CAE Gazette

News you can use from CCCO's Center for Academic Excellence

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FERPA Training Information

(The below information was emailed to all CCCOnline instructors and staff on Jan. 5.)

Each January, we are asking that all CCCOnline employees and instructors who have access to individually identifiable student data complete the FERPA training. The online training should take 10-15 minutes to complete. All CCCOnline employees are affected by FERPA regulations in some way. It is your responsibility to use, share, and safeguard student data in ways that are in compliance with the law. Please complete the FERPA 2016 training by January 31, 2016.

You can access the FERPA Training 2016 by logging in to D2L/Brightspace using your S#. If you need assistance or have questions, please contact Liz Dzabic.

Reminder: Upcoming Webinars

CCCOnline CONNECT Session: Strategies for Deterring Online Cheating - Feb. 5, 2016 (1:00-2:00 PM MT)

Presenter: Heather Tobin

(This session also was featured at the 2015 CONNECT Conference.) Explore some of the current strategies that instructors and designers can use when creating online course experiences that promote academic integrity and deter cheating.

CCCOnline CONNECT Session: Best Practices for Science and Math Online Discussions - Feb. 26, 2016 (1:00-2:00 PM MT)

Presenter: Therese Fukuda

(This session also was featured at the 2015 CONNECT Conference.) Learn about Best Practices for conducting productive online Science or Math Discussions in your online or hybrid course. Basics, topics and rubrics will be discussed along with sharing ideas and brainstorming.

You may register at the Training and Professional Development Database and find registration details and instructions on the Registration Process page.

Coming Soon: Improved Library Resource Access

Effective May 2016, the Library will be changing its authentication method, which means improved access to library resources! This new method, which is what most of the system colleges use, will use our S# to pass authorized (current) students, staff, and instructors through to databases, journals, and articles. This new method will make it possible to do the following (in a course, in an email, etc.):

  1. Link to a specific database (ex. Place link to Academic Search Complete in a discussion about a research assignment)
  2. Link to a specific journal (ex. Place a link to Adolescence journal in an email to a student struggling to locate a good source)
  3. Link to a specific article (ex. Have a student link to an article to receive help evaluating it)

The switchover is planned to take place between 5/7/16 and 5/30/16 (between the Spring and Summer semesters). Look for more information in the coming months. Please direct any questions to Brittany Dudek, Librarian.

Reminder: Registration for Recorded Sessions of 2015 OLC International Conference

Don't forget to register to receive access to recorded sessions of the 2015 OLC Conference! Once you register, you will have access to view these sessions until October 2016.

A few good sessions (more to come!):

A Missing Piece of the Research Puzzle: A Qualitative Look At Learners' Experiences with Asynchronous Course Discussions
This covers several interesting elements, but of special note is the information about student input on their discussion experiences.

Engaging Online Students to Increase Retention and
Best Practices in Effective Online Instruction: Quality vs. Quantity in Student-Faculty and Student-Student Interaction
Both recommended; these underscore the importance of engaging online students.

Shaping the Future of Online Learning: Issues and Emerging Technologies to Watch
A panel presentation exploring what’s next in online learning.

Registration Instructions:
Access this page to register.
Select "Redeem access to recorded sessions"
Add to Cart, Checkout
**Enter the Coupon Code provided to complete your purchase with a zero balance: 2015-OLC-VIRT-50XAWGJQZE4NUZW
Complete registration as prompted
Submit order
You are now registered! View the Streamed Sessions listing for sessions recorded for post-conference viewing for up to one year.

You will receive an email with detailed instructions on accessing sessions.

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Online Teaching: Not Impersonal

Regardless of its other merits, online teaching is, unfortunately, a process which is intrinsically impersonal, correct? The answer is "No," according to Gregory Semenza, Associate Professor at the University of Connecticut. In his recent Chronicle Vitae article, Semenza first explained that, like many of his colleagues, he had been avoiding teaching online courses. However, when his personal budget concerns became an issue, he accepted an online course assignment. Semenza went into this course assignment assuming that the supposed impersonal nature of online courses was one of the negative elements he would just have to accept.

The first step for Semenza was the creation of the course, which was accomplished with the help of a skilled course designer. The course was "Introduction to Shakespeare," and it was six weeks in length. To his surprise, Semenza found that he got to know his 30 online students as well as he gets to know students in his face-to-face courses. In his opinion, two predominant reasons for this were the fact that everyone participates in an online course (with well-designed and regulated discussions), and that everything is written, which gave Semenza a strong grasp of who the students were as people, where they stood intellectually, and what they needed.

Semenza observed that online courses are no different than face-to-face courses, in the sense that both types have certain challenges which can be overcome. Also, both types of courses can fail for similar reasons, such as instructor laziness, class sizes which are too large, etc.

Semenza, Gregory. (2015, December). Online Teaching, It Turns Out, Isn't Impersonal. Chronicle Vitae. Retrieved from

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