This presentation will provide an overview of the initiative undertaken to improve the success rate of students
enrolling in CIS 110 Intro to Computers. Presenters will cover the development and implementation of a
standardized Moodle curriculum for all delivery modes and the use of an industry recognized certification to
develop course objectives,mandatory instructor requirements,the pitfalls and lessons learned in developing
and establishing a computer placement test and college-wide computer placement test policies, and the addition
of a developmental computer course.
Innovations in Mentoring and Evaluation of Online Faculty
at Park University. Presented at Sloan-C, Nov.2008.
Presented by: Lisa Bunkowski, Mike Eskey, & Marcia Peterso
Coaching Institute Management Software helps manage Student, Teacher, Courses, Batches, Fees, Attendance, and Marks. Provides easy reports like Outstanding fees, Marks, Attendance etc. This is a MUST HAVE software for all coaching institutes. For quite sometime we have been asked by several institutes to develop software that is focused on coaching institute requirements.
CIMS is developed after collecting requirements from several institutes in different fields.
Innovations in Mentoring and Evaluation of Online Faculty
at Park University. Presented at Sloan-C, Nov.2008.
Presented by: Lisa Bunkowski, Mike Eskey, & Marcia Peterso
Coaching Institute Management Software helps manage Student, Teacher, Courses, Batches, Fees, Attendance, and Marks. Provides easy reports like Outstanding fees, Marks, Attendance etc. This is a MUST HAVE software for all coaching institutes. For quite sometime we have been asked by several institutes to develop software that is focused on coaching institute requirements.
CIMS is developed after collecting requirements from several institutes in different fields.
Using Placement Tests to Improve SLOs and Retention - Course Technology Compu...Cengage Learning
Using Placement Tests to Improve SLOs and Retention - Course Technology Computing Conference
Presenter: Rachelle Hall & Beth Berry, Glendale Community College
The importance of student retention and improvement of student learning outcomes in an introductory survey of computer systems course cannot be over emphasized. GCC has been struggling with this issue for years and by incorporating SAM technology into our courses, we were able to address our challenges and develop an action plan. The development of new strategies require data collection. Using a program such as SAM allows us to obtain the data we require. This presentation will demonstrate how we use SAM to define what and where our focus needs to be in order to offer a path to success for our students. Our “D-F-W” rate was close to 30% after our curriculum was changed to articulate to the state universities. This curriculum change added many higher-level tasks to the course, and data showed the students who were unable to conquer these tasks were those who received the D, F or W grade. Those struggling either stopped coming to class once it reached this level of difficulty or simply could not keep up with the content. Using the data we were able to develop a placement test in conjunction with SAM which students take the first week of the class. Should a student not achieve a base entry level score, they can be enrolled in a lower-level computer course. These students are monitored throughout the course to measure their success and retention. Once they complete the competencies in the lower-level course, they are able to proceed into the higher-level survey course with the skill set to succeed. The goals of this presentation are to demonstrate how using technology assessment tools, such as SAM, can give you the information to determine where and how changes need to be made to enable student success in your course. For GCC, it was placement tests for our entering computer students to ensure they were taking the courses they needed to succeed. Although many institutions stray from placement tests for entering computer course students, we now embrace them as a tool to aid in student success.
A presentation I gave in 2010 on the then current state of national education and what vendor opportunities were available.
Sadly I think that we will be losing some of this.
Online course registration system development software engineering project pr...MD.HABIBUR Rahman
Autometed Online Course Registration System is a software development project final presentation. here , I applyed . and software development waterfall feedback model. Development Software Engineering Project Presentation
Discovering History Through Digital Newspaper CollectionCengage Learning
Hear from Seth Cayley, Director of Research Publishing at Gale, a part of Cengage Learning, as he discusses the historic media coverage of familiar and little known events, cultural phenomena, and everyday life found in 19th and early 20th century newspapers. Learn how historical newspapers can support faculty research, drive inquiry and critical thinking among students, and stimulate classroom debate.
Are Your Students Ready for Lab?
11/5/2015
Presenters: Bill Heslop and Tony Baldwin, Directors and Co-founders, Learning Science Ltd.
LabSkills is an online program that prepares students for their lab sessions through assignments inOWLv2, the leading online learning system for Chemistry. LabSkills makes it easy for you to requirestudents to complete laboratory preparation prior to attending lab with demonstrations, interactivesimulations, and quizzes. The newest version of LabSkills PreLabs is an enhanced course with 10 new techniques, plus new mobile-compatible simulations. LabSkills content is easy to assign and is automatically graded. LabSkills is currently used by schools and universities in more than 30 countries worldwide.In this webinar, you will learn how to get your students:-Engaged with practical work-Prepared when they get to the lab-Confident in performing the experiments-Using the time in the lab effectively
5 Course Design Tips to Increase Engagement and OutcomesCengage Learning
Facilitated by: Professor Greg Gellene, Texas Tech University, Lubbock, Texas
10/21/2015
How do you get the most out of your students? Do you wish for them to participate more? Complete their homework? Improve their outcomes? Listen as Greg Gellene reveals his 5 tips for designing a course to better engage college students. Greg will share his experience building a digitally-infused course that increased class attendance and drove homework completion rates to over 80%. Attend this second webinar in our Journey to Digital Professional Development Series to hear from Greg, ask advice for implementing such methods in your own course, and discover why Greg’s students say technology helped to keep them well-engaged in his course.
The Journey to Digital: Incorporating Technology to Strengthen Critical MindsCengage Learning
Dr. Dale Prentiss, Special Lecturer, Oakland University, Rochester, Michigan
Have you gone digital? 74% of surveyed college students feel that they would fare better if their instructors would use more technology. Whether you are a technology novice or a digital pro, we welcome you to a webinar inspired by a recent case study at Oakland University. Dr. Dale Prentiss will share his journey to digital, his mission to help students strengthen their critical thinking skills, and how personalizing his course resulted in better student engagement. Join Dale as he discusses the highs and lows of moving from a non-digital to a fully-digital experience and offers tips on how to make the transition in your own course in this first webinar of The Journey to Digital Professional Development Series.
Google Drive Plus TexQuest Equals a Match Made in Research HeavenCengage Learning
Learn more about how Prosper (TX) High School is using their Gale In Context resources through the Google integration with tools such as Drive, Docs, and Apps, to help their students and teachers more easily access and share content within the classroom, library and from home.
Improving Time Management: Tips that Will Help College Students Start the Yea...Cengage Learning
Successful time management can have a major positive impact on grades and classroom performance. In addition, students who improve their time management report less stress, better focus and improved quality of life. Keep reading to review Cengage Learning’s top time-management tips!
How successful is MindTap? Just ask the Students! We asked and you answered, students are more likely to recommend to fellow students and professors alike!
Getting Started with Enhanced WebAssign 8/11/15 Presented by: Mike Lafreniere...Cengage Learning
Get up and running with Enhanced WebAssign (EWA) quickly! In this hour long peer-to-peer training session you will learn how to log in, create your own course, build and schedule assignments, and more. In addition, you’ll also get advice on what to require of students during the first couple of weeks of class.
Taming the Digital Tiger: Implementing a Successful Digital or 1:1 InitiativeCengage Learning
Hear from respected educational technologist, Lenny Schad, as he shares his experiences in leading a large Texas school district through a program of inclusion – creating an environment where it no longer matters which brands of hardware are being used or who owns the devices. Lenny is also an author with a recent ISTE published title Bring Your Own Learning.
Decimal and Fraction Jeopardy - A Game for Developmental MathCengage Learning
Each year colleges identify a significant number of students needing developmental math classes. Classes include capable students who may have fallen behind as well as students who have never acquired the skills to be successful in math. Game based learning can enhance motivation and help students succeed. Creating a game does not require advance technical skills. This user-friendly Powerpoint game is modeled on the popular Jeopardy game show and provides students with the opportunity to develop basic math skills. With game based learning, your lesson plan will become a focused, interactive opportunity for learning.
Game it up! Introducing Game Based Learning for Developmental MathCengage Learning
Addressing the needs of developmental math students is difficult but important challenge facing instructors. Game based learning adds excitement to your lesson and helps students focus. In this presentation, Dr Kathleen Offenholly reviews best practices and simple steps for adding game based learning to your class. The games are not flashy and do not require advanced technical skills. They are simple to implement and have proven to be effective.
Our esteemed guest, and author of the ASCD published title "Overcoming Textbook Fatigue", ReLeah Lent, shares ways in which over-reliance on textbooks as a sole-source of curriculum instruction can unintentionally create a barrier between our students and 21st Century effectiveness. Ms. Lent discuss actionable strategies for navigating this barrier while engaging our students more effectively.
Adult Student Success: How Does Awareness Correlate to Program Completion?Cengage Learning
Adult Student Success: How Does Awareness Correlate to Program Completion?
Presented by: Dr. Barbara Calabro and Dr. Melanie Yerk
Date Recorded: 12/9/2014
This installment of Cengage Learning’s College Success Faculty Engagement Webinar Series will help instructors and administrators to better understand the multi-faceted approaches to adult student success and retention by exploring the factors that specifically impact how adult students learn (including motivation, personality development, Maslow’s Hierarchy of Needs as they relate to adult students, self-esteem, and financial literacy) and by discussing the foundational competencies necessary for success both in college and in the workplace.
You're responsible for teaching, and your students are resonsible for learnin...Cengage Learning
Presenter: Dr. Debora Katz, United States Naval Academy
We've all heard the expression, "You can lead a horse to water, but you cannot make him drink." Many of us think this expression applies to our physics students. We lead them to physics, but we make them drink it in. Put in more concrete terms we are responsible for teaching, but our students are responsible for learning. So how can we get them to learn? In this webinar, Dr. Debora Katz, author of the new calculus-based physics text, Physics for Scientists and Engineers: Foundations and Connections, will discuss how flipping her classroom has shifted the focus from her teaching to her students' learning.
What is the Impact of the New Standard on the Intermediate Accounting Course?Cengage Learning
Presented by: Jefferson P. Jones Auburn University and Donald P. Pagach North Carolina State University
This session will address why the new standard was issued, its impact on the intermediate accounting course, and guidance on how to teach the new standard in the intermediate accounting course. Authors Jeff Jones and Don Pagach will also discuss how the new standard will be addressed in the second edition of Wahlen/Jones/Pagach Intermediate Accounting 2e.
The ABCs Approach to Goal Setting and ImplementationCengage Learning
Presented by: Dr. Christine Harrington - Director for the Center for the Enrichment of Learning and Teaching, Middlesex County College
Despite its' widespread use, you may be surprised to discover the research supporting the SMART goal setting framework is lacking. In fact, the SMART model is missing the most important factor in goal setting. Come discover a research-based framework (and the most important goal setting factor!) that will assist your students with setting and implementing effective goals that will lead to high levels of success.
Competency-based Education: Out with the new, in with the old? Cengage Learning
Presented by: Sally M. Johnstone, PhD - Vice President for Academic Advancement, Western Governors University; Dr. Larry Banks - Provost, Daymar Colleges Group, Competency Based Education Consultant, Wonderlic Assessments; and Anne Gupton, L.P.C., N.C.C. - Counselor and Associate Professor, Mott Community College
Date Recorded: 10/3/2014
The idea of competency-based education has steadily gained traction in the media, but its appropriateness in the educational arena remains questioned. How does this drive critical thinking? Should we measure learning based on the application of existing knowledge, or the ability to acquire and apply new knowledge?
Student-to-Student Learning, Powered by FlashNotes Cengage Learning
Presented by: Lester Lefton, President Emeritus of Kent State and Lou Lataif, Dean Emeritus of the School of Business at Boston University
Join Lester Lefton, President Emeritus of Kent State and Lou Lataif, Dean Emeritus of the School of Business at Boston University as they share the power of peer to peer education. We’ll also be joined by Michael Matousek as he shares the story of his company, Flashnotes.com, and its mission to compliment and reinforce the in-class experience and assigned textbook through the Flashnotes.com marketplace. By leveraging original student-created content, students have another opportunity to get help in real-time, preventing them from falling behind throughout the semester, to improve academic outcomes, student retention and graduation rate. In addition, hear the thoughts and experiences of fellow educators on this topic, and learn how you can help your students to take advantage of this technology.
Presented by: Francine Fabricant, MA, EdM - Lecturer at Hofstra University Continuing Education
It is possible for today's students to look at an unpredictable world and feel confident about their career potential. Students are facing a rapidly-changing, technologically-advanced, global economy, where job security is a thing of the past. To help students feel more secure and optimistic, they need a new set of tools.
Using strategies from the latest academic research and best-selling authors, we'll explore the new skills for career success, including open-mindedness, proactive behavior, creative thinking, sponsorship, personal branding, and lifelong learning. We'll also discuss how structured tools can help your students, such as a career portfolio and a flexible plan of action.
3. The Problem
–Inconsistent material covered across course sections
–High percentage of students not successfully completing the
course with a grade of C, or better.
–High percentage of students repeating the course.
–Teaching students with a high degree of prior knowledge and
teaching students with no prior knowledge, in the same class.
–Exploding student enrollment
5. CIS 110 Repeaters [Spring 2009]
Repeaters Spring 2009; 23%
Total Enrolled Spring 2009; 77%
6. Enrollment
2012/13 = 2170 Students
2011/12 = 1723 Students
2010/11 = 2057 Students
2009/10 = 2233 Students
2008/09 = 1664 Students
2007/08 = 1380 Students
2006/07 = 1206 Students
8. Changes Since 2008/09 AY
• New Textbook Adopted [CMPTR]
• Course aligned with the IC3 Certification
• Converted from Blackboard to Moodle
• Standardized Course – All Delivery Modes
• Adoption of SAM (Skills Assessment Manager)
• Developmental Computer Course (CIS 070)
• Challenge Exam
• Computer Placement Test
• Measurable Course Learning Objectives
• Faculty IC3 Certification Required
• Annual Faculty Training
9. Computer Placement Test Timeline
•2008/2010 – Development & Approval Process
–Test format & Questions
–Delivery options
•Accuplacer
•2010/11 – Pilot
•Cut-off score
•Second version of the test
•Waivers and exceptions
•Fall 2011 – Mandatory
•Computer Placement Test Policy
•Computer Placement Test v1
10. CIS 070 Fundamentals of Computing
• Pilot 2010/11 AY
– Self enroll, advisor, instructor recommendation
• 2011/12 AY
– Added as CIS 110 Pre-requisite
– Placement via computer placement test
– Fall 2012
• Course Outline
• Moodle
11. CIS 110 Challenge Exam
– Started 2009/10 AY
– 5 to 15 students each semester
– 70% score a C, or better
– Challenge Exam Policy
– SAM
12. Using An Industry Standard Certification
• Certiport IC3 Global Standard
• Certiport
13. Course Learning Objectives - Before
•Identify the components of a personal computer
•Use the Internet for communication and research
•Identify popular personal computer operating systems
•Identify popular business application software
•Identify Input and Output devices
•Identify and describe storage media types
•Demonstrate effective use of a Windows operating system
•Demonstrate effective use of the introductory features of MS Word
•Demonstrate effective use of the introductory features of MS Excel
•Demonstrate effective use of the features of MS Powerpoint
•Identify the structure of a data base
•Use a simple database
14. Measurable Course Learning Objectives - After
Course Learning Objectives Assessment Performance Standard Result
Demonstrate the ability to use Skills Based Test 70% of students score 85% of students
computer application software. 70% or higher scored 70% or higher
Identify the functions and Objective Test 70% of students score 92% of students
purposes of computer 70% or higher scored 70% or higher
hardware, software, and utility
programs and devices.
Demonstrate an understanding Objective Test 70% of students score 93% of students
of the Internet and the WWW. 70% or higher scored 70% or higher
Describe the functions and Objective Test 70% of students score 93% of students
purposes of an operating Skills Based Test 70% or higher scored 70% or higher
system.
15. Faculty Certification & Training
• Obtain IC3 Certification
– Certiport Test Center
• Attend yearly on-campus training
– 2012 Training Agenda
16. After the Improvement Process
– 85% [53%] of students successfully completing the
course
– All sections are standardized therefore all students
receiving the same instruction.
– Process in place to identify students who are ready for
CIS 110, thus raising the bar for the course. (Placement
test)
– Challenge exam in place for students who do not need
the course.
17. Lessons learned….
Shorter timeline for implementation and adoption
Communicate/educate more effectively
Seek out college-wide platforms
Has led to improvements in other courses
Strengthened CIS 110 as a pre-requisite for our
major courses
18. Next Steps…
Computer Placement Test
• Adding critical thinking/scenario type questions to the placement
test.
CIS 070 – Reduced Class Size [Spring 2013]
Stackable Courses
• CIS 070 – 8 Weeks [Fall 2013]
• CIS 110 – 8 Weeks [Fall 2013]