michigan: eLearning and Emerging Technologies Team Eric Kunnen
    • Grand Valley State University’s eLearning and Emerging Technologies Team offer a variety of professional development opportunities and support that create awareness of the capabilities of Blackboard and the use of technology in teaching. Through their creative deployment of activities, faculty are supported effectively; well above and beyond the typical or standard “IT Help Desk” model.
    • Grand Valley State University's Catalyst Award Story
  • Kentucky Community and Technical College System: James Gibson
    • The Kentucky Community and Technical College System built a Learning Management System Training and Resource Center for all faculty at 16 schools in a Blackboard Learn course shell. The material was built in modules, so faculty can work through all modules sequentially or view the module description to learn about a specific subject. In addition, an automated process was created in their Student Information System to automatically enroll all active faculty in the course shell with a role type of Active Learner.
  • Calcasieu Parish Public Schools: Sheryl Abshire
    • The Technology Training Center (TTC) at Calcasieu Parish Public Schools has successfully provided continuing professional development for more than seventeen years. The TTC cultivates educators with a plethora of PD strategies, adapting to the ever-changing needs of today's learners through differentiated instruction.


Student Success:
This award recognizes individuals and/or institutions whose creative program application has led to increased retention, increased completion, and/or improved outcomes. The winners are:

  • Western Sydney University, New South Wales - Australia: 'The Student Leadership Training Hub (SLT)'
    Jo Holland, Disability Advisor
    • The Student Leadership Training Hub (SLT) is a shared resource using existing digital tools in new and innovative ways to support student success in a range of institutional programs and initiatives. This collaborative project was spearheaded by the LEAD Program Coordinator and a Disability Advisor (former Blended Learning Advisor) under the strategic advisement of cross-service committee, consisting of institutional representatives with a vested interest in the Student Experience. The SLT vUWS (virtual University of Western Sydney) site is built on the ethos of enhancing student engagement, participation and motivation in their learning journey and strengthening their graduate attributes.

  • Deakin University, Victoria - Australia: 'Creating a Cloud based Peer Facilitated Support Program for Students'
    Team Award:  Robyn Mortimer, Fiona Anderson, Michelle Davidson, Noam Perl-Gurovich, Megan Theodore, Tom Petsinis, Emma Ludeman
    • The Peer Assisted Study Sessions (PASS) program has been facilitated across four campuses at Deakin University since 2010. With the growth of the  (cloud) campus at Deakin, for equity purposes an  option was needed for the over 25% of enrolled students (Deakin University, 2014) who chose to study on the Cloud Campus. This was in addition to the Cloud () units offered to on campus students. This adaptation is in line with the need that Prebble et al (2004) identified for support systems that help students to integrate into an institution and for the institution to adapt to meet the needs of diverse students.
  • Western Sydney University, New South Wales - Australia: 'The Technology Enhanced Literacy Support (TELS) model'
    Team Award:  Suzanne D’Souza, Dr. Mais Fatayer
    • The Technology Enhanced Literacy Support (TELS) model is designed within Blackboard (referred to as vUWS) to provide  literacy support for students at the School of Nursing and Midwifery (SoNM), Western Sydney University. The TELS model offers students an innovative,  platform with a suite of flexible literacy resources targeting the development of language skills critical for academic success.
  • Continental University, Peru: Miguel Córdova and the Digital Technologies Team
    • The Continental University of Peru has two types of study: face-to-face and study modalities with their blended and distance programs. This modality has an ecosystem of digital tools including Blackboard Collaborate for the broadcast of videocasts, and in 2017 its LMS migrated from Moodle to Moodlerooms which significantly impacted the educational experience of students, teachers and administrators. The Continental University of Peru saw positive results and improvement in learning outcomes, teaching performance, abandonment and user experience.
    • The Continental University of Peru Catalyst Award Story
  • Bryant University, Rhode Island: Dr. Laurie L. Hazard, Laura Kohl, Stephanie K. Carter, and Stephen Payne
    • Bryant University developed a student success  course, a component of their First-Year Gateway Program, to support first-year academic excellence. The First-Year Gateway Program utilizes learning outcomes assessment data in a curriculum that cultivates professional skills and critical thinking, while fostering a successful transition into Bryant’s scholarly community.
  • Obridge Academy, New York: Dr. Jennifer Albert, Kristin Bestler, Harry Yang, and Laura Levarity
    • Serving grades 6-12, Obridge Academy offers a personal touch  learning experience to support and engage special needs students. With the creation of a Blackboard "course" called the "Accommodation Station," student services range from live advisement, counseling, and tutoring, to providing a space to socialize, participate in clubs and share resources, and even proctoring tests and quizzes one-on-one in real time. Other progressive and forward-thinking virtual schools, can duplicate this course.


Exemplary Course:
This award recognizes faculty and course designers who develop exciting and innovative courses that prepresent the very best in technology and learning.

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