Using an iPad Tablet as a Digital Whiteboard

By Duane Glover and Karl Platzer

projectionIt wasn’t very long ago that the number of AV presentation technology-equipped classrooms at SJU could be counted on one hand. Now practically every classroom here has built-in digital presentation technology with a computer at the podium and a projector aimed at the front of the room. This modern ability to show students any manner of digital content, be it PowerPoint slideshows, web pages or video clips, is an undeniable enhancement to classroom pedagogy, but frequently the directness and spontaneity of writing on a big board in full view of the students is required to get the information across.

Our newest classroom spaces were constructed with this best-of-both-worlds requirement in mind, however, in many of the older classrooms, the new projection screen is positioned directly in front of the only whiteboard or chalkboard in the room. If students need to see the board during a PowerPoint slideshow, turning off or muting the projector, manually raising the screen and turning on the lights in the classroom is cumbersome and disruptive to the flow of the class.

A much more elegant method for integrating handwritten notes into the digital classroom space is to use an iPad or tablet as a digital whiteboard so you can switch between displaying a slideshow and handwritten notes by simply pushing a button:

  1. Connect your iPad to the laptop input on the podium using the Apple 30-pin to VGA Adapter or Lightning to VGA Adapter. VGA_adapter
    (3rd party video adapters may limit the iPad’s external display to only specific apps, rather than mirroring the iPad display, and high-definition video may use HDCP controls, so be sure to test your set-up ahead of time.)
  2. At the podium AV control panel, select Laptop as your video source. You should see your iPad display being mirrored on the projection screen.
  3. Use your favorite freehand writing or drawing app to display your handwritten notes on the projector.
  4. To switch back to the display of the podium computer select PC from the AV control panel.

Basically any simple drawing app can be used as a digital whiteboard or blackboard, but when annotating a presentation or PDF, I like to use GoodNotes. GoodNotes is easy to use, with a simple but intuitive tool bar at the top of the screen that provides pen, eraser, highlighter and zoom tools. GoodNotes also has a great palm rest feature that ignores input from the base of your hand on the lower part of the iPad screen so you can position your writing hand more naturally. It also has robust import and export features that accommodate many different file formats. GoodNotes is available in a free version with a 2 notebook limitation and a full version for $5.99.

If you will be frequently using handwriting on your iPad, you should consider purchasing a stylus or pen, which will provide finer control than your fingertip. Many different flavors are available, so shop around to find what works best for your handwriting and your budget. For all-around use, I like the Wacom Bamboo Stylus Solo, which is currently priced at just under $30.

Below is a handy list providing links to GoodNotes and several other free handwriting apps for your information:







Bamboo Paper

“Using Collaborate to Provide an Accessible Environment for Individuals with a Hearing Loss”

by Samuel B. Slike, D.Ed., Director
Special Education Online ProgramsSamuel B. Slike, D.Ed., Director of Special Education Online Programs, Saint Joseph’s University, discusses Blackboard Collaborate.

The field of Deaf Education has been my home for the past 37 years. I began as a teacher of the deaf and then worked as a professor and director of a Master of Science Program for the preparation of teachers of the deaf. My first career goal was to determine best practices for teaching deaf and hard of hearing students and, more recently, my focus has changed to best practices for teaching deaf and hard of hearing college students in synchronous online environments. Currently I am the Director of Online Special Education Programs at Saint Joseph’s University where I use Blackboard Collaborate for virtual faculty meetings, faculty training in the use of Collaborate, and to teach a synchronous real-time course in American Sign Language. Below are a few thoughts and tips to consider if you find yourself with a student with a hearing loss in one of your synchronous online classes.

Students with a hearing loss in a classroom setting benefit greatly from the presentation of visual information. Creating a “real-time” synchronous online course for students with a hearing loss requires that we provide them with the same access to information as hearing students. (Note: equal access of information is also required by the Americans with Disabilities Act (ADA)). In developing a Collaborate online classroom that includes a student with a hearing loss, you should consider the following checklist:

  • PowerPoint slides or an outline of lecture material (in Collaborate, the white board is good for this) need to be provided so that students with a hearing loss can follow along by reading important lecture points.
  • The course must be closed captioned for those students who have a hearing loss, but who don’t use sign language.
  • For Deaf students who sign, the course may need to be interpreted (using a certified interpreter for the Deaf is a must!) unless the students feel that closed captioning provides them with appropriate information.
  • All students in the class should be encouraged to use the Collaborate chat box so that students with a hearing loss can read the comments of everyone in the class.
  • The course must have volume loud enough for hard of hearing people to hear what the professor is saying. (Because of my hearing loss, I have attached an external speaker to my computer so that I can increase the volume.)

On a final note, professors should be sure to use the archive feature of Collaborate every class so that all students are able to review each lecture as necessary. Interestingly, my hearing college students give as much positive feedback about the use of the archived classes as the students with hearing loss!

The College of Arts and Sciences Warmly Welcomes Its New Faculty

First Name Last Name Department
Shantanu Bhatt Biology
David Parry Communication Studies
Daniel Reimold English
Grace Wetzel English
Brian Yates History
Enrique Tellez-Espiga Modern and Classical Languages
Clare Conry-Murray Psychology
Christopher Kelly Sociology
Adam Gregerman Theology & Religious Studies
Richard Gioioso Political Science
Brendan Sammon Theology & Religious Studies
Reecha Sharma Health Services

Using Web-based Tools in the Biology Lab Course Bioinformatics

By Rev. John Braverman, S.J., Assistant Professor, Department of Biology

Undergraduate research has become a major part of science education in the natural sciences. The Summer Scholars Program at SJU is a fine example of a research opportunity for undergrads. Yet, how can even more students experience this type of learning and formation? Is there a way to conduct authentic science more routinely? Recently, my colleagues posted a blog entry on these pages offering such an opportunity through the Biology lab course, Phage Safari. This coordinated, funded program deals with the genetic material of simple, yet diverse viruses found by students in soil samples. I wish now to share with readers a similar but different undergraduate research experience also offered through a Biology course.

My course this semester includes student research on the DNA sequences just obtained from certain types of fruit flies. This data, genomic sequences, are so new, so fresh, that no one knows what’s in it. The students are diving in, laboriously identifying stretches of DNA which are genes — a basic functional unit of heredity.

The course is Bioinformatics (BIO 420), and the research is made possible by the Genomics Education Partnership, centered at Washington University in St. Louis, MO. I have been grateful to receive their data and the web-based tools for the analysis. The main tool is called a genome browser. Sort of like a map, the browser contains and shows visually the DNA sequence, as well as preliminary analysis thereof. The students look at this analysis and see what the computer says about the DNA. However, several competing evidence tracks are shown, often contradicting one another. The computer cannot definitively sort through multiple lines of evidence to identify the genes — but a student can do so with a reasonable amount of training.

Screen capture displaying DNA sequence of D. melanogaster.

This figure illustrates information students use to annotate genes. They must study multiple lines of evidence (“tracks”) presented visually on a genome browser and judge which one(s) to accept. The process is time-consuming, yet rewarding! Perhaps you can notice the actual DNA sequence and possible translations into amino acids. This image is from a portion of the Drosophila biarmapes genome presented in the Gander Genome Browser of the Genome Education Partnership.

In the course of the semester, the students make models of genes right down to the coordinates, for a stretch of DNA assigned to them. What makes it all worthwhile is the joy of seeing all “passes” on the software called the Gene Model Checker. I find it rewarding to witness those moments. Much of this work is done on PCs in Science Center Room 209, but many of the students get set up on their own laptops so they have a personalized portable bioinformatics work station.

Most students share their results in oral presentations to their classmates at the end of the semester. Those of you coming to the Sigma Xi Research Symposium can see the results of three students who are presenting their findings in a poster there. Indeed, they will have gone the full journey of conducting research and presenting it to other scientists.  Meanwhile, all the students have the chance to be co-authors on the papers published using the genomic data, via the Genomics Education Partnership. Beyond merely documenting gene locations (annotation), these papers answer scientific questions about categories of chromosomal segments and their evolution.

For me, I assess student learning to find out if the research experience in a course really compares to that in a summer research experience. Yes, that was borne out in the past and we just submitted a second paper to a major journal documenting this result in more detail. (I am learning a lot about assessment protocols!)

In short, the work of training students to think scientifically and to imagine the intricacy of a very complex genome such as the fly’s has really been a fascinating and valuable experience for me as an educator.

Phage Safari Gives 1st Year Biology Students Practical Lab Experience while Participating in Annual Nation-wide DNA Sequencing Effort

By Dr. Julia Lee-Soety

Christina King-Smith helps a Biology student in the lab. In 2009, Dr. Christina King Smith and I applied and were chosen to participate in the Howard Hughes Medical Institute (HHMI)-sponsored SEA-PHAGES (Science Education Alliance – Phage Hunters Advancing Genomics and Evolutionary Science) program. This opened an opportunity for us to offer first-year students authentic research experiences and get them excited about doing science. SEA-PHAGES is now in its fifth year with 70 participating colleges and universities from around the country; Saint Joseph’s University has been a member since the second year.

Since the 2009-2010 academic year, four cohorts, each with 13 to 18 first-year Biology and Chemical-Biology students, have participated in Phage Safari. Students are selected to be a part of this two-semester lab experience in lieu of the traditional Cells and Genetics labs. In the fall semester, every student isolates viruses that have infected bacteria from a soil sample they have collected – from around campus, near their home, or at various animal enclosures at the Philadelphia Zoo. These viruses are officially known as mycobacteriphage or just simply phage. Each student would take ownership of his or her phage and even give it an official name. Nearing the end of the fall, the class agrees on one or two phages to be fully sequenced from all the phages the students had isolated.

Electron micrograph of a mycobacteriphage.Over Christmas break, DNA sequencing facilities off campus are hard at work mapping out the blueprints of the phages. Each phage has unique blueprints or DNA sequences that sets it apart from another phage even those that may appear almost identical. The sequences store information that builds up the components of the phage, dictates how it will infect a bacterial cell, and determine how it will multiply before leaving its host. When the DNA sequences are returned to us from the sequencing facilities, they are a long string of Gs, Cs, As, and Ts, representing the 4 nucleotides of DNA. Our job is to annotate it. If a DNA sequence from a phage genome is a continuous string of letters on a piece of paper, then annotating genes is analogous to identifying individual words and meaningful sentences. As each sentence has specific start and stop, each gene has the same.

Students have employed various software programs to help them do this. For the first two years, students worked on web-based workflow containing complex algorithms to identify consensus sequences frequently found at the start of each gene. To further validate the gene, students align each gene with genes of other known phages using BLAST tools; the Basic Local Alignment Search Tool is maintained by the US National Center for Biotechnology Information (NCBI) and has been the staple tool for molecular biologists globally. As freshman, the Phage students are learning and mastering complex bioinformatics tools for research that only a handful of upper level and graduate students routinely use.

In the most recent years, students have been using DNA Master, a specifically designed genome annotation and exploration tool designed and written by Dr. Jeffrey Lawrence of the University of Pittsburgh. This program combines the gene identification algorithms and the BLAST tools onto one single work space. When the software identifies multiple potential starts of a gene, the students must sort through each gene and authenticate it based on specific rules governing all phage genes. For example, one gene should not overlap too much with its adjacent genes. There also should not be large gaps between genes. There have been incidences that DNA Master missed a gene that should have been called. The students will use the BLAST tool within DNA Master and determine if a specific region of the DNA aligns with genes of other known phages. Working in groups of 2-3, students help each other, walk through these software programs, and discuss their decisions.

At the end of the semester, the students’ work is checked before submitting the final draft to the University of Pittsburgh Bacteriophage Institute for further quality control. The team at Pittsburgh formally submits all analyzed phage sequences to GenBank, a database of DNA and protein sequences that is curated by NCBI.

The first cohort (2009-2010) of students identified 102 genes in phage Daisy while the second cohort (2010-2011) identified 97 genes in phage BPBiebs31. The annotated genomes for these two phages are published in GenBank. The 2011-2012 Phage students annotated two phages, Flux and Winky. Using DNA Master, the students overcame several early glitches with the program and were able to map all of Flux’s 89 genes within four weeks. The draft annotations were submitted to Pittsburgh by mid-March. Within five weeks, the students identified 142 genes in Phage Winky. The draft annotations were completed and forwarded to Pittsburgh for formal GenBank submission. Flux was published in GenBank this past June but Winky still awaits quality control. This spring, Dr. King Smith is leading the fourth cohort of phage students to annotate phages DTDevon and Oaker, again using DNA Master.

Applying eBook and Tablet Technology in a Laboratory Class Setting – Part I

by Dr. Jonathan Fingerut

Jonathan Fingerut, Saint Joseph's University, Biology DepartmentThe introduction of Apple’s free iBook Author software has made producing customized electronic texts and assessment tools easy and possibly more important, free. E-Books, of which the iBook format is just one type, provide the opportunity to embed engaging, interactive multimedia directly into texts. This can potentially increase student attention and comprehension as well as making it possible to illustrate subjects, techniques and other activities that would otherwise require moving from the text to a different platform (a computer or video screen). I use the term “potentially” because there exists little-to-no assessment of the efficacy of these new platforms in education. Anecdotal evidence seems to point towards students being more engaged by the format as it more closely resembles how this generation gets most of their other information (both educational and entertainment) but I know of no controlled studies that have proven or dis-proven this.

While E-books can be read on a variety of different platforms, including PC’s, phones, e-readers and tablets, it is the latter that appears to have the greatest potential for education. By pairing the iBook format with the iPad, it is possible to bring this tool into situations, such as wet labs, where texts and computers have previously been at a disadvantage due to the messiness that goes along with these activities. To test this combination I wrote a new dissection guide iBook for the upper division course Invertebrate Zoology.

The following video outlines that effort:

A New Dissection Guide iBook

Jonathan Fingerut demonstrates an interactive image in his iBook laboratory guide.One issue I faced was finding images and videos that could be used without licensing. I was able to produce some of the necessary material in-house with microscope-mounted cameras and cellphone video cameras, but I did not have enough time to produce all I needed, nor did I have access to all the specimens I wanted to include. Luckily a clearinghouse for creative-commons licensed multimedia is now available online at Through this site, multiple search engines (including Google Image Search) can be automatically set to only return Creative Commons-licensed material. Creative Commons is a widely used free-use licensing scheme. Combining the text and a mélange of material, I was able to fully populate dissection guides for 13 different species ranging from the simplest sponges to the most complex arthropods. Guides included slideshows of species diversity, full-color close-up images of anatomical features, videos of animal behavior (e.g. feeding, locomotion), and interactive images where students can select labeled parts of large image on which to zoom in.

Applying eBook and Tablet Technology in a Laboratory Class Setting – Part II

by Dr. Jonathan Fingerut

Apple iPad mounted in classroom laboratory.The ability to present and use these guides on the iPad is what really makes this a breakthrough product for use in labs where students’ hands are gloved, messy, wet and slippery. Viewing iBook format files is not currently possible on traditional computers but even if that changes, goopy gloved hands do not play well with keyboards and mice. For this lab, iPads were mounted on inexpensive (~$40) stands that placed the iPads at eye-level, up off the bench away from spills. The position of the tablet allowed students working in pairs to both navigate the guide without reaching across each other for mice and keyboards. Cheap ($1 per unit) plastic sleeves designed for using the iPad in the kitchen, were placed over the tablets allowing them to be used with gloved hands without fear of damage. The sleeves could be wiped down and lasted the entire semester.

Students responded well to the new guides and the iPad interface. While a true assessment of the project was not possible, (I did not have a comparable comparison group), students reported that they felt the guides allowed them to work independently. In my estimation this was true to a greater extent than when traditional paper-based guides were used in previous years. This provided me greater opportunity to move around the classroom asking questions, pointing out interesting features of the specimens and answering more sophisticated questions than the previously common “where is the ____” or “what is that blob?”. To facilitate studying of the material outside of class, PDF and iBook versions of the guide were made available via BB and iTunesU (necessary for dissemination of iBook files).

Jonathan Fingerut demonstrates an interactive quiz in his iBook laboratory guide.One additional useful feature is the iBook format’s ability to provide students with instant feedback on their mastery of the material through custom, auto-grading embedded quizzes. At the time of the guides’ production, question types were limited to multiple-choice, matching, and a format where labels must be correctly located on an image. New third party software now allows free answers, but they are not graded in real time as the simpler built-in choices are, and must be emailed to the professor from the tablet to be graded by hand. This may be very useful for other types of assessment, but for the purposes of an exit quiz or self-examination, it is less useful.

Overall, the process of making the guides was fairly simple. The learning curve for using the software is not steep if you are already used to other WYSIWYG authoring software (PowerPoint, Page Mill, Desktop Publishing etc.) and the growing availability of CC-licensed content makes populating the files relatively easy as well. The question as to whether the new format makes a difference in terms of student learning has yet to be determined, but in this situation I saw students that were less stressed, more engaged, and overwhelmingly preferred the new format over previous traditional paper guides they had used in other courses. As the software and media resources mature, I envision that this technology can provide benefits to a range of educational situations and that more educators will feel comfortable producing their own content or using the eventual flood of commercially produced texts that are soon to follow.


Bridging the Digital Divide — by Joanne Piombino

“Social Networking Sites (SNSs) such as Facebook are one of the latest examples of communication technologies that have been widely-adopted by students and, consequently, have the potential to become a valuable resource to support educational communications and collaborations with faculty.” (Roblyer, 2010)  Dr. Elaine Shenk noticed a reoccurring theme each semester when reviewing students’ feedback within her course evaluation forms. The majority of students were not fond of the discussion board section within their courses.  One of the major complaints students had was that they disliked having to navigate to the discussion board each day, to see if someone replied to their post. “Digital Natives are used to receiving information really fast. They function best when networked. They thrive on instant gratification and frequent rewards.” (Prensky, 2001) Communicating on Facebook eliminates this complaint because students receive notification of edits within their Facebook news feed, and within their email accounts.

Facebook Screenshot

The other major grievance students had was that the discussion board tool was boring.  Some students mentioned that they would rather lose points for an incomplete assignment, than use that tool.  Since Facebook is a tool students are already engaged in socially, I suggested tapping into that interest for schoolwork.  Because most students check their Facebook accounts multiple times a day, they will be informed of class activity within their news feed, eliminating the grievance of logging into Blackboard for updates.  “Today’s teachers have to learn to communicate in the language and style of their students. This doesn’t mean changing the meaning of what is important, or of good thinking skills. But it does mean going faster, less step-by step, more in parallel, with more random access, among other things.” (Prensky, 2001)

Facebook offers an engaging online alternative for classroom discussions facilitated by the instructor.  It also offers another form of assessment, demonstrating student comprehension of the language through monitoring their conversations. Dr. Shenk’s Facebook page “Composicion en espanol” permits an avenue for students to demonstrate their knowledge of the Spanish language in a less formal atmosphere, and it stimulates creativity due to the capability of sharing movies, photos, links etc… all within an environment students are proficiently comfortable with!

Please click on the image below, and become inspired:

Thumbnail image for Teaching In The 21st Century (Mathipedia 2010)

Teaching In The 21st Century (Mathipedia 2010)







Works Cited

Mathipedia. (2010). ASB Unplugged Conference in Mumbai, India . Retrieved October 23, 2012, from You Tube:

Prensky, M. (2001, October). Digital Natives Digital Immigrants. On The Horizon, 1-6.

Roblyer, R. D. (2010). Findings on Facebook in Higher Education: A Comparison of College Faculty and Student Uses and Perceptions of Social Networking Sites. Internet and Higher Education, 134-40.

Blackboard Workshops Offered by Al Labonis of ATDL

Blackboard 9.1 Getting Started

This workshop will provide an overview of Bb 9.1 and will cover the “Student View”, Building course navigation and uploading Content and the Control Panel features.

Upon completing the workshop, attendees will be able to perform basic operations in Bb9.1.

The Bb9.1 “Bb Basic” workshop will be repeated on the following dates

Please email to register for the workshop.

Thursday Sep 6, 2:30-4:00 Bb Basics Library Learning Commons (Second Floor)

Monday Sep 17, 8:00-9:30 Bb Basics Library Learning Commons (Second Floor)

Thursday Sep 27, 9:30-11:00 Bb Basics Library Learning Commons (Second Floor)

Blackboard 9.1 Campus Pack, Blogs and Wiki

This training session will focus on how students can use blogs and wikis to communicate and collaborate in class.

You will learn how to create wiki, blogs, and journals for your students.

You will also learn the appropriate application of each of these tools.

Upon successfully completing this course, attendees will be able to:

Create Blogs, Wiki, and Journals in a Blackboard class space

The Bb9.1 “Campus Pack, Blogs and Wiki” workshop will be repeated on the following dates

Please email to register for the workshop.

Tuesday Sep 4, 3:30-5:00 Campus Pack, Blogs and Wiki Library Learning Commons (Second Floor)

Wednesday Sep 12, 9:00-10:30 Campus Pack, Blogs and Wiki Library Learning Commons (Second Floor)

Thursday Sep 27, 11:30-1:00 Campus Pack, Blogs and Wiki Library Learning Commons (Second Floor)

Blackboard 9.1 Bb Wimba

Wimba can be utilized by those instructors that need to communicate with their students online in real time.

Wimba takes Blackboard’s “Virtual Classroom” tool to the next level by adding voice, video, and application sharing

Upon successfully completing this course, attendees will be able to:

· Have a general knowledge of how to communicate with students online using tools in Wimba.

· Have a working knowledge of how to synchronously share content and web sites with students online.

The Bb9.1 “Wimba” workshop will be repeated on the following dates

Please email to register for the workshop.

Monday Sep 10, 1:30-3:00 Bb Wimba Library Learning Commons (Second Floor)

Monday Sep 17, 1:30-3:00 Bb Wimba Library Learning Commons (Second Floor)

Wednesday Sep 26, 3:30-5:00 Bb Wimba Library Learning Commons (Second Floor)

Creating Rich Media for Online Use

This workshop will provide an overview of various tools useful in the creation of audio and video elements for use in your Blackboard courses. Topics will include web-based creation tools, desktop applications, and mobile applications, along with best practices and recommended equipment for various types of media creation.

The Bb9.1 “Creating Rich Media” workshop will be repeated on the following dates

Please email to register for the workshop.

Monday Sep 17, 10:00-11:30 Creating Rich Media Library Learning Commons (Second Floor)

Tuesday Sep 25, 11:30-1:00 Creating Rich Media Library Learning Commons (Second Floor)

Blackboard 9.1 Bb Rubrics

The Bb Rubrics tool allows you to specify criteria and performance levels for grading, providing clear guidelines for students, instructors, and teach assistants.

The Bb9.1 “Bb Rubrics” workshop will be repeated on the following dates

Please email to register for the workshop.

Wednesday Sep 26, 11:00-12:30 Bb Rubric Library Learning Commons (Second Floor)

Blackboard 9.1 Bb Assessment

This workshop provides a hands-on introduction to the assessment function of Blackboard Learn, with a focus on creating and grading tests.

There are five major stages, you will experience a test as a student, you will learn how to create, deploy, and grade assessments.

We will also discuss best practices in online assessment, and explore how statistics can help evaluate the effectiveness of assessments.

The Bb9.1 “Bb Assessment” workshop will be repeated on the following dates

Please email to register for the workshop.

Monday Sep 10, 10:00-11:30 Bb Assessments Library Learning Commons (Second Floor)

Monday Sep 13, 9:00-10:30 Bb Assessments Library Learning Commons (Second Floor)

Blackboard 9.1 Grade Center

The Blackboard Grade Center is more than just a way to record students’ grades; it is a dynamic and interactive tool.

The Grade Center can record data, monitor student progress and communicate information to students.

Use this valuable tool to help understand student progress and make informed decisions on how to improve educational performance.

The Bb9.1 “Grade Center” workshop will be repeated on the following dates

Please email to register for the workshop.

Wednesday Sep 5, 9:00-10:30 Grade Center Library Learning Commons (Second Floor)

Tuesday Sep 11, 1:00-2:30 Grade Center Library Learning Commons (Second Floor)

Blackboard 9.1 Bb Safe Assign

SafeAssign is a valuable tool for encouraging original writing and proper citation practices within your course.

SafeAssign compares your students’ work with previously submitted papers and published works from several databases, including, Internet, ProQuest ABI/Inform database, Institutional document archives with papers submitted by students at your institution, Global Reference Database with papers voluntarily submitted by students from Blackboard® client institutions.

Once a paper is submitted in SafeAssign, a report is generated that indicates the percentage of the paper that matches existing sources. This overall score can be an indicator that you need to review the paper more closely.

The SafeAssign report also shows the suspected source for each section of the paper that returns a match, allowing you to easily investigate whether the text was properly attributed.

The Bb9.1 “Bb Safe Assign” workshop will be repeated on the following dates

Please email to register for the workshop.

Wednesday Sep 12, 11:00-12:30 Bb SafeAssign Library Learning Commons (Second Floor)

Quality Matters (QM) On-line courses

Quality Matters (QM) is a nationally recognized program that promotes the use of research-based best practices in the design and development of online courses.

The Quality Matters Rubric, based on scholarly research, is a must-have for any online course developer’s toolbox. The QM rubric focuses on 8 key components of online course development, and includes 41 specific guidelines to achieve maximum effectiveness in your online classroom.

In this workshop, you will learn how incorporating the QM Rubric into your online course development can enhance your students’ learning outcomes and increase the overall effectiveness of your course.

The Bb9.1 “Quality Matters (QM)” workshop will be repeated on the following dates

Please email to register for the workshop.

Thursday Sep 13, 11:00-12:30 Quality Matters (QM) Library Learning Commons (Second Floor)

Blackboard Collaborate

This workshop will demonstrate how Blackboard Collaborate can be used to create an engaging learning experience in both the online and traditional classroom. Attendees will learn how to initiate a Collaborate session, use the audio and visual conferencing tool, experiment with the interactive whiteboard, share a desktop, and more!

The Bb9.1 “Bb Collaborate” workshop will be repeated on the following dates

Please email to register for the workshop.

Tuesday Sep 11, 11:00-12:30 Bb Collaborate Library Learning Commons (Second Floor)

Wednesday Sep 26, 2:00-3:30 Bb Collaborate Library Learning Commons (Second Floor)

Communicating with Students

This workshop will focus on how to communicate with students using various Blackboard features, including Announcements and Private Message.

You will also learn the appropriate application for these features, as well as some strategies to consider.

Thursday Sep 27, 2:00-3:30 Bb Communicating with Students Library Learning Commons (Second Floor)

Wednesday Oct 3, 11:00-12:30 Bb Communicating with Students Library Learning Commons (Second Floor)

The College of Arts & Sciences Welcomes Its New Faculty

First Name Last Name Department
Amber Abbas History
Susie Andrews Theology & Religious Studies
Elizabeth Becker Psychology
Carolyn Berenato Special Education
Christopher Close History
Laura Crispin Economics
Yu Gu Physics
Virginia Hoffman Philosophy
Aisha Lockridge English
Tim Lockridge Communication Studies
Stacy Olitsky Teacher Education
Jury Smith Art
Ilene Warner-Maron Health Services
Vanessa Wills Philosophy
Dominique Ruggieri Health Services
Will Place Educational Leadership