Welcome
Dr. Delia C. Garcia
Dean
Introduction and Agenda
Dr. Delia C. Garcia
Dean, College Education
AGENDA
Welcome & Introductions_____________________________________Dean Delia C. Garcia
Graduate Studies_________________________________________________Dr.Thomas Reio
Clinical Experiences______________________________________________Dr. Judith Cohen
TaskStream______________________________________________________Jeanette Martin
Handling Difficult Students________________________________Dr. Kristen A. Kawczynski
Counseling and Psychological Services_____________________________ Wendy X. Ordonez
Disability Resource Center__________________________________________Stephen Loynaz
Administrative Functions____________________________________________Mirta DeLeon
MyFIU Payroll & Sign-on_____________________________________Alejandra Garcia
Technology __________________________________________________Pierre Schoepp
Adjunct Handbook________________________________________________Dr. Kyle Perkins
Questions, Comments
Office of Graduate Studies (OGS)
OGS serves to support the College of Education
(COE) graduate programs in collaboration with
faculty, administrators, and the COE Doctoral
Policies Committee
Meet the OGS Personnel
• Associate Dean
of Graduate Studies:
Dr. Thomas Reio
•
Office Manager:
Caprila Almeida
•
Academic Advisor:
Katie Pereyra
•
Dissertation Coordinator:
Dr. Linda Bliss
The Role of OGS
 Assist with processes pertaining to graduate students
and faculty, such as:







Doctoral admissions
Graduate assistantships
Candidacy examinations
Thesis and dissertations
Panther degree audits
Time-to-degree
Graduation certifications
The Role of OGS Continued
 Process graduate student forms
 Change of grades - accessible via grade rosters
 Provide Resources for graduate students and
faculty
 Frequently Asked Questions at
education.fiu.edu/ogs/FAQ.html
Contact OGS
 Location: Ziff Education Building
(ZEB) 310
 Phone: (305) 348-2723
 Fax: (305) 348-2081
 Email: almeidac@fiu.edu
(Office Manager)
 Website: http://education.fiu.edu/ogs/
Office of Clinical Experiences
E. Judith Cohen, Ed.D., Director
cohenj@fiu.edu
Mary Ann Gonzalez, Coordinator
gonzalma@fiu.edu
Monica Rivas, Program Assistant
rivasm@fiu.edu
ZEB 230, 305-348-2082
Office of Clinical Experiences
 Student Teaching
 Mary Ann Gonzalez





Arranges all ST placements with
local school districts
Orders supplies and maintains
budget accounts
Evaluates all ST applications
Maintains ST website
Maintains BCPS website for all
placements
 Field Placements
 Monica Rivas





Coordinates and maintains all field
experience paperwork
Prepares and updates school site
records
Processes Certificate of
Participation forms
Maintains security clearance
information
Assists with ST issues
What we do . . .
 Provide a welcoming atmosphere for all students
and faculty in the COE
 Provide information regarding policies and
procedures related to all field placements and
student teaching
 Arrange all placements and assist students with
questions and concerns related to student
teaching and field placements
Student Teaching
 Review and process applications for all majors in COE
 Secure placements for selected majors
 Elementary Education/ESOL
 Early Childhood Education/ESOL
 Exceptional Student Education/ESOL
 Process contracts for review by M-DCPS, Center for
Professional Learning (CPL)
 Coordinate COE Writing Seminar
 Conduct orientation meetings for all candidates prior to and
during Student Teaching
Student Teaching
 Update Student Teaching Handbook to reflect current
standards, practices, and requirements (e.g., COE Conceptual
Framework, FEAPs, Florida Standards, ESOL & Reading
Competencies, and TaskStream policies)
 Prepare “Certificate of Participation” for cooperating teachers
 Coordinate FIU Supervisor assignments
 Plan and conduct FIU Supervisor meetings
 Update COE website with ST information
 Maintain and update website for Broward County placements
Student Teaching Applications
 Fall Semester
 ALL MAJORS
 Application due February 1st
 Paperwork due March 1st
 Spring Semester
 ALL MAJORS
 Application due June 1st
 Paperwork due July 1st
Field Placements
 Send message and agreement form (electronically) to principals in all
Miami-Dade County Public Schools, Charter Schools, and many
private schools each semester to arrange placements for field
experiences
 Prepare & post list of participating schools
 Approve students for Broward County placements, and maintain
BCPS website
 Assist students with individual placements and required paperwork
 Provide attendance logs for TaskStream process
 Coordinate field placements with program faculty
 Maintain documentation for all student placements
Field Placement Courses
 Professional Studies Core
 EDF 1005 and EDF 2085
 15 hours / course
 required (state mandate)
 Upper Division
 Selected Program Courses
 5 - 20 hours / course
 see attached list for specific courses and corresponding
field hours
Security Clearance Issues
 Maintain a system of assuring security clearance
compliance for all students, faculty, and adjuncts
working in Miami-Dade, Broward, or Monroe County
public and private schools
 Provide procedures and paperwork for fingerprinting
process to all students
 Attend district meetings and work with district personnel
regarding fingerprinting and clearance issues
Security Clearance Information
 Miami-Dade County
 $71.00 (money order)
 Picture ID
 Social security card
 Service Provider Input Document
 Security clearance card provided by our office (valid for 5 years)
 Broward County
 $76.50 initially & $20.00 annual renewal
 Online registration – details in ZEB 230
 Badge will be issued by district
Additional Responsibilities (JC)
 Teach EEX 4240 / 5259:
Literacy in Special Education
 Provide PD for local schools
 Represent COE in the community by
attending events at local public and
private schools
Questions, Suggestions, Comments???
 Please let us know how we may assist you
regarding Student Teaching and Field Experiences.
 Thank you so much for your attention and time. 
Judy, Mary Ann, and Monica
TaskStream
Ms. Jeanette Martin
Coordinator of Assessment and Accreditation
martinje@fiu.edu
305-348-3655, ZEB 211
tstream@fiu.edu
http://www.taskstream.com
Overview






What is TaskStream?
Taskstream Faculty Instructions
Taskstream Student Instructions
Turnitin Feature
QuickScore Feature
Contact Information
What is TaskStream?
 TaskStream offers the College of Education a stable
and powerful set of tools to support collection and
analysis of student outcomes in all of our programs.
 It also offers students a personalized space to submit
assignments and to use their best work for building an
online portfolio.
What is TaskStream? (cont.)
 TaskStream is used to evaluate student outcome as part of
accreditation.
 TaskStream is used to assist students in the collection,
preservation, organization, evaluation, and dissemination of
activities, assignments, evidences and reflections that are
associated with competencies and standards throughout their
teacher education program.
 It is needed in order to receive program approval from the
FDOE for its teacher preparation program and accreditation
from The National Council of Accreditation of Teacher
Education (NCATE) and the Southern Accreditation of
Colleges and Schools (SACS).
Faculty Instructions
 Step-by-Step instructions and Resource Documents
for Faculty/Adjuncts can be found:
Faculty Instruction Pages
Turnitin Feature
 Author work submitted to TaskStream can be sent
to Turnitin (an external vendor) for originality
reporting (a.k.a., ‘plagiarism detection’).
 All submitted student work has a Turnitin
Originality Report generated for attachments, text
areas, and forms.
Turnitin Feature, continued
 Turnitin has a disclaimer that Originality Reports can take up
to 24 hours to generate. However, Turnitin is usually able to
process the files much faster than that, usually within a few
minutes after Author submission.
 Originality Reports can only be generated for work submitted
AFTER the feature is enabled.
 Evaluators can view the Originality Reports after the work
has been submitted by the Author.
 There are 3 view options available for Authors.
Accessing Originality Reports
 To view Originality Reports:
1. Click into the DRF Program.
2. In the Search for Individual to Evaluate or Search for Multiple People,
click Continue.
3. Locate an Author and from the work area, click View Edit.
4. Click the Originality Report tab. The button is available once a
valid report has been generated.
5. The Originality Report page loads.
1- Originality Tab
Originality Reports
2-Originality Score
(ranges from 0%-100%)
1
3- Full Report: Allows
faculty to get a complete
report of the sources that
the student copied. It
allows for quotes and
References to be omitted
from Originality Score. It
is also Printable.
3
QuickScore™ Feature
 TaskStream has launched a new feature, called QuickScore™,
for streamlining the scoring process that enables Evaluators to
score a number of Authors from one interface.
 With this enhancement, Evaluators can now skip Authors in the
list during a given scoring session. Evaluators will not see the
skipped Authors’ names until the next time the Evaluator logs
in.
Step 1:
Steps for Using QuickScore™
Steps for Using QuickScore™, cont.
Step 2:
Steps for Using QuickScore™, cont.
Step 3:
1
2
TaskStream Classroom Presentations
 The Taskstream Office Staff is available to hold inclass presentations to assist students with Taskstream
uploads and answer any questions.
 Presentations usually last no longer than 15 to 20
minutes.
 To set up a presentation contact the office at
martinje@fiu.edu.
Frequently Asked Questions
1.
2.
3.
Who needs a TaskStream account?

Every student taking at least one class in the COE needs to subscribe for an
account.
When and where can students purchase TaskStream?
 Students can purchase TaskStream directly online at the TaskStream website:
http://www.taskstream.com
How much does TaskStream cost?

1 semester – 5 months ($25)

1 year account ($42)

2 year account ($69)

3 year account ($91)

4 year account ($105)

5 year account ($119)

6 year account ($129)
FAQs, cont.
4.
What can I do to reset my password?

5.
What do I do if I forget my password?

6.
Passwords can be changed under “My Accounts.”
You can retrieve a forgotten password by clicking on the “forgot
password?” option on the TaskStream homepage.
What do I do if I forget my username?

To retrieve your username you will need to contact TaskStream
directly at 1-800-311-5656.
7. What if a student only takes one course in the COE? Do they need to
subscribe to TaskStream?
 Yes, all students taking at least 1 credit in the COE have to have a
TaskStream account for the duration of that course.
Contact Information
 If you need further assistance with TaskStream,
please contact:
COE TaskStream Office
Jeanette Martin: 305-348-3655, ZEB 211
martinje@fiu.edu
tstream@fiu.edu
Handling Difficult Students
Dr. Kristen A. Kawczynski
Student Conduct & Conflict Resolution
Office of Student Conduct & Conflict
Resolution
Modesto Maidique Campus
GC 311 305-348-3939
conduct.fiu.edu
What does our office do?
 Adjudicate student conduct cases –Student Code of
Conduct
 Student Conduct records are private and confidential – not able
to share outcome
 Faculty’s role as witnesses in process
 Admissions Clearance Process
 Training and workshops (e.g. Conflict Resolution, Ethics
& Community Standards)
FIU’s Expectations of Students
 Each Student is responsible for his/her conduct
during the academic year and during periods
between terms of actual enrollment.
 All Students are expected to know the regulations
of the University.
 We expect all students to maintain an appropriate
learning environment.
Disruptive Conduct –
Student Code of Conduct
(c)
Disruptive Conduct
2.
Behavior that substantially and materially disrupts,
disturbs, impairs, interferes with or obstructs the orderly
conduct, processes, and functions of the classroom or laboratory
and/or immediate surrounding areas. This includes interfering
with the academic mission of the University or individual
classroom or interfering with a faculty member or instructor’s
role to carry out the normal academic or educational functions
of his/her classroom laboratory and/or immediate surrounding
areas.
Addressing Disruptions
 Outline expectations from the very beginning and include these in your
syllabus
 Try to handle the situation to the best of your ability






Clarify and remind students about expectations of being in your class
Identify the behavior that is causing the disruption
Address the student in a follow up after class and clarify what behavior is required
in the future to be successful
Ask for assistance or guidance from your department chair on addressing issues
If necessary, ask the student to leave the class
If the student continues to disrupt the class or you feel there is a threat, use the
emergency phone to call FIUPD at 7-2626 or 7-5911
Addressing Disruptions (continued)
 Document an Incident Report with the Office of Student
Conduct and Conflict Resolution
 http://conduct.fiu.edu Click on “Report” for our online
Incident Report Form
 You may be asked to participate in the Student Conduct Process.
Your help will assist us in holding students accountable for their
behavior.
 For assistance on how to handle a disruptive student, contact your
Department Chair because they are a great resource
Consultation and Campus
Resources
 Contact us if you have any questions, each situation is unique and
we will work with you to figure out a course of action
 Dean of Students/Behavioral Intervention Team – Dr. Cathy
Akens 348-2797
 University Police – for emergency situations 348-2626 (7-2626) or
348-5911 (7-5911)
 Victim Empowerment Program- 348-1215
 Disability Resource Center
 Guide to Dealing with Troubled and Disruptive Students – also on
conduct.fiu.edu
 Faculty/Staff Emergency Guide – Red Folder
#
Proud
Follow us on:
FIU Counseling
@FIUCounseling
@fiu_vep
305 – 348 – CAPS (2277)
CAPS.FIU.EDU
How to Contact CAPS…
• Modesto Maidique Campus: SHC 270
• Biscayne Bay Campus: WUC 320
• Take the FREE shuttle to MMC from EC
305 – 348 – CAPS (2277)
CAPS.FIU.EDU
CAPS Services
FREE
CONFIDENTIAL
PROVIDED BY MENTAL HEALTH PROFESSIONALS
YOU CAN JUST WALK IN!
CAPS Services Contd.
Individual, Couples & Group Counseling
Short term psychotherapy that addresses concerns such as self-esteem issues,
anxiety, depression, grief & bereavement, stress management, relationship
issues, lifestyle choices and more.
Consultation, Evaluation & Referrals
To appropriate community agencies for eating disorders, substance
abuse/dependence, and family therapy.
Testing
Neuropsychological, educational, ADHD, personality.
Medication Management
We have a psychiatrist on staff!
CAPS Services Contd.
Victim Empowerment Program
*Confidential assistance to FIU students who have been victimized through threatened or actual
violence
*Assistance with problems such as sexual assault, relationship violence and stalking
SERVICES
*Our staff will explain choices
*Staff can help identify needs and options
*Staff can accompany students who need medical services
*Staff can help during the healing process
*Staff can help with safety planning and much more
*Based on students individual needs
What Else Do We Do?
Outreach
Workshops/Presentations:
*Victim empowerment presentations
*Stress management workshops
*Mental Health workshops
*Other presentations
*Request at caps.fiu.edu under ‘outreach’ tab
*For giveaways/flyers for students: request at caps.fiu.edu
Effective Collaboration: Assisting
Students with a Disability
Disability Resource Center
MMC Campus
Disability Resource Center
Modesto Madique Campus
GC 190
Miami, Florida 33199
Voice: (305) 348-3532
TTY: (305) 348-3852
Fax: (305) 348-3850
* We offer Video Relay Service (VRS)
drc.fiu.edu
Email: drcupgl@fiu.edu
BBC Campus
Disability Resource Center
Biscayne Bay Campus
WUC 131
3000 NE 151 St.
North Miami, Florida 33181
Voice: 305 919-5345
TTY: 305 919-5390
Fax: 305 919-5211
drc.fiu.edu
Email: drcbbc@fiu.edu
Some of the Disabilities that the
DRC Serves









Learning Disabilities: Reading, Math, Disorder of Written
Expression
Developmental Disorders (i.e.; Autism/Asperger’s/ PDD)
Visual Impairments
Hearing Impairments
Psychological – Depression, Bipolar, Anxiety Disorder, Panic
Attacks, Obsessive-Compulsive Disorder, Schizophrenia.
Alcoholism/Drug Addiction- Must have attended a treatment
program.
Health/Pain Related Disabilities-Arthritis, Chronic Fatigue,
Lupus, Sickle Cell Anemia, Diabetes, AIDS, Cancer, Asthma,
Carpal Tunnel.
Traumatic Brain Injury
Temporary- broken arms, etc.
2010-2011 DRC student profile
PRESENTATION GOALS
1.
2.
3.
4.
5.
To understand how we
process information.
To recognize learning
styles.
To develop strategies that
make learning easier and
tutoring more effective.
To gain insight concerning
other disabilities and to
learn how to help
appropriately
Etiquette Tips
PROCESSING INFORMATION

VISUAL PROCESSING

AUDITORY PROCESSSING
VISUAL AND AUDITORY PROCESSING
 Lead
to cognition
BUT TOUCH AND MOVEMENT
 Also
lead to cognition
Understanding the Learning Process




Input
Short term memory
Working memory
Long term memory
–
–

Storage
Retrieval
output
Input



This is the student’s ability to receive your
message.
Letters and words might get mixed up,
reading might be slow, spelling and math
calculation can be very difficult.
With an auditory processing problem,
sometimes what you say is not what is heard.
You need to make sure your message is
getting in.
Short Term and Working Memory


Short term: Lasts only for few minutes.
Student with a disorder that affects short term
memory will get the message, but will lose it
soon afterwards and will need to hear it again.
Working memory is a longer period of time
when a student is processing the information
and trying to understand what the tutor or
Instructor is saying.
Long term memory, storage, and
retrieval




With long term memory a student is able to retain the
information until needed.
Long term storage is where the student files the
information
Retrieval is the method the student uses to retrieve
the memory during the test.
STORAGE AND RETRIEVAL ARE THE POINTS
WHEN STRATEGIES BECOME VERY
IMPORTANT TO THE STUDENT
Retrieval – It’s like finding the right string
to grab onto! Get hold of the string, pull,
and the rest will follow!!!
Output





Remembering the information
Taking the test
Writing the paper
Discussing in class
Answering questions correctly
Using Strategies to Enhance
Learning Styles of VAT/K
 Visual
 Auditory
 Tactile/kinesthetic
Visual







Use lots of colors: colored paper, markers, index
cards, sticky notes.
Highlight student’s class notes, text, and study
materials that you prepared as a tutor.
Divide each chapter into different colors.
Put extra white space between problems.
Use easy to read pens/pencils.
Print if you have terrible handwriting.
Use silly pictures next to problem as a reminder.
Auditory







Use various tones when you lecture.
Create simple/silly rhymes.
Use mnemonics to help remember
Limit information to no more than 4 or 5 chunks of
material at time.
Make certain the student is looking at you when you
speak.
Allow students to digitally record information for use
later when reviewing their notes, especially things
like vocabulary words and meanings.
Have the student repeat information back to you.
Tactile/kinesthetic




Have the student do the work at a white
board, chalkboard, or paper chart.
Standing, writing, talking and thinking are all
happening at once.
Have the student duplicate what you put on
paper.
Use hands on activities to replicate the
concept you are tutoring or teaching.
Visual impairments






Some students have total lack of vision, others have
partial vision.
Use the CCTV machines when appropriate.
Some students prefer to use JAWS to read the
computer screen to them.
Use heavy black markers and large lettering when
appropriate.
Talk clearly and directly to the student.
Understand if the student has visual points of
reference. Students who were born blind may not
have same mental images as you do.
Hearing impairments




Some students have hearing aids, some students
use FM systems, and other students will use
interpreters and sign language.
Always speak directly to the student, not to the
interpreter.
Question the student often to make sure that the
information you think is going in is, in fact, truly the
same information.
Speak clearly and repeat as necessary.
Emotional, psychological, ADHD, etc.








Help the students stay focused and on task. Use strategies like
color highlights or digital recorder.
Do not criticize the students who may get easily frustrated or
angry.
Listen with a positive, non-defensive reaction, but DO NOT
GIVE ADVICE.
Give students a short break if they are losing the ability to
concentrate.
Try a different seating arrangement.
Change the subject matter (if student agrees) to something less
aggravating for a while.
Use concrete and descriptive language and narrow down
options or scope of projects whenever possible.
Set boundaries and class rules
Asperger’s vs. Autism



ASD is one of the five developmental disabilities
known as pervasive development Disorder (PDD)
Aspergers’s Syndrome, Pervasive Development
disorder, Not otherwise Specified (Pdd-NOS),
Autism, Childhood Disintegrative Disorder (CDD),
and Rett’s Disorder.
The number of persons with ASD has been growing
in the past decade, and current estimates suggest
that as many as one child in every 150 born today
will be diagnosed with ASD.
Guidelines for working with ASD
students







Be explicit in expectations for assignments and class
rules
Be concrete with dates so the student can make
decisions about dropping when possible
Create flexibility so students can have alternative
assignments available
Consider using multiple instructional mediums
Offer information on new activities to minimize fears
of unknown
Opportunity for practice and repetition
Utilize token economies
Physically or medically impaired




Student may get easily tired, so watch for signs of
fatigue.
Students may have pain that causes them to lose
concentration. You may need to provide a better
seating arrangement.
Medication may be slowing down processing, so be
patient and make sure student can give you back the
information completely.
Do not touch wheelchairs while speaking to the
student. You are invading their personal space.
When tutoring remember the following
procedures:

Make eye contact
When tutoring remember the following
procedures:

Watch the student for signs of confusion
When tutoring remember the following
procedures:


Make certain the student can repeat back
what you just taught
Allow the student to be active: let student
write on the board, do the problem on paper,
handle any manipulative materials you may
use; some students may be very
tactile learners.
When tutoring remember the following
procedures:

Give the student a closer look at the material
you just explained.
When tutoring remember the following
procedures:

Break down the steps
When tutoring remember the following
procedures:

Give the student enough time to process
When tutoring remember the following
procedures:

Ask questions to the student
and finally…
 Can
the student repeat the
information aloud?
Etiquette Tips

General
–
–
–

Wheelchair
–
–
–

Put the person first. Say “person with a disability” rather than a “disabled person.”
Avoid outdated terms like “handicapped” or “crippled.”
Do not assume someone with a disability needs help. The best thing to do is to ask if
he/she needs assistance.
Do not lean or rest on someone's wheelchair. It is considered personal space.
If the service counter is too high for a wheelchair user to see over, step around the
counter to provide service.
Have a clipboard handy if filling out forms is necessary
Service Animals
–
–
–
Do not feed, pet, or speak to the animal. This dog is working and does not need to be
distracted.
If the person has a guide dog, walk on the side opposite the dog.
Warn the person of any impending obstacles if the person is visually impaired.
Etiquette Tips

Blind/Visually Impaired
–
–
–

Identify yourself and your title before you begin your conversation.
Do not grab the person’s arm. Offer your arm or elbow to guide the
individual.
Make sure the person is left in a comfortable spot when you need to
leave - not in the middle of a large room but along the wall or near a door.
Deaf/Hearing Impaired
–
–
–
When speaking with the student who has an interpreter (sign language),
make eye contact with the student not the interpreter.
Speak clearly but in a normal tone in case the person is reading your lips.
If communicating in writing, keep the message as uncomplicated as
possible.
Etiquette Tips

Seizure
–
–
–
–
Clear obstacles that may cause bodily harm.
If you feel someone’s life is in immediate danger due to any
seizure or other health-related problem, use your own
judgment and call 911.
Be aware the certain lights (strobe lights) or high pitched
alarm sounds can trigger seizures in some people.
Provide a referral to DRC so that the person gets proper
accommodations as needed.
THANK YOU
It is what we think we already know that prevents us
from learning.
– Claude Bernard
QUESTIONS?
Administrative
Mirta DeLeon
Director, Budget and Operations
(305) 348 – 3609
deleonm@fiu.edu
Administrative Staff
Budget/Finance
Ricky del Valle
305-348-6550
Human Resources
Alejandra Garcia 305-348-1726
Technology
Pierre Schoepp
305-348-6311
Andres Cantillo 305-348-6305/1962
Hotline 305-348-2499
Payroll and MyFIU Employee Self-Service
Alejandra Garcia
Coordinator, Administrative Services
Technology
Pierre Schoepp
Director
Email : schoepp@fiu.edu
Phone: 305-348-6311
Contacting the IT Support Staff
 By Phone:
 305-348-2499
 By Email:
 Coesupport@fiu.edu
 On the Web:
 Education.fiu.edu/Technology
FIU Email / Office 365
 On the Web: Mail.fiu.edu
 In your Office: Click on Start > All Programs
> Microsoft Office > Outlook
 Setting up your Phone:
 Go to
education.fiu.edu/technology/email.html
FIU Microsoft OneDrive
 On the Web: Mail.fiu.edu
 Click on OneDrive at the Top
 Free 1 TB of Storage
 On your iPhone/iPad
 Visit Apps store and download OneDrive for
Business
 On your FIU/Personal Computer
 Go to microsoft.com click search and download
OneDrive for Business
Classroom Technology
 Please visit
http://education.fiu.edu/technology/classrooms.
html
 90 iPads (three carts of 30 each). Our website
(http://education.fiu.edu/technology/ipadcarts.h
tml) will help you select the right iPad Cart based
on a list of their respective Apps.
Classroom Technology (cont.)
 64 Smart Response XE Clickers (two carry bags
with a strap, 32 each)
 63 Smart Response PE Clickers (two carry bags
with a strap, one 32, one 31)
 150 iClickers (5 carry bags with wheels of 30, 1
receiver per bag)
 One (1) SMART Table interactive learning center
on wheels.
Classroom Technology (cont.)
 5 Small Portable Dell Projectors
 5 Smart Document Cameras on Mobile carts to
connect directly to the SmartBoards across our
23 classrooms.
Adjunct Handbook
Kyle Perkins
Associate Dean
Questions and Answers