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Adjunct Instructor, English
UNIV 101 - University 101
Mr. Alexander's students learned how to use several different software applications: Haiku Deck for presentations, iMovie for video editing, and PhotoStory3 for digital storytelling. The most significant project of the semester grew out of of a unit on time management. First, the students created a pie graph of their time spent on a typical day and used their smartphones to take pictures of their activities. This information was then turned into a digital storytelling project to be presented to the class. These presentations led many students to reassess how they spent time in such activities as sleeping, studying, relaxing, and exercising. Using s supplied rubric, the students graded each other's projects, and Mr. Alexander also used a rubric to score the effectiveness of the project.
Assistant Professor, Education
EDSC 333 - Adolescent Development
Dr. Bradley uses Nearpod for quizzes, polls, and presentations. He uploads the course materials so that they are available online, and then during class time students use their smartphone, computer, or tablet to respond in real time to the polls and quizzes. He then can then display the class results or choose any one student response to facilitate class discussion. Additionally, Dr. Bradley is using Attendance 2 to help with help keep monitor student attendance. The app can be configured to email the students that were absent or tardy for the class each day. The app allows him to add student pictures to their names, which helps him to learn his student's names more quickly. Finally, he is using Facebook as a forum for students to document their progress in their field work.
Associate Professor, Nursing
NURS 410 - Nursing
NURS 308 - Topics in Health Care
Dr. Davis included a variety of digital tools in her redesigned technology intensive version of this course.
MGMT 371 - Management
It is almost impossible to work in business today without using multiple forms of high tech devices or software. Dr. Duesterhaus has redesigned the Principles of Organizational Management course in two ways. The first incorporates student created videos in the form of student led learning (SLL). The student select one term which they will teach to the class. The creation of the video requires students to use technology to gather and disseminate information in order to be successful. The second redesign involves class sessions conducted virtually. In some cases these sessions are asynchronous, in others synchronous. These virtual meetings are designed to expose the students to different modes of working on a project that they may experience in the workplace. The virtual sessions of class require students to adjust their communication styles to be effective in a different modality of communication.
PSYC 225 - Psychological Statistics
In the classroom, Ms. Freeman's students use devices ranging from cell phones (both Android and iPhone) to tablets (Both Microsoft Surface and iPad) to laptops (both Windows and OS X). Through the campus wireless network and through VMWare, students access SPSS datasets, lecture materials through Blackboard, videos through a text companion website, and other materials. During the course, students complete an individual presentation project called the Savvy Stat Database Project, in which they use a variety of presentation technologies to showcase their own ideas for expanding existing statistical information source websites or for creating a new statistics database. The first students to complete the Savvy Stat Database Presentation Project used presentation technologies including Prezi, enhanced PowerPoint, Nearpod, and Haiku Deck.
Assistant Professor, French
FREN 101 & 102 - Introductory French I & II
FREN 201 202 - Intermediate French I & II
FREN 398 - The French Republic & Its Discontents
FREN 310- French Conversation
In her technology-intensive courses, Dr. Hernández-Laroche has implemented two student learning outcomes (SLO's). First, students learn to communicate information appropriately to others through technology to maximize language acquisition. Second, they come to understand and demonstrate ethical use of technology in gathering, processing, analyzing, and communicating information. These two SLOs are assessed by the successful use of one or two of the following digital tools: Twitter for discussing French articles on current events in the Francophone world; VoiceThread for recording and sharing French chapter essays; curating interactive French journals using wikispaces; and creating French movie trailers with digital storytelling tools.
Associate Professor, Education
EDVI 705 - Literary Braille Code
Dr. Herzberg's students used a free software application called Perky Duck, which emulates the analog Perkins Brailler much the same way a word processor emulates a typewriter. This software was used exclusively for all assignments during the second half of the course. Using a computer freeware program allows students the flexibility to print a copy with simulated braille or to emboss a hard copy braille version if they had access to a braille embosser. There are two additional benefits of Perky Duck. First, it is easier to correct errors using the backspace and delete keys than it would be using a braille eraser. Second, this particular application is free, while commercial software can cost close to $1,000. Students continue to have access to Perky Duck and use it in their Advanced Braille course. Dr. Herzberg's future goals - pending successful funding - include developing a digital tool compatible with Blackboard or other learning management systems that would allow students to receive automatic feedback as they input braille using their computer keyboard.
Assistant Professor, Nonprofit Administration
NPAD 302 - Nonprofit Leadership
Dr. Long's students are using technology to create effective storytelling strategies for mission sharing, improving leadership capacities, and fundraising communications. On the first day of class students participate in a "Story of My Life" ice breaker to introduce themselves to the class. This activity requires students to create a four-page book to share information such as their major, academic year, favorite song, a drawing of their significant others, and their perfect first nonprofit position. The second activity requires students to use an online application, StoryCube Creator, to share the story of someone receiving services from a nonprofit organization. Students design, print, construct and present a StoryCube and its storyboard. The next assignment is a choice between a micro-teach session using Screencast or a podcast interview with a nonprofit professional. The final assignment of the semester is the creation of a digital storytelling project related to a nonprofit organization or social condition.
Assistant Professor, Education
EDEC 447 - Early Childhood
EDEC 449 - Creativity and Play
Dr. Tanyel's students complete projects and assignments using a variety of digital tools. In one pair of assignments, students find and demonstrate a tool for digital presentation and then prepare a presentation using one of those demonstrated tools. In the Play Project, students map a project topic that is related to play in early childhood and then develop strategies for discovery using inquiry methods. Students use different types of technology to map out, investigate, present, and assess the project. Another assignment asks students to engage in self reflection with regard to family values and cultural influences on their professional aspirations. This assignment requires students to use a digital storytelling tool to create a presentation that integrates graphics, audio, and video clips.
Cindy JenningsDirector of QEPUniversity of South Carolina Upstate800 University WaySpartanburg, SC 29303Phone: (864) 503-5470Fax: (864) 503-5065
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