Methodist University
Title III Times
From the Director
Colleagues,
Since our previous edition of the Title III Times, much has happened. As you know, Methodist
University (MU) received funding for a Title III grant in October 2010. Title III funds are to be
used to upgrade our technology, both in terms of installing a campus-wide integrated database and
installing instructional technology in our academic facilities. Here is a review of activities that have
occurred over the summer and thus far this fall semester.
First, what has been happening regarding the Jenzabar integrated database:
Volume 3, Issue 3
November 16, 2011
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The Jenzabar Training Center in the Mallet-Rogers house has been the site for all oncampus training on this new database system.
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Training is being conducted on the database system modules for Registration, Advising,
Student Life, Business Office (6 modules), and Admissions.
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Training on the new Jenzabar database has now been extended to include not only MU
module managers, but also several users from each of our various administrative offices.
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Module managers and users have completed the third round of training (Training Trip 3)
from Jenzabar trainers. Last week, 12 MU administrative staff members are receiving a
week-long training session on how to create customized reports from the database system.
From the Director
1
Calendar
2
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Two Methodist University module managers attended a Jenzabar Regional Users Group
conference in Macon, GA at Wesleyan College on October 10.
Morgan’s Minutes
3
•
Teaching Tips
5
More rounds of training from visiting Jenzabar trainers are scheduled well into 2012.
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For the next several months, module managers and users will practice, practice, practice
using the Jenzabar system with a “Play” database that has been created for that purpose.
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As reported last month, we expect to “Go Live” with the Jenzabar EX system in July, 2012.
Go Live for the JICS web portals will be sometime in October, 2012.
The following has been happening regarding instructional technology:
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Smartboards are in Trustees 340 and Trustees 390. Also, a Smartboard has been installed
in a student learning area in Pearce Hall. All three systems are in use.
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Dr. Bruce Morgan, Director of Instructional Technology, continues to work with faculty
members who want to use student response systems (“clickers”) and other engaging instructional technology in their classes.
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Ten to fifteen faculty members are using clickers in their classrooms this semester, and
clickers have been purchased by some 500 students.
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A plan has been approved for purchasing more instructional technology for classrooms,
lecture halls, labs, and studios – the plan addresses at least 62 of the 97 learning spaces on
campus. This plan will be carried out over the next four years with both Title III and MU
funds.
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The plan includes funds for equipment, faculty development/training, faculty technology
integration proposals, and student use technology.
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As of now, 10 Smartboards have been ordered and will be installed later this academic
year. (continued on page 2)
Inside this issue:
Page 2
Title III Times
(continued from page 1)
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An installation plan for newly purchased instructional technology for classrooms is being developed. Inside this issue:
This plan will identify classrooms, learning spaces, etc. for receiving the new technology and the order
From the Director
and timeline for installation.
Calendar
The Technology Integration Committee (TIC), consisting of faculty members from all schools and
chaired by Dr. Morgan, have received a large number of technology integration plans (TIP) proposals.
Morgan’s Minutes
These TIP proposals have been submitted by individual faculty members to obtain Title III funds to
purchase and integrate instructional technology into their teaching. The TIP Committee has made
Teaching Tips
recommendations to award funds for some of these proposals, and have sent other proposals back to
submitters for more information. TIP proposal forms are available from Dr. Morgan’s office.
Faculty Development Request Forms have been developed to request Title III funds to attend instructional technology and teaching/learning conferences and workshops. The Forms are available in Dr.
Morgan’s office, as well as a list of candidate conferences and workshops that faculty could attend.
Faculty Laptops
A number of TIP proposals received from faculty members include a request for funds for a laptop computer.
In order for a laptop computer to be funded with Title III funds, each faculty member must demonstrate the
following:
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Use of this computer as an integral tool in using instructional technology that engages students;
i.e., this computer must be used in conjunction with clickers, lecture capture, multi-media, or some
other engaging technology. Merely using this computer for PowerPoint slides is not sufficient
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An assessment strategy that shows the effectiveness of the instructional technology regarding student
learning outcomes
The two conditions above are necessary for federal Title III funds to be used to pay for faculty laptops. Any
faculty member receiving a laptop via these federal funds may be asked to demonstrate compliance with these
two conditions. The easiest way to do so is to include a brief report on the assessment of the technology regarding student learning outcomes in Part II of the Academic Annual Report.
We are very excited about the direction our Title III project is going to take our institution. All members of the
MU community, particularly students, will benefit from this major transition. I will keep you posted on developments.
Best regards,
Don Lassiter
Title III Director
Calendar of Events
November 2011
S M T W T Fr S
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30
November 24-25—Thanksgiving Holidays
December 5— TIP proposals due
December 23-26—Christmas Holidays
December 2011
S M Tu W Th
1
4
5
6
7
8
11 12 13 14 15
18 19 20 21 22
Fr
2
9
16
23
Sa
3
10
17
24
25
30
31
26
27
28
29
1
2
3
5
Page 3
Title III Times
Morgan’s Minutes
Listed below are the professors who applied for and will be receiving support for their Title III
Technology Integration Plans:
Inside this issue:
From the Director
1
Nancy Alexander
Robin Greene
Dr. Jennifer Mour
Calendar
2
Bill Billings
Dr. Sue Godwin
Dr. Yvonne Nolan
Morgan’s Minutes
3
Teaching Tips
5
Bob Bruns
Juanita Heyward
Gloria Peuster
Dr. Kelly C. Walter Carney
Jerry Hogge
Dr. Cu Phong
Dr. Michael Colonnese
Dr. Stephanie Hooper
Dr. R. Wayne Preslar
Steve Conley
Dr. Elizabeth Belford Horan
Amber Rach
Beth Copeland
Tom Inczauskis
Megan Roberts
Dr. John Dembosky
Brenda Jernigan
Dr. Narendra Singh
Vickie Erben
Dr. Mary Kirchner
Whitney Larrimore-Strickland
Robbie Fritz
Laura Lamm Shannon Ward
Dr. Emily Wright
Food for thought:
The course syllabus is a powerful and poignant document that leads the way to the entire events of a college
course. All too often, the syllabus is a pre-constructed ‘fill-in-the-blank’ notion of what student should follow emphasizing “requirements and assignments,” read at the beginning of class and often posted in the Learning Management System (LMS) to be referred to during the semester and generally forgotten by students.
So, what does this have to do with Academic/Instructional Technology? The first step to use technology in the classroom correctly is to have your students enter in the teaching and learning process as active learners/participants in
a learner centered environment. As shown below, technology, pedagogy and content knowledge intertwine for success in teaching and learning. An integral piece of the process can be how one develops the syllabus.
(continued on page 4)
Volume 3, Issue 3
Page 4
Inside this issue:
(continued from page 3)
Available at: http://wsucarlsen.com/tpack1.aspx
Right now, I believe we are finishing the semester and will be engaged in that period of time before classes
begin in which we reflect upon the upcoming course and syllabi development. The following links challenge
one to develop the syllabus as a tool for deep learning, excellence and the integration of technology.
The Promising Syllabus is an idea advocated by Ken Bain. He is the author of the 2004 award-winning
book, "What the Best College Teachers Do" published by Harvard University Press. A 26-page excerpt from
his book is available at this link. Bain is Vice Provost for Instruction, Professor of History, and Director of the
Teaching and Learning Resource Center at Montclair State University. His proposal is detailed in the following document: The Promising Syllabus.
"The promising syllabus," ……., "fundamentally recognizes that people will learn best and most deeply when
they have a strong sense of control over their own education rather than feeling manipulated by someone
else's demands. Such a syllabus usually contains three components:
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First, it offers an explanation of the course's promise to the students -- what will they have gained, in
terms of knowledge or skills, by the end of the semester? The focus moves away from what the teacher
will cover to what the student will take away from the course. (continued on page 5)
From the Director
1
Calendar
2
Morgan’s Minutes
3
Teaching Tips
5
Methodist University
5400 Ramsey St.
Fayetteville, NC 28311
(910) 630-7081
(continued from page 4)
Inside this issue:
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From the Director
1
Calendar
2
Morgan’s Minutes
3
Teaching Tips
5
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Second, it describes the activities in which the students will engage in order to help them fulfill that
promise: the readings, the class activities, the assignments. Third, and most interestingly, the promising
syllabus "begins a conversation about how the teacher and the student would best come to understand
the nature and progress of the student's learning."
Third, and most interestingly, the promising syllabus "begins a conversation about how the teacher and
the student would best come to understand the nature and progress of the student's learning."
(James M. Lang http://chronicle.com/article/The-Promising-Syllabus/46748)
First-Day Questions for the Learner-Centered Classroom: Gary A. Smith, University of New Mexico
from the National Teaching and Learning Forum. “When we let students know something about the machinery of how we’re trying to teach them, they actually learn more and better.”
Available at: http://www.designlearning.org/wp-content/uploads/2010/03/Impact-of-First-DayQuestions.pdf
Syllabus as Intellectual Argument and Guide for Learning: “…………… all of the courses we teach
should emulate our intellectual excitement in our disciplinary or interdisciplinary work. “Problems, questions, or issues are the point of entry into the subject and a source of motivation for sustained inquiry.”
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A syllabus presents a thesis, claim, or argument about the subject matter.
Various parts of the syllabus then provide a sequence of claims, a body of evidence, and assignments in which
students grapple with thesis-related problems.
Available at: http://uwadmnweb.uwyo.edu/ctl/grads/syllabus.asp
Teaching Tips
Promising Syllabus on the Web | Natural Critical Learning Environments |
Deep Learning from Natural Critical Learning Environments | Peer Instruction |
Goal Based Scenarios | Evaluation of Teaching | Natural Critical Learning Environment Too