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On Demand

Did you miss a training? Don't worry, most of our sessions are available either on-demand or on DVD at the Center for University Teaching and Learning. 

View the on demand playback requirements.

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Introduction to Classroom Podcasting

Presenter: Dr. Gabriel Peterson, Assistant Professor, School of Library and Information Science, NCCU

Format: On demand, audio and slides (see on demand playback requirements)

Click here for more information.

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Critical New Findings from the 'Managing Online Education' Study 

Format: DVD (see our training DVD policy)
Duration: 60 minutes

Presenters
Dr. Kenneth C. Green, founder, The Campus Computing Project
Russell Poulin, Associate Director, WCET (a cooperative network of institutions and organizations advancing access and excellence in higher education through the innovative use of technology).

Summary
In Critical New Findings from the “Managing Online Education” Study, Dr. Kenneth C. Green from The Campus Computing Project and Russell Poulin from WCET will explain the freshly-compiled data in a FREE audio online seminar format. Coming just one week after the initial presentation of these findings at the WCET Conference, this seminar is designed to share these revealing results with campus professionals unable to attend the annual conference in Denver, Colorado.

This seminar will deliver vital, “hot off the presses” benchmarking information to help distance learning and IT professionals compare their online programming with similar institutions in this category.

You will receive the latest survey results on:

• Critical planning and policy issues
• Faculty training
• Assessment practices in online versus on-campus programs
• Outsourcing methods
• Preferred Learning Management Systems
• Class sizes and enrollment caps
• Marketing and recruitment strategies
• Factors most likely to impede your online expansion efforts
• ADA compliance in online courses and programs
• And more

Summary taken from Magna Publications

Handouts: Available in The Center
Original Venue: Webcast
Recorded: Oct. 29, 2009

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Providing Feedback in a Technology-Mediated Environment

Format: DVD (see our training DVD policy)

Duration: 90 minutes

Presenters
Dr.  William Beasley, director of the Center for Teaching Excellence, Cleveland State University
Dr. Brian Harper, associate professor in the Department of Curriculum and Foundations, Cleveland State University

Summary
Success in the teaching of writing rests in part on at least three key factors: Showing students the necessary skills and techniques for improving their writing, encouraging them to take ownership of their growth as writers, and cultivating a healthy rapport between teachers and students that supports individual writing growth.

What can go a long way toward achieving success in the teaching of writing is using instructional technology that supports each of these factors. If you would like to learn more about available instructional technologies for teaching writing effectively as well as some of the latest research findings related to this, you will definitely want to purchase this audio online seminar.

Following this insightful, content-rich seminar, you will:

• Have an opportunity to review the full range of feedback options available in Microsoft Word, including audio possibilities.
• Be able to base decisions for providing student feedback on research data grounded in theory.
• Become more aware of the interaction between different forms of feedback and commonly used hardware and software.
• Understand the distinction between feedback provided internal to student work and feedback provided external to student work.
• Be able to compose and deliver feedback on student written work that is appropriate to specific instructional goals.

Summary taken from Magna Publications.

Handouts: Available in The Center
Original Venue: Webcast
Recorded: Oct. 21, 2009

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Hybrid Learning: Instructional and Institutional Implementation

Format: DVD (see our training DVD policy)
Duration: 90 minutes

Presenter
Veronica Diaz, Instructional Technology Manager, Maricopa Center for Learning and Instruction (MCLI), Maricopa Community Colleges

Summary
Students with demanding schedules and various technology comfort levels, institutions with physical space constraints, and demand for more flexible scheduling options make the hybrid instructional learning model one of the fastest growing delivery modes in higher education. In order to successfully launch a hybrid learning initiative, several components must be in place: a hybrid (re)design faculty development program, pedagogical and technical support of instructional technologies, and a sound institutional implementation plan.

This on-demand webcast will teach you how to address each of these critical components and others including:

• An introduction and overview of hybrid learning: an overview of the model, national data and trends, information about the net generation learner
• Guidelines and best practices for institutional implementation: marketing to students, student readiness, copyright, hybrid learning quality assurance
• Ready-to-use hybrid redesign program: seven-components program to be used in assisting faculty members with designing or redesigning a course for the hybrid model

Summary taken from Academic Impressions.

Handouts: Available in The Center
Original Venue: Webcast
Recorded: Sept. 28, 2009

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Creating Faculty Buy-In for the First Year Student Experience

Format: DVD (see our training DVD policy)
Duration: 90 minutes

Presenters
Jason Bentley, Coordinator for First Year Experience and Assistant Director of Residence Life, Central Michigan University
Patrick Love, Associate Provost for Student Success, Pace University, New York

Summary
In this webcast, you will learn:

• Who to involve in your first year programs and when
• How to articulate the importance of first year programs or initiatives
• Potential benefits of involvement for faculty 
• How to create lasting and sustainable partnerships with faculty

Summary taken from Academic Impressions.

Handouts: Available at The Center
Original Venue: Webcast
Recorded: Sept. 29, 2009

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FERPA: Latest Updates & Staff Training

Format: DVD (see our training DVD policy)
Duration: 180 minutes, 2 sessions

Presenter
John Snodgrass, Registrar, Chapman University

Summary
Topics covered on disc 1:

• 2009 regulations
  • Health-or-safety emergency exception 
  • Contacting parents in the case of a health-or-safety emergency
  • Revisions to policy with an articulated threat by a student against himself or others 
  • How to ensure electronic student records meet the guidelines 
  • What you should know about the expanded definition of school officials, providing access to education records for research purposes, and access to education records between institutions where a student has been admitted or attended
• Sample situations where these instances would be different
• Q & A

Topics covered on disc 2:
Training your campus on the new regulations

• Addressing common questions across campus, such as; 
  • Faculty: How do I handle violent threats against faculty or other students?
  • Health services: Clarifying between FERPA and HIPPA: what regulation "wins" or prevails for record-keeping, when/in which instances, if any, does this change?
  • Administrators with student workers: Can student workers have access to records to perform their duties for instructors? What about peer advisors who are volunteers?
  • IT/computing services: What student information does your institution require when students log-in to obtain academic information? 
  • Communications: Can I share ongoing disciplinary info with the local police department and/or D.A's office? 
  • Advancement: Is fundraising a legitimate educational interest that allows for sharing of information?
  • Parents: If student gives permission for parental access to student's educational records and leaves the college, is this release also effective until the student provides written instruction to withhold info?
• Using music and other fun ideas or ways to train your staff
• Q & A

Summary taken from Academic Impressions.

Handouts: Available in The Center
Original Venue: Webcast
Recorded: Oct. 20 and 22, 2009

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Libraries and Copyright in the Digital Age

Format: DVD (see our training DVD policy)
Duration: 180 minutes, 2 sessions

Presenter
Kevin L. Smith, M.L.S, J.D., Scholarly Communications Officer, Perkins Library, Duke University
Donna L. Ferullo, J.D., Director, University Copyright Office and Associate Professor of Library Science, Purdue University
Steven J. McDonald, J.D., General Counsel, Rhode Island School of Design

Summary
Disc 1:

• Participants will:
  • Understand the origins and evolution of fair use
  • Determine if the use of a particular work is fair under the law
  • Learn how fair use applies to materials used in the classroom
  • Understand how fair use pertains to electronic reserves

Disc 2:

• Participants will learn to:
  • Apply copyright law to library reserve collections
  • Determine when permission should be sought and royalties paid
  • Use licensed resources when possible
  • Provide guidelines to develop e-reserves policy
  • Educate your communities about the policy

Summary taken from Academic Impressions.

Handouts: Available in The Center
Original Venue: Webcast,
Recorded: Oct. 27 and 29, 2009

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Getting Started with Assessing Institutional Effectiveness

Format: DVD (see our training DVD policy)
Duration: 90 minutes

Presenter
Linda Suskie, vice president, Middle States Commission on Higher Education

Summary
Recently, colleges and universities throughout the country have been implementing changes in order to achieve greater institutional effectiveness. While not a new concept, institutional effectiveness has become increasingly necessary as the demand for services has expanded and the pool of available resources has contracted.

Institutional effectiveness begins with the development of a mission statement for the college or university and a blueprint for how academic programs and administrative services contribute to that mission. The blueprint should consist of strategies that have specific and measurable outcomes, but many fail to fully develop their plan and are unable to assess their progress.

In Getting Started with Assessing Institutional Effectiveness, Linda Suskie, vice president of the Middle States Commission on Higher Education, explains how to turn your institutional goals into measurable outcomes and shares her proven 4-step process, which you can easily use to begin assessing your institutional effectiveness. In this straightforward 90-minute presentation, she:

• Provides examples of institutional effectiveness successes and failures
• Redefines “fuzzy” institutional goals into measurable outcomes
• Uses root cause analysis to clarify the meaning of institutional goals that are really just to-do lists
• Reveals potential strategies to assess key institutional goals
• Identifies appropriate ways to set targets for institutional assessments

Summary taken from Magna Publications.

Handouts: Available in The Center
Original Venue: Webcast
Recorded: Aug. 4, 2009

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Podcasting the Past: Multimedia and the Teaching of History

Format: On demand (see on demand playback requirements)
Duration: 34:33

Presenter
Matthew Cook, Ph.D., Department of History and English, North Carolina Central University

Summary
In our interconnected world, it is evermore important for educators to not only utilize communication technologies in the classroom but to evaluate students. This presentation addresses how to use visually enhanced podcasting in a liberal art course as an assignment that assists in preparing students for tomorrow’s world.

Visually enhanced podcasting is a pedagogic technique that points away from a teacher-centered education by combining audio with film and multi-media images in a single assignment. As a multi-media assignment, podcasting is ideally suited for learning and teaching the liberal arts. Dr. Cook will discuss the basic construction of a visually enhanced podcast and focus on two types (i.e., power point and non-power point) that he has assigned to students. He will examine these assignments’ role in student evaluation and how they encourage students to explore their mental “toolboxes” prior to complex decision making in the post-college environment.

Original venue: 10:40 at the Center
Recorded: Spring 2009

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Linking your Curriculum and Service Learning
Session 2 of 3

Format: On demand (see on demand playback requirements)
Duration

• Part 1: 33:58
• Part 2: 46:30

Presenters
Kisha Daniels, School of Education, North Carolina Central University
Gerrelyn Patterson, School of Education, North Carolina Central University
Yolanda Dunston, School of Education, North Carolina Central University

Summary
Discover practical ways to link service learning to your curriculum in the next session of the Student Engagement, Retention and Intellectual Climate Series. This is the second in a three-part series.
Session topics will include:

• An overview of the 4 types of service learning
• Practical ideas to get your Service Learning projects started
• Tips on how to sustain high quality service learning projects (duration and intensity)

Handouts

• Agenda
• A Balanced Approach to Experiential Learning
• Curriculum Integration Tool

Original Venue:  Student Engagement, Retention and Intellectual Climate Series: a collaboration between the School of Education, the Academic Community Service Learning Program and the Center for University Teaching and Learning.
Recorded: Spring 2009

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Technology in the classroom:  Improved Teaching and Learning, or Just Bells and Whistles?

Format: On demand (see on demand playback requirements)
Duration: 45:11

Presenter: James L. Ellenson, Department of Chemistry, North Carolina Central University

Summary
This workshop featured hands-on experiences with both clickers and Tablet PCs and introduced the pedagogical opportunities and challenges that present themselves in a classroom where these technologies exist.  Pedagogical methods that employ the devices are demonstrated.  A summary of student response survey data that has been collected to date was presented.

Original venue: 10:40 at the Center
Recorded: Spring 2009

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Using Course Portfolios to Document Student Learning

Format: DVD (see our training DVD policy)
Duration: 01:30:00

Presenters
Amy M. Goodburn, Associate Dean for Faculty, College of Arts and Sciences, University of Nebraska-Lincoln
Paul A. Savory, Director of Summer Sessions & Flexible Programs, University of Nebraska-Lincoln

Summary
A course portfolio is a reflective investigation of how course structures, teaching techniques, and assessment strategies enhance or detract from student learning. It is a needed complement to the typical approaches of measuring classroom success which might involve relying solely on student course evaluations or occasional classroom visits from faculty colleagues.
Join us for this on-demand webcast to explore how course portfolios can enable faculty and administrators to make visible the intellectual work of teaching for use and review by others. You will learn how a course portfolio offers faculty ways to systematically investigate, analyze, and document student learning and performance.

Summary taken from Academic Impressions.

Handouts: Available in The Center
Original Venue : Webcast
Recorded: March 2009

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The Economic Stimulus Bill: Implications for Higher Education

Format: DVD (see our training DVD policy)
Duration: 01:54:00

Presenters
Dennis Jones, President of the National Center for Higher Education Management Systems
Paul Lingenfelter, President of State Higher Education Executive Officers (SHEEO)
David Longanecker, President of Western Interstate Commission on Higher Education

Summary
The purpose of the American Recovery and Reinvestment Act of 2009 is to immediately stimulate the economy; therefore, the windows of opportunity for funding under the provisions of the bill are very tight and higher education institutions must react quickly to obtain project/program funding. The bill contains provisions for state budgeting shortfalls, financial aid, tax credits, research lab construction, repair, and renovation, scientific and energy research, teacher education programs, adult education and job training that will likely have an enormous impact on higher education.

Detailed provisions of the stimulus bill and corresponding next steps for schools, including:

• Increases in financial aid
• Tuition tax credits
• What's provided for in the state stabilization fund
• New funding for renewable energy projects
• New funding for research and for research facilities (NSF, NIH, Dept. of Energy, Other)
• Grants for adult education and job training
• Grants for K-12/university partnerships in teacher training

Summary taken from Academic Impressions.

Handouts: Available in The Center

Original Venue: Webcast
Recorded: March 2009

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The Keys to a Culture of Assessment: Value and Respect

Format: DVD (see our training DVD policy)
Duration: 1:30

Presenter
Linda Suskie, vice president, Middle States Commission on Higher Education

Summary
Learning assessments are the brussels sprouts of academia: While it’s generally acknowledged that they’re good for you, they’re almost universally despised. Faculty object to assessments for any number of reasons. They’re intrusive; they’re tedious; they attempt to quantify the unquantifiable. You know the litany.

But you also know how important assessments are–not only for improving learning outcomes, but for providing the metrics your institution needs to maintain accountability, ensure accreditation and secure funding.

So … how do you bridge the gap between faculty attitudes and institutional imperatives? How do you encourage people to see assessments not as painful obligations but as important opportunities?

You can gain valuable insight–and answers to those questions–with this seminar program .

Summary taken from Magna Publications.

Preview: Click here

Handouts: Available in The Center
Original Venue: Webcast
Recorded: July 22, 2009

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A Guide for Faculty on Responding to Students in Distress

Format: DVD (see our training DVD policy)
Duration: 122 minutes

Presenters: Brett Sokolow, J.D., president, National Center for Higher Education Risk Management
W. Scott Lewis, chair, Behavioral Intervention Team, University of South Carolina

Summary:
The webcasts outlines the different types of behavior troubled students might display:

• a disruptive student engages in behaviors that might be familiar to most instructors—talking in class, arriving late, “anything that interferes with your ability to teach or a student’s ability to learn,” Sokolow said.
• a distressed student is “moving toward crisis,” perhaps prompted by a stressor like the breakup of a romantic relationship. This student might display some psychiatric symptoms.
• a disturbed student acts in a way that’s bizarre, erratic, or socially inappropriate. Such behavior is often an indicator that the student has lost touch with reality (although sometimes unusual behavior stems from other causes, such as Asperger syndrome, Lewis noted).
• a dysregulated student is a student who is in crisis. This student might be suicidal, hostile, or engage in self-injurious, risky behavior (such as cutting or substance abuse).

After offering these definitions, Sokolow and Lewis offer advice for responding to each type of distress. The presenters also discuss the impact of the Americans with Disabilities Act (ADA), Family Educational Rights and Privacy Act (FERPA), and Health Insurance Portability and Accountability Act (HIPAA) in working with distressed or disruptive students.

Summary taken from Magna Publications.

Handouts: Available in the Center
Original Venue: Webcast
Recorded: September 28, 2007