This 3-sentence summary provides the essential information about the course syllabus:
This 3-credit, Technology for Teachers course meets on Tuesdays and Thursdays from 2:30-3:45 pm in room NKM 117. The course introduces students to integrating instructional technology into K-12 classrooms and focuses on software, presentation tools, and issues related to technology use. Grades are based on technology-focused assignment projects completed throughout the semester, which are worth 80% of the final grade, and a comprehensive final exam worth the remaining 20%.
The NCSEHE hosted a webinar on 15 April 2021, presenting new research led by Dr Bret Stephenson (CHEEDR at La Trobe University) on “ghost student” failure in higher education.
CCE: There is nothing more difficult to take in hand, more dangerous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things.
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
Purpose: To explore how systems of E&A can be used to improve the quality, equity and efficiency of school education.
Focus: A Review of national approaches to E&A in school education (primary and secondary schools)
Comprehensive approach: The Review looks at the various components of E&A such as:
Student assessment;
Teacher appraisal;
School evaluation;
The appraisal of school leaders;
Education system evaluation.
Need some help on how to deal with your students who fall short in academics? Find help in this presentation. This guides the faculty or the counselor on how to help the students make the most of their life in school
Presentation on large-scale e-Learning for Educators online professional development program and research with online training and courses by EdTech Leaders Online at EDC.
The NCSEHE hosted a webinar on 15 April 2021, presenting new research led by Dr Bret Stephenson (CHEEDR at La Trobe University) on “ghost student” failure in higher education.
CCE: There is nothing more difficult to take in hand, more dangerous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things.
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
Purpose: To explore how systems of E&A can be used to improve the quality, equity and efficiency of school education.
Focus: A Review of national approaches to E&A in school education (primary and secondary schools)
Comprehensive approach: The Review looks at the various components of E&A such as:
Student assessment;
Teacher appraisal;
School evaluation;
The appraisal of school leaders;
Education system evaluation.
Need some help on how to deal with your students who fall short in academics? Find help in this presentation. This guides the faculty or the counselor on how to help the students make the most of their life in school
Presentation on large-scale e-Learning for Educators online professional development program and research with online training and courses by EdTech Leaders Online at EDC.
Presented at CASRAI 2013: Reconnect Big Data.
Appreciation to Amber Leahey, the metadata librarian at Scholars Portal, whose 2012 iASSIST slides were very useful in putting this together.
Presentation of the 4-yeal long work on developing Go-Lab teachers communities. More than 6000 teachers from 1000 EU schools were involved. Here is the impact our work in the framework of this project.
Resources for veterans and career professionalsAmy Armstrong
Recommended websites, tools, books, documentaries, and films to help understand veterans of OIF and OEF and provide veterans with job search and career/educational planning assistance. #MACCA2014 #GIBill
How to talk to your users about why eBooks are terrible.
In 2013, the OCUL consortium purchased scholarly eBook collections with much stricter DRM. This session will explore the implications of this new model on technological support and infrastructure within the consortium, and will examine usage data and user feedback to illustrate how library users are accessing (or not accessing) borrowable eBooks.
Presented at ER&L 2014
Austin, Texas
Jacqueline Whyte Appleby & Meghan Ecclestone
Discussion 4Research at least two articles on the topic of manag.docxmadlynplamondon
Discussion 4
Research at least two articles on the topic of managerial issues of a networked organization. Write a brief synthesis and summary of the two articles. How are the topics of the two articles related? What information was relevant and why?
Provide the references in your responses.
Your post should be 300 words long (40 points). Respond to at least two other postings (10 points).
Note:
1. Use APA format throughout the work.
B A 6 3 3 : I N F O R M A T I O N
S Y S T E M S I N F R A S T R U C T U R E
Summer, 2019
6/27/2019 – 8/17/2019
ON - LINE
BASIC INFORMATION
Instructor: Nagamani Palla
Office:
Office Hours:
Phone:
Websites: http://cu.learninghouse.com – online class website
E- mail: [email protected] (Please include complete course code #BA63372G1)
TEXT/MATERIALS
Stallings, W., & Case, T. (2013). Business Data Communications: Infrastructure, Networking and Security
(7th ed.). Prentice Hall. ISBN: 978-0-13-302389-3.
COURSE DESCRIPTION
This is an advanced course covering information systems infrastructure. The areas covered include architecture, operating platforms, database systems, data storage, networking, wired and wireless transmission, e-commerce, cloud computing, virtual servers, and mobile computing. Prerequisite: BA 602 Management Information Systems.
COURSE OBJECTIVES:
Upon completion of this course, students should be able to:
· Examine how business utilizes telecommunications networks and information systems architecture.
· Analyze the design and uses of information technology infrastructure.
· Evaluate the advantages and disadvantages of competing solutions.
· Examine the knowledge needed to design and implement a comprehensive information system for an organization.
· Illustrate and discuss current advances in IT infrastructure.
ASSIGNMENT INFORMATION
There following assignments are required for this course: Quiz (10) 10x20 120 Pts
Case Study (3) 3x75 225 Pts
Group Discussion (5) 5x50 250 Pts
Research Paper (1) 100 Pts
Total 695 Pts
NOTE: All assignments must be completed by the due time on the due date and are not accepted late.
GRADING SCALE
Grade
A
B
C
D
F
Percentage
100 – 90%
89 – 80%
79 – 70%
69 – 60%
Below 60%
Points
>625
556-624
487-555
417-486
<417
COURSE POLICIES
ATTENDANCE POLICY
According to the Office of the Vice President of Academic Affairs, attendance begins for all students on the first day of class. This includes students who register “late”.
The University attendance policy will be followed. The policy states that a student who has missed the equivalent of one week (1) of class periods for any reason receives a warning. Any student who misses equivalent of two weeks of class periods (2) for any reason is automatically withdrawn administratively (WA) from the class and is calculated in the grade point average (GPA) as if it were an F.Attendance for online classes is figured the same way as the face-to-face classes, using missed assignment due dates as absences. For a grad ...
EBTM 350 Business AnalyticsSemester TermCourse-SectionI.docxbudabrooks46239
EBTM 350: Business Analytics
Semester / Term
Course-Section
Instructor
Email
Phone
Course Description
This course addresses the contemporary business issues of using data to support decision-making and implement change. The course focuses on using standard business analytic models to summarize and analyze data, build models, and drive impact through quantitative decision-making. Innovative trends in business will be explored, through methods to create and frame problems. Descriptive, predictive, and prescriptive analytics will be discussed, illustrating the transformation from knowledge gained through problem formation into practice. Creative solutions to open-ended analytics problems will be explored, using data to discover patterns and trends.
Pre-Requisites: EBTM 251; Major in ACCT, BUAD, or EBUS-BSAP; Junior/Senior standing
Text
Evans, James, Business Analytics, 3rd edition, 2020, Pearson Education. TU Direct Access to the etext and Pearson’s MyLab online assignments is required. Students may also upgrade their digital access and add a paper copy as an option. Direct Access will billed to the student individual accounts. eText is accessible via Pearson MyLab with hard copy purchase options.
Learning Outcomes
After completing this course, students will be able to:
· Analyze data
· Build and use models for common decision scenarios
· Analyze support for decisions involving uncertainty and risk
· Manipulate data and perform quantitative analyses
· Develop optimization models and understand their implementation
· Discover patterns in data through data mining
· Apply the three main types of analytics: descriptive, predictive, and prescriptive
Content objectives assessed in the comprehensive exam (in MNGT 481) are:
· Analyze patterns and trends in data to create predictive analytics
· Develop prescriptive analytics to identify optimal solutions
· Quantitatively evaluate alternatives to a decision problem
· Understand nuances in single-period demand and predict profit for demand
Learning Assessment
The academic programs at Towson University College of Business and Economics are internationally accredited by the Association for the Advancement of Collegiate Schools of Business (AACSB). Each semester, as an ongoing part of this exclusive certification, the Business Analytics and Technology Management Department conducts routine assessment of students’ proficiency in selected dimensions of knowledge, skills, and attitudes (KSAs), as well as content mastery of selected business topics and students’ satisfaction with the learning experiences provided by the department. The methods of such assessment will be communicated by the instructor. Student participation in these assessments, as part of the overall departmental learning program, is mandatory.
Assignments and Examinations
Assignments include a mixture of objective, computational analytical and technical questions that require thinking and applying the appropriate concepts and .
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How libraries can support authors with open access requirements for UKRI fund...
Edu 225 102 syllabus spring 2014 brockman v2
1. Course Syllabus Spring 2014
COURSE TITLE: Technology for Teachers
COURSE NUMBER: EDU 225-102
CREDIT HOURS: 3
CLASS TIME AND LOCATION:
Section 102 meets TTH 2:30 – 3:45 inNKM 117
INSTRUCTOR: Carolyn BrockmanOFFICE:ICE 212BPHONE: (417)
447-8180
OFFICE HOURS: I am in the TLC around 40 hours per week. Just call the
office phone above or 447-8164 for an appointment. Walk-ins are also
welcome, but you run the risk I may not be available.
E-MAIL: brockmac@otc.edu
PREREQUISITE: Must be concurrently enrolled in a mathematics course.CIS
101,
Grade of “C” or better in ENG 101 and a 2.75 minimum of GPA.
TEXTBOOK: Integrating Educational Technology Into Teaching, 6th
edition Author: ROBLYER Edition: 6TH ISBN: 9780132612258
RECOMMENDED MATERIALS: USB headset with microphone (This course includes audio
components.) Flash drive (Remember to save backup copies of coursework)
There are readings in this textbook related to our study topics. Quizzes will be given each week
over the reading.
COURSE RATIONALE: As with many other professions, education is increasingly turning to
technology, which provides learning opportunities otherwise unavailable. This course will help
students, as future teachers, know how to evaluate and apply technology to enhance instruction.
Coursework will focus on how to guide learners in using technology effectively. The purpose of
this course is to prepare students to develop a technology-rich learning climate through practice
and application.
2. COURSE DESCRIPTION: In this course, students will learn how to integrate instructional
technology into PreK-12 classrooms. Students will study a variety of software programs,
presentation technology, and telecommunication tools. The focus will also be on social, ethical,
legal and human issues surrounding the use of technology.
COURSE OBJECTIVES: Upon successful completion of this course students should be able
to:
1. Demonstrate a sound understanding of state and national standards for technology in
education.
2. Demonstrate competency in technology operations and concepts by creating and editing
documents using various software programs.
3. Demonstrate an awareness of current methods and strategies for using technology to
maximize student learning.
4. Develop technology strategies to facilitate a variety of informal, formal and authentic
assessment techniques.
5. Demonstrate the use of technology to enhance personal productivity and professional
practice.
6. Demonstrate an understanding of the social, ethical, legal and human issues surrounding
the use of technology.
COURSE CONTENT:
1.
2.
3.
4.
5.
Technology operations and concepts.
Technology to maximize student learning.
Technology and use of informal and formal assessment techniques.
Technology to enhance personal productivity and professional practice.
Technology and social, ethical, legal and human issues
GRADING SCALE: A = 100-90%; B = 89-80%; C = 79-70%; D = 69-60%; F = less than
60%
COURSE POLICIES
This course contains several projects using various technological tools for the future teacher.
Directions for completing course assignments are provided in the Lessons area of the Blackboard
site. The final exam will be comprehensive of all content covered in this course, and it will take
place the last day of class, July 26, 2013.Tuesday, May 13 from 1:45 to 3:45 in our
regular classroom, NKM 117.
GRADING: Assignments in this course are divided into two general categories, which carry the
following weight in your final grade calculations:
3. Grading Categories
Final
Exam, 20%
Assignment
Projects, 80
%
Assignment Projects
• I have a desire that a student complete this course course with skills (as well as theory)
about teaching with technology. Therefore, all six objectives of the course will be explored
though projects. For example, while the student is exploring learning styles, the project may
use an audio recording software or an online visual organizer... etc...
Final Exam
• The final exam will consist of six essay questions from a test bank of twelve prior reviewed
questions. The questions are based off of the six course objectives listed earlier in the
syllabus.
GRADE POSTING: Your confidential gradebook is kept in our Blackboard site instead of
Pinnacle. Each assignment has a rubric within the Dropbox area to know how your assignments
will be graded.
Note: Quizzes are part of the Assignment Projects Grade.
According to the Final Exam Schedule, the date for your Final Exam is Tuesday May 13 from
1:45 to 3:45 in our regular classroom, NKM 117
Also, encouraged in this class are Employability Skills which include the following
characteristics:
Punctuality
Good attendance
A cooperative and positive attitude
Effective verbal and written communication skills.
A strong work ethic.
4. Late Work **
• No late homework will be accepted. The
lowest two scores from the assignment
project category will be dropped to
accommodate emergencies. This policy is
to prevent getting backed up for students and
to also help with procrastination issues that I
have seen over the years that I have taught
this class
Attendance
• I follow OTC’s attendance policy, read
below…. Before you do, I want to point out
the following graph taken from a Calculus
class at North Carolina State University
(NCSU). Notice as the number of absences
increase, the grades sharply decrease.
THERE IS A SIGNIFICANT RELATIONSHIP
BETWEEN ATTENDANCE AND MATH
GRADE. GO TO CLASS!!! (Mine and your
Math Class!)
**LATE WORK: I will NOT accept late work. However, I will drop the lowest two scores and
will assign reasonable completion time to accommodate issues. Usually all assignments are due
two classes after assigned (class after next) so that projects are given time to ask questions. It is
up to YOU, the student, to keep up with your work since you get this extra time. Late work will
be rarely accepted (on an emergency basis only). It is very difficult to get a full grasp of the
topic when trying to catch up. I have rarely gotten late work of the same quality as one that was
turned in on time. Quality is what makes better teachers and prevents problems later.
5. OTC POLICIES
ATTENDANCE REQUIREMENT: All students are expected to be present for their scheduled
classes and labs. Regular attendance and participation are required. Absences will be considered
justified and excusable only in cases of emergencies, serious illness or death in the immediate
family.
ADMINISTRATIVE WITHDRAWAL FROM A COURSE: It is the policy of the College
that a student will be administratively withdrawn from a course due to lack of attendance in
seated classes or nonparticipation in online classes (Policy 5.36). The number of absences that
will result in administrative withdrawal from this class is 10 total days or six consecutive
classes6 total days or 4 consecutive classes (two consecutive calendar weeks., (two
consecutive calendar weeks). Students should be aware that administrative withdrawal for lack
of attendance or nonparticipation may reduce the amount of financial aid they receive, delay
their graduation or necessitate repayment of aid already received and does not relieve their
obligation to pay all tuition and fees due to the College.
NON-DISCRIMINATION STATEMENT : Ozarks Technical Community College prohibits
discrimination and harassment and provides equal opportunities in its admissions, educational
programs, activities and employment, regardless of race, color, religion, gender, national origin,
age, marital status, sexual orientation, political affiliation, veteran status and disabilities that
include HIV and AIDS and medical conditions. Bona fide occupational qualifications will be
allowed in those instances where age, gender or physical requirements apply to the appropriate
and efficient administration of the position. Any person having inquiries concerning OTC’s
compliance with these regulations may contact Julia Edwards, Title IX and Section 504
Coordinator, 1001 E. Chestnut Expressway, Springfield, MO 65802, 417.447.8188.
AMERICANS WITH DISABILITIES ACT (ADA): Any student should notify this instructor
immediately if special assistance or devices are needed to accommodate a disability. This
College complies with Section 504 of the Rehabilitation Act of 1973 and makes every effort to
ensure disabled persons admitted to the College as students or employed by the College are
afforded all the rights and privileges provided to them by State and Federal law.To request
academic accommodations for a disability, contact Disability Support Services at 417.447.8189
or in ICE 127. Students are required to provide documentation of disability to Disability Support
Services prior to receiving accommodations.
DISABILITY SUPPORT SERVICES: Disability Support Services has been designated by the
college as the primary office to guide, counsel and assist students with disabilities. If you receive
services through the Disability Support Services Office and require accommodations for this
class, make an appointment with your instructor as soon as possible to discuss your approved
accommodation needs. Bring your Accommodation Memo provided by the DSS Office to the
appointment. Your instructor will hold any information you share in strictest confidence.
Academic and Course Grade Appeal: The College has established an equitable and orderly
process to resolve academic dissatisfaction at the College. This may include final grades,
instructional procedures, attendance, instructional quality and situations related to academic
6. issues. For more information concerning the Academic and Course Grade Appeal procedure,
please refer to the Student Handbook. Note: the student handbook is the last part of hte course
catalog in the student handbook link.
GRIEVANCE PROCEDURE FOR NON-ACADEMIC ISSUES:Students having complaints,
other than grade appeals or academic dissatisfaction, which cannot readily be resolved through
normal channels, may bring their complaints to the Dean of Student Development. If the Dean
of Student Development cannot satisfactorily resolve the complaint, the student may request the
matter be referred to the College Student Grievance Committee. The chairperson will convene
the committee. The committee will hear the complaint and make a recommendation for
resolution to the College president. The decision of the College president shall be final.
ACADEMIC DISHONESTY: Academic integrity represents one of the most essential elements
of the teaching and learning process. All members of the OTC community are expected to fulfill
their academic obligations through honest and independent effort. By submitting coursework to
your instructor as an OTC student, you pledge that the work is truly your own. Violations of
academic integrity—which include but are not limited to cheating, collusion, plagiarism, and
other forms of academic misconduct—damage your personal character and thwart your
instructors’ ability to promote your learning. As an OTC student, you are responsible for
knowing and following the College’s policies and procedures regarding academic integrity.
These guidelines and more information related to academic integrity are available in the Student
Handbook, on the OTC Academic Integrity Web page, and in College Policy 5.15.The College
recognizes that academic integrity is complex and can be confusing. Therefore, you are obligated
to review these information sources carefully and to seek needed clarification from your
instructor concerning questions of collaborative work, citation of sources, or other issues related
to academic integrity. Note: the student handbook is the last part of hte course catalog in the
student handbook link.
DROPPING A CLASS: It is your responsibility to understand the College’s procedure for
dropping a class. If you stop attending this class but do not follow proper procedure for dropping
the class, you will receive a failing grade. To drop a class, complete the necessary form in
Student Services or via the Access OTC tab in MyOTC. Failure to properly withdraw from
classes can have a detrimental effect on your grade point average and your future educational
goals. See the College Website or contact Student Services for drop deadlines.
COMPUTER USE EXPECTATIONS FOR SEATED COURSES: In today’s computer based
society, it is imperative that students develop computer based skills. Therefore, Ozarks
Technical Community College students will be expected to use technology to assist them in the
learning process. At a minimum, students will be expected to log on to the online learning
platform where the course syllabus and faculty information are located. In a “seated” course, the
time spent in class should be the primary venue used to deliver the content of the course as stated
in the course abstract. The manner in which that content is delivered in the classroom is left to
the discretion of the instructor. In a “seated” course, the administering of course assessments
(other than “traditional” assessments including, but not limited to, research papers, essays,
mathematical problem sets, etc.) should be conducted primarily during the regularly-scheduled
class periods. The manner in which those assessments are administered is left to the discretion
7. of the instructor. The use of assessments (administered online) outside the regularly-scheduled
class periods are acceptable provided the following criteria are met:(1)the number of assessments
are conducted on a limited basis and (2) the percentage of the course grade comprised by the
online assessments is kept to a minimum.
*** NOTE *** There will be some Thursdays on the Schedule, where I am scheduled to be in a
very important teaching strategies meeting with instructors and administrators of OTC. The Vice
Chancellor of Academic Affairs, Dr. Steve Bishop, approved that I have alternate or online
exercises that are technology oriented as exercises in exchange for class times on these dates.
These lessons will most likely be online and will involve online learning practices. On these days
we will not meet in the classroom. Instead we will meet in the online environment.