Methodist University
Title III Times
From the Director
Volume 4, Issue 4
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 in the last few months.
April 16, 2012
First, what has been happening regarding the Jenzabar integrated database:
Inside this issue:
Training on the new database system has continued in the Training Center located in the Mallet-Rogers
House. The database modules that are training are Registration, Advising, Student Life, Business Office (6
modules), Admissions and Financial Aid.
Trainees include the MU module managers and several users from each of our various administrative offices.
We are in the middle of the fourth (and final) round of training (Training Trip 4) from Jenzabar trainers.
Until we “Go Live,” module managers and users will continue to practice, practice, practice using the Jenzabar system with a “Play” database that has been created for that purpose.
We expect to “Go Live” with the Jenzabar EX system (that is, the main system that will be used by selected
administrative staff) on July 1, 2012. Go Live for the JICS web portals will be sometime in October, 2012.
Three Methodist University module managers will attend the Jenzabar Annual Meeting in Dallas May 31 –
June 2.
IMPORTANT INFORMATION FOR FACULTY ADVISORS regarding Jenzabar Faculty Advisor
Training:
If you are a faculty advisor (most full-time faculty are) or will become one next academic year, you will be
trained on how to use part of the Advising module of the Jenzabar EX system to advise and make changes to
student course schedules.
This training will take place on Thursday, August 16. Please mark this date.
The overall plan to train faculty advisors is as follows:
•
The Jenzabar EX system will be installed on faculty office computers (laptops or desktops, depending
on what you have as your office computer). Mary Hupp or Ryan Pretlow of the OIC Programming
Office will be contacting faculty advisors when to log in to the university’s network so this software installation can be done remotely. The intention is “no muss, no fuss.”
•
Jane Gardiner has selected 11 faculty members to input course schedules over the summer. Until July 1
(the “Go Live” date), these 11 faculty will input schedules using the old AAOR system (the legacy
course scheduling system we have been using for a number of years). They are:
Jane Gardiner
Hugh Harling
Pam Strickland
Quincy Malloy
Derrick Soellner
Lori Brookman
Eugenia Dumas
Arleen Fields
Kelly Thrift
Steve Conley
George Hendricks
Tat Chan
•
On June 20, these 11 faculty members will be trained on the Advising module of the Jenzabar EX system.
•
Beginning July 1, these 11 faculty members will switch over to Jenzabar EX to continue inputting
course schedules.
(continued on page 2)
From the Director
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Calendar
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Morgan’s Minutes
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Teaching Tips
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Title III Times
(continued from page 1)
•
On Thursday, August 16, all faculty advisors will be trained on the Advising Module of the Jenzabar EX system. This training will take place in either a morning 2-hour session OR an afternoon 2-hour session. The
training location will be one of the computer labs on campus. Faculty advisors will be notified of their assigned training location and session (morning or afternoon) via email prior to August 16. Several reminders
will be sent by email over the latter part of the summer to ensure everyone is informed, so please check your
Methodist email account.
Inside this issue:
From the Director
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Calendar
2
Morgan’s Minutes
4
•
The training will be conducted in concurrent sessions (morning and afternoon) in the various computer labs on camTeaching Tips
pus by the 11 faculty members who had been previously training on the Advising module, plus Mary Hupp and
Ryan Pretlow from the OIC Programming Office.
•
Faculty advisors will use the Advising module to advise and make changes to course schedules with students
during the drop-add period of the fall 2012 semester.
•
After the Jenzabar EX system has been removed from faculty advisor computers, advisors will use the web-based
version of Jenzabar called JICS to advise students, make schedule changes, enter grades, access Blackboard, set up
their calendars, and do many other functions. JICS will be very easy to use, and since it is web-based, faculty can
access their JICS Faculty web portal anywhere they have an Internet connection.
•
Students will also be able to use a JICS Student web portal to register for classes, check their academic progress, set
up their calendars, etc.
IMPORTANT INFORMATION FOR ALL FACULTY ADVISORS regarding the Jenzabar JICS FACULTY
WEB PORTAL:
•
JICS stands for Jenzabar Internet Campus Solution. It is a web-based tool used to access information from our Jenzabar EX database system. Most people at Methodist (faculty, students, and staff) will use JICS to access database
information. JICS is easy to use, requiring little or no training. The interface (what you see on the screen) is mostly
intuitive and most user input is point-and-click with a mouse.
(continued on page 3)
Calendar of Events
May 2012
April 2012
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Fr S
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29 30
27 28 29 30 31
April 23rd & 24th— AD TT4 with Sarah Mitchell
May 7th—May 11th— BG TT2 & BU TT4 with Terry Hoxmeier
May 17th 7 18th— FAM TT4 with Sarah Mitchell
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Title III Times
(continued from page 2)
•
Our JICS will have both a Faculty web portal and a Student web portal. There will also be a Staff web portal and a Inside this issue:
portal for the Admissions Office.
•
The Faculty web portal will allow faculty to do many tasks with one tool rather than having to use several different
Calendar
systems like in the past.
•
Jenzabar has sent a tentative schedule for installing the JICS software on a server in OIC and training the JICS Ad- Morgan’s Minutes
ministrator (who will be Ed Salisbury in the OIC Programming Office), Faculty, Student, and Staff portal managers
Teaching Tips
(to be named), and Admissions Office staff.
From the Director
•
We plan to roll out (activate) the JICS web portals before the end of September, 2012, well ahead of pre-registration
for spring 2013 classes.
•
Even after the JICS roll out, there will still be some functions in MUNET that will still be active and usable. These
functions will include the Work Order system, the Campus and Event Calendar (for one more year), and Forms and
Documentation.
Technical Support for Jenzabar
After Go Live with Jenzabar EX and the activation of JICS, MU will have a technical support structure in place to assist
with problems users will have, however, the specifics are still being worked out. When Jenzabar EX users need help,
they will first consult their Module Manager. If that does not resolve the issue, help can be obtained from OIC Programming staff, which includes the Database Administrator. Finally, if necessary, MU OIC personnel and certified module
managers can contact the Jenzabar corporate Help Desk during regular business hours.
As with any shift to a new system, there are going to bumps in the road. We have all wanted to upgrade our database
system for some time, and now it is happening. We have all made the commitment to this change, and all of us will work
to make this as smooth a transition as possible.
The following has been happening regarding instructional technology:
Since the last newsletter issue, much has happened regarding instructional technology. Smartboards, projectors and
screens, faculty laptops, clickers, digital cameras, and other long-needed equipment have been purchased, installed, and
distributed. . Technology Integration Proposals (TIPS) and Faculty Development Request Forms have been submitted,
reviewed, and funded. At this point, 49 classrooms have been updated, 36 faculty members have been granted TIP funds
and 13 faculty members have received Faculty Development funds For details on all of the excellent progress that has
been made regarding instructional technology on campus, please see Dr. Bruce Morgan’s column
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, and please
keep monitoring your Methodist email account over the summer for important information regarding faculty advisor
training.
Best regards,
Don Lassiter
Title III Director
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Morgan’s Minutes
Using
lecture
capture
to
build
your
Hybrid
Course
The goal of this article is to introduce a way of enhancing your material in your hybrid class using a lecture
capture approach. Towards the end of this article there is listed 4 tools that are easy to use and offer a means to
capture materials that can be placed into Blackboard to give guidance to students.
On the Methodist campus a typical hybrid class would have the classroom syllabus, reading and notes uploaded
into Blackboard. Some testing might go on and in some instances CPS (classroom response system) data might
be uploaded. Essentially, Blackboard is being used a means to organize and supplement the classroom experience.
There are many definitions of Hybrid courses and Blended courses. For our use the definition of the Hybrid
course will be a traditional ‘face to face’ classroom experience enhanced by the use of online materials to support the classroom experience.
“Examples of hybrid courses that illustrate different structures for the deployment of face-to-face and online
learning activities:
• the instructor lectures and facilitates class discussion in the face-to-face classes, students complete online
assignments based on these classroom activities, then these online assignments are posted to asynchronous discussion forums for online discussion; • an instructor places lectures online using voiceover PowerPoint or streaming media for students to review,
then subsequently in class students use these preliminary online materials to engage in face-to-face small group
activities and discussions; students prepare small group projects online, post them to discussion forums for debate and revision, then present them in the face-to-face class for final discussion and assessment.” (available at:
http://www4.uwm.edu/ltc/hybrid/about_hybrid/index.cfm)
The Blended classroom will be a traditional classroom experience enhanced by e-learning experiences the may
take the place of classroom time. “A blended learning approach combines face to face classroom methods with
computer-mediated activities to form an integrated instructional approach.
Examples of a blended approach to a traditional, face to face course might mean the class meets once per week
instead of the usual three-session format. Learning activities that otherwise would have taken place during
classroom time can be moved online.” (available at: http://weblearning.psu.edu/blended-learning-initiative/
).
what_is_blended_learning).
Examples of this idea might be:
• creating a series of short 5 min ‘lectures’ at the beginning of a reading list in blackboard expounding upon
what expectations and insights the learner will gain in each reading
• creating short reviews to difficult ideas that were approached during ‘face to face’ classroom time
• creating short lecture materials for students to review prior to class so these ideas can be explored more
fully during class time.
• adding voiceovers to PowerPoint materials used during class for greater understanding of course of materials.
• creating “how to” tutorials
Inside this issue:
From the Director
1
Calendar
2
Morgan’s Minutes
4
Teaching Tips
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Title III Times
(continued from page 4)
Inside this issue:
Tools
From the Director
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Calendar
2
Morgan’s Minutes
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Teaching Tips
6
PowerPoint with voiceover:
• http://www.authorstream.com/Presentation/slmcall-156337-voice-ppt-instructions-voiceoverppt1education-powerpoint/
• http://blogs.voices.com/thebiz/2010/05/how_to_record_a_voice_over_for_powerpoint.html
• http://www.youtube.com/watch?v=oTlzpwFFvLE
• Uploading to Blackboard – Download iSpring for free, convert your PowerPoint to a flash file
with iSpring and upload that file into Blackboard through a content upload as a video file.
Wink
Wink is a Tutorial and Presentation creation software, primarily aimed at creating tutorials on how to use
software (like a tutor for MS-Word/Excel etc). Using Wink you can capture screenshots, add explanations
boxes, buttons, titles etc and generate a highly effective tutorial for your users. Here is a sample Flash tutorial created by Wink. Click the green arrow button to start viewing it. -------->
(More tutorials created by Wink users and companies can be found at the User Forums.)
This is a good example of how you can create tutorials in Wink, by capturing screenshots, mouse movements and specifying your own explanations with them. And all this in a standard Windows-based UI with
drag-and-drop editing makes it very easy to create high quality tutorials/documentation.
It is estimated that Macromedia Flash Player is installed in more than 90% of the PCs. Using Wink you can
create content viewable across the web in all these users' desktops. Similar applications sell for hundreds of
dollars, while Wink is free with unrivaled features. So spread the word about Wink to your friends.
Publishing a flash file to Blackboard
• http://www.accesselearning.net/mod5/5_10.php
iSpring
Create media-rich online presentations from PowerPoint to Flash.
Camtasia
• Record PowerPoint presentations, websites, webcams, and software demos easily edit screencasts to perfection by cutting, splicing, adding transitions, and captions.
• Produce your video in many formats, or share to YouTube or Screencast.com.
• Record a live presentation or lecture and give students a rewind button for class. • Help them learn at their own pace…or catch up from an absence. Other tools include using simple digital audio recorders, Flip video cameras and easy to use software like
Windows Movie Maker, iMovie and Audacity (audio recording and editing tool), to screen recording programs like Screencast-O-Matic, and TechSmith's Jing to PowerPoint tools like or Impatica, to higher end
solutions like Panopto, Tegrity, etc. (continued on page 6)
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Title III Times
Teaching Tips
Inside this issue:
(continued from page 5)
Recourses:
Sites that assist rather than punish: Links to sites that assist students with issues
with Academic Honesty and Plagiarism
SC's "Quiz on Academic Integrity." offers a lot of such scenarios and focuses on the topic that you asked
about. See it at http://www.usc.edu/student-affairs/student-conduct/aiquiz.html .
http://new.ipfw.edu/dotAsset/bb8e8050-f598-4662-b9f0-93cac2e25b35.pdf - a list of tutorials that we have
been reviewed and found useful for students - "Plagiarism-Proofing Assignments."
Crow: Course Resources on the Web - http://jfmueller.faculty.noctrl.edu/crow/student.htm
Plagiarism Resource Site - http://abacus.bates.edu/cbb/quiz/index.html
How to Recognize Plagiarism - https://www.indiana.edu/~istd/plagiarism_test.html
Academic Honesty and Plagiarism - http://www.bowdoin.edu/studentaffairs/academic-honesty/index.shtml
For tutorials in paraphrasing in order to avoid plagiarism, go to and click on “Paraphrase” at the top of the
third column, www.brocku.ca/learningobjects/flash_content
Contains an interactive tutorial and ends with a test; if the students passes, s/he gets a Certificate of Completion. http://www.umuc.edu/writingcenter/plagiarism/.
An excellent source of student-oriented
http://owl.english.purdue.edu/owl/resource/589/01/.
information
What is Plagiarism at Indiana University? gives
https://www.indiana.edu/~tedfrick/plagiarism/item1.html.
practice
(but
in
not
a
paraphrasing
Understanding Plagiarism (Prentice-Hall) is an active tutorial
http://wps.prenhall.com/hss_understand_plagiarism_1/0,6622,427064-,00.html.
tutorial)
is
at
vs.
plagiarism:
for
students:
How to Recognize Plagiarism (Indiana University) is a tutorial with cases and examples:
https://www.indiana.edu/~istd/.
Citing Sources and Avoiding Plagiarism (Duke) builds awareness with information and video:
http://library.duke.edu/research/plagiarism/index.html.
Ipl2 for Teens gives step by step research and writing guidance: http://www.ipl.org/div/aplus/stepfirst.htm.
Digital Index Card is a useful early-stage tool for noting and keeping track of references: http://landmarkproject.com/evaluation/dic1.php.
Research and Documentation Online (Bedford
documentation guidance for the humanities,
http://bcs.bedfordstmartins.com/resdoc5e/.
St. Martin) gives research sources and
social sciences, history, and sciences:
(continued on page 7)
From the Director
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Calendar
2
Morgan’s Minutes
4
Teaching Tips
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Methodist University
5400 Ramsey St.
Fayetteville, NC 28311
(910) 630-7081
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(continued from page 6)
Inside this issue:
OWL Purdue Online Writing Lab gives general guidance on writing, style guides, link to online
tutors, and exercises: http://owl.english.purdue.edu/owl/resource/619/01/.
From the Director
1
Calendar
2
Guide to Plagiarism and Cyber plagiarism gives resources for both faculty and students:
http://guides.library.ualberta.ca/content.php?pid=62200&sid=458936.
Morgan’s Minutes
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Teaching Tips
6
VAIL, Virtual Academic Integrity Laboratory gives resources for both faculty and students:
http://www.umuc.edu/cip/vail/.
Interdisciplinary approaches:
There are interesting differences in the ways faculty across disciplines engage students in considering plagiarism. There are some faculty case stories from a range of subject areas (and approaches) at
http://elixr.merlot.org/caseTake a “show your work" interdisciplinary approach to research and writing. This means that along with
papers and projects, students submit several process or thinking steps they conducted while researching their
topic. In addition to reducing plagiarism, it helps the student to be more thoughtful with and aware of their
research strategy, and it is a more positive way to ensure compliance as opposed to the more punitive "Turn
It In." For example:
In advance of writing a research paper, political science students submit a plan for a search strategy that is
then reviewed with the faculty member. Students execute the strategy and, along with the research paper,
submit a critical evaluation of how well the strategy worked in investigating the topic.
In their bibliography, education students evaluate the top three resources most critical to the development of
their paper according to criteria such as currency, reliability, authority, and purpose.
In an anthropology course, students include an analysis of how they have incorporated multiple voices and
perspectives, how they included viewpoints different than their own, and how those new ideas influenced
the development of the paper.
Biology students submit a one page "lab report" documenting the research strategies used at each step of
their investigation of their topic, including what they found along the way, and how that led them down the
path they took.
Librarians at your institution will be a great asset in developing assessments of the research process.