• Banner Document Management at The College at Brockport

      Maxwell, Patricia E.; Pfister, Patty; The College at Brockport (11/5/2013)
      Learn how The College at Brockport’s Banner Document Management (BDM) / AppXtender project earned the 2013 Ellucian Inspire Award for achieving measurable improvements in admissions and student record/business processes. Key BDM developments include Self-Service Banner integrations and enhancements.
    • What Did I Say?: Using a Paperless Advisement Process [poster]

      Maxwell, Patricia E.; Pfister, Patty; The College at Brockport (5/29/2014)
      Poster presented at the SUNY CIT 2014 annual conference offering a look at how faculty advisers can electronically record, retrieve, and share information discussed during advising sessions, whether in-person or virtual. The College at Brockport has enhanced its Web Banner Advisees’ List to (1) display imaged documents from each student's paperless record and (2) provide the ability to add pertinent information as a result of advising sessions, email, or other forms of communication.
    • Banner Document Management: Remarkable Improvements

      Maxwell, Patricia E.; Pfister, Patty; The College at Brockport (6/20/2014)
      In 2013, The College at Brockport was presented with the Ellucian Inspire Award for achieving measurable improvements in the College’s admissions and student record/business processes through the application of Banner® Document Management (BDM) and EMC ApplicationXtender® along with local modifications that extended BDM functionality. Since 2010, the College at Brockport’s document imaging project team has worked closely with campus service departments to create a collaborative process of imaged document sharing based on best practices defined by the collective departments. Key desired improvements to the BDM product include Population Selection access to document index values from locally created views as well as numerous Self-Service Banner integrations and enhancements: (1) Application and Document review modules; (2) Descriptive image displays specifically for advisors, students, and faculty/staff; (3) Note keeping; (4) Recommendations.
    • Does the Homework Format Really Matter? The Impact of Homework Format and Learning Style on Accounting Students’ Learning Engagement and Academic Achievement

      Smoker, Kari; Stites-Doe, Susan; Maxwell, Patricia E.; The College at Brockport (6/22/2017)
      The experience of students submitting written homework is compared to those using online homework platforms at a college in the northeastern United States. Results indicate that online homework platforms can increase student engagement in the course when students are satisfied with the platform’s functionality and when students believe the web-based tool matches their own learning style. Findings suggest that students not inclined towards e-textbook use might be willing to set aside their preferences and try an online homework platform if they believe that the experience will be compatible with their learning style. Given the links between perceptions of learning style and platform functionality with positive student perceptual outcomes, results indicate faculty may be able to increase their students’ sense of efficacy towards online homework by demonstrating a positive attitude toward the platform, and showing their own engagement with web-based tools.
    • Does the Homework Format Really Matter? The Impact of Online Homework Assignments and Learning Style Fit on Accounting Students’ Learning Engagement and Academic Achievement

      Maxwell, Patricia E.; Stites-Doe, Susan; Smoker, Kari; The College at Brockport (6/22/2017)
      Is there a significant difference in learning engagement and academic achievement between students using online homework and students submitting written homework?
    • Does the Homework Format Really Matter? The Impact of Homework Format and Learning Style on Accounting Students’ Learning Engagement and Academic Achievement

      Smoker, Kari; Maxwell, Patricia E.; Stites-Doe, Susan; The College at Brockport (7/1/2018)
      The experience of students submitting written homework is compared to those using online homework platforms at a college in the northeastern United States. Results indicate that online homework platforms can increase student engagement in the course when students are satisfied with the platform’s functionality and when students believe the web-based tool matches their own learning style. Findings suggest that students not inclined towards e-textbook use might be willing to set aside their preferences and try an online homework platform if they believe that the experience will be compatible with their learning style. Given the links between perceptions of learning style and platform functionality with positive student perceptual outcomes, results suggest faculty may be able to increase their students’ sense of efficacy towards online homework by demonstrating a positive attitude toward the platform, and showing their own engagement with web-based tools.