NJEDge.net Faculty Showcase

PCCC faculty and staff are presenting at the NJEDge.net Best Practices Faculty Showcase on March 16, 2012, held at William Paterson University in Wayne, NJ.

The Best Practices Faculty Showcase is a place for NJ faculty and academics to share innovative teaching methods that involve technology. Each year, over 20 sessions are presented at this one-day event.

PCCC will have the following presenters this year.

Kenneth Ronkowitz, "Unintended Consequences: Measuring Faculty Buy-in to Instructional Technology"

"Besides redesigning 25 GenEd courses across disciplines to include more writing, an initiative at PCCC has been to introduce instructional technology into those same courses. Now in its fifth year, we have found varied success with the six technology components. This presentation looks at the assessment of "faculty buy-in" (or lack thereof) for e-portfolios, video lecture capture, supplementary websites, streaming media, reusable learning objects and online gaming. Through surveys of faculty and students and focus groups, we have tried to determine the best practices that led to faculty using technology in the intended and some unintended ways. Through data from institutional research, we have determined what impact the initiative has had on overall student success. Our efforts have been the 2012 National Council of the Teachers of English (NCTE) Award for Two-Year Colleges in fostering student success."

Elizabeth Nesius, "Creating a Helpdesk Where None Exists"

"As the use of technology in education continues to increase, so does the need to train people to use it effectively. When an institution cannot provide a 24/7 helpdesk to assist students, faculty are often level one support for students, although the faculty themselves may not know how to help with technological issues students have. At PCCC, one way we have found to address the growing need for technology training is through the use of "lecture capture" software like ECHO 360 or Camtasia Relay to create short training videos on specific topics. Not only have training videos reduced the amount of technology training faculty need, but they also have had the unintended consequence of reaching a broader audience than a help desk or in-person training session, which has allowed for broader adoption of new technology. It can also reduce costs, as it provides an alternative to a help desk when dealing with common problems. In the future, we intend to develop short videos not only for technology training, but also for concepts that apply across disciplines so that some content can be offloaded from the classroom, giving faculty more time to spend on course content."

Richard Lauria, "Wiki-fy Your Class"

"A wiki is web page that you create and use to help you teach your classes. It's more than a blog and less than a LMS (Learning Management System). At a minimum, wikis can be used for organizing your class: an electronic bulletin board with your syllabus, course schedule and contact information posted. Another possibility is to use it as a resource: a repository of links, articles and videos to supplement what gets taught in the classroom. To truly wiki-fy your class, you let the students build it. You start with an address and a skeleton structure, but you give students access and let them populate the pages of the wiki. Regardless how you decide to use it, a wiki can be a very powerful tool. I will demonstrate how to create your very own wiki and start using it in your class today."


NJEDge.net is a consortium of academic and research institutions in NJ. Their main focus is innovative uses of education technology and the development of new technologies.

For more information on NJEDge.net, go to http://njedge.net/. For more information about the Best Practices Faculty Showcase, go to http://njedge.net/activities/facultyshowcase/2012/index.php.

Writing Initiative Faculty Institute - January 2012

The Writing Initiative will be holding the 13th Faculty Institute for faculty developing new writing intensive course sections or taking on a WI section for the first time on January 4 and 5, 2012.

This is a collaborative seminar-style event where we will be discussing overall Initiative goals, sharing existing WI materials and best practices, creating new assignments and materials and looking at the pedagogy, tools and resources available for writing intensive courses.

Following the Writing Initiative Handbook, our topics of discussion include:

• Writing Initiative goals and requirements
• Formal and informal writing
• A review of existing course materials (syllabus and assignment samples) both for regular sections and for any existing WI sections.
• Creating new WI assignments - examples & using templates
• Student portfolios: objectives, hands-on use of the eFolio product, sample student portfolios, grading strategies
• Critical thinking assignments – template, rubrics
• Information literacy assignments – template, rubrics
• Responding to and grading student writing - for content and for writing
• Using the Writing Center
• Using eTutoring
• Online resources for online & face-to-face course sections
• Initiative assessment of WI Courses
• Hands-on session using LibGuides as an editor and adding links, resources, media objects etc.

Writing Across Disciplines Day

This full day event is for faculty who want to incorporate writing into their courses. 

The writing across the disciplines approach is designed to give students additional academic writing experiences, but also to have them practice with the language conventions and specific formats typical of that discipline. For example, the lab report differs in content, format and style from literary criticism or the annual business report.

Based on the best practices that have emerged during the four years of the PCCC Writing Initiative, we will be discussing how to use, assign and evaluate writing that occurs in different disciplines.

There will be a series of topics discussed including:

• A brief overview of the goals of the Initiative and our writing intensive courses 
• What do you do with writing in your classes now?
• Using formal and informal writing
• Creating effective writing assignments
• Incorporating information literacy and critical thinking
• Responding to and grading student writing - for content and for writing
• Writing Resources available to you and your students at PCCC

January 6, 2012  8:30am - 3:30 pm  The Writing Center at PCCC (Paterson Campus)  A113

Space is limited, so if you’re interested in participating, please respond to writingcenter@pccc.edu by December 23rd. Please include your department and the courses you will be teaching in the spring. For more information, go to http://pccc.libguides.com/writing/.

New WI Faculty Institute

The next Writing Initiative Faculty Institute will be held May 17 &18 from 9am – 3 pm in the PCCC Writing center.

This Institute is for faculty developing or taking on new sections of WI courses for Fall 2011. This group includes three new WI courses being piloted next semester: SO 102 Institutional Racism, MA 101 College Mathematics I and BS 203 Microbiology. New WI instructors will also be taking on additional course sections of Intro to Literature and Western Civilization I.

TOPICS TO BE COVERED INCLUDE:

• The Writing Initiative Teacher's Handbook
• Writing Initiative goals and requirements
• Using the Writing Center and online resources for online and face-to-face course sections
• Using eTutoring
• A review of the existing course materials: syllabus, assignments etc. and suggestions for WI revisions and additions.
• Hands-on session using LibGuides and making additions to it (links, resources, media objects etc.)
• Student portfolios: objectives, use of the eFolio product, sample student portfolios, grading strategies
• Formal and informal writing
• Responding to and grading student writing for content vs. for writing
• How to evaluate writing for critical thinking and information literacy using the rubrics and templates
• Initiative assessment of WI Courses

Spring Roundtable

The College Writing Committee Presents:
Writing Across the Curriculum Spring Roundtable

Wednesday, March 23, 2011

3:30-5:00 PM

Paterson Room

This roundtable forum is focused on improving writing across the curriculum at PCCC!

 Topics will include:

Text Rendering: Reading to Write and Writing to Read—

M. Hillringhouse

Using Reflection to Enhance Student Learning—

E. Nesius

Reading and Questioning: Questions from the Text that Generate Writing—

David Bolger

Bring your own writing ideas to share!

Feel free to DROP IN!

Sponsored by The Title V Writing Initiative and The Professional Development Committee.

Faculty Workshop: Writing Assignments that Work

Writing Assignments that Work

Presenter: Elizabeth Nesius

Date: Tuesday, 02/22/2011

Location: Paterson Room (off the cafeteria)

Time: 3:30- 5:00

This workshop will focus on creating writing assignments designed to produce the best writing from your students. When students struggle with writing, there is often more going on than just the writing. Some students may have trouble reading and interpreting what you want them to do. The first way to help students write better is to create clear, engaging assignments.

A variety of writing assignments in different subject areas (as well as ones that can be used in multiple areas) will be presented, but please feel free to bring your own assignments - either ones that need to be reworked, or ones that have met with success! We will be sharing ideas and helping each other.

This is a collaborative workshop, so feel free to come late and/or leave early as your schedule allows.

Writing Intensive Course Development Seminar - January 11-12

This week's (January 11 & 12) Faculty Institute is the second part of the development process for faculty developing math and science WI courses that will be piloted in the Spring or Fall 2011 semesters.

While part 1 focused on developing materials, this institute will focus on reviewing those materials (syllabi, assignments etc.) that have been developed by participants since last summer. In a seminar setting, we will discuss both the plans and methods for implementing them in the classroom during the pilot semester.

We will meet Tuesday and Wednesday from 9 - 3 pm in the Writing Center.


Our agenda includes these areas of discussion:

• Institute Part One Recap
• Review of your WI syllabi
• Incorporating critical thinking into writing assignments and using the CT rubric (Ken Ronkowitz)
• Incorporating information literacy into writing assignments and using the IL rubric (Ken Karol)
• Creating your WI course LibGuide and adding content including media resources (hands-on session)
• Formal and informal writing defined
• Review of your formal writing assignments
• Strategies for grading writing as writing (and for content) and grading policies
• Using the student e-portfolios - technical information, implementation and evaluation (Anita Kumar)
• WI Course evaluation: reviewing progress during the semester with the team, and by the Task Force

We require participants to bring along the materials from the first summer session (handbook etc.) and all materials for their new WI section – especially the revised syllabus, writing assignments, textbook and any media titles being used.

January Seminars for New WI Faculty

This week (January 4 and 5), we will be holding our seminars for new Writing Intensive faculty in the Paterson Writing Center from 9 - 3 pm.

This two-day seminar is for faculty taking on a section of an already developed Writing Intensive course, and teaching WI for the first time

The topics covered over the course of the 2 days will include:

1. Writing Initiative goals and requirements
2. The Writing Initiative Teacher's Handbook 
3. Using the Writing Center
4. A review of the existing WI course materials: syllabus, assignments etc. and suggestions for revisions and additions.
5. Using the 3 initiative rubrics for assessment
6. Components of the formal versus informal writing assignments
7. Incorporating critical thinking in writing
8. Incorporating information literacy in writing
9. Hands-on session using the course LibGuide and making additions to it (links, resources, media objects etc.)
10. Student portfolios: why we use portfolios, use of the eFolio product, sample student portfolios, grading strategies.
11. Online support for online course sections and all students.
12. Using Writing Center tutoring and eTutoring

Information on faculty development in writing at PCCC is at  http://pccc.libguides.com/writing/

Changing Engagement in Large Lectures

NJEDge.Net is offering a free webinar featuring Perry Samson, from the University of Michigan on "Changing Engagement in Large Lectures."

Professor Samson has ideas for making the sage-on-the-stage lecture hall more engaging and is developing software called Lecturetools at the university.

Lecturetools is a web-based alternative to clickers (student response systems) that has been shown to dramatically increase student engagement, even in large lecture classes. This presentation walks through how to set up a course and a lecture and then invites participants to play along as virtual students.

The University of Michigan will make Lecturetools available to other schools.

Dr. Perry Samson, a professor of atmospheric science at the University of Michigan at Ann Arbor, created Web-based software, LectureTools which lets students use their computers during classes to pose anonymous questions, mark up lecture slides, and answer questions posed by the instructor in real time.

Perry was interviewed in the Wall Street Journal in June 2010 on his Lecture Tools.

Perry Samson, Ph.D., a meteorologist and professor at the University of Michigan, teaches a lecture class in Extreme Weather. He explains how tornados form and why climate change may result in more intense hurricanes. Now he’s shaking up education with a robust interactive response system called LectureTools, which makes use of the laptops his students carry into his lecture hall.

During class, students can view Professor Samson’s PowerPoint slides on their laptops and take notes directly on the slides. Using a chat window, the students can anonymously ask the teacher’s aide questions during the lecture. Professor Samson can see the questions, too, providing him with valuable insight into the student’s comprehension of his lecture without disrupting the flow of the class. Students can also rate their understanding of the slides, giving him more immediate feedback.

We will be broadcasting the webinar in A111 of the Writing Center December 8th, Wednesday from 11:15 to 12:30 if you would like to attend.

You may also register online and view it from your desktop.
http://www.njedge.net/newreg/registration.php?id=1064

Faculty Development

During the past year, we met our milestones for WI courses designed (19), courses piloted (10), and additional sections implemented (8).

The most important change during the past year in faculty development was the addition of a second faculty development opportunity for faculty who are new to teaching a writing intensive course section but who are not developing a new WI course.

During year 4, we will pilot five new WI courses, but three of those (Math 101 & 105 and Biology 101) began development during the 2010 summer session. With only one additional WI course required (though we anticipate that several others will ultimately be developed), the bulk of our institutes from this point onward will be for new faculty taking on an already developed WI course.

The term faculty “institute” may be a misnomer at this point. They have evolved from the initial 4-day presentation-heavy format with more than twenty participants in 2008, to groups of 4 – 8 meeting for two days in a much more collegial and seminar-style setting.

There are now 43 instructors who have been through the instructional development process in writing, critical thinking, information literacy and have been introduced to our writing technologies.

In addition, as described in the grant for year 3, we have worked with area high school teachers.

“The Handbook for Developing Writing-Intensive Courses” is now in a “sixth edition” with significant revisions from the first version created from the materials used in the initial Faculty Institute in summer 2008.

For example, there had been concern last year that the “minimum requirements” for a WI course seemed unclear to some faculty. The handbook now clearly identifies the seven requirements both in the detailed portion of the handbook that is the “textbook” for Institutes, and on a single page in the appendix.

We have also written a “Handbook for New Faculty Teaching Established Writing-Intensive Courses” that has been used at two seminars for those new instructors. This is the text for those two-day sessions. (Both Handbooks are in the Appendices.)

We are also pleased that the College Writing Committee and the Professional Development Committee recently jointly presented a “Writing Across the Curriculum Roundtable” to the community as a forum for discussion on improving writing at PCCC.

PCCC Writing Initiative Presenting at TYCA Conference

The Writing Initiative team and WI faculty fellows will have a major presence at the Two Year College Association (TYCA) Northeast regional conference next month. Five members of the PCCC community will be giving presentations.

"Capitol Improvements: The Two-Year College as an Agency of Change" will be held November 4-6, 2010 in Washington, DC. TYCA's regional conferences foster the intellectual and pedagogical growth of English teachers and administrators in the two-year colleges throughout the region.

On Friday, a session on "Writing Connection: Bridging the Gap between High School and College" will be done by Alexandra Della Fera, Elizabeth Nesius, and Ken Ronkowitz.  This presentation is on our Connections program to work with area high school teachers across disciplines to create varied opportunities in writing-to-learn rather than the traditional learning-to-write approach that might apply only to the English classroom.

One of three presentations on Saturday from PCCC is "Collaborative Assessment: Working Together toward Institutional Change" by Elizabeth Nesius and Kelly Bender. Their looks at methods of collaboration for course-and program-level assessment and data-sharing to help both faculty and program administrators. Instructors can improve the WAC elements of their courses without sacrificing content, while still furthering the program mission of helping students to write well and think critically in any discipline. Writing program administrators, on the other hand, can improve both the writing program implementation and the training of its faculty to teach WAC courses. Students will benefit by experiencing WAC courses that are clearly defined, engaging, and optimized for their learning.

Ken Ronkowitz will present a workshop on "Adopting Open Textbooks." Open textbooks are openly-licensed textbooks offered free online by authors. The open license sets them apart from traditional textbooks by allowing users to read online, download, and print. They are also editable so instructors can customize content, cross-platform compatible and work with adaptive technology. This session looks at the how to identify, evaluate, and adopt Open Textbooks, and training opportunities for those wanting to adopt open resources, do peer reviews or open their own writing. Ken is an Advocate/Trainer for NJ as part of the Community College Consortium for Open Educational Resources (CCCOER).

Also on Saturday, Christine Redman-Waldeyer will present on "Public Writing: Linking Journalism, the College Newspaper, and Composition." Teaching journalism is always challenging but more so in a community college setting where students may not be prepared to write academically. It is one opportunity to prepare our students how to research and because students’ work is often “public” because it is tied to the college newspaper it helps students understand accountability, teaches them the need to consider what is libelous, to consider expert opinion, and the need to observe without bias.

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TYCA (Two-Year College Association) is an organization under the umbrella of the NCTE (National Council of the Teachers of English) specifically designed for two-year college English teachers. Within National TYCA, there are seven regional TYCA organizations. Each works to foster the intellectual and pedagogical growth of English teachers and administrators in the two-year colleges throughout the northeast region. Our specific goals include conducting our annual conference in the fall and publishing a newsletter, which features members' articles, fiction, and poetry.

Portfolio Mentoring

For the 2010-2011 academic year, we have added Professor Anita Kumar as a peer mentor for faculty teaching writing intensive classes.

Anita is full-time faculty in the Early Childhood Education department. She has been an enthusiastic proponent of writing in the disciplines. Though ECE courses cannot be offered under the Initiative as WI courses, she includes many of the WI components in her classes and has been using ePortfolios for two years.

She began using our eFolio product in her classes voluntarily because it was something that education departments at the 4-year colleges do as a regular practice.

Professor Kumar has presented to PCCC faculty at our WI Faculty Institutes. She also did a team presentation in March 2010 at the NJEDge.Net Faculty Best Practices Showcase at Seton Hall University along with Elizabeth Nesius and Ken Ronkowitz. That presentation, "Soft Launching An Institutional ePortfolio Initiative," highlighted PCCC’s decision-making process approach to piloting online portfolios to support student learning and assessment.

This year she was appointed by the Vice President off Academic Affairs, Dr. Jacqueline Kineavy, to lead a study on the adoption of portfolios across the college community. The committee will look at portfolio products, adoption strategies and methods of assessment. The plan currently is to introduce portfolios in the required College Experience course and in the Humanities department.

Because Anita brings a strong pedagogical background to portfolio use and has extensive use in the current portfolio product, we decided she would be an excellent choice to mentor WI faculty in portfolio use during this year.

Math Science Faculty Institute

The Summer Writing Initiative Faculty Institute held in August was different in that all the participants are developing math or science writing intensive courses.

This two-day Institute is the first of two parts for faculty developing WI courses that will be piloted in 2011. The second 2-day Institute will be held during the January 2011 break.

The seminar style sessions address the goals and methodologies of the Initiative, the process of creating course materials and the tools and support available to students and instructors in these courses.

Professors Radha Sankaran, Fillmore Corpus and Kristina Oriente from the math department and Meg Sloan from science worked with the Initiative team on August 25 & 26 for full day (9-3 pm) sessions.

Professor Sankaran is developing Math 103 Statistics as a writing intensive course section. Professors Corpus and Oriente are co-developing Math 101 as WI. This is the first time we have had two faculty develop the initial section of a course. The hope is that while one of them will pilot the course, the other will be ready the following semester to offer a second section as WI.

Professor Sloan is redesigning Biology 101. The second half of that sequence (Bio 102) was developed this past year and is being piloted by Professor Griedanus this semester.

The following topics were covered during this first part of the Institute:

1. An introduction to the Writing Initiative and the WI Course Development Handbook
2. Defining Writing Intensive courses
3. Aligning course and department goals with WI goals
4. The WI course development process in detail
5. WI Course syllabi creation
6. Generating WI assignments - incorporating critical thinking & information literacy
7. Tools and support in brief (Writing Center use, LibGuides, eTutoring, WCOnline, media etc.)

The faculty now work during the semester to develop their syllabi and assignments and will meet twice with the team during the semester. In January, during part 2, we will all review the assignments and critique what was developed. The second part of the Institute also focuses on the technology elements of the WI courses - portfolios, LibGuides, eTutoring - and assessment of student work and of the WI course design during the pilot semester.

Seventh Faculty Institute Event Held

Professors Griedanus and Risher bonding during the June Institute.
They are preparing Biology II and Public Speaking respectively
as WI offerings for this fall.

The Writing Initiative team held its seventh Faculty Institute this month for instructors preparing courses as Writing Intensive for fall 2010.

This four-day Institute was held June 1-4, 2010.

The topics addressed during the 4 days of seminar-style sessions included:

• The Course Development Handbook
• Defining a Writing-Intensive Course
• Faculty Professional Development
• Goals: Initiative goals and alignment with discipline-specific goals
• Requirements of a WI Course
• WI Courses Syllabi
• Formal and informal writing
• Creating formal writing assignments
• Responding to student writing
• The Writing Center and Support for Students and Faculty

• Creating LibGuides and using media
• Critical thinking through writing – assignment creation and rubric use
• Information literacy – creating assignments, rubric and template
• Assessment of WI Courses and the Writing Initiative
• Portfolios – structuring student use, tech support, use by the instructor, student reflections, and Initiative assessment
• The PCCC Task Force

Making Our High School Connections

A component of PCCC's Writing Initiative five-year grant is to make connections with the area high schools that send students to the college during year three.

The Writing Connection involves collaborating with area schools to share the best practices in teaching writing across disciplines.

During Year 3, we have now added Professor Alexandra Della Fera as our mentor to work with high school teachers in our High School Connections. Alex was the clear choice not only because of her background in writing, but because she is already connected to area high schools by her work with the PCCC Dual Enrollment program.

In addition to her teaching in the English Department, she coordinates the English Composition teachers at county high schools who are teaching PCCC's college-level Composition I course in the high schools.

Professor Della Fera will be working with the Initiative team to invite teachers in all disciplines to apply for our Summer 2010 seminar.

How do high school teachers capture the attention of a visual, online, Net Generation of students in a time of fragmented instruction, high-stakes testing and the social and economic tensions?

Research shows that integration of critical thinking and writing skills into all classrooms helps student performance and understanding of the discipline being taught. The Initiative has created Faculty Institutes for PCCC faculty that offer hands-on, collaborative activities designed to strengthen the integration of critical thinking and writing skills in general educations courses. Using those Institutes as a model, participating teachers will work with classroom action-research activities and strategies for gaining immediate feedback on student learning.

Sessions for the two day event will be designed and facilitated by Professor Della Fera, Elizabeth Nesius (Coordinator of the Writing Center) and Ken Ronkowitz (Director of the Writing Initiative).

At least one summer session will be held at the Writing Center on the Paterson campus. Attendees will receive a stipend of $500 for attendance at the two days and completion of the activities, and also receive NJ professional development hours for their participation.

In year 4 of the grant, we plan to connect with the 4-year colleges where our students often matriculate after completing their Associate degrees.

For more information on our high school and college Connections program, see our site at http://pccc.libguides.com/connection.

Mentoring Faculty in Using Critical Thinking

Mark Hillringhouse will be the Writing Initiative mentor for critical thinking this academic year.

Mark developed and taught the WI section of Critical Thinking (CT 101).

Mark is known as both a poets and photographer and brought both of those talents into the critical thinking course as ways to teach creative and visual thinking.

He will do a presentation at our January Faculty Institute along with Kelly Bender to introduce the mentors to the new WI faculty fellows.

Mentoring Faculty in Writing

Professor Kelly Bender of the PCCC English department has been selected by the Initiative team to serve as our mentor to WI teaching fellows for writing for the academic year 09-10.

Kelly has developed the Writing Intensive section of  EN 212 and will be teaching a WI section of EN 205 next year.

She will present at the January Faculty Institute on creating writing assignments in other disciplines.

Two-Day Faculty Seminar For New WI Faculty

We have split our 4-day Faculty Institute into two 2-day sessions this year in an effort to reach more faculty and make the experience more of a seminar-style event.

During the January break, we will hold a seminar with faculty who are piloting courses in spring or fall 2009. The second 2-day session will be held in May.

Both sessions will focus on the goals and methodologies of the Initiative, and hands-on creation sessions for faculty developing a writing-intensive course.

January 14 -  8:30 - 3:30

• An Introduction to the Writing Initiative Goals
• The role of the PCCC Writing Center
• What is a writing-intensive course?
• Best Practices from Fall 2008 with faculty fellows Randy Jenkins, Alan Mitnick, Petar Drakulich and Anita Kumar.
• Creating WI assignments
• Incorporating critical thinking in writing

January 15 - 8:30 - 3:30

• The requirements for teaching a writing-intensive course as part of the Writing Initiative grant.
• An overview of the technologies & tools being used in WI courses to help generate writing and support students: WCOnline, LibGuides, Blackboard and the PCCC portal, ePortfolios, streaming media and eTutoring.
• Working with the design template to create a WI assignment.
• An introduction to the standard writing rubric and using it for assignments and assessment.

Our First Writing Initiative Faculty Institute

Professor Mitnick responds to a question.

Our first annual Writing Initiative Faculty Institute was held June 9-12, 2008. The four-day institute was hosted by The Writing Initiative with the targeted audience of faculty and support staff who will be directly involved in developing the Writing Intensive courses that are at the center of the Initiative.

Though only three courses are scheduled to launch as Writing Intensive this fall, we invited 23 faculty members who have been involved with writing on campus and have shown an interest in developing a WI course in the future.

Through a combination of hands-on and informational sessions by the Initiative,  PCCC staff and guest speakers, we hoped to inform and prepare faculty for the curricular redesign and implementation of Writing Intensive GenEd courses.

Professor Nesius discussing eTutoring protocols.

We surveyed attendees about the sessions and here are the results that received a 25%+ response, in order:

MOST USEFUL SESSIONS

1. LibGuides
2. Using Rubrics
3. Creating assignments
4. Using media
5. eTutoring
6. WebCT
7. Creating rubrics
8. WI requirements
9. Holistic scoring
10. ePortfolios

TOPICS REQUIRING ADDITIONAL TRAINING

1. LibGuides
2. Media sources
3. ePortfolios
4. Creating assignments
5. Writing in the disciplines


The clear winner in popularity was the use of LibGuides. They are one of the technology tools we plan to use with Title V courses, but they are just one tool in that effort and like other tools, they certainly have usefulness for the larger PCCC community. They are a good example of aspects of the grant that we are able to financially support that should help the academic community at large.