Monday, November 25, 2013

HCC now has NROC!

NROC is the National Repository of Online Courses. So, why choose NROC?
  • High-quality content is media-rich, adaptable and affordable.
  • Mapped to state and federal standards.
  • Content can be used with or without a textbook to enhance online, blended and face-to-face learning environments.
  • Content can be used for co-requisite, remedial and/or modularized learning per Senate Bill 1720.

  • Available content in:
    - Math (Arithmetic, Algebra, Geometry, Calculus, Statistics, and Probability)
    - Natural Science (Biology, Chemistry, Physics, Earth and Environmental Science),
    - Social Science (History, Government, Economics and Religion)
  • Instructors can modify their own HippoCampus site with custom Subject Displays, and Textbook Correlations, topic-level Annotations and Playlists.

For more about NROC, including information on how to login to HCC's portal page, click here.

What I Learned at the Florida Master Teacher Seminar

By Mustapha Lahrach

Imagine a completely immersive learning environment. Like the first day of any class, you are in a room with 34 people you have never met. You don’t know anything about their backgrounds, but if they’ve been assigned to your same class, you must have something in common. Imagine sitting in a dark room with this group of people watching a planetarium show as “The Dark Side of the Moon” plays in the background. Imagine sitting in a different room, facing each other, sharing the challenges we stumble upon from day to day. And finally, imagine spending four whole days with that same group of people.

This is true immersion.

The Florida Master Teacher Seminar brings teachers together in a comfortable environment to share their experiences of mastering their field and to help each other achieve excellence in education. This was accomplished through group discussions and by introducing excellent ideas that can be implemented easily and effectively. One example was the in-class activity, “One-Minute Motivator,” which balances a lecture with a visual aid to help focus students’ attention while they listen to the instructor. It could be an activity, a quick quiz, a magic trick, or a riddle that grabs attention or causes students to focus on a specific issue or topic.

Before arriving, each attendee was asked to bring a favorite, motivational book (mine was Paolo Coelho’s The Alchemist), which was placed in a room for the duration of the seminar. This gave us the opportunity to skim through pages of inspiration between workshops and discussions. One of the inspirational presentations that supplemented the group discussions was titled “How to Succeed at Almost Anything, Almost All the Time.”

And the secret is
  • Vision (know what you want to accomplish)
  • Equipment (have everything you need to accomplish it)
  • Preparation (be prepared with plan B)
  • Mystique (don’t be predictable!)
  • Participation (to get others involved, be involved)
  • Execution (as Nike says, just do it!)
If we can incorporate these elements into our teaching and into our lives, we should be able to master the challenges we face with confidence and be a positive force for our students and each other.

In facing these challenges, we push ourselves to improve, and in order to reach a higher level, we must improve on what we do now, by revisiting and revising what we have been doing year upon year. At the end of the seminar, each attendee shared a 15-minute teaching demonstration; upon completion, the audience contributed only positive, constructive feedback on notecards that the presenter could keep. What better way to get and keep advice, recommendations, and feedback from a trusted group of experienced teachers! This sort of self-improvement activity could help all of us, even without attending a seminar… I can ask a trusted colleague to sit in my class for 15 minutes. What will he or she see? How can I improve my teaching?

This is what I learned at the Florida Master Teacher Seminar…

Thursday, November 7, 2013

Lilly Conference Announcements

(Reposted from Lilly Conference email announcement)

For 33 years, the Lilly Conferences on College and University Teaching and Learning have been known as exceptional places to present and to learn from faculty colleagues on effective teaching and learning. This interdisciplinary teaching conference includes faculty, administrators, and graduate students from across the United States and abroad. Participants are given the opportunity to exchange ideas, build a repertoire of skills that can be put to immediate use, and to network with colleagues.

The overall conference theme for the Lilly Conference series is “Evidence-Based Teaching and Learning.” Each of the Lilly Conferences are unique, but they all share the same great Lilly community spirit.

Lilly Conferences Time Sensitive Announcements:

Lilly National Austin: Jan 2-5, 2014
Plenary presenters are David Daniel, Terry Doyle, Marilla Svinicki, and Barbara Millis. Preconference workshop by Todd Zakrajsek, included with registration.
Draft program is now available:
Although the general call for proposals is closed, poster presentation submissions are still being considered as space allows.

Lilly Conferences Updates:

Lilly International Conference: Oxford, Ohio, Nov 21-24, 2013
Lilly Conference - Oxford is SOLD OUT!!! If you are interested in experiencing the Conference, you still have a chance to do so virtually! For one low price you can watch the sessions from the comfort of your home or office, or host a campus-wide discussion with a group of faculty.
To see a complete list of sessions being recorded and to register for the webcast option, visit the Conference website at:

Lilly National Newport Beach: Feb 20 – 22, 2014
Plenary presenters are Tara Gray, Diane Halpern, Christy Price, and Todd Zakrajsek.

Lilly Spring International Conference: Bethesda May 29 - June 1, 2014
Registration and Call for proposals open until January 6.

Lilly Traverse City: Oct 17-20, 2013
Thanks for a great conference. Save the date for next year.....Oct 16 - 19, 2014 in Traverse City, Michigan.

Thursday, October 31, 2013

Important Info for Camtasia Mac Users

If you have a Mac computer and are currently running Camtasia, this blog post is for you!

If you have updated your Mac to the OS X 10.9 Mavericks operating system, then you must also update your version of Camtasia Studio.

To install the update:
  1. Open Camtasia for Mac
  2. Click Camtasia 2 > Check for Updates
  3. Follow the prompts to install the update

Wednesday, October 30, 2013

Call for Proposals: Research on Teaching and Learning Summit 2014

(reposted from Kennesaw State University email announcement)

Looking for a conference that is exciting, collegial and a great value? Please consider submitting a proposal to Research on Teaching and Learning Summit.

About the Conference Formerly known as The Georgia Conference on College & University Teaching, the Research on Teaching and Learning Summit has been renamed to underscore our commitment to the Scholarship of Teaching and Learning, with an emphasis on research and evidence. Since 1993, thousands of educators from all University System of Georgia colleges and universities, as well as many other schools in the country, and even educators from outside the US and Canada, have participated in this interdisciplinary conference. The renaming also reflects the growth of the conference, transcending state and national boundaries.

Now entering its third decade, the Summit is designed to provide college and university faculty the opportunity to discuss and share experiences and innovative teaching techniques. It offers concurrent sessions on cutting-edge issues in pedagogy and higher education in a relaxed, congenial atmosphere. There are also opportunities for participants to network with fellow educators. Participants report they have learned many new ideas they were able to bring back to campus, and have been energized by interacting with a collegial community of educators invested in excellent teaching.

To learn more about the conference tracks, types of presentations and submission details, please visit the conference website.

Submission Deadline:
Sunday Dec 1, 2013, no later than 11:59pm

Notifications of acceptance or rejections:
Monday, December 16, 2013

Submit Proposals Here:

Tuesday, October 29, 2013

TYCA-SE Conference 2014 Invitation and Call for Proposals—“Beacons of Light”

TYCA-SE Conference 2014 Invitation and Call for Proposals—“Beacons of Light”

Welcome to Sunny Florida—February 27-March 1, 2014! Pack your bathing suit and beach towel for the 49th Annual Two-Year College English Association-Southeast Conference hosted by Hillsborough Community College, Tampa, FL. The Tampa Hilton Airport Westshore has reserved a block of rooms for us about two minutes from International Mall Plaza and a few minutes from Tampa Bay.

Beyond the balmy “winter” weather, the 2014 TYCA-SE conference offers opportunities for a rejuvenating exchange of ideas through stimulating concurrent sessions on a variety of topics:
  • Composition and Rhetoric
  • Technical Writing
  • Literature
  • International Studies
  • Speech/Listening
  • Technology
  • Film Studies/Media
  • Assessment
  • Creative Writing
  • Pedagogy
  • Developmental Writing/Reading
  • Curriculum
We’re eager to hear your experiences and your ideas. To submit a proposal at the conference site, click here. The deadline for submissions is Sunday, 10 November 2013.

Register soon to avoid late registration fees. The deadline is Wednesday, 5 February 2014. The link for the registration form is on the left navigation bar of the conference Web site: click here.

For additional information, contact Diorah Nelson, Diorah Nelson; Sylvia Holladay; or Teresa Galloway.

For a printable PDF that includes information on the keynote speaker, conference sessions, accommodations and events, please click here.

Thursday, October 24, 2013

Want Professional Development On-Demand?

HCC has Go2Knowledge! Go2Knowledge is an on-demand professional development system that offers over 75 webinars. Certificates are issued upon the completion of each webinar.

Training topics include:
  • At-Risk Populations
  • Campus Safety
  • Organizational Development
  • Student Success
  • Teaching & Learning
  • Technology

Visit the MyHCC Assistance Center (in Blackboard) for login instructions. Don't have access to the MyHCC Assistance Center? Register on the CITT Website.

NISOD - Call for Proposals

(reposted from NISOD announcement)

NISOD’s annual conference is the definitive gathering of faculty, administrators, and staff seeking to engage in deep conversations about best and promising practices designed to improve student achievement. This call for presentations invites proposals that address important issues facing today’s community and technical colleges, including:
  • Demands to increase the number of completers
  • Continuing need for postsecondary remediation
  • Synchronizing higher education expectations and high school reform efforts
  • Improving alignments between two- and four-year institutions
  • Substantial reliance on part-time faculty
  • Fully online and blended courses and programs and other educational technologies
  • Shifting demands for skilled labor
  • New approaches to sub-baccalaureate training and credentialing
  • Joint-baccalaureate programming
  • Declining fiscal resources
  • Calls for improved data systems, data-sharing, and accountability
  • Under-representation of African-American, Latino, Native American, female, and low-income students in STEM disciplines
  • Shifting demographic, political, and economic forces
  • Succession planning for faculty and senior administrators

Submit your proposal by January 10, 2014

Additional information, including the complete list of program strands, can be found at

Tuesday, October 1, 2013

Dealing with a Diverse Student Body

By Johana Melendez

Dealing with a diverse student body

Would you like to hear more about 4 core principles that all students long for? Regardless of their background, ethnicity, language, gender, religion, age, and all differences you can name, I believe these are core principles that if you embrace them, it can advance your connections with students that could eventually lead to improvement in their academic progress. If you want to hear more about it and some practical strategies to use in your classroom when dealing with a diverse student body click in the link to read more.

Dealing with a diverse student body

We all know very well that our students are different in many ways: physically, ethnically, culturally, socially, economically, emotionally, by age, gender, religion, level of intelligence, etc… So, how can we teach and reach out to all of them? Is it even possible? I personally think it is possible, however, it will be challenging because it all begins with “Me”, the teacher. In reading different publications about this topic and reflecting in my own personal experiences, I have come to the realization that most of the things that we want to change about our students may not be possible to change. But we can always change ourselves, our perceptions and expectations and educate ourselves so we can better deal with those things we cannot change. No matter how diverse your classroom is, there are principles that are common to all human beings and if you understand that, and embrace it, it will help you reach out to all your students and be a more effective teacher, regardless of their background and differences. Here, I list some of those core principles that we all long for with some ideas on how to apply them in your classroom.
  1. Students want to be accepted and respected for who they are: Never assume, do not generalize. To better understand their behaviors, try to understand their home culture and family values and beliefs. The first day of class you can ask questions about what they think of education, their expectations of your class and you, as their teacher. Ask them if those ideas come from their family or the society they live in. Clarify your expectations that you have of them from day one, so they know where you stand and what you expect of them. Acknowledge that there may be differences in opinions and explain why you value your methods and philosophy of teaching. Always use a tone that demonstrates respect. After all, they are adults, just like you.
  2. Students appreciate being thought of as if they are “smart and capable." We all enjoy being told how smart we are and love being able to achieve challenging things. People like challenge. Nothing feels better than being able to say: “That was hard, but I did it”. Don’t assume they are lazy and want and easy class. They may be anxious and feel lost, but with guidance and respect they are more likely to get inspired and start believing in themselves. Make your class challenging and always keep high standards but be sure to help them by providing them with structure and guidance on how to study the material. Many of them don’t know how to study. And then praise them when they achieve results. Demonstrate high expectations, but make sure you are available to help them achieve. The more practice and challenging discussions happen inside the classroom, the more they master the material and become confident outside the classroom and during the tests. If it’s too difficult, be flexible by offering them different alternatives to the same assignment. For example, if it’s a microbiology project, ask them to pick the diseases they want to research, instead of you making the decision for them. Give them periodic reviews, prompt feedback and frequent tests or practice tests so they have a chance to master material before final test. Give them the opportunity to drop a low grade. If they know that it is realistically possible to achieve a good grade, they will be more motivated to work on your class. If they know their whole grade depends on just a few tests, they will feel insecure and hopeless, and may give up.
  3. Students want to know that you care: Everyone needs and wants to be loved. Showing that you care is a sign of love that goes the extra mile. Allow students to share their personal dreams, goals, concerns and hopes. Remember the saying: “No one cares how much you know until they know how much you care." Get them involved with community projects. Service learning is a great way to do that while they learn class material because they get to help the community and feel part of something. That will help you connect with the students in the class and outside the class. Attend SGA events to celebrate with students and thank them for their involvement in extracurricular activities.
  4. Students love to share their life stories with the class and you: Tap into students' backgrounds to enhance learning. Students' self-esteem and motivation are enhanced when teachers ask them to share their experiences by creating class discussions and validating what they say. Students are more likely to be interested in your class when they can relate the concepts to their own life stories and experiences. So, do your homework and get to know them on first day so you can be prepared with ideas and examples that touch each of them.

In conclusion, I believe that teaching students here at HCC can be challenging because of the diversity of students we have, but if we embrace it, we can also learn from it and enjoy it. Although everything I wrote here comes from my heart and beliefs, I gathered ideas from the reference below to write this article and if you want to learn more, visit the link or read in the book “Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners, Revised and Expanded 2nd Edition Edited by Robert W. Cole; Chapter 2. Diverse Teaching Strategies for Diverse Learners written by Marietta Saravia-Shore.

Thursday, September 12, 2013

Jeremy Bullian and Alicia Ellison Published in the Journal of Web Librarianship!

Join us in congratulating HCC Librarians Jeremy Bullian and Alicia Ellison.

Their article, "Building a Low-Cost, Low-Labor Library Web Site at Hillsborough Community College," is now published in the Journal of Web Librarianship.

Here is the abstract page.

Jeremy and Alicia will also present their article as panelists at the Internet Librarian 2013 conference in October.

Wednesday, September 4, 2013

Upcoming Lilly Conferences

Lilly Conference Updates:

  • Lilly International Conference: Oxford, Ohio, Nov 21-24, 2013
    Registration is open. Plenary presenters include: Cathy Bishop-Clark & Beth Dietz-Uhler; Saouma Boujaoude; Susan Renes; Derald Sue; and Todd Zakrajsek & Terry Doyle.
  • Lilly National Austin: Jan 2-5, 2014
    Kick off the New Year in Austin! Call for proposals is open through October 15th. Plenary presenters are David Daniel, Terry Doyle, Tara Gray, and Barbara Millis. Preconference workshop by Todd Zakrajsek.
  • Lilly National Newport Beach: Feb 20 – 22, 2014.
    Call for proposals is open through Oct 6th.
    Pleanry presenters are Tara Gray, Diane Halpern, Christy Price, and Todd Zakrajsek.
  • Lilly National Bethesda: May 29 - June 1, 2014
    Save the Date!!!

Lilly Conferences Time Sensitive Announcements:

Wednesday, August 28, 2013

Accessing and Utilizing SmartBook

"SmartBook provides an adaptive and interactive reading experience, allowing students to engage with course content and study efficiently." Interested in accessing and utilizing SmartBook Assignments?

Then, check out a great video by John Bacheller to learn more!

John Bacheller teaches in the Biology department at the Dale Mabry Campus.

Faculty Spotlight - Ron and Dori Ingersoll

Untitled Document

MacDill Campus
Course Range: Traditional, Online, Hybrid

Ron and Dori Ingersoll are adjuncts at the MacDill Campus. They are also consultants in the area of enrollment and student success and have just completed the editing of a book titled "Strategic Enrollment Management: Transforming Higher Education:" Published by AACRAO the American Association for Collegiate Registrars and Admissions Officers. They currently are associated with Educational Systems Inc. and are working on current methods of managing and improving enrollments.

Capital Course:
Ron: I like environmental science because it is easy to get people interested and it is very practical. It turns out to be a good course for on-line.

Dori: My only course at HCC has been Public Speaking, both face2face, hybrid, and online.  I do enjoy teaching it face2face most since I can develop a stronger relationship with the students there.  I also have a chance to clearly set the safe boundaries of the classroom to allow them to grow.  In the online course, it is more difficult to develop relationships since that takes more time.  Students take an online course for the most part to get a course completed by tucking it into their busy schedules.

Ideal Ideology:
Ron: I believe that everyone has a good chance of doing well. I do not believe in looking only at the number grade but at the process by which the student came up with a response. I believe in hard work and I am getting used to students coming in and saying they have to have an A.

Dori: I believe in creating an environment in which students can develop their communication skills by working with others and me in the activities of the course. Theory and text material are included as subtext for them to use in the development of their own ‘voice’ as speakers. They are asked to interact with others in their process instead of hiding out and learning on their own. This will help them as they move on into the world to work with others and keep growing.

Student Success:
Ron: I use videos and articles in my course. I find that the students get a little confused because they are not used to analyzing something. Instead of reciting back what they heard in class, one thing I try to do is have them distinguish facts from opinions. It takes a while for them to do that on a regular basis.

Teachable Moment:
Dori: I believe my work with students as they give speeches, providing immediate feedback to them, have given me many ‘teachable moments’. Students have opened themselves up to the class sharing life events that one would not assume they would be telling in a public arena. The acceptance and feedback to them dictates how the rest of the class goes. My students know I don’t allow hurtful feedback. I also require them to put the best they can into their speeches and the work they complete for me.

Monday, August 26, 2013

HCC Learning Communities Initiative

As Faculty Technology and Teaching Specialist for 2013-14 my primary project for the year will be the development of sustainable, effective interdisciplinary Learning Communities at HCC. These collaborative and interdisciplinary classrooms--both live and online--intend to provide a diverse instructional environment for both faculty and students.

Watch for upcoming information regarding the methodical creation of these Learning Communities that enhance student learning outcomes and increase student engagement.

For more information, contact:

Steve Johns,
Faculty Technology and Teaching Specialist
CITT, Rm. 211 (813)-253-7152

Tuesday, August 20, 2013

Apply for these Innovation Awards

It's that time of year again...Award Season!! Get your innovations recognized by applying for one of these national awards:

2014 Bellwether Awards

The Bellwether Awards annually recognize outstanding and innovative programs and practices that are successfully leading community colleges into the future. Thirty outstanding colleges will be selected to present their innovative practices at the 2014 Community College Futures Assembly in January. From each of the three categories below, one college will be selected to win the prestigious Bellwether Award. The application deadline is November 1, 2013.

Submit your proposals in the following three categories:
  1. Instructional Programs & Services
  2. Planning, Governance, & Finance
  3. Workforce Development
Click here to learn more!
Internationalization Through Technology: New Award Program Now Accepting Submissions

ACE's Center for Internationalization and Global Engagement and the SUNY Center for Collaborative Online International Learning (COIL) have announced a new award program to recognize and promote the use of technology to enhance institutional internationalization and global competence of students at U.S. colleges and universities.

The awards will highlight innovative programs and approaches in two areas:
  • Leaders in Internationalization Through Technology, which will recognize established programs
  • Advancing Internationalization Through Collaborative Online International Learning, which will recognize and offer support for emerging initiatives
Click here to learn more!

Monday, July 22, 2013

HCC's STEM Grant - Published!

Bethany Cordell and Walt Justice, of HCC's Title III Stem Grant have been published. You can purchase their book, Title III (HSI) STEM Grant Technology Manual, in the Apple App Store.

Download the book from the Apple App Store today:

Monday, June 10, 2013

HCC at NISOD Conference

Recently, some HCC faculty and staff went to the NISOD Conference in Houston, TX.

Travis Meek presented at the conference. "It was a great experience to be honored with the Excellence award at NISOD. The honor was intensified from being able to share it with HCC colleagues and a fellow Excellence award winner Mike Rabaut. Austin was an exciting city filled with music all around and bats flying overhead. To be honest the conference started off a bit slow for me because of so low attendance at sessions including the one I presented. By Wednesday it had all turned around with some innovative presentations on ideas I plan to implement in my own courses in varying amounts, such as flipped classrooms and collaborative testing." - Travis Meek

Mike Rabaut was HCC's NISOD Award Winner. "I found the experience interesting and was honored to receive the award especially with my school mate Travis Meek, a fellow Excellence award winner. The conference was enlightening and full of pleasant surprises, and of course there were the night time activities. I would like to extend my thanks to Dana Livesay and the CITT group for their hard work and dedication to helping faculty with their technology needs as well as allowing me to attend the conference. I especially enjoyed the evening dinner and accompanying Jam session that was punctuated with the talents of the attendees." - Mike Rabaut

HCC had a table at the conference:

Mike Rabaut and Dana Livesay:

Mike Rabaut and Travis Meek:

Etruscan Metalworking Project: SUCCESS!

This past year, professor Travis Meek embarked on an Etruscan metalworking project with his Honors Humanities class. The students carved votive figures, built a furnace and casted and bronzed their figures. Click here to read the entire story.

Professor Meek and his Honors Humanities Class

Bronzed Figure

Wednesday, May 1, 2013

Faculty Spotlight - Suzanne Campbell Crosby

Art Instructor, Program Manager
Ybor Campus

“Most students say that they have learned to “see” and have become visually super aware of the wonderful visual things that go on all around us every day without notice. ”

Capital Course:
I like working with the more advanced students because they have usually begun working with their own visual signature; however, I would probably teach only photography I (if I could only choose one class).  The students in Photography I grow so rapidly,  and it is very enriching to see these students become “visually aware”. Sometimes taking this course changes their life in some major or minor way, and that is always a joy to a faculty member.

Ideal Ideology:
I expect a great deal from the students, and they get back a great deal from me. My attitude is that you get the most from any class if you really throw yourself into it fully. I am not easy, the course work is not easy, but it is very satisfying and rewarding when you successfully make a great photograph.

Teachable Moment:
When the students have their first day in the darkroom, it is magic. If you love that experience, you will always love being in the darkroom; if not, you may only enjoy taking pictures and not darkroom work….it is very demanding.

Student Success:
Stay up-to-date with the assignments and don’t get behind. Shoot lots of film so that you will have many choices and selections for the projects. The more you shoot and print the better you get; there is no easy or quick “fix”.

Techno Tool:
All art classes are visual experiences; therefore, I continually show the work of photographers who will hopefully stimulate imagination and creativity. I also show good examples of excellent student work done by their peer group. I encourage students to use technology to look up photographers and techniques that interest them personally. I require the students to attend at least three photography related events during the semester and write about what they have seen. I stress being able to verbally discuss their own photography as well as the work of others.

Optimized Advice:
Show your passion for the subject that you teach; demand excellence and encourage taking risks in creativity and imagination.

Friday, April 19, 2013

Blackboard Learn Upgrade

We will updating to the latest version of Blackboard Learn, Service Packs 10 & 11, beginning on May 9th at 10:00pm Eastern through May 11th at Noon. These updates will provide a more user friendly and modern experience for you as a daily user of the system. Feel confident that the updates to Blackboard Learn were done with educators and students in mind. Nearly 640 institutions, including ones like HCC, as well as over 600 educators and nearly 600 students contributed to the development of this latest release of Blackboard.

Several existing features have been improved and some exciting new features added to make your day more efficient. Here is an overview of tools that you can expect to be using soon:

  • New Content Editor: The new Content Editor vastly improves the user experience for formatting text, pasting content from Microsoft Word, and adding content to all areas of Learn. Blackboard has also replaced the old math editor with a new mathML equation editor.
  • Assessment Item Analysis: Now you can easily refine your assessments by evaluating the quality of each question and that question’s ability to discriminate between students who understand the material and those who do not. Ineffective questions can easily be identified and then quickly corrected with the Automatic Regrade feature.
  • My Blackboard: This feature introduces a new, modern user experience in Blackboard Learn that consolidates critical information from all your Courses and Organizations as well as your school-wide academic network. The new tools in My Blackboard – Profile, Posts, Updates, My Grades, and People – were developed to meet the needs of today’s active learner and enhance student engagement. My Blackboard allows you to easily monitor activity across your courses. You can be confident that your students are up-to-date and engaged in the online learning experience.
  • New Global Navigation Menu: Always present in the top right corner, the new navigation menu is the entry point to My Blackboard and also provides one-click access to your Courses, Settings, and Blackboard Help. Additionally, the new menu will tell you how many items in My Blackboard are new or need your attention, so you never miss a thing.

Resources to Help

To ensure you can familiarize yourself with these new features of Blackboard Learn and be ready to integrate them in your instruction. Here are a few valuable resources that you may be interested in reviewing which are offered by Blackboard and CITT:
  • CITT Resources – a set of resources from Blackboard and CITT
  • Quick Hit Videos – a set of videos on YouTube that introduce all the new features
  • On-Demand Learning Center – free access to video tutorials and getting started guides.
  • Feature Showcase – review all of the new features.
  • Guided Trial – experience a pre-populated course in Blackboard Learn. Check out the latest features as well as tips and tricks for grading and student collaboration.
  • – assistance using the new Blackboard Learn platform, organized by role.
  • Educator Cohort – series of online meetings to familiarize educators with new features

Universal Design Module

The Florida Consortium on Postsecondary Education and Intellectual Disabilities has created a module on Universal Design for Online Learning. The module is five sections and takes about two hours to review.

From the module's webpage:
  • Section 1: Introduction to UDL provides the history of UDL, its relevance to what we know about variability in learning, and the principles that comprise the UDL framework. Four sections addressing the interrelated components of the UDL curriculum follow the introduction.
  • Section 2:Network-Based Goals provides guidance of how to structure a learning activity such as a lecture, presentation, laboratory experiment, or an assessment by identifying its true purpose and how to effectively communicate goals to students.
  • Section 3:Methods presents flexible strategies to support student learning.
  • Section 4:Materials guides you in the selection of flexible media and materials that support a variety of pathways to meet specific learning expectations.
  • Section 5:Assessing Students offers considerations for designing assessments that accurately measure student knowledge, skills and engagement by maintaining construct relevance and reducing irrelevant or distracting elements that interfere with the assessment’s validity.

Click Universal Design for Online Learning to view the the module.

Tuesday, April 2, 2013

Professional Development On-Demand?

HCC now has Go2Knowledge! Go2Knowledge is an on-demand professional development system that offers over 75 webinars. Certificates are issued upon the completion of each webinar.

Training topics include:
  • At-Risk Populations
  • Campus Safety
  • Organizational Development
  • Student Success
  • Teaching & Learning
  • Technology

There is also an area of Open Educational Resources. These are links to educational materials that are routinely used by educators worldwide.

Contact CITT for access instructions.

Thursday, March 7, 2013

Free Learner Centered Assessment Webcasts

Join turnitin for free 30-Minute Webcasts on Learner Centered Assessments.

  1. Thursday, March 14 at 12pm
    Learner Centered Assessment: Do Rubrics Enhance the Learning Experience?
    with Heidi Andrade, University at Albany—State University of New York

    Rubrics have been the standard in assessment for several years now and are widely used by educators in both secondary and higher education. Join us as we explore whether rubrics really work to improve student success.

    Register Now

  2. Thursday, March 28 at 1pm
    Learner Centered Assessment: The Complete Assessment Package
    with Dr. Antonia Levi, Simon Fraser University

    This webcast will explore the Complete Assessment Package, an innovative new concept that mixes various traditional elements of assessment such as rubrics and norming into an easy-to-implement assessment program that can increase student learning and success.

    Register Now

Tuesday, March 5, 2013

FREE Blackboard Webinars for Faculty

The Blackboard Innovative Teaching Series (BITS) is a training initiative to help augment HCC's internal Blackboard faculty training efforts. Harnessing our community of Blackboard users, BITS will share the top strategies and pedagogy for both increasing educator efficiency and improving learning outcomes.

To register go to:

Friday, March 1, 2013

Blackboard Service Pack 10 Update

Blackboard is update to Service Pack 10!

Some new features include:
  • My Blackboard
  • New Global Navigation Menu
  • Text and Text-to-Voice Course Notifications
  • New Content Editor
  • Assessment Item Analysis

Check out what’s coming in the next Service Pack :

Friday, January 11, 2013

Faculty Spotlight - Jody Weaver

Adjunct English Instructor
Ybor Campus

“Every interaction whether it’s talking, reading, or listening develops a writer.”

Capital Course: I enjoy teaching ENC 1101. Students often enter ENC 1101 terrified; however, once they realize that the course is only a small step in their journey as a writer, they begin to explore and discover themselves as writers.

Ideal Ideology: Learning is not necessarily about wrong or right; it is about the process and the experiences. Students must be engaged in learning, and to do that, they must realize that every aspect of a course is an opportunity to learn. Their interaction between peers, instructor, text books, and their own work are all part of their learning experiences. I strive to create a course that provides opportunities for this interaction to occur.

Teachable Moment: Discussions are vital to student exploration in the classroom. One particular discussion focused on a short reading assignment. I presented the class with several questions to answer. As we began to review the questions, students discovered their answers varied. One student asked who was right. Instead of answering, I asked students to provide more thorough explanations to their answers. Through this experience, students were provided with different perspectives on the same topic. At the conclusion, the student who asked the question realized that there was no right answer since the meaning relied on the audience. The student told me that he never approached reading or writing in terms of the audience. He laughed and stated it changed his entire approach to writing. Student Success: The instructional strategy I implement in the classroom is learning groups. This technique has been very successful for students to interact with each other during peer review workshops, where students share their work. In addition, learning groups have also provided better understanding of reading assignments. Students ask each other questions and receive different points of view.

Techno Tool: I use the discussion forums in Blackboard. This tool has increased the interaction among students. They discuss course related topics, and again, their interaction only reinforces what is discussed in class.

Optimized Advice: New adjunct faculty members must learn about the resources available. The resources will only enhance the faculty’s experience in the classroom thereby enhancing the students’ experience as well.

Wednesday, January 2, 2013

10th Annual Sloan Consortium Blended Learning Conference and Workshop - Call for Proposals

When: July 8-9, 2013
Where: Hyatt Regency Milwaukee - Milwaukee, WI

The Sloan Consortium invites you to submit a proposal to present at the 10th Annual Sloan Consortium Blended Learning Conference and Workshop. The conference theme is, "Trend to Blend: Lessons from the Field."

The submission deadline is February 11, 2013.