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2017 Provost’s Learning Innovations Grants 3 2017 PROVOST’S LEARNING INNOVATIONS GRANTS APPLICATION INSTRUCTIONS 1. Complete this Application Form, in its entirety, and save as “Lastname_Firstname_APP” (using your name). 2. Complete the Budget Worksheet and save as “Lastname_Firstname_BUDGET” (using your name). 3. Ask your Department Head to complete the Department Head Certification, scan and save as, “Lastname_Firstname_SIG” (using your name). 4. Email all documents to [email protected], no later than 11:59pm EST, January 25, 2017. If you have any questions about completing this application, please email [email protected], or contact Michael Starenko at 585-475-5035 or [email protected]. APPLICANT INFORMATION This application is for a: Exploration Grant Focus Grant Principal Applicant name: Rajendran Murthy Ph.D. Faculty title: Associate Professor Email: [email protected] Phone: 5854755383 (Full-time only) College: Saunders College of Business Department: MIS, Marketing and Digital Business Department Head name: Victor Perotti Ph.D. Email: [email protected] Others involved in the project (if any): N/A Project name: Flipped Search Engine Marketing and Analytics Total funds requested (as calculated on the budget worksheet): $4300 (requests of $1,000 to $5,000 will be considered)
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2017 Provost’s Learning Innovations Grants 2017 PROVOST’S … · 2017 Provost’s Learning Innovations Grants 7 STATEMENT OF CREATIVITY (three paragraphs maximum) Provide a brief

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Page 1: 2017 Provost’s Learning Innovations Grants 2017 PROVOST’S … · 2017 Provost’s Learning Innovations Grants 7 STATEMENT OF CREATIVITY (three paragraphs maximum) Provide a brief

2017 Provost’s Learning Innovations Grants

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2017 PROVOST’S LEARNING INNOVATIONS GRANTS

APPLICATION INSTRUCTIONS

1. Complete this Application Form, in its entirety, and save as “Lastname_Firstname_APP” (using your name).

2. Complete the Budget Worksheet and save as “Lastname_Firstname_BUDGET” (using your name).

3. Ask your Department Head to complete the Department Head Certification, scan and save as, “Lastname_Firstname_SIG” (using your name).

4. Email all documents to [email protected], no later than 11:59pm EST, January 25, 2017.

If you have any questions about completing this application, please email [email protected], or contact Michael Starenko at 585-475-5035 or [email protected].

APPLICANT INFORMATION This application is for a:

Exploration Grant

Focus Grant

Principal Applicant name: Rajendran Murthy Ph.D.

Faculty title: Associate Professor Email: [email protected] Phone: 5854755383 (Full-time only)

College: Saunders College of Business Department: MIS, Marketing and Digital Business

Department Head name: Victor Perotti Ph.D. Email: [email protected] Others involved in the project (if any): N/A Project name: Flipped Search Engine Marketing and Analytics Total funds requested (as calculated on the budget worksheet): $4300 (requests of $1,000 to $5,000 will be considered)

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BUDGET There is a fillable PDF worksheet to calculate your budget. You can download the worksheet at rit.edu/ili/plig.

• The total shown on this worksheet must match the “Total funds requested” in the Applicant Information section of this application form

• If awarded, additional funds will be provided to cover any benefits and ITS expenses associated with the salary budget requested

• Note that any equipment or other materials purchased with grant funds are the property of your department and revert to the department after your project is completed

TIMELINE Please indicate any variances to the planned PLIG 2017 schedule and your reasons. If you do not intend to deviate from the schedule, you may leave this section blank.

Task Date Proposed Variance and Reason

Full project plan submitted August 23, 2017

Preliminary findings submitted January 10, 2018

Summary of final findings submitted August 22, 2018

Final budget accounting submitted August 22, 2018

Teaching and Learning Commons submission due (posting a summary of findings, examples of teaching designs or materials, etc.)

October 3, 2018

Participation in Teaching and Learning Services PLIG dissemination event (e.g., PLIG Showcase)

November 2018

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STATEMENT OF UTILITY (two pages maximum) Using the evaluation criteria outlined in the Proposal Evaluation section of the PLIG website, please provide an overview of the project you are proposing, including: • Project objectives

• An explanation of the teaching/learning problem(s) it is designed to address

• An explanation of the significance of the project to student outcomes and/or the student experience.

• A brief description of how the project integrates with activity already underway at RIT in a priority area and/or how this approach has been successfully used at RIT already.

Project objectives:

The proposed work is to design and develop a flipped version of the Search Engine Marketing and Analytics (SEMA) course. The principal objective is for students to learn the tools and techniques in a format that provides flexibility to students and opportunities for different learning styles. The course content created will provide the opportunity for the student to access material outside of stipulated times and the geographic boundaries of the school. Further, the material created for the class will permit the instructor to preserve critical and limited class time for problem solving in the flipped version of the class.

Online video lectures, covering the course material, will be created using Camtasia and posted on MyCourses. In addition, quick how-to videos for solving problems and assignments will be provided on MyCourses. By providing students with online access to lecture notes, videos and assignments solved in a sequential video format, students can still maintain the rich interaction they receive in class while allowing for much greater levels of flexibility. Interactive mini quizzes will be created with the instant feedback option to provide self-paced student evaluation throughout the course. Mini how-to for assignment solving and discussion topics for the face to face meeting will be developed for students and also delivered through MyCourses. Targeting the SEMA course is important because it represents the most sought after skillset expected from business students and especially from new media marketing students.

Teaching/Learning Problem:

I created and pioneered the SEMA course back in 2011 and the course evolved into the capstone course for the major. Lab based classes pose specific challenges in terms of amount of individual attention needed in the lab for problem solving with real data. Due to different learning styles and technical capabilities of students, class time becomes an ever dwindling resource. Further, the material covered in courses such as SEMA changes almost on a monthly basis with sweeping changes that take up a lot of class time in covering just the changes. By providing this content prior to class and using class time for discussion and problem solving, students benefit from enhanced learning.

Further, the course has been fully booked and fills within minutes of the course being opened for registration since its creation. While external demand from multiple majors exists, we currently prioritize new media marketing majors due to instructor limitations. I serve as the sole instructor for the course and flipping this class provides the opportunity to increase enrollment. Lab classes typically require heavy instructor involvement and disparate individual contact time, both of these issues can be eased by flipping the class.

Significance of the project to student outcomes:

Using the flipped classroom offers students the flexibility and caters to individual learning styles and ability. Instructors do not need to spend valuable class time on covering commands, dealing with interface idiosyncrasies and lab issues. Because, students will receive the material before they come to class, they

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STATEMENT OF UTILITY (continued)

have already had the chance to review as well as practice the content, thus making the classroom experience richer and far more productive. The process of flipping the class also builds in the opportunity for an additional opportunity for the material to resonate through the student. Furthermore, I envision this as a process that can lead to creation of an all online class for the graduate students.

RIT Integration:

This proposal fits into two components with RIT at large. RIT’s current push for more online classes and flipped classrooms is the first. A number of successful flipped classes have been offered at RIT. Second, throughout the campus, the world Analytics and Data Analysis has become part of the lexicon. With the recent proposal for the Masters in Business Analytics program and the demand for analytics based courses from both students in the College of Business and in the School of Communication as well as RIT at large, a flipped model permits greater number of students to benefit from enhanced learning and success while embracing the communication and technological preferences of our students.

RIT is focusing on active learning in 2017 and it is well documented that flipped classrooms lend themselves to active learning. Specifically, in a class that is very applied in nature, the students benefit from working in different groups (rotated throughout the semester) to work well with others and collaborate to solve more complex issues.

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STATEMENT OF CREATIVITY (three paragraphs maximum) Provide a brief description of how this is a novel approach, or a new application of an existing mode or model of teaching and learning, and/or research about how teaching and learning represents a new paradigm. (Please note that special consideration will be given to proposals that demonstrate a new use/application of a model, system, or technology already in use at RIT.)

A survey on Google confirms that a course similar to SEMA is still only seen in a handful of colleges across the U.S. There is a pressing need for students to be educated in school on analytics, search marketing and search optimization across multiple disciplines, especially in marketing, new media marketing, entrepreneurship and communication. Enhancing this class with a flipped model that has been applied successfully across RIT in lab based classes is a logical step. Due to instructor limitations I am currently the only instructor for this course.

This proposal simultaneously blends a learning opportunity for students that is unique while ensuring that RIT maintains its innovative focus as one of the few universities that offers the SEMA course. The purpose of the flipped model is especially appropriate for this class. Students self-pace their progress through the recorded material in class and work with real industry data in the classroom. The mini quizzes (interactive and instantly graded) with two attempts from a pool of questions will help add to the learning as well as understanding of the material. Instant feedback and the second opportunity to take quizzes (without necessarily repeating questions) allows for reinforcement to occur and a chance for the students to right minor misunderstandings. Students will be free from lecture fatigue and still retain the rich in-class experience.

Hands on content in the class which includes a successful participation in the Google Online Marketing Challenge will play a critical role but with now greater time in class dedicated to getting actual experience. Students apply for and receive $250 grant to run a campaign for three weeks during the semester) and working on industry certifications at the same time. Students have previously received grants to the amount of $120000 for a local nonprofit firm (CURE) and it is our goal to recreate this in the coming year. As an applied university, RIT students represent the select few who are ready to hit the ground running.

The course can be opened up to a much larger audience. There has been demand but due to instructor limitations and lab size limitations, it has been increasingly difficult to accommodate more students although demand exists. Flipping the classroom can potentially allow for greater participation across RIT and allow students to gain more exposure to bleeding edge topics before graduation.

Several students have previously asked and recommended a blended learning model for this class due to the technical complexities of the class and lab time limitations. Students work with local firms to help streamline their analytics and search marketing strategy and help entrepreneurs estimate costs and effort for acquiring customers on a pro-bono consulting basis. Taking class lectures out of class time allows for much greater classroom interaction that allows students to work with local firms (till date the class has helped over 80 firms in NY State). By continuing our work we serve both the students and the community around RIT more effectively.

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STATEMENT OF EFFICACY (two pages maximum) Provide a brief description of the experiment/research design, methodology, and methods of data collection you will use to gauge efficacy.

Student Success Measures

The effectiveness of the flipped model will be evaluated using six data points. Specifically,

1) Student grades in the flipped course will be compared to those face to face sections taught. Given that I am only instructor that teaches this course, these comparisons will be appropriate and enlightening.

2) Students feedback will be collected at the midway point (instructor has collected similar feedback in earlier semesters) and will be compared to previous data to identify impact.

3) Mini-quizzes are used throughout the semester delivered straight through MyCourses as a learning component to ensure student facing self-evaluation.

4) Course standard metrics will be utilized in the form of exams and assignments for standardized measures and compared

5) The course includes a component that encourages everyone to complete an industry certification that is highly prized. Traditional classroom model does not permit prepping students to receive this coveted certification. Nevertheless, nearly half of the class (typically 27-33 students in a section) receive it when incentivized. This number should go up in the flipped classroom.

6) Students critique and evaluate projects from earlier semesters (with written permission from former students after redacting any personally identifiable data) and then critique and evaluate each other’s final projects anonymously. These evaluations are both subjective and objective. Objective measures may be used to compare the efficacies of the two models.

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STATEMENT OF EFFICACY (continued)

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DISSEMINATION PLAN (optional) Provide details about the journal, conference, show, or other external vehicle with strong potential for dissemination of your results. Include supporting documentation, such as preliminary interest or acceptance, with your application, if available. (Please note that special consideration will be given to proposals that have a defined opportunity for external dissemination, such as an academic journal or professional conference.)

ILI/TLS will assist with arranging channels for disseminating results within RIT (e.g., annual PLIG Showcase).

The Journal of Marketing Education (JMD) provides a forum for the exchange of ideas, information, and experiences related to educating students of marketing and advertising. JMD is the leading peer-reviewed, international scholarly journal publishing articles on the latest techniques in marketing education, emphasizing new course content and effective teaching methods. It also addresses professional issues, including development of the curriculum, career development, and the state of the profession. This is the ideal outlet for publication and dissemination. While articles exist about teaching analytics in the classroom, to date there are none that cover search marketing or flipped classroom models for teaching topics in marketing till date.

The Marketing Management Conference (MMA) conducts a yearly teaching session inviting presenters which would serve as the secondary outlet.

Internally, the PLIG showcase is the ideal outlet for sharing results of this redesign and lessons learned.

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ADDITIONAL CONSIDERATIONS Please address these questions, if needed.

Will your project require assistance for extensive or unusual media, multimedia, simulation, and/or software development? If so, please explain?

All courses offered by RIT must be accessible to students with disabilities, according to Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990 (rit.edu/studentaffairs/disabilityservices/info). Is your proposed teaching approach accessible to all students, with reasonable accommodation? If not, please explain.

RIT abides by the Family Educational Rights and Privacy Act of 1974 (FERPA), which prohibits instructors from making students' identities, course work, and educational records public without their consent (rit.edu/xVzNE). Will any data gathering or sharing for your project raise any FERPA issues? If so, please explain.

I have previously used the very friendly and talented TLS staff to produce and edit videos as well for captioning and creating interactive quizzes. Currently no special needs outside typical assistance are foreseen.

The proposed approach is actually friendlier as it blends content into a format that works better for deaf and hard of hearing students as they no longer have to split attention between an interpreter and the professor as much in the classroom. The video format along with interactive quizzes and assignment solutions will be especially useful to differently abled students.

N/A

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DISSEMINATION AGREEMENT By completing this grant application, I agree to provide the materials described here, in support of disseminating what is learned from this project to other faculty at RIT.

I also agree to return all/a portion of the funds that I receive for this project to RIT if I fail to complete or provide the materials described here. • Full project plan (including roles and responsibilities, milestone dates, and pertinent project details) • Overview of preliminary findings (may include experiment/study design, lessons learned, initial data

collection, and/or literature review summary) • Final summary of findings (including data collection, lessons learned, implications for further study, and which

may be in the form of an article abstract, conference presentation outline, or short report) • Final budget accounting (reconciliation of budget provided with your application and the actual project

expenses) • Teaching and Learning Commons posting (a summary of findings and examples of teaching designs or

materials) • Participation in an ILI/TLS dissemination event (e.g., PLIG Showcase)

By submitting this application, I accept this agreement. _RSM____ (applicant, please initial here)

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