We are currently in one of our classrooms in the Aldevron tower. The reason we are in here is to discuss some of the equipment and give you an idea of what the equipment looks like in one of these classrooms. In the video above Daniel Erichsen and Sharley Kurtz will give you more visual and audio examples of what the equipment looks and sounds like. In this blog post, we will provide general information and some images to assist you with the HyFlex classroom technology.
Let’s begin by walking you through the steps to start everything for your class connection as if you would be walking into this classroom right now. If you are teaching remotely at any point during the semester, these steps will need to be done by a teaching assistant or another instructor before you can join the class. NDSU’s Information Technology Services department is working on a remote solution for this but, it may not be ready in time for the first few weeks of school.
Follow these step-by-step instructions for using the touchscreen and starting your class. Continue reading “HyFlex Classroom Equipment Instructions and Tips”
As a librarian, I’m often asked to visit classes in advance of research assignments, usually to discuss topics related to finding scholarly sources of information. A few years ago, I started asking a simple question when visiting classes at the 100 or 200 level: How many of you have read a scholarly journal article before? While the number of raised hands I saw would vary, I can’t say that it ever surpassed 50% of the students in the room.
Making the transition to the expectations of college research is a significant hurdle students face in acclimating to academic work. They’re asked to use an unfamiliar type of literature, with its own idiosyncratic customs and system of organization, and which is best discovered using its own unique search tools.
Bearing these realities in mind, below are a few tips to help provide students with a supportive, inclusive introduction to research at the college level.
Continue reading “Supporting Students’ Introduction to Research”
I have never thought of myself as a leader. Or, rather, I have never really had the desire to be a leader. So, I surprised myself when I signed up for NDSU’s new Leadership Development program.
I will admit that, until recently, my idea of leadership has been a bit limited. I viewed leadership from the perspective that it’s just for individuals at the top of a company or organization; or at the top of a department. I even had a tidy little list of reasons why I was not meant for “leadership.” My list read like this: Continue reading “Leadership Development Program: What I Learned”
What if your students’ college success depends on you? Not the collective “you”, but the specific, personal, individual you?
What if you could raise your students’ high school grades retroactively? What if you could raise the scores of their entrance exams? What if you could make them better prepared for college success?
This is crazy. It’s impossible to raise your students’ scores or grades from high school. As predictors of college success, they are important college entrance requirements, but there is nothing you can do about them. True, but there is one more factor that is just as significant in predicting student success; one not considered by admissions. Continue reading “What is Teacher Immediacy?”
In a nutshell:
We use a rubric to assess student work. A well-done rubric clarifies the expectations of an assignment and the way in which it will be graded. An example of this would be a scale identifying features of an assignment that will be graded and criteria at each level ranging from poor to excellent. Continue reading “What is a Rubric?”
In a nutshell:
Massive Open Online Courses, or MOOCs, offer new ways to educate the general population. These platforms allow the expansion of new methods of teaching and learning, offering a more flexible and adaptive framework than traditional course delivery. Continue reading “What is a Massive Open Online Course?”
In a nutshell:
The “Bookend Approach”8 is a cooperative learning, instructional large lecture strategy that engages students by breaking up lecture on a particular subject with small group and/or partner discussions. Continue reading “What is the Bookend Approach?”
As the semester now proceeds in an all online class format, how can you as a faculty member identify possible mental health issues in your students and help them connect to needed resources when you aren’t meeting with them in person? Continue reading “Recognizing Student Distress in Online Classes”
For most of us, what was considered our normal daily way of life has changed dramatically over the past few weeks. Schools have gone to on-line instruction, people are being told to use social distancing and to shelter in place, and restaurants have been forced to close. These changes are bound to lead to a variety of intense feelings for many of us, with those people already suffering from anxiety and other mental health concerns likely to have more difficulties coping during this crisis. Continue reading “Caring for Yourself in Uncertain Times”
I hope, by now, in reading this series of stories about the Shadow a Student Challenge, you’ve noticed each administrator views their experience from a slightly different angle. It is fitting that we finish this series of personal interviews with the words of wisdom from Dr. Jane Schuh, vice president for Research and Creative Activity.
Throughout our interview, Schuh frequently mentioned the importance of perspective. Administrators, faculty, staff, and students view the happenings at this university from slightly different perspectives. Each viewpoint is equally important, but when all are presented together, the significance becomes very powerful. It is evident this Shadow a Student Challenge has the potential to provide opportunities for change on campus. Continue reading “Shadow a Student Challenge: Jane Schuh”