How to Avoid Running Out of Space in Your Blackboard Course

By Susan Gallanis in 2020 - 2021 CUAA Programs, 2020 - 2021 CUW Programs, Blackboard Learn 0 Comment

Susan Gallanis and Justin Frisque held this session on January 20, 2021. Below is the session recording and related materials.

Session Recording

How to record with Zoom to your computer or to the cloud (in depth explanation)

How to create a Panopto folder (for recordings) in your Blackboard course

How to do a Bulk Delete in Blackboard

How to access Microsoft OneDrive and share a link to a file

Topics Covered:

Size limit for Blackboard courses: 1GB

If you receive the quota error message, review the Content Collection for large files. Manage them as described below. Then, you MUST delete the files from the Content Collection.

The two most common types of files that are large and cause problems:

  • Video files (mp4, MOV, etc.)
  • Voiceover PPT files

How to Avoid Maxing Out: Videos and Voiceover PPTs

  • Videos for short term. Example: Zoom class session recordings
    • Record to the Zoom cloud, then share the link to the recording in your course
  • Videos to keep long term (not just one course or semester)
    • Upload the video file to Panopto or YouTube
    • Share the link to the recording in your course
  • Voiceover PPT files
    • Convert to a video file
    • Upload to Panopto or YouTube
    • Share the link to the recording in your course
  • Student uploads go toward the course maximum as well. Students should also upload large files such as videos to YouTube or OneDrive.

If you receive the quota error message, review the Content Collection for large files. Manage them as described above. Then, you MUST delete the files from the Content Collection. Below is a video about the Content Collection in your Blackboard course and tips for using it.

New Content Editor in Blackboard (November 2020)

By Susan Gallanis in Blackboard Learn 0 Comment

The new Content Editor will result in a few different and better ways you can upload content into Blackboard.  You will see this change whenever you are adding text in Blackboard, such as posting in a discussion board, writing an essay answer to a test, or for faculty, creating or editing an item or writing a test question.  This change will affect how faculty add content as well as student submissions.

2020 Nov Content Editor Changes Quick Tools

new-content-editor-detailed-comparison

video demo of common features (4 min)

Assessments in Blackboard – Summer 2020

By Susan Gallanis in 2020 - 2021 CUAA Programs, 2020 - 2021 CUW Programs, Blackboard Learn, Respondus 0 Comment

Session Recording (7/17/2020)

Resources related to this session:

PowerPoint: Assessments in Blackboard

Blackboard Tests Summer 2020

Set Test Availability Exceptions for Accommodations 10132015

Blackboard Test Feedback Options Summer 2020

Test Feedback: What Students See (2 examples)

Upload Test Questions to Blackboard (Tab-delimited TXT file)

Test Question Types

How to copy (export/import) at test from one course to another

 

Respondus LockDown Browser and Monitor Info for Instructors Summer 2020

Respondus Help Center for Students

Blackboard Interactive Asynchronous Tools Sessions – Summer 2020

By Susan Gallanis in 2020 - 2021 CUAA Programs, 2020 - 2021 CUW Programs, Blackboard Learn 0 Comment

Link to a previously recorded session (July 30, 2020)

Below are resources related to this session.

Session PowerPoint: Blackboard Interactive Asynchronous Tools

Create a Discussion Forum
Discussion Boards View, Subscribe, Read and Respond
Grade Discussion Forums

Creating Groups
Create and Grade a Group Assignment

Group Tools in Blackboard (including Group Discussion Forums)

Private Journals

Blackboard for Effective Course Delivery – Fall 2020 and Beyond

By Susan Gallanis in 2020 - 2021 CUAA Programs, 2020 - 2021 CUW Programs, Blackboard Learn, Flipped Classroom 0 Comment

June 17, 2020 Session Recording

Resources related to this session offered multiple times over the Summer, 2020.

Detailed tutorial: Blackboard for Effective Course Delivery Fall 2020 and Beyond 

PowerPoint: Blackboard for Effective Course Delivery Fall 2020 and Beyond

Class Schedule Template (downloadable and editable)

Course Quality Checklist: Course Quality Checklist 06 12 2020

Four foundational videos for setting up your Blackboard course: (link to videos)

Link to demo video of the new inline grading tool, Bb Annotate: (Bb Annotatate demo)

Add a Web link to your Blackboard course (i.e., for Zoom session link): (link to video)

How to use the Date Management Tool: (link to video)

Final Exams for Unusual Times

By Susan Gallanis in Blackboard Learn, Respondus, Teaching Best Practices, Videoconferencing, Zoom 0 Comment

Concordia University Wisconsin Ann Arbor
Center for Excellence in Learning and Teaching
April 27, 2020

For a 40 minute video presenting most of these ideas on a Zoom call with faculty from the School of Business on April 24 click here.

Final Exams for Unusual Times

Stay the Course

If you have a final exam on your syllabus, keep some type of remote exam rather than change the assignment too much as of this point in the semester. There are many options for exams beyond the traditional timed, exam opened only during your course’s final exam time.

Many of our students are experiencing challenges with internet connections at home, some due to low bandwidth or many people using it at the same time. This article makes suggestions on all the options available, including alternatives that might not be as difficult or stress-producing for students with technology challenges.

Review your course learning outcomes and identify which outcomes your final exam will address. Remember to match the types of questions with the verbs used in your outcomes.  Review the outcomes your exam addresses with students during the final week of the course.

As always, after you develop your plan for your final exam, be sure to communicate that plan in advance with students in writing. The Registrar develops a final exam schedule that is communicated to all faculty. Faculty members may not change the date or time of their final exam, or the due date for a final project or paper.  The final must either be offered within the designated 2-hour time slot listed in the final exam schedule, or if converted into a take-home test, be due by that time.

Communicate with Students

Post information on your exam in your Blackboard course site as soon as you can. Indicate your expectations for the exam include time limits, whether or not students can use books, or notes, or not. Also indicate whether students are allowed to work together on the exam or if they are prohibited from doing so.

If you are using timed exams,  send a reminder the day before the exam and suggest students ask for support from others in their household during the test time to facilitate a good internet connection.  Students can  ask others to reduce use of a shared internet connection during the time of the test. Include suggestions for minimizing distraction such as: find a private space, close the door, ask others to leave them alone, silence notifications and cell phones. Remind students also of your expectations communicated in your Blackboard site.

Connect with the Academic Resource Center on any accessibility or accommodation issues or testing needs for students with accommodations.

CUW https://www.cuw.edu/academics/services/student-academic-resources/academic-resource-center/index.html

CUAA https://www.cuaa.edu/academics/services/student-academic-resources/academic-resource-center/index.html

Conventional Wisdom suggests that exams are to be offered in secure environments to prevent cheating.  In other semesters, it has been easier to create such an environment by giving exams in a physical classroom.  This semester, we are forced to make alternative plans for final exams.

For remote tests in Blackboard, the most secure option is proctoring with Respondus Monitor. This requires students to download and use Lockdown Browser and have a video camera and microphone attached to their computer. The browser students use to access the exam in Blackboard does not allow the student to open other windows or copy or print.  Faculty should notify students at minimum one-week before the test so students can download the software and be ready. Faculty should include a practice test using Monitor in the Blackboard site to facilitate student preparation.

Details on Respondus Monitor include a recorded session from March located here along with the handout. Information to share with students is here

Features of Tests in Blackboard

Remote tests in Blackboard not using Respondus Monitor can also use be secured through test features.

  • Overall time limits can be used to prevent students from looking up a great number of the answers.
  • Individual questions cannot be timed, but a test can be split into parts, each with its own time limit.
  • Randomize test questions and/or randomize multiple-choice responses.

Instructions for creating a Blackboard test are located here Advance to about 25% of the way into the recording. More information about Blackboard tests is available on the CELT blog.

Use Zoom to Observe Students Taking the Test

If you are offering your test during a short window, students could take the exam in Blackboard while also connecting with you and the class on Zoom. You can see everyone on the same Zoom window if you have no more than 25 students.  You will not be able to see if they have papers or notes, but if you have prohibited those, this option will give you the opportunity to observe their faces.  Some students may feel heightened anxiety at “being watched.”

Using Zoom on a Second Device to Observe Students Taking the Test

If students have a second device like a phone, they could prop it up so that it observes their keyboard and work area during the exam.

Unconventional Wisdom in these times suggests using alternate, non-timed exam formats that still effectively evaluate student learning.  Check out these five reasons not to use timed exams at this time

  • Open-book or Take-home test – Convert your final exam to an open-book or take-home test. Adjust your exam questions to accommodate a longer time to work on the exam, but don’t make it a test-and-a-half. Be sure that the questions aim at higher levels on Bloom’s taxonomy, lining up with course-level outcomes. For example, you could use case studies or ask students to respond to a problem using particular critical thinking strategies you have taught.  You could request that references to course resources and supporting evidence be included.
  • Alternative Blackboard Assignment: Create a take-home exam with prompts that students write to in a word document. Make the exam available during the last week of class. Then create an Assignment (dropbox) in Blackboard so students can upload their responses. If you are using a percentage-based Grade Center, you may need to adjust it.  For example, students could be asked to identify and explain five critical concepts learned in your class, supported with evidence and citations.

How to Get Help

Zoom

If you need help with accessing or using Zoom, call the HELP Desk at x4357 or e-mail ithelpdesk@cuw.edu

Blackboard

If you need help with Blackboard, additional information is available Here or contact the Center for Excellence in Learning and Teaching (CELT) at celtsupport@cuw.edu (provide information on what you are hoping to do) or call 262-243-2358, and leave a detailed voice message if no one is available.

 

For More Information:

IDEA Paper #76 Writing Better Essay Exams https://www.ideaedu.org/idea_papers/writing-better-essay-exams/

Waterloo University Tips for Writing Exam Questions https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-assignments/exams/questions-types-characteristics-suggestions

Rutgers University’s specific, practical tips for going open-book in quantitative courses: https://sasoue.rutgers.edu/teaching-learning/remote-exams-assessment#special-advice-for-open-book-assessment-in-quantitative-courses

Indiana University Bloomington’s suggestions for adapting assessments:

https://citl.indiana.edu/teaching-resources/assessing-student-learning/alternatives-traditional-exams-papers/index.html

UC Berkeley’s list of ideas for alternative assignment types:

https://teaching.berkeley.edu/resources/improve/alternatives-traditional-testing

University of Wisconsin Extended Campus: Unproctored Online Assessments

https://ce.uwex.edu/wp-content/uploads/2016/03/UnproctoredAssessments.pdf

Updates and Reminders: Instructional Continuity Portlet

By Susan Gallanis in Blackboard Learn, Respondus, Videoconferencing, Zoom 0 Comment

Below are updates and reminders related to resources posted on the Instructional Continuity portlet on the CUWAA portals (mycuw.edu, mycuaa.edu). Updates are divided by Blackboard and Zoom and are in date order, most recent on top.

Blackboard and Respondus

March, 2021

On April 20, 2021 all Blackboard courses in the terms 201710 (Fall of 2016) and older will be archived and then deleted from Blackboard (concordia.blackboard.com). Students will not be able to access those courses.

What to do now: Prior to April 20th, please copy anything you still need from those Blackboard courses to an external location.   This can be an external hard drive or an online cloud service.  What to backup would be any assignments or work done within a course you would like to save for future use.  This maintenance is part of our process of remaining within our Blackboard size limit.  If you have questions or problems related to courses that will be deleted on April 20th, please send an e-mail with that information to blackboardsupport@cuw.edu

November, 2020

New Content Editor in Blackboard: This will result in a few different and better ways you can upload content into Blackboard.  You will see this change whenever you are adding text in Blackboard, such as posting in a discussion board, writing an essay answer to a test, or for faculty, creating or editing an item or writing a test question.  This change will affect how faculty add content as well as student submissions.

Learn more

April 14, 2020

Respondus Help Center for Students

The Respondus Help Center is in addition to the technology assistance provided by the Concordia IT Help Desk.

Once Respondus LockDown Browser is installed on the computer, students have access to the Respondus Help Center that includes an option for live chat with Respondus Technology Support (available 24/7).

Before beginning a test, or after submitting a test using Respondus, the Help Center icon appears at the top of the Respondus Browser. Please see document below for details. Please share with students.

Respondus Help Center for Students

April 3, 2020

Time Zone Adjustments Needed in Blackboard

The Blackboard servers use the Central Time Zone. If an instructor is located in a different time zone, such as Ann Arbor (Eastern Time Zone) and needs to set a specific time that an assignment or test is due, opens, or closes, the instructor must take into account their time zone and adjust accordingly. Please see this document with examples that show how to make  the needed adjustments: Time Zone Adjustments Needed in Blackboard

Zoom

March 3, 2021

Automated transcriptions available during Zoom sessions

With a recent Zoom update, Zoom hosts can now enable automated transcriptions for Zoom sessions. To do this:

  1. Click on the Live Transcript button Live Trancript
  2. Then click on Enable Auto-Transcription
    Auto transcription

November 17, 2020

Zoom cloud recordings retention and Zoom messages on deletions

When you record to the Zoom cloud, these are temporary recordings the system will delete. Last spring we thought we could only keep the temporary cloud recordings for 90 days. We did not max out the storage limit, so we expanded the retention period to 180 days.

Zoom emails you are now receiving should be about recordings from the Spring term, (April and May) 180 days ago. Let them expire, they were not designed to be permanent.

Recordings you want to use semester to semester should be recorded to your computer and then uploaded to Panopto. Watch this Recordings session for more information.

April 13, 2020

Zoom Product Updates: New Security Toolbar Icon for Hosts, Meeting ID No Longer Displayed

The next time Zoom is opened, faculty and staff will be prompted to update the Zoom app. Most faculty/staff will be able to complete the update without assistance. Contact the IT Help Desk if you are unable to complete the update.

After faculty/staff update Zoom on their computer, meeting hosts will see is an option in the Zoom meeting controls called Security. This new icon simplifies how hosts can quickly find and enable many of Zoom’s in-meeting security features.

Visible only to hosts and co-hosts of Zoom Meetings, the Security icon provides easy access to several existing Zoom security features so you can more easily protect your meetings.

By clicking the Security icon, hosts and co-hosts have an all-in-one place to quickly:

Various security settings in the Zoom client, while extremely useful, were also extremely scattered. The addition of this persistent Security icon helps augment some of the default Zoom security features in your profile settings and enables Zoom users to more quickly take action to prevent meeting disruption.

The Security icon replaces the Invite button in the meeting controls. The Invite button has been moved to the Participants panel, and hosts can add additional guests there.

April 1, 2020

Issue: Participants Cannot Hear Audio When a Video is Played

Solution: When you share your screen, make sure to click Share Computer Sound (see bottom left of image).

Note: When showing video based content, i.e. YouTube, Vimeo, etc., also check “Optimize for Full-Screen Video clip”.  By doing so, you will increase the frame rate of the video playback and will allow for smoother playback.

 

March 30, 2020

Update to Zoom Default Setting for Screen Sharing
Zoom has recently adjusted the default setting for screen sharing, so that only hosts can screen share. If you want participants to share their screen (such as for a student presentation), when you are in a Zoom Meeting, follow these steps:

  1. Click on the up arrow at the right of the “Share Screen” icon in the Zoom controls.
    (If you do not see the arrow, share your own screen, then click stop share.)
  2. Click on “Advanced Sharing Options”
  3. On “Who Can Share” click on “all participants.” Keep the third setting at “only host.”
  4. Click the x in the upper right of the dialog box to close it.

 

If desired: You can also change this setting in your CUWAA.ZOOM.US profile by following these steps:

  1. Log into your profile at CUWAA.ZOOM.US
  2. In the navigation panel, click Settings.
  3. Under In Meeting (Basic), scroll down to Screen Sharing heading
  4. Switch on the option for All Participants.

Downloadable PDF with screenshots: Update to Zoom Default Setting for Screen Sharing

Four Videos to Set Up Your Course in Blackboard

By Susan Gallanis in Blackboard Learn, Technology 0 Comment

These four videos show faculty what they need to know to get a course set up in Blackboard:

January 2018 Programs at CUW

By Susan Gallanis in 2017-2018 CUW Programs, Blackboard Learn, Past Programs 0 Comment

How Does Grit Team with a Growth Mindset to Cultivate Lifelong Learning?

Presented by Lolita Paff and brought to you by Magna Publications
Tuesday January 9, 12:00-1:00 in R006

Bring your lunch and we’ll watch, then discuss this 20-minute recorded presentation that can help you improve your teaching. You’ll also learn how to access the four Magna subscriptions Concordia provides to faculty. Feel free to pull out your laptop to set up your account on the spot.

What’s New with Panopto with Justin Frisque

Wednesday January 10, 10:30-11:30 in LU006 (Media Viewing Room)

Panopto is a software instructors can use to record their lectures, or create voiceover PowerPoint videos. Justin will cover new features including quizzing within video, captioning, as well as review some existing features that may not be known to participants. At the end he’ll cover the basics of using Panopo for those interested in it, but have never used it.

Concordia Servant Leader Roundtable

Thursday January 11, 7:30-8:30 in the Lake Shore Room

The January meeting’s topic is: Interest vs. Commitment
“There is a difference between interest and commitment. When you are interested in doing something, you do it only when it is convenient. When you are committed to something, you accept no excuse – only results.” ~ Ken Blanchard

Getting Started with Blackboard Collaborate (face-to-face only)

Thursday January 11, 11:00-12:00 in LU006 (Media Viewing Room)
Susan Gallanis

Learn how to navigate and set up Blackboard Collaborate, a web conferencing tool you can use to meet virtually and synchronously with your students, such as for online office hours. You’ll also see how to set up sessions for groups of students to meet without the instructor being present.

Linking Classroom and Community: Service-Learning as a Teaching Strategy

With Gavin Luter from Campus Compact
Introduced by Randy Ferguson
Friday January 12 in Pharmacy 205
Choose from two sessions (they are identical sessions): 9:00-11:00 or 1:00-3:00

Linking community issues with your course content, known as service-learning, has many benefits for student learning and for the community. Come to this interactive session, and you will learn about what makes high-quality service-learning. You will also get information about organizations and resources that can help build your capacity to bring service-learning into your classrooms. This session also includes a planning session where will explore what faculty need to feel supported in doing this work.

How Do I Get Students to Come to Class Prepared?

Presented by Lynn Gillette and J. Robert Gillette and brought to you by Magna Publications
Wednesday January 17, 12:00-1:00 in R006

Bring your lunch and we’ll watch, then discuss this 20-minute recorded presentation that can help you improve your teaching. You’ll also learn how to access the four Magna subscriptions Concordia provides to faculty. Feel free to pull out your laptop to set up your account on the spot.

Blackboard Basics (webinar and face-to-face)

Monday January 22, 11:00-12:00 in R006
Susan Gallanis

Log in and basic navigation, add course content, set up grade center, grade assignments, open course to students.

Spring 2018 CUW Programs

By Susan Gallanis in 2017-2018 CUW Programs, Academic Innovation Team, Blackboard Learn, Past Programs 0 Comment

CELT Spring Faculty Book Group

5 Mondays, 3:00 – 4:00 pm in R006: Feb 19, Feb 26, March 19, April 16, and April 30

“Overcoming Student Learning Bottlenecks: Decode the Critical Thinking of Your Discipline”
By Joan Middendorf and Leah Shopkow (Stylus, December 2017)

Faculty may be experts in the content of a course in a discipline, but students are often novices. Students will therefore encounter bottlenecks in learning where they get stuck and tend to fall behind. This book suggests a method of decoding the disciplines to uncover the mental tasks that students need to navigate. The method further suggests modeling that process, providing opportunities for practice and feedback, assessing learning, and revising the course in light of this knowledge. The authors invite those who try this method to share their findings with others through a scholarship of teaching and learning project. There is also a live webinar with the author on Friday February 23 at 3pm. Please sign up by Feb 8 for a free book.

Interest in Academic Innovation Team on Augmented and Virtual Reality With Bernard Bull

Meeting dates: Thursdays (Feb 22, March 22, April 19, June 21, July 19)
2:30 to 4:00pm Central – (CUW-In R006)
3:30 to 5:00pm Eastern – (CUAA-Krieger 103)

During this semester, we are launching the first of what we hope to be several future academic innovation teams. An academic innovation team is a group of faculty and academic staff who gather monthly to focus upon a specific academic innovation, with the ultimate goal of enhancing teaching or pursuing a scholarly project.

Step 1 Learning
This first team will focus upon augmented and virtual reality in the higher education. In our first meetings, we will learn about one another’s goals and interest in this area, and focus upon learning about augmented and virtual reality in education through research articles, demonstrations, guest presenters, and experimenting with some of the technologies.

Step 2 Applying Your Learning
After building a foundation, members of the academic innovation team will choose an individual or group project that seeks to apply augmented and/or virtual reality to a specific lesson, course, or content area. Or, others may choose to engage in a formal scholarly project related to enhancing student learning through augmented and/or virtual reality.

Critical Conversations in Curriculum: Foundational Questions

Tuesday February 27, 3:00 – 4:30 pm in the Luptak Terrace Room

Between February and July, Bernard Bull will be hosting a monthly event to explore critical conversations in curriculum. This is an opportunity for faculty and academic staff to examine and discuss substantive issues about curriculum. This is not about curriculum as an exercise in compliance. In February, we begin with a shared discussion on foundational questions for the series: What is curriculum? What are dominant viewpoints and philosophies about curriculum in higher education? Is there such a thing as a distinctly Christian and/or Lutheran curriculum? How are beliefs and values manifest in a curriculum, and What are the implications for living out Concordia’s distinct mission? Beverages and snacks will be provided.

Supporting Our Students: Recognizing Student Concerns & Next Steps (Lunch n’ Learn)

With Rachel Pickett, PhD, and Elizabeth Polzin, MA
Wednesday February 28, 12:00-1:00 pm in the Lake Shore Room

In recent years, college campuses have seen an increase in the amount of students dealing with mental illnesses, stressors and other concerns. Faculty are not expected to act as counselors or solve students’ personal problems; but rather demonstrate Christian concern and refer students to the appropriate services. This Lunch n Learn will provide faculty information on how to recognize various student concerns, review active listening tools, as well as offer resources for faculty and students in navigating these concerns. The main focus of the program will be on discussion of case studies and practicing skills faculty can use in their interactions with students. Counseling center staff, along with the presenters, will provide insight and guidance. Free lunch in the cafeteria for those who register in advance.

Resources and Support for Faculty Scholarship: A Faculty Lunch n’ Learn

Wednesday March 7, 12:00-1:00 pm in the Lake Shore Room

Overview of the Concordia resources and support available for faculty scholarship, detailed handout included.

Concordia Faculty Seminar: Development of A Personalized Medical Device for Drug Dosing and Selection with Dr. Joseph McGraw; Pharm. D., M.P.H., Ph.D, Associate Professor

Thursday March 8, 12:15-1:00 pm in the Lake Shore Room

Genotyping approaches to personalized medicine do not account for environmental factors. We have developed a personalized medical diagnostic that identifies an individuals’ hepatic metabolic phenotype. Metabolic phenotyping accounts for environmental and health factors while informing individualized drug dose and selection.

Concordia Faculty Seminars are informal interactive presentations and conversations on faculty projects including grants, research, and service designed to promote scholarship, spark new ideas, provide opportunities for meaningful discussion, and increase collaboration.

Monthly Article Discussion

Wednesday March 21, 12:15 – 1:00 pm in R006

Join Susan Gallanis once a month for an informal discussion of a teaching-related article from our Magna Publications subscription. The article for March is “Mining the Analogy”. You will recieve a link to the article when you register.

Concordia Faculty Seminar: Cultural Competence Education – Pedagogical Strategies and Clinical Application Approaches with Dr. Katherine Liesener

Monday March 26, 12:15 – 1:00 pm in the Lake Shore Room

In order to provide culturally competent health care and reduce health disparities, health care providers must be responsive and sensitive to all cultural and sociocultural differences present in the population. However, educators and practitioners often underestimate the complexity of culturally competent health care by assuming that it applies to race and ethnic differences only. This session will provide the participants with a fresh, holistic, multi-faceted approach to culturally competent health care, which is required in order to minimize stereotypes and assumptions, and maximize patient outcomes.

Concordia Faculty Seminars are informal interactive presentations and conversations on faculty projects including grants, research, and service designed to promote scholarship, spark new ideas, provide opportunities for meaningful discussion, and increase collaboration.

Critical Conversations in Curriculum – Truth, Beauty, Goodness and Unity

Tuesday March 27, 3:00 – 4:30 pm in the Luptak Terrace Room

Between February and July, Bernard Bull is hosting a monthly conversation for faculty and staff to discuss substantive issues of curriculum. During this second critical conversation in curriculum, we will use President Ferry’s inaugural speech as a launch pad to discuss the role of truth, beauty, goodness, and unity throughout the University. How do these connect to our mission of helping students develop in mind, body, and spirit? How do these apply across the curriculum? What does it look like to have a University-wide curriculum that is shaped and informed by celebrating and cultivating a value for truth, beauty, goodness, and unity? Beverages and snacks will be provided. Mark your calendar for future Tuesdays: April 24, May 22, June 19 and July 24, all 3:00 to 4:30pm

Assessment Showcase Lunch n’ Learn

Wednesday March 28, 12:00 – 1:00 pm in the Lake Shore Room

Sponsored by the Assessment Committee and the CELT

J.J. Barnett and Dylan Thompson share the chemistry program’s assessment story as it relates to the process of obtaining American Chemical Society (ACS) approval of CUW’s chemistry major. Ongoing assessment-based improvements in fulfilling the chemistry program’s outcome relating Faith to the discipline will be a significant portion of the presentation.

Rank and Promotion Lunch n’ Learn

Wednesday April 4, 12:15 – 1:00 pm in the Luptak Terrace Room

Presenters: Christy Moser and Jon Baum
Introduced by Leah Dvorak

Find out how to get advanced in rank! The CUW Rank and Promotion Committee will tell all. Join us for a lunch n’ learn on Wednesday, April 4 in the Terrace Room from 12:15-1:00. The Rank & Promotion committee chair and committee members will be present to explain the process and answer questions.

Resources to Support the Teaching of the Global Ends Across the Curriculum (Lunch n’ Learn)

With Bernard Bull
Thursday April 5, 12:00 – 1:00 pm in the Lake Shore Room

In this session we will explore texts and resources that can help us deepen our understanding of the global ends, and how they can inform what and how we teach.

Celebrate Undergraduate Research Week!

Tuesday, April 10, 12:00 – 1:30 in the CCES Large Classroom
Speaker: Dr. Julio Rivera

Dr. Rivera is Professor of Management, Marketing, and Geospatial Science at Carthage College. He is a national leader in the in the undergraduate research movement and is a past president of the Council on Undergraduate Research (CUR), where he served on its executive board and was named its volunteer of the year in 2005. He regularly serves as a consultant to other colleges and universities as they develop undergraduate research programs and he has worked in two National Science Foundation grant programs to expand undergraduate research opportunities for students. While at Carthage College, Dr. Rivera has served at the Provost and Vice President of Academic Affairs and he was the recipient of the 2002 Carthage College Distinguished Teaching Award. He is currently working with Epigeum-Oxford Press developing a resource for students and faculty on research as a transferable skill. His current research focuses on examining variations in home value in Southeast Wisconsin.

Co-sponsored by the Office of Sponsored Programs and the Office of Interprofessional Education

Concordia Faculty Seminar: “It’s Only Money: How to go from ‘Wouldn’t it be fun…?’ to ‘How to get it funded…'” with Dr. Michael Uden; Vice Provost of Student Enrollment and Student Engagement

Thursday April 12, 12:15 – 1:00 pm in the Lake Shore Room

This seminar will outline strategies for the successful funding of new initiatives and program ideas. Several real-life examples will be shared as well as suggestions and guidelines.

Concordia Faculty Seminars are informal interactive presentations and conversations on faculty projects including grants, research, and service designed to promote scholarship, spark new ideas, provide opportunities for meaningful discussion, and increase collaboration.

Teaching and Learning Author Webinar Series

Friday April 20, 3:00 – 4:00 pm

In 2018, Stylus Publishing is offering a series of webinars to help readers connect with our authors. Dr. Katie Linder, host of the You’ve Got This podcast, will facilitate conversations with Stylus authors about their latest books and writing process. This webinar is from Linda Nilson on her new book (available April 2018) “Creating Engaging Discussions”.

Monthly Article Discussion

Wednesday April 25, 12:15 – 1:00 pm in R006

Join Susan Gallanis once a month for an informal discussion of a teaching-related article from our Magna Publications subscription. The article for April is “Figuring Out Feedback to Students”. A link to the article will be provided when registering.

Faith and Learning Development Institute: The Global Ends, Christian Faith and Worldviews

Tuesday May 22, 9:00 am – 2:30 pm in Pharmacy 132
Led by: Bernard Bull, Susan Mobley, Dan Paavola, Angus Menuge and Elizabeth Evans

This session is an opportunity to learn about the meaning and purpose of the “global ends” which all Concordia programs are to address, and particularly the first “global end” on Christian Faith and worldviews. Do you know how to talk about worldviews, the Christian worldview and other worldviews? Do you have the tools that will help you make decisions on curriculum materials and teaching? As faculty members, program directors, and academic staff begin to look at revising programs and courses to address the global ends, the time is right for a faculty and academic staff institute. This program is open to all full-time faculty and staff, including program directors, center directors, and instructional designers as well as adjunct faculty. Coffee available at 8:30am. Box lunches will be provided.

Spring 2018 Blackboard Sessions

Blackboard Basics (Webinar and Face-to-Face )
Thursday February 15, 12:00-1:00 in LU006 (Media Viewing Room)
Log in and basic navigation, add course content, set up grade center, grade assignments, open course to students.

Blackboard Setting Up Groups and Group Tools (Webinar and Face-to-Face)
Friday February 23, 12:00-1:00 in LU006
Learn how to set up groups in Blackboard. From there you can create group assignments and use a variety of group tools such as group discussion boards, journals and sharing files.

Getting Started with Blackboard Collaborate (Face-to-Face only)
Monday February 26, 12:00-1:00 in LU006 (Media Viewing Room)
Learn how to navigate and set up Blackboard Collaborate, a web conferencing tool you can use to meet virtually and synchronously with your students, such as for online office hours. You’ll also see how to set up sessions for groups of students to meet without the instructor being present.

Getting Started with Blackboard Collaborate (Webinar only)
Monday March 5, 1:00-2:00 in R006
Learn how to navigate and set up Blackboard Collaborate, a web conferencing tool you can use to meet virtually and synchronously with your students, such as for online office hours. You’ll also see how to set up sessions for groups of students to meet without the instructor being present.

Blackboard More Tools (Face-to-Face and Webinar)
Friday March 9, 10:00-11:00 in R006
Learn how to embed YouTube videos, discussion forums, email/course messages, add the Panopto tool.

Blackboard Assessments and Rubrics (Face-to-Face and Webinar)
Thursday March 22, 12:00-1:00 in LU006 (Media Viewing Room)
Create an assessment with 5 question types, create a question pool, create a rubric and grade using a rubric.

Blackboard Assessments and Rubrics (Face-to-Face and Webinar)
Tuesday April 10, 2:30-3:30 in R006
Create an assessment with 5 question types, create a question pool, create a rubric and grade using a rubric.

Getting Started with Blackboard Collaborate (Face-to-Face only)
Wednesday April 11, 1:00-2:00 in LU006 (Media Viewing Room)
Learn how to navigate and set up Blackboard Collaborate, a web conferencing tool you can use to meet virtually and synchronously with your students, such as for online office hours. You’ll also see how to set up sessions for groups of students to meet without the instructor being present.