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FACULTY DEVELOPMENT AND INSTRUCTIONAL DESIGN CENTER

2005-2010 ASSESSMENT REPORT

2005 www.niu.edu/facdev [email protected]

Table of Contents

Section Page I. History . . . . . . 1

II. Mission, Vision and Objectives . 2

III. Methods . . . . . . . 4

IV. Evidence . . . . . . . 7

V. Analysis of Results . . . . 19

VI. Use of Results . . . . . 21

VII. Further Information Needed and Timeline . . . . . . . 23

VIII. Resources Needed . . . . 23

Appendices Page A. Program Evaluation Form and

Follow‐up Feedback Form . . 24

B. Program Self Assessment Form . 27

C. 2005 – 2010 Programs, Attendance & Contact Hours . . . . . 29

D. Faculty and SPS Development Grant Final Report Format . . 45

E. Sample Logs of Collaboratory and Digital Multimedia Studio Use . 47

F. Annual Report of the Faculty Development Advisory Committee 50

G. Faculty and Staff Campuswide Survey Questions . . . . . 53

H. Graduate and Staff Campuswide Survey Questions . . . . . 57

I. New Faculty Needs and Interests Survey Fall 2008 . . . . . 60

J. Teaching Assistant Orientation Pre‐Survey . . . . . . 62

K. Peer Observations Feedback Form 64

Foreword

In this report, Faculty Development and Instructional Design Center’s assessment of programs, services and resources offered to faculty, supportive professional staff, academic administrators, and graduate teaching assistants during 2005‐2010 are summarized. The report includes details of assessment methods, objectives and their targets, evidence, and analysis and use of results. The appendices of the report contain samples of evaluation instruments used in the assessment process. Apart from the 5‐year assessment reports, we have also been submitting annual assessment reports by compiling and analyzing results from our ongoing assessment efforts so that the information is continuously documented and is readily available for future use and enables the immediate application of results in subsequent years for continuous improvement purposes. Center staff have already been using assessment results from 2005‐2010 to improve our programs, resources, and services, and identify opportunities to serve the professional development needs of faculty, supportive professional staff, administrators and teaching assistants better. This effort would not have been possible without the active support of all our staff, especially Brenda Hodges, our Program Coordinator, who assisted in the preparation of this report. We sincerely hope our assessment efforts are meeting your and the University Assessment Panel’s expectations, and if you have any recommendations for improving our assessment process, please let us know. Thank you for your continued support of our activities. Sincerely, Murali Krishnamurthi Director

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I. HISTORY

The Faculty Development Office established in the 1980s was reorganized in August 1998 and renamed “Faculty Development and Instructional Design Center.” The reorganized Center was temporarily located in Gilbert Hall and was charged with providing comprehensive support on teaching effectiveness and technology integration to faculty and academic SPS, and continuing the faculty development grants and SPS development grants and the New Faculty Mentoring Program. The Center reports to the Executive Vice‐President and Provost and is advised by the Faculty Development Advisory Committee, which has representatives from all the academic colleges, University Libraries, and the SPS body. From August 1999, Center staff began offering Teaching Effectiveness Institutes at the beginning of every fall and spring semesters, and numerous programs of varying duration on teaching effectiveness, technology integration, professional development, and research and scholarly activities for faculty and teaching staff. Center staff also began coordinating the New Faculty Forum, a welcoming event for new tenure‐track faculty, for the Office of the Provost. In 1999, Center staff developed and distributed a comprehensive Instructional Guide for University Faculty and the newsletter Spectrum for faculty and academic SPS. During fall 1999, Center staff established a four‐station Collaboratory and a four‐station Digital Multimedia Studio in Gilbert Hall for faculty to experiment with instructional technologies. During 2000‐01, the Center was charged with training and supporting faculty on Blackboard Web course management system and online teaching. Due to the budget challenges at NIU during 2001‐2003, the “Teaching Assistant Training and Development Office” in the Graduate School was closed and its responsibilities were transferred to the Center in July 2003. Since Fall 2003, Center staff have been offering a daylong Teaching Assistant (TA) Orientation at the beginning of every fall semester and a number of programs of varying duration on teaching effectiveness and technology integration for TAs throughout the year. Center staff expanded the Instructional Guide for University Faculty to include information for TAs and began distributing the TA Connections newsletter to all graduate assistants at NIU. Center staff have also been offering the Graduate Teaching Certificate to interested teaching assistants. In 2005, Center staff established the Outstanding Graduate Teaching Assistant Awards to recognize the contributions of teaching assistants to the teaching mission of NIU. In 2003, Center staff began organizing development programs for department chairs and school Directors every fall and spring semester at the request of the Office of the Provost. Since 2006, Center staff have also been organizing the “New Academic Administrator Forum,” a half‐day program, to orient new chairs and directors to their administrative responsibilities. In August 2008, Center staff expanded this program to a full‐day due to the demand from new department chairs for more information to help them get started with their responsibilities. In April 2005, the Center was allocated permanent space on the third floor of Adams Hall where Center staff have set up an 11‐station Collaboratory, a 5‐station Digital Multimedia Studio, and a Teaching Resource Room with videos, DVDs and books on teaching and related topics. Since 2006, Center staff have been offering training programs on a number of new technologies such as the SMART Pen (the interactive panel used in Smart Classrooms at NIU), CPS eInstruction Clickers, Podcasting, Blackboard Content Collection System, online tutorials, and the Wimba Online Collaboration Suite.

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Center staff offer approximately 150 programs annually on a range of topics to nearly 1,500 faculty, SPS, GTAs, and academic administrators. In addition, Center staff offer numerous consultations and resources on teaching effectiveness and technology integration, and professional development grants to faculty and SPS. In 2000, Center staff developed and implemented a comprehensive assessment plan to evaluate its programs and services, and use the results to identify the development needs of faculty, SPS, TAs and administrators, and improve its programs and services. Center staff submit to the Provost’s Office an annual assessment report and an annual report every fall semester for the previous academic year. Every five years, Center staff submit a 5‐year assessment report. Center’s reports and additional information about its programs, resources, and services can be found at http://www.facdev.niu.edu. II. MISSION, VISION, AND OBJECTIVES

Mission. The mission of Faculty Development and Instructional Design Center is to support faculty, academic supportive professional staff (SPS), graduate teaching assistants (GTAs), and academic administrators through a variety of programs, resources, and services that support Northern Illinois University’s (NIU) mission on teaching, research, and scholarly activities. Vision. The Center envisions an enriched academic environment at NIU that facilitates and promotes effective teaching, supports professional development, stimulates research and scholarly activities, and encourages the integration of instructional technologies. Measureable Objectives and Targets. These major responsibilities have been translated into five major program objectives for the purpose of program assessment. Their details and targets are listed below:

1. Provide opportunities for effective teaching:

1.1 Offer a range of programs on teaching effectiveness for all those who provide direct instruction. a) Programs on a range of teaching topics of different duration will be offered for faculty,

teaching staff, instructors, and teaching assistants. b) 80% of participants will indicate the teaching effectiveness programs they participated will

impact their teaching and other student‐related activities. c) 80% of participants will indicate that the teaching effectiveness programs will have potential

benefit to students as a result of participants’ participating in the program. 1.2 Offer teaching‐related consultations and classroom observations.

a) 100% of those requesting teaching‐related consultations and classroom observations will be offered those services.

2. Promote research and scholarly activities:

2.1 Collaborate with campus units to offer programs on research and scholarly activities. a) Offer at least 1 program per year on scholarly activities with the support of other campus units.

2.2 Pursue and collaborate on sponsored projects on faculty development issues. b) Submit at least 1 grant proposal per year in collaboration with others campus units.

3. Facilitate the integration of instructional technologies:

3.1 Offer a range of programs on integrating a wide spectrum of technologies into teaching. a) Programs on a range of topics on technology integration of different duration will be offered

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for faculty, teaching staff, instructors, and teaching assistants. b) 80% of participants will indicate the technology integration programs they participated will positively impact their teaching and other student‐related activities. c) 80% of participants will indicate that the technology integration programs will have potential benefit to students as a result of participants’ participating in the program.

3.2 Offer technology‐related consultations.

a) 100% of those requesting teaching‐related consultations and classroom observations will be offered those services.

3.3 Collaborate with other units to coordinate support for those integrating instructional technologies in their teaching. a) Meet regularly with campus units involved in technology integration issues and collaborate with them on technology integration needs of faculty, teaching staff, instructors, and teaching assistants.

4. Provide professional development opportunities:

4.1 Arrange mentors for those who request such support. a) Arrange mentors for 100% of new faculty who request mentors. b) 80% of those who received mentoring support will indicate that the mentoring program met their professional development needs.

4.2 Offer professional development grants to faculty and SPS as budget permits. a) All professional development grants awarded will meet the grant criteria and guidelines. b) 90% of grant recipients will submit final reports indicating grant outcomes. c) 85% of grant recipients who submitted final reports will indicate that the grants met their professional development objectives and will result in positive benefits to their students.

4.3 Host professional development programs for faculty, teaching assistants, and academic administrators in collaboration with other campus units as necessary. a) Orientation and development programs will be offered for faculty, teaching assistants, and

academic administrators with the support of other campus units. b) 80% of participants will indicate the professional development programs they participated will

positively impact their professional responsibilities.

5. Serve as a referral service and as a resource unit for faculty, teaching staff, instructors, teaching assistants, and academic administrators. 5.1 Serve as referral service to other units on campus. a) 100% of requests for referrals will be responded by Center staff.

5.2 Provide access to resources (online tutorials, web resources, videos, etc.) on teaching, technology integration, professional development, and related topics.

a) 90% of requests for access to resources will be provided by Center staff.

5.3 Provide a laboratory environment to experiment with instructional technologies. a) 90% of requests for using the Center’s Collaboratory and Digital Multimedia Studio will be provided by Center staff.

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5.4 Disseminate information on teaching, technology and related programs and resources through the web as well as through newsletters and other media. a) 100% of faculty, supportive professional staff, graduate teaching assistants, and academic administrators at NIU will receive information through different means.

The Center’s audience includes tenured and tenure‐track faculty, instructors, academic SPS, adjunct faculty, teaching civil service staff, academic administrators, and graduate teaching assistants (GTA). Therefore, some objectives may apply only to a particular audience. The rationale for the targets for some of the objectives is as follows:

For a majority of major teaching effectiveness programs and professional development programs and services (such as mentoring), Center staff rely on NIU faculty and staff (who volunteer their time to present), and outside presenters, and therefore, the program satisfaction target has been set at 80% to accommodate the variations among these invited presenters.

Even thought a majority of the technology integration programs are delivered by Center staff, the program satisfaction target has still been set at 80% to accommodate the non‐teaching participants (support staff) who attend such programs and choose “not applicable” in program evaluation questions related to programs’ impact on their teaching or benefit to students.

Targets have been set at 85% to 100% for programs and services that Center staff are completely responsible for and can continuously improve based on program evaluations and feedback.

Center staff review and refine the targets on an annual basis as part of the assessment plan. III. METHODS

For the program objectives mentioned in the previous section, Center staff have identified appropriate assessment methods and have established suitable timelines. The assessment timelines have been spread out over semesters or years as necessary to make sure that the audience assessed is not bombarded with too many surveys, and that the assessment effort is manageable for the Center staff. Center Director has also assigned a staff member to be responsible for each assessment method. Table 1 lists the assessment methods employed, a brief description of each assessment method, the assessment timelines, Center staff responsible, and the objectives that each method addresses. Some methods address more than one objective.

As the Center’s primary responsibility is to offer programs, resources, and services to instructional personnel at NIU, the Center’s assessment effort focuses mainly on their satisfaction with the programs they participate, and their perceptions on potential impact on their teaching and related activities and benefits to their students. Center’s assessment effort cannot directly measure if teaching and learning have improved at NIU as a result of instructional personnel’s participation in Center’s programs. However, program satisfaction and perception of potential impact and benefit are valid measures of assessing Center’s programs, resources, and services. Some of the assessment methods indicated in Table 1 may appear to be unrelated to assessing program satisfaction and perception of potential impact but those assessment methods are necessary for providing feedback to Center staff, which can result in improvement of programs, resources, and services that increase program satisfaction rate of participants and the potential impact and benefits.

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Table 1. Assessment methods, timeline, responsibilities and objectives

Method Description Timeline for Data Collection

Center Staff Responsible

Objectives Addressed

A. Feedback from programs offered

Evaluation of programs offered Every semester

Program Coordinator

1,2,3,4

B. Self‐assessment of programs offered

Evaluation of program planning and execution issues

Every semester

Program Staff 1,2,3,4

C. Program attendance Data on number of people who participated in each program

Every semester

Program Coordinator

1,2,3,4

D. Consultations, Requests, and Referrals

Number of consultations and classroom observations

Every semester

All staff 1,2,3,4,5

E. Development grants final reports

Feedback gathered from recipients of Faculty and SPS development grants

Fall and Spring

Program Coordinator

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F. Feedback from mentoring support

Evaluation of new faculty mentoring program

Spring Program Coordinator

2,4

G. Resource usage No. of users of Web resources, laboratories, videos, etc.

Every semester

All staff 5

H. Faculty Development Advisory Committee’s input

Faculty Development Advisory Committee’s annual feedback

Spring Committee chair/Director

1,2,3,4,5

I. Faculty and SPS Campuswide survey

Data from survey of faculty and SPS on Center’s programs and services

Every four years

Program Coordinator

1,2,3,4,5

J. Graduate Teaching Assistants Campuswide survey

Data from survey sent to all GTAs on Center’s programs and services

Every four years

Instructional Technologies Coordinator

1,2,3,4,5

K. New Faculty Needs and Interest Survey

Data from listservs and survey sent to new faculty joining NIU every fall

Fall Program Coordinator

1,2,3,4,5

L. Unsolicited feedback Anecdotal evidence and unsolicited letters, email messages, etc.

Ongoing All staff 1,2,3,4,5

M. Graduate Teaching Assistants Pre‐survey

Input gathered from GTAs audience who attend the fall TA Orientation

Every fall semester

Instructional Technologies Coordinator

1,3,4

N. Office of the Provost’s input

Input obtained from the Provost and Provost’s Staff

Ongoing Director 1,2,3,4,5

O. Peer Observation Feedback form

Input obtained from Center staff peers on teaching methods

Ongoing Assistant Director

1,2,3,4

Table 2 lists which assessment methods address each program objective. It can be seen from Tables 1 and 2 that the Center uses multiple methods for each objective and collects data from multiple sources on an ongoing basis to ensure valid assessment of its programs, resources and services.

Figure 1 illustrates the timeline of major assessment methods and how they are spread out during the year to prevent faculty, staff, and teaching assistants from having to respond to numerous surveys, and also to help Center staff manage the data collection and analysis effort over three semesters each year instead of all at once.

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Figure 1. Illustration of the timeline of assessment activities during the year

Teaching Effectiveness Institute Post Program Evaluation

Teaching Assistant Orientation Pre- Program Survey

Teaching Assistant Orientation Post- Program Evaluation

Teaching Assistant Orientation 4-month follow-up evaluation

New Faculty Needs and Interests Survey

Faculty Development and SPS Development Grant Final Reports

Teaching Effectiveness Institute 6-month Follow-up Evaluation

Feedback From New Faculty Mentoring Program

Faculty Development and SPS Development Grant Final Reports

Faculty Development Advisory Committee’s Input (Annual Report)

Faculty and SPS Campuswide Survey (every 4 years)

Graduate Teaching Assistants Campuswide Survey (every 4 years)

Participants’ Feedback From Regular Programs Offered

Self-Assessment of Programs Offered

Program Attendance Data Collection

Resource Usage Data Collection

Consultations Data Collection











Blackboard Workshops Follow-up Evaluation

Unsolicited Feedback Data Collection

Peer Observation Feedback Data Collection

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Table 2. Objectives addressed by assessment methods

Objectives

Methods

A B C D E F G H I J K L M N O

1. Provide opportunities for effective teaching

2. Promote research and scholarly activities

3. Facilitate the integration of instructional technologies

4. Provide professional development opportunities

5. Serve as referral service and as resource unit

IV. EVIDENCE

A brief summary of results from the Center’s 2005‐2010 assessment effort is included in this section, and the summary includes descriptions of the activities and the findings. The assessment forms used for particular assessment activities referred in this section are included in the Appendices, and samples of assessment results are included as tables wherever applicable.

A. Feedback from programs offered

Activities: Since fall 1998, Center staff have been conducting evaluations at the end of each program by requesting participants’ feedback on the various aspects of each program as well as its impact on the intended audience and its benefits. Center staff have been using these program evaluations to assess if programs have been meeting audience’s needs, and to identify opportunities for improvement. Since 2006, Center staff have also been conducting follow‐up evaluations of major programs to assess the continuing impact of those programs 4 or 6 months after participants attended a particular major program. Program evaluation summaries have been tabulated and shared with program presenters and sponsors. Appendix A contains the Program Evaluation and the Program Follow‐up Feedback Forms.

Findings: The program evaluation form administered at the end of each program contains 11 questions on various aspects of program organization and delivery, and 2 of those questions (Questions 6 and 7) are designed to obtain participants’ perception of program’s impact on their teaching and related activities, and potential benefit to students as a result of participating in the program. The program follow‐up feedback form also contains the same 2 questions to obtain participants’ feedback on the same two items 4 to 6 months after attending the program. The 2 questions and the program follow‐up feedback form were suggested by the Office of Assessment Services after the review of the previous 5‐year assessment report, and since then Center staff have been using the program evaluation form with the 2 questions and the program follow‐up form to assess the ongoing impact of Center’s programs.

Table 3 illustrates the results of program evaluation and program follow‐up feedback for the 2 questions for Fall Teaching Effectiveness Institute Day 1 during the past 5 years. Day 1 of the institute covers fundamental principles of effective instruction and Day 2 is usually a daylong workshop on a teaching topic of current interest delivered by an invited (non‐NIU) presenter. As the program on Day 1 is reasonably consistent from year to year and is presented entirely by NIU faculty and staff, it is more suited for comparison in terms of continuing impact on faculty and their students and identifying opportunities for improvement, and therefore, it is assessed for ongoing impact and benefits.

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Table 3. Comparison of Teaching Effectiveness Institute Day 1 program evaluation and six‐month follow‐up evaluation of participants’ perceptions during 2006‐2010

Fall (August) 2006 Fall (August) 2007 Fall (August) 2008 Fall (August) 2009 Fall (August) 2010

Evaluation Questions

Program Evaluation

N=14

Six Month Follow‐up Evaluation

N=8

Program Evaluation

N=37


N=20

Program Evaluation

N=20


N=6

Program Evaluation

N=24


N=6

Program Evaluation

N=21


N=

Question 6 100 % Strongly Agree or Agree

87.5 % Strongly Agree or Agree




100 % Strongly Agree or Agree




Will be conducted in spring 2011

Question 7 100 % Strongly Agree or Agree









Will be conducted in spring 2011

Program Evaluation Form: Question 6. The concepts / techniques covered in this program are applicable in my teaching and other student‐related activities. Question 7. My participation in this program has potential benefit to my students. Program Follow‐up Feedback Form: Question 6. The concepts / techniques covered in this program were applicable in my teaching and other student‐related activities. Question 7. My participation in this program has potential benefited my students.

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The results summarized in Table 3 clearly indicate the continuing impact of the Teaching Effectiveness Institutes on participants and their potential benefit for students over the past 5 years, and demonstrate the quality of the program organized by the Center and presented by NIU faculty and staff. Apart from the Teaching Effectiveness Day 1 institute, other workshops, seminars, and institutes are not repeated exactly the same in format or content, and therefore, only the program evaluation forms, and not the follow‐up feedback form, with the same 2 questions are administered at the end of those programs, but the results are nevertheless analyzed and used for improvement. As the Teaching Effectiveness Institute focuses primarily on teaching and not technology, Center staff explored the possibility of conducting a program evaluation and program follow‐up feedback for a technology workshop, and decided that Blackboard I (Introduction to Blackboard) would be ideal for such analysis as this workshop is consistent in content and format, and offered several times a year to result in sufficient number of responses for program follow‐up feedback. Therefore, in 2008, Center staff implemented the program follow‐up feedback form also for Blackboard I workshops.

Table 4 contains a summary of results for the 2 questions from Blackboard I (Introduction to Blackboard) program evaluations and follow‐up feedback on participants’ perception of program’s applicability to their teaching and related activities and benefit to their students during 2008‐2010. It should be clarified here that the results shown in Table 4 is a compilation of program evaluations and follow‐up feedback evaluation of all Blackboard I workshops offered on different dates by the Center during 2008‐2010. Other technology workshops are not offered as frequently as Blackboard I, and therefore, do not have sufficient total attendance to result in adequate follow‐up responses for comparison purposes.

Table 4. Comparison of Blackboard I (Introduction to Blackboard) program evaluation and follow‐up evaluation of participants’ perceptions

2008‐2009 2009‐2010

Evaluation Questions Program Evaluation

N=48

Follow‐up EvaluationN= 18

Program Evaluation

N=27

Follow‐up Evaluation

N= 6

Question 6. The concepts/techniques covered in this program are/were applicable in my teaching and related activities.





Question 7. My participation in this program has potential benefit to/benefited my students.





The results summarized in Table 4 clearly show that participants found the Blackboard I workshops applicable to their teaching and related activities, and their participation in the Blackboard I workshop benefited their students. It should be noted that some participants who attend Blackboard workshops are support staff, and therefore, they do not teach. However, they attend the workshop to learn to use Blackboard to perform support functions, and therefore, select “not applicable” for questions 6 and 7. The overall program evaluation results from the Blackboard I workshops are fairly consistent with the program evaluation results from the Teaching Effectiveness Institute.

Other technology workshops and programs are also evaluated by Center using the program evaluation form on an ongoing basis and the results are analyzed to identify opportunities for improvement.

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B. Self‐assessment of programs offered

Activities: Along with assessing participants’ feedback on presenters’ delivery, program arrangements, and perception of impact on their teaching and benefit to students, Center staff realized the importance of assessing effective planning and execution of major programs. During 2005‐2010, Center staff continued to complete self‐assessment forms and document various aspects of planning and executing major programs. The feedback from the self‐assessments was shared with the Director, Assistant Director, and Program Coordinator for analyzing the results and continuously improving the programs and services. Appendix B contains the self‐assessment form. Findings: During 2005‐2010, information obtained from program self‐assessment was analyzed and used by Center staff for improving subsequent offerings of major programs. Self assessment feedback helped Center staff to consider such issues as streamlining the program participants’ check‐in process, monitoring the flow of participants in the Blackhawk cafeteria during lunch, using listservs to distribute information instead of sending paper copies by campus mail, and requesting new faculty names directly from academic departments in order to receive more accurate information. Beginning in fall 2008, Center staff also decided to assign a graduate assistant record all fall TA Orientation registrations, which allowed the department secretary more time to assist with the numerous major programs that are scheduled in August. The changes implemented based on the self‐assessment of programs enabled the programs to run more smoothly and saved considerable time during 2005‐2010, thus resulting in participants’ impression that the programs were organized and delivered effortlessly by the Center! C. Program attendance

Activities: Since the establishment of the Center in fall 1998, Center staff have been recording program attendance to analyze issues such as participants’ interest in attending the Center’s programs, demand for certain types of programs, and trends in program participation. Table 5 lists the number of programs offered, program attendance, program duration, and contact hours for the past 5 academic years. Contact hours for a program is the product of actual duration of the program and the number of participants who attended the program. Appendix C contains program hours, attendance, and contact hours. It should be clarified here that the program participation data includes only attendance in scheduled programs and not in individual or group consultations or programs.

Table 5. Number of programs, total program hours, total attendance and actual contact hours

Academic Year Number of Programs

Total Program Duration

Total Attendance

Total Contact Hours

2005‐06 165 353.5 1567 5560.25

2006‐07 156 337.5 2336 7653.50

2007‐08 176 410.5 1821 6529.40

2008‐09 165 413.83 2066 7438.29

2009‐10 174 371.83 1905 5885.00

Findings: During 2005‐2010, the number of programs offered remained fairly consistent, as did the corresponding total program hours, total attendance, and actual contact hours. The total programs and attendance for 2005‐2010 can be partially attributed to the continued interest of faculty, SPS, GTAs and administrators in participating in Center’s programs. It should be noted that the attendance figures and contact hours were exaggerated during 2006‐07 by staff participation in the program, “Customer Service, Disney Style,” co‐sponsored with Outreach Services. This one‐time only program was attended by 500 participants (mainly staff), and greatly increased the attendance and contact hours for 2006‐07.

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In 2005, Center staff realized that number of programs and program attendance figures alone could not give a true picture of the actual duration of professional development activities during an academic year as one program may be for 6 hours and have an audience of 40 participants whereas another program may be for 1 hour and have an audience 40 participants too but the total time spent by the audience on professional development would be different. Therefore, Center staff began tracking the actual number of hours that participants spent on professional development activities offered by the Center. Assessment of actual contact hours continues to help Center staff in assessing the cost effectiveness of programs offered and the effective use of Center’s resources. To maintain cost effectiveness, the Center also requests sponsorship or co‐sponsorship of programs by other units at NIU whenever possible. Office of the Provost, Office of Assessment Services, and the Writing Across the Curriculum have been regularly co‐sponsoring programs with the Center. Another important finding from recording and analyzing program attendance has been the issue of “no shows” due to registrants registering for a program but not showing up or canceling their registration in advance, thus resulting in waste of program expenses or loss of opportunity for those on the waiting list to attend a program with limited seating. During the past 5 years, Center staff included in all program announcements a sentence about canceling a registration in advance if a participant was unable to attend a program for which they registered so that the Center could reduce program expenses or allow those on the waiting list to attend the programs. Analysis of program attendance data revealed that in spite of including the sentence in the program announcements about canceling registration, a number of participants had continued to be “no shows” and failed to cancel their registrations in advance. In fall 2010, Center staff realized that registrants who decided not to attend a program but did not cancel their registration in advance could be doing so because they did not take the online registrations seriously and/or did not understand how much it cost to plan and deliver programs. To help registrants take their program registrations seriously and notify the Center in advance about their inability to attend a program, Center staff added a check box on the online registration form which requires registrants to agree to cancel their registration in advance if they are unable to attend a program or their future program registrations would be impacted. The full impact of this check box on program cancellations and “no shows” will be known in 2011 but in the short run it appears to be working well and registrants have been notifying the Center in advance if they are unable to attend a program. D. Consultations, Requests, and Referrals

Activities: Along with formally scheduled programs during the past 5 years, Center staff have continued to offer and record data on individual and group consultations on a variety of topics including teaching, Blackboard, Clickers, development grants, multimedia, personnel issues, SMART pen, and other issues. After attending a particular program, many faculty, staff, and TAs request individual consultations from Center staff to get more in‐depth help on specific needs related to their teaching, courses or other activities. Duration of consultations vary from a few minutes to several hours, and the mode of consultations could be face‐to‐face, phone, email or virtual. Table 6 shows the numbers of consultations and unique individuals who received consultations from Center staff during the past 5 academic years. Findings: As it can be seen from Table 6, the number of consultations and number of individuals who received consultations have remained fairly steady for the past 5 years. The steady number of consultations in 2005‐2010 can be attributed to the introduction of new technologies such as advanced features of Blackboard, and newer instructional technologies, such as Wikis, Blogs, Podcasting, Social Bookmarking, Screencasting, and Social Networking, which increased the need for consultations. Data

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on consultations have been helpful to decide on the need for new programs, if a number of faculty and staff request consultations on the same topic, and to address unique needs of faculty and staff. For example, in 2007‐2008 more faculty and staff requested consultations than in other years, and this was due to a major upgrade of Blackboard that year, and the introduction of new features such as SafeAssign in Blackboard. As a result of the increasing number of consultations, Center staff decided to offer new programs on those topics, which reduced the need for consultations in subsequent years.

Table 6. Number of consultations and individuals who received consultations

Academic Year Number of Consultations Number of Individuals Who Received Consultations

2005‐06 768 342

2006‐07 782 343

2007‐08 950 402

2008‐09 783 348

2009‐10 770 330

As part of consultation services, Center staff also offered classroom observation services to faculty during 2005‐2010. This is a time and staff intensive service as one or two staff members have to observe faculty member’s classes numerous times during the semester, meet with the faculty member before and each class to offer formative feedback, and provide summative feedback at the end of the period of observations. A sample of feedback on the classroom observation process from one faculty member whose classes were observed is included below:

“NIU Faculty Development and Instructional Design Center has a wonderful service that helps faculty members to improve their teaching quality by providing feedback on their classes. Your staff gave me valuable comments and explained the process of observation and feedback. . . I felt that their help was invaluable and their feedback and discussion helped me significantly to improve the quality of my teaching.”

Apart from programs, consultations are a major, time‐intensive service provided by Center staff, and the outcomes of consultations can have a significant impact on teaching and related activities of faculty, staff, and TAs, and can benefit students. Therefore, Center staff are considering implementing a consultation feedback form in 2011 to obtain consultees’ feedback on the same 2 questions as for program evaluations (along with other questions related to consultations), and use the information as part of the overall assessment effort. E. Development grants final reports

Activities: The Center offers development grants to faculty and SPS to help them seek professional development opportunities unavailable at NIU. These grants typically fund participation in training programs or workshops on teaching effectiveness, technology integration, or research and scholarly activities to learn particular skills necessary to fulfill the unique responsibilities of tenured or tenure‐track faculty and SPS. Faculty Development Grants award a maximum $2,000 per applicant, and SPS Development Grants award a maximum $1,000 per applicant per year. The grants are typically offered in two cycles: January through June, and July through December. SPS Development Grants funding is limited to a total of $6,000 per year with $3,000 per cycle. Human Resource Services has contributed $3,000 annually for one cycle of SPS Development Grants since 2004. All award recipients are required to submit a final report online detailing grant activities and outcomes, and provide additional information on their perception of impact the development grants had on their

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teaching and their students’ learning. Appendix D contains the Faculty and SPS Development Grant Final Report format. Table 7 lists the number of development grants awarded during the last five academic years.

Table 7. Number of development grants awarded to faculty and SPS

Academic Year No. of Faculty Development Grants No. of SPS Development Grants

2005‐06 6 3

2006‐07 6 7

2007‐08 6 4

2008‐09 7 5

2009‐10 Grants suspended due to budget cuts

Findings: During 2005‐2009, 25 tenured or tenure track faculty and 19 SPS were awarded development grants to pursue professional development opportunities not available at NIU. Development Grants were suspended for the July to December 2009 and January to June 2010 cycles due to budget constraints. In the final reports submitted for 2005‐2009 grant awards, grant recipients unanimously indicated that their development activities had a positive impact on their teaching and related activities, and were beneficial to their students.

The number of development grant proposals submitted by faculty and SPS during 2005‐09 continues to indicate the need for this type of support. Examples of grant activities include attending workshops and training programs not available at NIU for developing new courses or improving existing courses in recipients’ disciplines, and learning new information to improve teaching in their disciplines. The final reports submitted by grant recipients have been extremely useful for documenting and assessing how the grant activities have benefited the recipients, their units, and their constituents (faculty, students and staff). F. Feedback from mentoring support

Activities: During 2005‐2010, the Center Director received requests for mentors from 23 faculty and instructors, and 1 new department chair. The Center Director arranged mentors for all those who requested such assistance. Mentors and mentees were left to decide how they would meet (face‐to‐face, phone, email, etc.) and how often they would interact depending on their needs. The Program Coordinator periodically sent reminders and useful articles to both mentors and mentees to keep them engaged in the mentoring process. Mentors did not receive any compensation and they volunteered their time and effort to mentor new faculty or chairs. However, the mentors were sent a formal letter acknowledging their service and the letter was copied to their department chairs. Findings: During 2005‐2010, feedback from mentors and new faculty mentees was collected through an online form at the end of each academic year. The feedback from both mentors and mentees has been overwhelmingly positive, and a sample of feedback is listed below:

“… provided me with the kind of interaction I needed/wanted. I was interested in a mentor outside my college to give a broader perspective, and it worked.”

“It provided me with some support, w/o being too time consuming”

“I think that the best interactions have been informal discussions about policies and procedures as well as hearing about how my mentor handled situations when she was an assistant professor.”

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“I have enjoyed and benefited from the articles I've received.”

Even though the New Faculty Mentoring Program is purely voluntary and the mentors do not receive any compensation, the feedback from participants during the past 5 years indicates the program has been effective and is a good addition to the mentoring provided to faculty and staff in their departments. Center began tracking promotion and tenure of the 2005‐2010 mentees to identify how many of the mentored faculty received tenure and stayed at NIU. Due to the length of the promotion and tenure track cycle, promotion and tenure status of mentored faculty, the results could not be included in this report, but will be included in the next assessment report.

Center’s comprehensive website on the New Faculty Mentoring Program has received considerable attention and enquiries from other institutions who have requested permission to use the information in their institutions. Center’s New Faculty Mentoring Program website can be found at http://www.facdev.niu.edu/facdev/services/newfacmentoring.shtml. G. Resource usage

Activities: During 2005‐10, Center staff continued to develop or acquire and make available resources on topics of interest to faculty, staff, and GTAs. These resources impact their teaching and related activities, and they include:

Spectrum newsletter for faculty and SPS, and TA Connections newsletter for Teaching Assistants

Blogs

Web resources on a variety of topics

Podcasts

Quick Tips for Effective Instruction

Tutorials on academic integrity, responsible conduct of research, effective writing practices, and teaching effectiveness.

Apart from the resources listed, Center staff continued to maintain an 11‐station Collaboratory, 6‐station Digital Multimedia Studio, Teaching Resource Room with facilities for viewing videos on teaching and teaching‐related topics, and Web resources for faculty, SPS, and GTAs use. During 2005‐2010, Center staff continued to collect data on resource usage and Appendix E contains sample logs of Collaboratory and Digital Multimedia Studio usage.

Table 8. Number of academic departments, support units, and colleges represented by lab users

Academic Year Number of Academic Departments

Number of Support Units

Number Colleges (Including University Libraries)

2005‐2006 24 0 5

2006‐2007 33 0 5

2007‐2008 29 5 7

2008‐2009 23 3 7

2009‐2010 20 10 6

Findings: Table 8 shows the number of academic departments, support units, and colleges represented by the faculty, staff and GTA users of Center’s facilities. Collaboratory and Digital Multimedia Studio users were appreciative of the availability of laboratory facilities for experimenting with new technologies. The Teaching Resource Room was also used, along with the Collaboratory and Digital Multimedia Studio, for consultations. A number of instructors or adjunct faculty who do not have office

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spaces or do not have the necessary technologies in their offices also use the Center’s Collaboratory for developing their instructional materials for their teaching and related activities. Center’s web resources were heavily accessed by faculty, teaching staff, instructors, teaching assistants, administrators, and students at NIU as well as outside NIU. For example, the Center’s Teaching with Blackboard site alone received 9,800 unique visitors per month during 2009‐2010. H. Faculty Development Advisory Committee’s (FDAC) input

Activities: FDAC is a university‐level committee comprised of faculty representatives from all colleges and the University Libraries plus an SPS representative. The FDAC’s purpose is to advise the Center and participate in its programs and activities. The FDAC submits an annual report to the Executive Vice President and Provost in spring of each year summarizing the committee’s activities during the academic year and offering suggestions for consideration. FDAC’s annual report usually includes information on reviewing grant applications, participating in award selection process, presenting in the Center’s faculty development programs, recommending needs of faculty, SPS and GTAs for consideration, meeting with invited guests to discuss particular issues, etc. Appendix F contains a sample of the annual report (for 2009‐2010) submitted by the FDAC to the Provost.

Findings: The 2009‐10 FDAC annual report indicated committee members’ continued support of and participation in the Center’s activities. In addition to committee members’ advisement and participation in activities, FDAC members recommended the Provost give the Center consideration with the budget as program prices were increasing and the Center had to give back funds due to the budget cuts. The FDAC recommended the Center work with the Office of the Provost to explore sustaining and increasing faculty and SPS development grant funds, and possibly establishing dedicated funding lines or endowments. The FDAC also recommended allocating another temperature‐controlled room when one is available on the third floor of Adams Hall to accommodate Center’s three servers. Finally, the FDAC recommended the Provost’s Office to discuss the need for HRS to pay for sign language interpreters for faculty who need such services. The Center Director has conveyed these recommendations to the Provost in one of the monthly status meetings during 2009‐10. I. Faculty and Supportive Professional Staff (SPS) campuswide survey

Activities: The Center conducts a campuswide survey of faculty and SPS every 4 years to assess the overall impact the Center’s programs, resources, and services have on faculty and SPS. During 2008, the Center designed and distributed the survey electronically to nearly 2,200 faculty and SPS at NIU, collected the data, and summarized the results. Appendix G contains a copy of the survey. Findings: More than 450 faculty and staff responded to survey questions related to awareness of, participation in, and impact of Center’s programs, resources, and services on their teaching and related activities, and interactions with Center staff. An overwhelming majority of respondents indicated that the Center was important to the professional development of faculty, staff, and GTAs. Table 9 lists a sample of significant results from the campuswide survey conducted in Spring 2008 and the percentage responses indicate “strongly agree” or “agree” to a sample of significant statements in the survey. Many of the suggestions for improvement as a result of the campuswide survey have already been implemented and are explained in section VI. Use of Results. The next campuswide survey of faculty and supportive professional staff is scheduled for spring 2012.

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Table 9. Significant results from the Campuswide Assessment conducted in spring 2008

Significant Statements from the Campuswide Survey % of Strongly Agree or Agree

I have found Faculty Development and Instructional Design Center's teaching and teaching‐related programs to be informative.

88.7%

In my teaching, I have incorporated elements of what I have learned from Faculty Development and Instructional Design Center's teaching and teaching‐related programs.

81.0%

My participation in Faculty Development and Instructional Design Center programs has potential benefit to students.

84.8%

Overall, the programs, resources, and services offered by Faculty Development and Instructional Design Center are valuable for the professional development of faculty, instructors, and Supportive Professional Staff at NIU.

91.9%

I would be interested in attending programs of short duration offered entirely online.

85.3%

J. Graduate Teaching Assistants (GTAs) campuswide survey

Activities: After the responsibilities for GTAs training and development were transferred to the Center in 2003, the programs and services offered to GTAs were included in the Center’s assessment plan to ensure that the Center was meeting the training and development needs of GTAs. As part of the Center’s assessment plan, Center staff decided to conduct a campuswide survey of all GTAs every 4 years. The first campuswide survey of all GTAs was designed and conducted by the Center in Spring 2007. The survey included 14 questions and was implemented using the Blackboard web course management system. The link for the survey was emailed to all 1,200 graduate assistants at NIU. 195 graduate assistants completed the survey and 71.80% of them indicated that they had teaching or teaching‐related responsibilities as a GTA in their departments. Appendix H contains the GTA campuswide survey. Findings: Conducting the first GTA campuswide survey was a learning experience for the Center. Center staff had a difficult time obtaining a complete list of GTAs with only teaching or teaching‐related responsibilities and so Center staff sent the survey to all GTAs regardless of their responsibilities. Even though the survey questions specifically asked respondents their feedback only about teaching and teaching‐related programs offered by the Center for GTAs, many GTAs responded about other issues such as resume writing, future job opportunities for GTAs or complaints about their academic programs, which the Center had no control over. Therefore, for the next GTA campuswide survey, Center staff will contact the Graduate School to obtain the list of names and email addresses of only those GTAs with teaching and related responsibilities and target only those GTAs so that the results are meaningful and can be used for assessment purposes. Center staff will also make it clear that the survey is only about assessing the Center’s teaching and teaching‐related programs and services for GTAs and not about other issues for which the Center has no control over. The Center hopes to address these two issues and avoid unnecessary and immaterial feedback when the next GTA campuswide survey is conducted in spring 2011. In spite of the mentioned difficulties in conducting the GTA campuswide survey, some of the qualitative results from the survey were useful for planning programs and services, and improving the resources offered for GTAs. Center staff have implemented some of the recommendations in planning programs and developing resources, such as the TA Connections newsletter.

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K. New Faculty Needs and Interest Survey

Activities: Center staff conduct a survey of new tenure‐track faculty every fall semester to identify their needs and interests and uses the responses to plan programs, resources, and services. In 2006, Center staff updated the survey and published it online to simplify the process for new faculty to receive and complete the survey easily. Appendix I contains a copy of the survey.

Findings: Respondents to the survey conducted during 2005‐2008 provided Center staff with useful feedback on new faculty’s needs and interests, and the information was used in planning programs and services. Faculty indicated strong interest in “teaching with technology” programs, professional development, and research and scholarly activities. Teaching with technology programs were requested by a majority of the respondents and Center staff responded by offering new programs such as “Video Podcasting,” and “Quick and Easy Video Editing Using iMovie.” Center staff offered new teaching programs, “Greener Teaching Techniques” and “Effective Delivery Techniques: Little Things that Make a Big Difference” to fulfill faculty requests for teaching‐related programs. Center staff also offered a professional development program, “Maintaining Constructive Relationships In and Out of the Classroom,” based on faculty need for such a program. In response to new faculty’s interest in programs on research and scholarly activities, the Center co‐sponsored with Writing Across the Curriculum the “Write Well, Publish More!” workshop for a fourth consecutive year in May 2010.

Response rate for the new faculty needs and interest survey declined drastically in 2009 and 2010, and this may be primarily due to the fact that new faculty have easy access to Center staff and are familiar with them through introductory programs such as the New Faculty Forum, Teaching Effectiveness Institute, and introduction to Blackboard workshop, and can convey their needs and interests directly and easily instead of completing a survey. Center staff will explore this issue further in summer 2011 and decide either to eliminate this survey or redesign it to obtain a better response rate. L. Unsolicited feedback

Activities: Along with conducting formal evaluations and surveys of programs and services, Center staff have been collecting unsolicited feedback from faculty, staff and GTAs. Such feedback has been useful to identify additional issues and concerns not covered in the formal program evaluations or surveys, and reinforce positive aspects of Center’s programs, resources, and services. Listed below is a sample of unsolicited feedback received by Center staff by email and represents feedback from faculty, staff and instructors from different Colleges at NIU:

“I wanted to let you know that the orientation for the TA's was very useful and informative. The presenters were professional and delivered their information in a way that kept us engaged. As a new graduate student to NIU, I wanted to express my appreciation at the professionalism and helpfulness of your staff. I am truly proud to be part of this university.”

“I am a new faculty member here at NIU and would like to take this opportunity to inform you that [staff member] has been an incredible source of support and assistance to me over the past 2‐3 weeks. She has helped me on a one‐to‐one basis to set up blackboard, has offered suggestions and advice in a timely fashion, and is always willing to help me problem solve! Thank you for the wonderful help you organize for us here at NIU.”

“The workshop was very informative. I learned a lot and feel confident to start using the tools discussed. We got hands‐on practice in Wimba and Wiki. You and your team are doing a very good job. Many faculty were very appreciative of all the efforts made by the faculty development center.”

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“Faculty Development is such a vital resource for all of us, and its importance is even greater now as departmental budgets continue to shrink. Keeping up with technology and incorporating it into our teaching is an absolute necessity.”

“The workshop was wonderful ‐ it definitely enhanced my confidence level in the use of this technology! I left with many ideas for the use of Wimba in my courses.”

Findings: Unsolicited feedback continues to aid Center staff in planning programs and services to meet the needs of the Center’s clientele. Unsolicited feedback also serves to reinforce what Center staff have been doing well and what they could continue to do better. M. Graduate Teaching Assistants (GTAs) Pre‐Survey

Activities: As part of the ongoing assessment of GTA programs, Center staff have been conducting a pre‐survey of GTAs at every fall Teaching Assistant Orientation. The pre‐survey is useful to assess GTAs’ expectations of TA Orientation and compare them with the program evaluation conducted at the end of the TA Orientation on the same day. The results from these assessments are then compared with the results from the four‐month follow‐up survey sent to the participants of the TA Orientation. Appendix J contains the pre‐survey instrument. Findings: The pre‐survey has been conducted at each TA Orientation during the past 5 years. In the pre‐survey, a majority of respondents indicated their classification as “teaching assistant” and knowing the classification of GTAs helped Center staff to plan programs to meet their teaching and teaching‐related needs. For example, pre‐survey respondents indicated that more programs were needed in technology integration; hence, more technology integration programs, such as “New Tools and Features Coming to Blackboard,” “Blackboard 8.0 Grade Center I: Basic Features,” and “Conducting Online Office Hours Using Wimba Classroom,” were offered. GTAs also indicated the need for more teaching‐related programs. In response, Center staff offered teaching‐related programs, such as “Greener Teaching Techniques,” “Teaching Large Classes,” “Constructivism: A Holistic Approach to Teaching and Learning,” and “Microteaching (No, That Doesn’t Mean Tiny Classes!),” to fulfill teaching and teaching‐related needs of GTAs. Center also invited a teaching assistant to offer a workshop titled, “Critical Thinking for the 21st Century Student” for graduate teaching assistants in response to interest in the subject matter. GTAs were also allowed to attend spring Teaching Effectiveness Institutes as space permitted. Also, in response to GTAs’ interest, Center staff continued the Graduate Teaching Certificate program to recognize GTAs who attended both a full‐day fall or spring TA Orientation and at least 5 programs of shorter duration offered by the Center. After participating in the required number of programs, each GTA can complete and submit an application form to the Center to receive the certificate. During 2005‐2010, 26 GTAs applied for and received the Teaching Certificate, bringing the total number awarded to 38 recipients from 17 academic and support units in the sixth year of offering the certificate.

N. Office of the Provost’s input

Activities: During 2005‐2010, the Center Director continued to meet monthly with the Provost to report on planned and completed activities, convey faculty, SPS, administrator and GTAs’ needs, and obtain Provost’s feedback and directives for the Center. The Center Director also met with the Provost’s staff to discuss issues related to faculty development and to obtain suggestions regarding programs and services.

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Findings: As the Center reports to the Office of the Provost, Center staff consider it crucial to obtain input from the Provost and the Provost’s staff. The Center Director received a request to coordinate a “Faculty Leadership Initiative,” in which 14 tenured faculty members participated in leadership workshops and activities during 2008‐2009. The Center Director received directions on continuing the annual “New Faculty Forum” and the department chair development programs series. Provost’s staff was also helpful to the Center in addressing faculty needs and addressing them through the Council of Deans and other university bodies. At the request of the Provost, Center staff conducted a mini‐demonstration of the Teaching with Technology Institute at a Council of Deans’ meeting in summer 2009 as well as summer 2010. Along with the coordination of the New Faculty Forum and Department Chair Development Workshops series, Center staff worked on a number of projects for the Office of the Provost during 2005‐2010, including coordination of the Presidential Teaching Professor Seminar series and the Board of Trustees Professor Seminar Series, Faculty Leadership Initiative planning and development, Sabbatical Outcomes Survey design and implementation, Collegiality Statement development, Chair Handbook development, Diversity Initiatives Website development, and coordination of the Digital Measures Faculty Activity Insight System and Course Response System implementation. O. Peer Observation Feedback

Activities: In 2009‐2010, Center staff realized the need to observe each other’s programs and provide feedback on their program design, development and delivery activities in order to reinforce their strengths and suggest opportunities for improvement. This process has also been included as part of Center’s assessment activities. Each staff member who delivers programs will have the opportunity on an annual basis to have at least one or more of his or her program observed by other staff members and receive feedback. The Assistant Director will receive the feedback from the observing staff, meet with the staff member whose program was observed, and share a summary of the strengths as well as opportunities for improvement identified as a result of the observations. Completed observation forms will be kept confidential and will not be shared with the staff whose program was observed, and only a summary of feedback will be shared. Appendix K contains the Peer Observation Feedback Form. Findings: The Peer Observation Feedback Form was implemented in summer 2010 and a sufficient number of observations have not yet been completed as of the submission of this assessment report. The analysis and results from the peer observation feedback will be included in the next annual assessment report, and it is anticipated that the staff peer observation feedback will improve the development and delivery of programs by Center staff. V. ANALYSIS OF RESULTS

All the programs, resources, and services offered by the Center were assessed on a regular basis during 2005‐2010. As part of the assessment effort, feedback and data collected were analyzed by the Director, Program Coordinator, and other staff to identify how the targets were met or not met for the various objectives. The following paragraphs explain how targets for the various objectives were met based on the findings. Provide opportunities for effective teaching: Each academic year during 2005‐2010, the Center staff offered daylong Teaching Effectiveness Institutes at the beginning of fall and spring semesters, fall TA Orientation, as well as regularly scheduled programs of varying duration on teaching effectiveness to meet the needs of faculty, teaching staff, instructors, and teaching assistants. Center staff conducted

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program evaluations to assess the participants’ perception of programs’ impact on their teaching and related activities, and potential benefit to students as a result of participating in the program. As shown in Table 3, on the average of 95.6% of participants over the 5 years indicated that Teaching Effectiveness Institute continued to impact their teaching and other student‐related activities during 2006‐2010. Similarly, on the average of 96.84% of participants indicated that the institute had potential benefit to students as a result of participating in the program during 2006‐2010. The Center’s target was 80% for impact and benefits, and the results indicate that the target was met for Teaching Effectiveness Institutes, and the results were similar for regularly offered teaching effectiveness programs of varying duration. The target of offering teaching‐related consultations and classroom observations to 100% of those who requested such consultations was also met during 2005‐2010 even though classroom observation requests were very time and staff effort intensive. However, during the analysis of results Center staff realized the need for assessing consultee’s perceptions on the impact of consultations and classroom observations. Therefore, as mentioned under Evidence item D, Center staff are considering implementing a consultation feedback form in 2011 to obtain consultees’ feedback on the same 2 questions as for program evaluations (along with other questions related to consultations), and use the information as part of the overall assessment of opportunities provided for teaching effectiveness. Promote research and scholarly activities: The targets for these objectives were met as the Center collaborated with campus units to offer programs on research and scholarly activities, such as the “Write Well, Publish More!” workshop cosponsored with Writing Across the Curriculum for 4 consecutive years. 87.5% of participants indicated their objectives for attending the program were met. A sample of feedback from the participants of the workshop is included below:

“I very much enjoyed the interaction of this workshop. Dr. Peters did an excellent job. I am a very new writer and he made me feel very comfortable and at ease. He spoke to all levels.”

“I will “teach” writing better now.”

“The day has gone so fast – this has been very helpful and exceeded my expectations.” Since 2006‐07, participants of the “Write Well, Publish More!” workshop have consistently conveyed the need for creating (and continuing) writing circles, and in response to this request, Center staff created and facilitated a monthly Writing Circle for faculty members from several colleges which continued through 2009‐10 for a fourth consecutive year. A sample of feedback from the participants of the Writing Circle is included below:

“I have been participating in the writing groups for the last 2 or 3 years. I have just finished a fairly lengthy article which is a preliminary study for a book, and the most prestigious scholar in my field has agreed to read and evaluate it before I send it off to an academic journal. I could never have come this far without the incentive and encouragement of the writing circle. It not only kept me writing but it restored my faith in myself as a scholar. It is an incredibly encouraging and supportive environment. Thank you very much for offering this resource within the Faculty Development Center!”

“Although our members come from different teaching areas, I’ve learned a lot about my own writing style by reading their work.”

“I wanted to take this opportunity to thank faculty development for supporting this writing circle. I realize that most writing groups are geared for faculty working toward tenure; however, this

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writing group is made up of either assoc or full professors. As one of the full professors I find it difficult to be focused on research when personnel in my department and college are limited and more is expected of me in way of committee and faculty responsibilities. I have found that meeting once a week with fellow colleagues has enabled me to produce research article(s) which may have not have been done otherwise. I have found that I "carve out" time to work on research, especially if it is going to be discussed with these colleagues. In this group we have built up a trust and feel comfortable sharing thoughts and ideas which could lead to scholarship.”

Center staff also pursued and collaborated successfully on 5 sponsored projects on faculty development issues during 2005‐2010. Facilitate the integration of instructional technologies: The targets for these objectives were met as the Center offered a range of programs on integrating a wide spectrum of technologies into teaching such as the day‐long hands‐on Teaching with Technology Institute and hands‐on Online Teaching Series as well as regularly scheduled workshops on technology integration, which were attended by faculty, teaching staff, instructors, administrators, and teaching assistants. Table 4 illustrates the program evaluation and program follow‐up feedback for Blackboard I workshops implemented in 2008, and the results clearly indicate the target was met for the objectives. The results were similar for other regularly scheduled technology integration programs and well‐exceeded the target. Center staff offered consultations on teaching with technologies for 100% of faculty, SPS and graduate teaching assistants who requested such support during 2005‐2010, thus meeting the target, and plan to assess the consultations as explained for the previous objective. Center staff also met regularly with other units such as ITS, Media Services and R&R to coordinate support for those integrating instructional technologies in their teaching, and without such collaborative effort Blackboard support would not be possible at NIU.

Provide professional development opportunities: The targets for these objectives were met as the Center Director was able to arrange mentors for 100% of new faculty who requested mentors during 2005‐2010 and 100% of those who received mentoring support indicated in the mentoring feedback survey that the support met their needs, thus meeting the targets. The Center was able to offer professional development grants to faculty and SPS during 2005‐2009 but the developments grants were suspended in 2009‐2010 due to budget restrictions. 100% of the grant recipients submitted final report for their grant activities, and indicated that the grants met their professional development needs, thus meeting the targets for this objective. Center staff hosted a number of professional development programs such as the New Faculty Forum, Provost’s Spring Luncheon for New Faculty, and Department Chair Development workshops with the support of the Office of the Provost. On the average, 85% of the participants of all the professional development programs offered during 2005‐2010 indicated that the programs would positively impact their professional responsibilities, thus meeting the target for this objective. Serve as a referral service and as a resource unit: During 2005‐2010, Center staff served as a referral service to other units on campus for 100% of those who requested such referrals and provided access to Center’s Collaboratory and Digital Multimedia Studio to 100% of those who requested to use those

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facilities for experimenting with instructional technologies or develop their instructional materials. Center’s web resources were heavily visited by those at NIU as well as outside. Center staff also disseminated information on teaching, technology and related topics through the web as well as through newsletters and other media to 100% of administrators, faculty, supportive professional staff, and graduate teaching assistants at NIU, thus meeting the targets for this objective. VI. USE OF RESULTS

All the programs, resources, and services offered by the Center were assessed on a regular basis during 2005‐2010. As part of the assessment effort, feedback and data collected were analyzed by the Director, Program Coordinator, and other staff to identify useful results to implement during 2005‐2010 and in subsequent years. Feedback obtained from program evaluations and data on program attendance were helpful in making several programmatic changes. The following paragraphs describe some examples of how Center staff have used assessment results to improve not only its programs and services, but also the assessment process. The results from the 2008 campuswide survey have helped Center staff to continue the programs and activities that were working well and to identify opportunities for improvement. Following is a sample of opportunities identified and fully implemented as a result of the 2008 campuswide survey:

Publicizing program announcements and newsletters electronically – Faculty requested program announcements and newsletters to be sent electronically instead of as hardcopy flyers. Publishing newsletters electronically allowed Center to save funds and also include more information in the newsletters.

Offering programs completely online – Some faculty indicated that they could not attend programs on days when they are not on campus, and therefore, would prefer them to be offered online so that they could participate in them from their homes or off‐campus locations. Listed below is a sample of feedback from the participants of programs offered completely online by Center staff:

“Thank you so much for this workshop! It was so helpful as a refresher on how to start a new class. It was also great to learn about the new technology. I really appreciated the online version since I'm off campus. Thanks again!”

“I wanted you to know how valuable I found this workshop and I look forward to using all of the materials as I prepare an online course that will be offered during the spring semester 2011. I don't think I could have developed a quality course without all of this useful information. Thank you and the entire team for making this a rigorous, but enjoyable experience.”

Combining faculty, staff and TA programs whenever appropriate – After five years of offering separate programs for TAs, Center staff analyzed the possibility of combining TA programs with those offered for faculty and staff programs to GTAs whenever appropriate.

Publicizing TAs programs monthly – Until summer 2008, TA programs were planned for a whole semester and announced at the beginning of each semester. As a result of combining TA programs with those offered for faculty and staff, it was possible to publicize TA programs on a monthly basis, and as a result, offer more programs to TAs.

These opportunities for improvement could not have been identified without the campuswide survey conducted during Spring 2008.

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In 2006, the Center’s various evaluation forms were redesigned into one multipurpose evaluation form and implemented it online as well as made available as hardcopy form for use in major teaching effectiveness program. The use of one form simplified the data collection, recording and analysis process and staff effort. Center staff also implemented a follow‐up feedback form to assess programs’ applicability to participants’ teaching and other student‐related activities and whether the programs benefited students 4 to 6 months after a participant attended a program. This allowed Center staff to assess continuing impact of programs a few months after a participant attended a program and had the opportunity to apply the new learning in teaching and related activities. During 2005‐2010, Center staff offered hundreds of consultations on teaching, technology, and related topics to a number of faculty, staff and GTAs. Center staff found the manual recording and reporting of data was difficult as well as time‐consuming, and this could not have been recognized without the assessment effort. As a result, in 2009, Center Director designed a database to record consultation data and related details. Using the consultation database, Center staff can identify topics for which faculty, staff and TAs request frequent consultations and develop and offer new programs on those topics to meet the need. Center staff plan to begin collecting feedback on consultations during 2010‐2011 to assess whether consultees’ goals for receiving consultations were met and the impact of the consultations on the consultees’ teaching and related activities, and their benefit to students. During 2005‐2010, the Center continued to provide professional development opportunities by arranging mentors for new faculty who requested such support, offering professional development grants to faculty and SPS, assisting with new faculty welcoming and orientation events, and assisting with hosting development programs for department chairs. As a result of the evaluations conducted at the professional development programs, Center staff recognized the need for a leadership program for faculty who wish to pursue academic leadership opportunities. Center Director conveyed this need to the Provost, and with the Provost’s Office support coordinated a year‐long Faculty Leadership Initiative, which was attended by 14 faculty members from 5 colleges at NIU. A survey of participants was conducted after the final session, and 100% of the participants indicated that their objectives for attending the Faculty Leadership Initiative were met. Participants commented they had gained a better understanding of leadership and requested follow‐up opportunities. These are some examples of use of results from the assessment effort, and in spite of budget restrictions, the Center has been making considerable progress in assessing its programs and services and exploring opportunities for continuous improvement, especially in the areas of how programs and services impact faculty, staff and GTAs’ teaching and related responsibilities and benefit their students. VII. FURTHER INFORMATION NEEDED AND TIMELINE

From 2011, Center staff plan to design and implement a consultation feedback form to obtain consultees’ feedback on the impact and benefits of the consultations received on their teaching, technology integration, and professional development activities. The form will be designed and implemented in spring 2011, and will be distributed to consultees at the end of each semester to obtain their feedback. Data collected from the consultation feedback forms will be compiled and analyzed during the summer semester, and will be used for continuous improvement purposes. VIII. RESOURCES NEEDED

There are no new resources needed at this time for continuing the assessment initiative.

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Appendix A: Program Evaluation Form and

Program Follow-up Feedback Form

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NORTHERN ILLINOIS UNIVERSITY Faculty Development and Instructional Design Center

Program Evaluation Form The purpose of this evaluation form is to obtain your feedback on this program and use it to improve future programs and identify additional needs. Only a summary of your feedback will be shared with program presenter(s) and sponsor(s). Thank you.

1. Program presenter(s) was organized and prepared: (Circle one)

Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Not Applicable 2. Delivery of the program by presenter(s) was adequate: (Circle one)

Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Not Applicable 3. Scope of the topics covered in the program was appropriate: (Circle one)

Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Not Applicable 4. Length of the program was sufficient for the topics covered: (Circle one)

Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Not Applicable 5. My objectives for attending this program were met: (Circle one)

Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Not Applicable 6. The concepts/techniques covered in this program are applicable in my teaching or other student-related activities: (Circle one)

Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Not Applicable 7. My participation in this program has potential benefit to students: (Circle one)

Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Not Applicable 8. The overall promotion, organization, arrangements, and delivery of the program were adequate: (Circle one)

Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Not Applicable 9. The two most useful ideas I will take with me from this program are: (Please list legibly below):

(a)________________________________________________________________________________

(b)________________________________________________________________________________ 10. I learned about this program through: (respondents may choose multiple choices) ___ Colleague ___ Email/Listserv ___ NIU website ___ Fac Dev website ___ Other (Please specify) ___________________ 11. Any additional comments about this program and suggestions for future programs? (Please

write legibly below)

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Program Follow-up Feedback Form

The purpose of this form is to follow-up with participants who attended the program listed below a few months ago and obtain their feedback on the applicability and benefits of the program. The responses submitted will be anonymous and will be useful for our assessment and future program planning purposes.

Program Date: ______________________

Program Title: ______________________

Please complete and submit the form below within 5 working days of receiving this request.

Please use the following scale to respond to the feedback items: SA=Strongly Agree A=Agree NAD=Neither Agree nor Disagree D=Disagree SD=Strongly Disagree NA=Not Applicable 1. The information/techniques in this program were applicable in my teaching or other student-

related activities: (Check one)

SA A NAD D SD NA 2. My participation in this program benefited my students: (Check one)

SA A NAD D SD NA 3. If you selected SD-Strongly Disagree or D-Disagree for the questions above, please provide more

information in the text box below:

Please click "Submit" to submit the responses or "Reset" to clear and resubmit. Thank you.

Submit

Reset

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Appendix B: Program Self-Assessment Form

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Program Self-Assessment Form The purpose of this internal form is to assess the planning and coordination of new or non-routine programs, programs of longer duration (half-day or more), or special programs conducted so that unanticipated needs identified could be addressed and future offerings can be improved. The primary staff responsible for the program should complete the form and submit it to the Program Coordinator within a week after the program is completed. For each item listed below, respond if the item was planned and completed fully within established deadlines, any problems or unanticipated needs were encountered, and what could be done to improve in the future. Thank you.

Program Title:

Filed by:

Program needs assessment

Development of program description

Promotion and publicity

Program development (if developed by Center staff)

Program materials (handouts, slides, exercises, etc.)

Involvement of other staff at the Center or others outside the Center

Budgeting of program expenses and approval

Reservation of resources (space, equipment, etc.)

Program-related communication (with presenters, HSC staff, Center staff, etc.)

Program delivery (on the day of the program)

Participants’ evaluation of the program

Wrap-up activities

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Appendix C: 2005 – 2010 Faculty, Staff & GTA Programs, Attendance & Contact Hours

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NORTHERN ILLINOIS Faculty Development and Instructional Design Center

Program Attendance Report Program Date Program Title Start End Prog. Hours Attendance 8/16/2005 Fall '05 Teaching Assistant Orientation 8:00 AM 3:15 PM 7.25 145 8/18/2005 Fall '05 New Faculty Forum 8:00 AM 12:00 PM 4.00 89 8/19/2005 Blackboard Overview for Literacy GTAs 9:00 AM 12:00 PM 3.00 0 8/23/2005 Preparing Students for Online Learning 1:30 PM 3:00 PM 1.50 4 8/25/2005 Learning to Use Graphics in Word and PowerPoint 10:00 AM 12:00 PM 2.00 1 8/26/2005 Creating an Inclusive Classroom: Overview 12:00 PM 1:00 PM 1.00 5 8/26/2005 Multimedia Sampler Workshop 12:00 PM 2:00 PM 2.00 0 8/26/2005 Multimedia Sampler Workshop 12:00 PM 2:00 PM 2.00 6 8/29/2005 Using your Red Pen Electronically 10:30 AM 12:00 PM 1.50 1 8/31/2005 Blackboard Overview for GTAs 11:30 AM 3:00 PM 3.50 7 9/8/2005 Effective Presentation Skills for GTAs 1:00 PM 2:00 PM 1.00 7 9/8/2005 Blackboard Overview 12:00 PM 3:00 PM 3.00 8 9/9/2005 FacDev Friday: Top 10 Teaching Tips 12:00 PM 1:00 PM 1.00 8 9/12/2005 Setting UP the Blackboard Gradebook 10:00 AM 12:00 PM 2.00 10 9/13/2005 Finding Funding for GTAs 12:00 PM 1:00 PM 1.00 10 9/14/2005 Getting Started with Blackboard 10:00 AM 11:30 AM 1.50 2 9/15/2005 Instructional Goals and Objectives: Knowing the 11:30 AM 1:00 PM 1.50 3 9/16/2005 Integrating Digital Images to Enhance PowerPoint 12:00 PM 2:00 PM 2.00 1 9/20/2005 Blackboard Communication Tools 1:30 PM 3:00 PM 1.50 3 9/22/2005 Personalizing the "Look" of your Blackboard Course 2:00 PM 3:30 PM 1.50 2 9/22/2005 Getting Started with Blackboard 9:00 AM 12:00 PM 3.00 6 9/26/2005 Electronic Submission of Assignments in Blackboard 10:00 AM 11:30 AM 1.50 3 9/28/2005 Instructional Considerations in Developing 1:30 PM 3:00 PM 1.50 2 9/29/2005 Creating an Inclusive Classroom: Gender & Sexual 12:00 PM 1:00 PM 1.00 4 9/30/2005 Capturing Audio on your Computer 12:00 PM 2:00 PM 2.00 4 10/3/2005 PTP Seminar-"Teaching as Play Writing: Developing 11:30 AM 1:00 PM 1.50 39 10/4/2005 Blackboard Overview 9:00 AM 12:00 PM 3.00 3 10/5/2005 Networking Luncheon for GTAs 12:00 PM 1:30 PM 1.50 13 10/6/2005 Capturing Audio on your Computer 9:00 AM 11:00 AM 2.00 0 10/7/2005 Basic Video Capture and Editing 12:00 PM 3:00 PM 3.00 2 10/10/2005 Ask the Experts Open Lab 1:00 PM 2:30 PM 1.50 4 10/12/2005 Classroom Conflict Resolution for GTAs 11:00 AM 1:00 PM 2.00 9 10/12/2005 Getting Started with Blackboard 10:00 AM 11:30 AM 1.50 1 10/13/2005 Presentations and Facilitations Techniques 11:30 AM 1:00 PM 1.50 4 10/18/2005 Creating and Sustaining Groups in Blackboard 10:00 AM 11:30 AM 1.50 1 10/19/2005 How to Avoid (and if Necessary Prevail in) Grade 11:00 AM 1:00 PM 2.00 12 10/19/2005 Creating an Inclusive Classroom: Race and Ethnicity 12:00 PM 1:00 PM 1.00 3 10/20/2005 When Google Doesn't Find it: Web Search Strategies 1:00 PM 2:30 PM 1.50 5 10/21/2005 FacDev Friday: Top Ten Strategies for Peer 12:00 PM 1:00 PM 1.00 4 10/24/2005 Mastering the Control Panel in Blackboard 2:00 PM 3:30 PM 1.50 2 10/26/2005 Mastering the Control Panel in Blackboard 10:00 AM 11:30 AM 1.50 1 10/28/2005 Faculty Development Grant Writing Seminar 12:00 PM 1:00 PM 1.00 4 11/3/2005 Developing Your Teaching Portfolio 11:30 AM 1:30 PM 2.00 5 11/3/2005 Faculty Evaluation 8:00 AM 11:30 AM 3.50 35 11/4/2005 SPS Development Grant Writing Seminar 12:00 PM 1:00 PM 1.00 6 11/7/2005 Ask the Experts 10:00 AM 11:30 AM 1.50 3 11/9/2005 Blackboard Overview 9:00 AM 12:00 PM 3.00 6 11/11/2005 Millennials 12:30 PM 1:30 PM 1.00 18 11/11/2005 Blackboard Communication Tools 1:30 PM 3:00 PM 1.50 1 11/15/2005 Creating on Electronic Syllabus 1:30 PM 3:00 PM 1.50 2 11/15/2005 Creating an Inclusive Classroom: Aging and Physical 12:00 PM 1:00 PM 1.00 2

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11/16/2005 Teaching / Learning Styles 11:00 AM 1:00 PM 2.00 1 11/17/2005 Getting Started in Blackboard 10:00 AM 11:30 AM 1.50 5 11/18/2005 Converting Instructional Files to Digital Media on 9:00 AM 11:00 AM 2.00 2 11/18/2005 FacDev Friday: Top 10 Strategies for Motivating 12:00 PM 1:00 PM 1.00 5 11/28/2005 Web Accessibility: Instructional Implications 11:00 AM 1:00 PM 2.00 11 11/29/2005 Blackboard Assessment Tools 9:30 AM 11:00 AM 1.50 2 11/30/2005 Rubrics for Effective and Efficient Grading 11:30 AM 1:00 PM 1.50 0 11/30/2005 Online Cheating: Can We Stop It? 1:30 PM 2:30 PM 1.00 1 12/2/2005 Blackboard Overview 1:30 PM 4:30 PM 3.00 4 12/7/2005 Getting Started with Blackboard 1:30 PM 4:30 PM 3.00 3 12/12/2005 Blackboard Updates for Trainers 10:00 AM 12:00 PM 2.00 16 12/13/2005 Short Focused Tutorials 1:00 PM 3:00 PM 2.00 8 12/13/2005 End-of-Semester Considerations for Your Blackboard 10:00 AM 11:30 AM 1.50 7 12/14/2005 Brown Bag for Online Faculty 12:00 PM 1:00 PM 1.00 2 12/15/2005 Blogs and Wikis and Podcasts, Oh My!: What’s 1:30 PM 3:00 PM 1.50 19 1/4/2006 Blackboard Updates 10:00 AM 12:00 PM 2.00 4 1/6/2006 Blackboard Overview 9:00 AM 12:00 PM 3.00 7 1/9/2006 Getting Started in Blackboard 1:30 PM 3:00 PM 1.50 11 1/12/2006 Spring '06 Teaching Effectiveness Institute 8:00 AM 4:30 PM 8.50 105 1/13/2006 Spring '06 Teaching Assistant Orientation 8:30 AM 4:00 PM 7.50 36 1/17/2006 Blackboard Overview for GTAs 9:00 AM 12:00 PM 3.00 1 1/19/2006 Multimedia Integration into Blackboard 11:00 AM 1:00 PM 2.00 3 1/20/2006 Finding and Implementing Learning Objects 1:30 PM 3:00 PM 1.50 5 1/23/2006 Thinking Together: TA Video Discussion 12:00 PM 1:30 PM 1.50 3 1/24/2006 Understanding and Integrating Teaching and Learning 11:00 AM 12:30 PM 1.50 0 1/27/2006 Integrating Digital Images to Enhance PowerPoint 9:00 AM 11:00 AM 2.00 5 1/30/2006 Controlling Student Access to Materials in Blackboard 10:00 AM 11:30 AM 1.50 4 2/2/2006 Setting Up Your Blackboard Gradebook 10:30 AM 12:00 PM 1.50 3 2/3/2006 Using Personal Response Systems in the Classroom 11:45 AM 1:15 PM 1.50 35 2/7/2006 Blackboard Overview 1:30 PM 4:30 PM 3.00 0 2/9/2006 Ask the Experts Open Lab 10:30 AM 12:00 PM 1.50 0 2/10/2006 Getting Started with Blackboard 1:30 PM 3:00 PM 1.50 0 2/13/2006 Creating and Sustaining Groups in Blackboard 10:30 AM 12:00 PM 1.50 2 2/14/2006 Getting Started with Blackboard for GTAs 1:00 PM 2:30 PM 1.50 5 2/15/2006 Design Principles for Projected Media 11:30 AM 1:00 PM 1.50 4 2/16/2006 Creating and Publishing Streaming Media with Real 1:00 PM 3:00 PM 2.00 1 2/17/2006 Blackboard Assessment Tools 9:30 AM 11:30 AM 2.00 6 2/20/2006 The Art of Discussion Leading, TA Video 12:00 PM 1:30 PM 1.50 5 2/21/2006 PTP Seminar: Real-Life Examples: Connecting 11:30 AM 1:00 PM 1.50 24 2/22/2006 Blackboard Communication Tools 1:00 PM 2:30 PM 1.50 4 2/23/2006 Creating and Using Blogs 1:30 PM 3:00 PM 1.50 10 2/23/2006 Creating and Using Course Wikis 3:00 PM 4:30 PM 1.50 8 2/24/2006 Capturing Audio on Your Computer 9:30 AM 11:30 AM 2.00 5 2/24/2006 Blackboard Overview for GTAs 1:00 PM 4:00 PM 3.00 3 3/2/2006 Provost's Luncheon for First-Year Faculty 11:30 AM 1:00 PM 1.50 23 3/3/2006 FacDev Friday: Top Ten Strategies for Teaching 12:00 PM 1:00 PM 1.00 4 3/8/2006 Blackboard Overview 9:00 AM 12:00 PM 3.00 4 3/9/2006 Creating Your Teaching Philosophy 11:30 AM 1:30 PM 2.00 1 3/9/2006 Faculty Development Grant Writing Seminar 12:00 PM 1:00 PM 1.00 4 3/14/2006 Getting Started with Blackboard 1:00 PM 2:30 PM 1.50 2 3/15/2006 Mastering the Control Panel in Blackboard for GTAs 10:00 AM 11:30 AM 1.50 2 3/16/2006 Introduction to Podcasting 1:30 PM 3:00 PM 1.50 11 3/20/2006 Blackboard Communication Tools 10:00 AM 11:30 AM 1.50 18 3/21/2006 SPS Development Grant Writing Seminar for 10:00 AM 11:00 AM 1.00 10 3/22/2006 Online Teaching Brown Bag 12:00 PM 1:15 PM 1.25 9 3/22/2006 Blackboard Communication Tools for GTAs 1:00 PM 2:30 PM 1.50 0 3/23/2006 Creating Simple Online Lectures 1:00 PM 2:30 PM 1.50 3 3/24/2006 Looking at Learning Objectively 8:00 AM 4:30 PM 8.50 61

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3/27/2006 How to Speak - Lecture Tips from Patrick Winston: 12:00 PM 1:30 PM 1.50 8 3/28/2006 Personal Response Systems: Session II 11:30 AM 1:30 PM 2.00 14 3/30/2006 Networking Meeting/Luncheon for GTAs 12:00 PM 1:30 PM 1.50 1 3/30/2006 Classroom Personal Response Systems: Product 11:30 AM 1:00 PM 1.50 6 3/31/2006 Creating Cultural Competencies for the Curricula 8:00 AM 12:00 PM 4.00 20 4/4/2006 Blackboard Overview 9:00 AM 12:00 PM 3.00 4 4/6/2006 What Can We Learn from Student Feedback? 11:30 AM 1:30 PM 2.00 1 4/6/2006 Dept. Chair Faculty Diversity Group: Dealing with 8:00 AM 12:00 PM 4.00 32 4/6/2006 Supportive Professional Staff Grant Writing Seminar 12:00 PM 1:00 PM 1.00 4 4/6/2006 Strategies for Managing Individual and 1:00 PM 4:00 PM 3.00 20 4/7/2006 Etiquette and Ethics: The Responsible Conduct of 8:00 AM 4:30 PM 8.50 38 4/10/2006 Ask the Experts Open Lab 10:30 AM 12:00 PM 1.50 0 4/10/2006 Classroom Personal Response Systems: Product 11:30 AM 1:00 PM 1.50 11 4/11/2006 Classroom Personal Response Systems: Product 11:30 AM 1:00 PM 1.50 10 4/12/2006 Blackboard Assessment for GTAs 1:00 PM 2:30 PM 1.50 1 4/12/2006 Getting Started with Blackboard 12:45 PM 2:15 PM 1.50 2 4/13/2006 Classroom Personal Response Systems: Product 11:30 AM 1:00 PM 1.50 11 4/13/2006 Customizing Blackboard 1:30 PM 3:00 PM 1.50 2 4/13/2006 2006 David Raymond Grant Award and Outstanding 12:00 PM 1:00 PM 1.00 31 4/14/2006 Classroom Personal Response Systems: Summary 12:00 PM 1:00 PM 1.00 11 4/14/2006 Introduction to Podcasting 1:30 PM 3:30 PM 2.00 4 4/18/2006 Web Accessibility: Instructional Implications for 10:00 AM 12:00 PM 2.00 4 4/20/2006 Making Larger Classes Work: TA Video Discussion 12:00 PM 1:30 PM 1.50 2 4/21/2006 Adding Captioning to Streaming Video 9:00 AM 11:00 AM 2.00 0 4/22/2006 Path Analysis Workshop for FCNS 8:00 AM 4:30 PM 8.50 8 4/24/2006 Effective Presentation Skills for GTAs 1:30 PM 2:30 PM 1.00 3 4/24/2006 End-of-Semester Considerations for Your Blackboard 10:00 AM 11:30 AM 1.50 2 4/26/2006 Online Teaching Brown Bag 12:00 PM 1:00 PM 1.00 5 4/28/2006 Converting Documents to PDFs: An Easter Way to 9:00 AM 11:00 AM 2.00 4 6/2/2006 Building Bridges to Asia: Integrating Southeast 8:45 AM 4:30 PM 7.75 25 6/5/2006 Blackboard Overview for GTAs 9:00 AM 12:00 PM 3.00 4 6/12/2006 Publish and Flourish: Becoming a Prolific Scholar 8:00 AM 4:30 PM 8.50 31 6/13/2006 How to Enhance Your Student Feedback 10:00 AM 11:30 AM 1.50 1 6/13/2006 Assessment Rubrics for Effective and Efficient 11:30 AM 1:00 PM 1.50 12 6/15/2006 Blackboard Overview 9:00 AM 12:00 PM 3.00 9 6/15/2006 Blackboard Overview 1:30 PM 4:30 PM 3.00 8 6/20/2006 Getting Started in Blackboard 1:30 PM 3:00 PM 1.50 6 6/21/2006 Blackboard Assessment Tools 1:00 PM 2:30 PM 1.50 2 6/21/2006 Podcast Series: Audio Podcasting 9:00 AM 11:00 AM 2.00 6 6/27/2006 Structuring Your Online Class in Blackboard 1:30 PM 3:00 PM 1.50 6 6/29/2006 Developing Your Teaching Portfolio 10:00 AM 11:30 AM 1.50 5 7/10/2006 Video Discussion - Thinking Together: Collaborative 12:00 PM 1:00 PM 1.00 3 7/10/2006 Blackboard Overview 9:00 AM 12:00 PM 3.00 9 7/12/2006 To Teach or Not to Teach (with PowerPoint that is!) 11:30 AM 1:00 PM 1.50 7 7/18/2006 Creating Simple Online Lectures 10:00 AM 11:30 AM 1.50 10 7/20/2006 Special Workshop: Blackboard Overview for UNIV 9:00 AM 12:00 PM 3.00 8 7/25/2006 Gagne's Nine Events of Instruction 11:30 AM 1:00 PM 1.50 11 7/25/2006 Getting Started in Blackboard 2:00 PM 3:30 PM 1.50 6 7/26/2006 Special Workshop: Blackboard Overview for UNIV 1:00 PM 4:00 PM 3.00 11 7/26/2006 Special Workshop: Getting Started with Blackboard 9:00 AM 12:00 PM 3.00 11 7/27/2006 Podcast Series: Audio Podcasting 1:00 PM 3:00 PM 2.00 0 8/2/2006 Creating and Using Blogs 10:00 AM 11:30 AM 1.50 9 8/3/2006 Blackboard Overview 9:00 AM 12:00 PM 3.00 14 8/8/2006 Getting Started in Blackboard 10:00 AM 11:30 AM 1.50 21 8/10/2006 Blackboard Communication Tools 10:00 AM 11:30 AM 1.50 11 8/14/2006 Structuring Your Online Class in Blackboard 1:30 PM 3:00 PM 1.50 9 8/17/2006 Fall '06 Teaching Effectiveness Institute 8:00 AM 4:15 PM 8.25 34 8/18/2006 Fall '06 Teaching Effectiveness Institute 8:00 AM 4:30 PM 8.50 58

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8/22/2006 Fall '06 Teaching Assistant Orientation 8:30 AM 3:30 PM 7.00 167 8/24/2006 Fall '06 New Faculty Forum 8:00 AM 12:00 PM 4.00 92 8/30/2006 Introduction to Blackboard 9:00 AM 12:00 PM 3.00 16 8/31/2006 Multimedia Integration into Blackboard 9:00 AM 11:00 AM 2.00 5 9/1/2006 Multimedia Sampler 1:30 PM 3:30 PM 2.00 4 9/5/2006 Blackboard I: Introduction to Blackboard 1:30 PM 4:30 PM 3.00 14 9/5/2006 Blackboard Overview for GTA 9:00 AM 12:00 PM 3.00 4 9/6/2006 Writing Goals and Objectives: There is a Difference 11:30 AM 1:00 PM 1.50 3 9/7/2006 Blackboard II: Getting Started in Blackboard 10:00 AM 11:30 AM 1.50 11 9/8/2006 Millennial Students in the University Classroom - 12:00 PM 1:00 PM 1.00 3 9/8/2006 New Academic Administrator Forum 8:00 AM 12:00 PM 4.00 15 9/13/2006 What Can We Learn From Student Feedback? 11:30 AM 1:30 PM 2.00 4 9/14/2006 Personalizing the "Look" of Your Blackboard Course 10:00 AM 11:30 AM 1.50 5 9/14/2006 Ice Breakers and Games to Warm up the Classroom 11:30 AM 1:30 PM 2.00 11 9/15/2006 Audio Podcasting 1:30 PM 4:00 PM 2.50 4 9/21/2006 Getting Started with Blackboard 1:00 PM 2:30 PM 1.50 2 9/25/2006 Mastering the Control Panel in Blackboard 10:00 AM 11:30 AM 1.50 3 9/26/2006 Setting Up Your Blackboard Gradebook 10:00 AM 11:30 AM 1.50 19 9/27/2006 Developing a New Course 1:30 PM 3:00 PM 1.50 5 10/2/2006 Mastering the Control Panel in Blackboard 1:30 PM 3:00 PM 1.50 0 10/4/2006 Creating Workable Writing Assignments 10:00 AM 11:30 AM 1.50 4 10/6/2006 Faculty Development Grant Writing Seminar 12:00 PM 1:00 PM 1.00 8 10/9/2006 Web Accessibility: Instructional Implications 10:00 AM 12:00 PM 2.00 2 10/12/2006 Blackboard I: Introduction to Blackboard 1:30 PM 4:30 PM 3.00 9 10/13/2006 Plagiarism and You 11:00 AM 12:30 PM 1.50 16 10/17/2006 Thinking Together: Collaborative Learning - Video 12:00 PM 1:00 PM 1.00 3 10/17/2006 Online Teaching Brownbag 12:00 PM 1:15 PM 1.25 10 10/18/2006 The Effective Use of Graphics in Word and 11:30 AM 1:00 PM 1.50 6 10/20/2006 Capturing Audio on Your Computer 1:30 PM 3:30 PM 2.00 3 10/23/2006 Blackboard Open Lab 10:00 AM 12:00 PM 2.00 7 10/24/2006 PTP Seminar: Teaching & Learning with Humor in 11:30 AM 1:00 PM 1.50 68 10/25/2006 Introduction to Podcasting 9:00 AM 11:30 AM 2.50 9 10/26/2006 Blackboard Assessment Tools 1:00 PM 2:30 PM 1.50 2 10/27/2006 Teaching Inclusively in Science, Math, Engineering 8:00 AM 12:00 PM 4.00 8 10/27/2006 Basic Video Capture and Editing 1:30 PM 3:30 PM 2.00 4 10/30/2006 Access to Learning: Meeting the Needs of Students 1:00 PM 2:30 PM 1.50 5 10/31/2006 Blackboard Assessment Tools 9:30 PM 11:00 PM 1.50 10 11/1/2006 Basics of Grantwriting for GTAs 12:00 PM 1:30 PM 1.50 15 11/3/2006 Supportive Professional Staff Development Grant 12:00 PM 1:00 PM 1.00 5 11/7/2006 Electronic Feedback to Enhance Teaching and 11:30 AM 1:00 PM 1.50 6 11/8/2006 Cultural Awareness in the Classroom - Video 12:00 PM 1:00 PM 1.00 4 11/9/2006 Converting Instructional Files to Digital Media on 9:00 AM 11:00 AM 2.00 5 11/10/2006 Redesigning Course Materials for Online Delivery 10:00 AM 11:30 AM 1.50 7 11/14/2006 Blackboard I: Intro to Blackboard 1:00 PM 4:00 PM 3.00 0 11/15/2006 Presentation and Facilitation Techniques 11:30 AM 1:00 PM 1.50 7 11/17/2006 Blackboard Communication Tools 1:30 PM 3:00 PM 1.50 2 11/20/2006 Blackboard II: Getting Started Building your 9:30 AM 11:00 AM 1.50 3 11/21/2006 Online Teaching Brownbag 12:00 PM 1:00 PM 1.00 6 11/27/2006 Web Accessibility: Instructional Implications 1:00 PM 3:00 PM 2.00 4 11/28/2006 Developing Your Teaching Portfolio 2:00 PM 3:30 PM 1.50 5 11/29/2006 Blackboard Open Lab 10:00 AM 12:00 PM 2.00 6 12/4/2006 Blackboard I: Introduction to Blackboard 1:00 PM 4:00 PM 3.00 3 12/6/2006 Concept Mapping for Teaching and Learning 11:30 AM 1:00 PM 1.50 4 12/7/2006 End of Semester considerations for your Blackboard 10:00 AM 11:30 AM 1.50 2 12/8/2006 Short Focused Tutorials 1:30 PM 3:00 PM 1.50 5 12/13/2006 Blackboard II: Getting Started Building your 10:00 AM 11:30 AM 1.50 3 1/9/2007 Blackboard I: Introduction to Blackboard 1:00 PM 4:00 PM 3.00 16 1/10/2007 Introduction to SMARTTM Interactive Panel 10:00 AM 11:00 AM 1.00 24

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1/10/2007 Introduction to SMARTTM Interactive Panel 1:00 PM 2:00 PM 1.00 24 1/11/2007 Spring '07 Teaching Effectiveness Institute 8:00 AM 4:30 PM 8.50 77 1/12/2007 Spring '07 Teaching Assistant Orientation 8:30 AM 3:30 PM 7.00 69 1/12/2007 Introduction to SMARTTM Interactive Panel 10:00 AM 11:00 AM 1.00 27 1/12/2007 Introduction to SMARTTM Interactive Panel 1:00 PM 2:00 PM 1.00 6 1/17/2007 Blackboard II: Getting Started Building Your 10:00 AM 11:30 AM 1.50 6 1/18/2007 Understanding and Integrating Teaching and 11:30 AM 1:00 PM 1.50 7 1/19/2007 Podcast Series: Audio Podcasting 1:30 PM 3:30 PM 2.00 8 1/22/2007 Blackboard Open Lab 10:00 AM 12:00 PM 2.00 9 1/23/2007 Blackboard: Navigation and Course Layout 10:00 AM 11:00 AM 1.00 5 1/25/2007 Introduction to Social Bookmarking 1:30 PM 3:00 PM 1.50 5 1/26/2007 Making Larger Classes Work Video Discussion for 12:00 PM 1:00 PM 1.00 7 1/30/2007 Pedagogical Possibilities of Using Interactive Panel 2:00 PM 3:30 PM 1.50 8 2/1/2007 Blackboard Overview for GTAs 9:00 AM 12:00 PM 3.00 2 2/5/2007 Effective Presentation Delivery Skills 1:30 PM 2:30 PM 1.00 8 2/6/2007 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 5 2/8/2007 Capturing Audio on Your Computer 9:30 AM 11:30 AM 2.00 5 2/13/2007 Blackboard II: Building Your Blackboard Course 1:30 PM 3:00 PM 1.50 5 2/14/2007 Design Principles for Projected Media 11:30 AM 1:00 PM 1.50 9 2/14/2007 Basics of Grantwriting for GTAs 9:00 AM 11:30 AM 2.50 13 2/15/2007 Personalizing the "Look" of Your Blackboard Course 1:30 PM 3:00 PM 1.50 0 2/16/2007 Creating and Publishing Streaming Media with Real 1:30 PM 3:30 PM 2.00 5 2/20/2007 Configuring the Blackboard Gradebook 2:00 PM 3:30 PM 1.50 6 2/22/2007 Introduction to Podcasting 9:30 AM 11:30 AM 2.00 8 2/23/2007 Integrating Service Learning in Courses for 8:00 AM 4:30 PM 8.50 26 2/26/2007 Blackboard Open Lab 10:00 AM 12:00 PM 2.00 2 2/26/2007 Online Teaching Brownbag 4:00 PM 5:00 PM 1.00 4 2/27/2007 Teaching with PowerPoint-Beyond the Basics 11:30 AM 1:00 PM 1.50 3 2/28/2007 Mastering the Control Panel in Blackboard 10:00 AM 11:30 AM 1.50 2 3/1/2007 Provost's Luncheon for First-Year Faculty 11:30 AM 1:00 PM 1.50 28 3/7/2007 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 2 3/8/2007 Building Your Blackboard Course 1:00 PM 2:30 PM 1.50 2 3/9/2007 Faculty Development Grant Writing Seminar 12:00 PM 1:00 PM 1.00 6 3/20/2007 Teaching with Gagne's Nine Events of Instruction 11:30 AM 1:00 PM 1.50 4 3/20/2007 Creating the Teaching Philosophy Statement 2:00 PM 3:30 PM 1.50 5 3/21/2007 Podcast Series: Audio Podcasting 1:30 PM 3:30 PM 2.00 5 3/22/2007 Blackboard II: Building your Blackboard Course 9:00 AM 10:30 AM 1.50 0 3/23/2007 Looking at Learning Objectively 8:00 AM 4:30 PM 8.50 55 3/26/2007 Online Teaching Brownbag 12:00 PM 1:00 PM 1.00 4 3/27/2007 Controlling Students Access to Materials in 2:00 PM 3:30 PM 1.50 3 3/27/2007 Blackboard Open Lab 10:00 AM 12:00 PM 2.00 0 3/28/2007 Creating and Sustaining Groups in Blackboard 12:00 PM 1:00 PM 1.00 0 3/29/2007 PTP Seminar: Visual Literacy: Learning to See, 11:00 AM 1:00 PM 2.00 81 3/30/2007 Department Chair Development Workshop 8:00 AM 12:00 PM 4.00 30 3/30/2007 Pedagogical Possibilities Using Interactive Panel 2:00 PM 3:30 PM 1.50 0 4/3/2007 Supportive Professional Staff Development Grant 12:00 PM 1:00 PM 1.00 2 4/5/2007 Blackboard I: Introduction to Blackboard 1:00 PM 4:00 PM 3.00 4 4/6/2007 Cultural Awareness in the Classroom Video 12:00 PM 1:00 PM 1.00 4 4/9/2007 Redesigning Course Materials for Online Delivery 1:00 PM 2:30 PM 1.50 2 4/11/2007 Blackboard II: Building Your Blackboard Course 1:30 PM 3:00 PM 1.50 3 4/12/2007 Assessment Rubrics for Effective and Efficient 1:30 PM 3:00 PM 1.50 2 4/13/2007 Short Focused Tutorials with Video 1:30 PM 3:30 PM 2.00 4 4/17/2007 Enhancing Classroom Presentations w/PPT & 1:00 PM 2:30 PM 1.50 4 4/18/2007 Blackboard Communication Tools 10:00 AM 11:30 AM 1.50 2 4/20/2007 Advanced Short Focused Tutorials 1:30 PM 3:30 PM 2.00 2 4/23/2007 Online Teaching Brownbag 4:00 PM 5:00 PM 1.00 5 4/24/2007 Why Student Engagment Matters: Using NSSE 2:00 PM 3:30 PM 1.50 18 4/24/2007 Effective Teaching with Interactive Pen (SMART 1:30 PM 3:00 PM 1.50 4

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4/25/2007 Blackboard Assessment Tools 1:30 PM 3:00 PM 1.50 0 4/26/2007 David Raymond Grant Reception 12:00 PM 1:00 PM 1.00 19 4/27/2007 End-of-Semester Considerations for Your Blackboard 10:00 AM 11:30 AM 1.50 0 4/30/2007 Blackboard Open Lab 10:00 AM 12:00 PM 2.00 0 5/10/2007 New Tools and Features Coming to Blackboard 10:00 AM 11:30 AM 1.50 17 5/17/2007 Designing Effective Instruction 1:30 PM 3:00 PM 1.50 6 5/21/2007 Teaching with Technology Institute 9:00 AM 4:00 PM 7.00 72 5/22/2007 Blackboard I: Introduction to Blackboard for UNIV 8:30 AM 12:30 PM 4.00 6 5/23/2007 SLATE 9:00 AM 2:00 PM 5.00 28 5/25/2007 Short Focused Tutorials 1:30 PM 3:30 PM 2.00 4 5/31/2007 Write Well, Publish More! 8:30 AM 4:30 PM 8.00 30 6/6/2007 Customer Service, Disney Style 9:30 AM 11:30 AM 2.00 572 6/11/2007 New Tools and Features Coming to Blackboard 10:00 AM 11:30 AM 1.50 2 6/12/2007 Blackboard I: Special Workshop for Foreign 1:30 PM 4:00 PM 2.50 6 6/12/2007 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 16 6/13/2007 Blackboard Overview for GTAs 9:00 AM 12:00 PM 3.00 3 6/14/2007 Mastering the Control Panel in Blackboard 10:00 AM 11:30 AM 1.50 4 6/14/2007 Writing Goals and Objectives: There is a Difference 1:30 PM 3:00 PM 1.50 0 6/19/2007 Blackboard II: Building Your Blackboard Course 2:00 PM 3:30 PM 1.50 0 6/20/2007 Introduction to Podcasting 1:30 PM 3:30 PM 2.00 8 6/21/2007 Clickers in the Classroom 10:00 AM 11:30 AM 1.50 12 6/26/2007 What Can We Learn From Student Feedback? 2:00 PM 3:00 PM 1.00 3 6/27/2007 Blackboard II: Building Your Blackboard Course 2:00 PM 4:00 PM 2.00 5 6/28/2007 Special Workshop: Introduction to WebCRMA for 1:00 PM 3:00 PM 2.00 4 7/9/2007 Introduction to Clickers for College of Business 10:30 AM 12:30 PM 2.00 9 7/11/2007 Teaching a New Course 11:30 AM 1:00 PM 1.50 4 7/11/2007 Special Workshop: Introduction to WebCRMA for 1:30 PM 4:00 PM 2.50 4 7/12/2007 The Art of Discussion Leading -- Video Discussion 12:00 PM 1:00 PM 1.00 3 7/17/2007 Blackboard II: Building Your Blackboard Course 1:30 PM 3:00 PM 1.50 2 7/19/2007 Podcasting Series: Audio Podcasting 9:00 AM 11:30 AM 2.50 3 7/23/2007 Special Workshop: Blackboard I: Introduction to 8:30 AM 12:30 PM 4.00 10 7/24/2007 Creating and Using Course Wikis 1:30 PM 3:00 PM 1.50 8 7/25/2007 Special Workshop: Blackboard II: Building Your 1:00 PM 3:30 PM 2.50 7 7/26/2007 Multimedia Integration into Blackboard 9:00 AM 11:30 AM 2.50 9 8/1/2007 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 9 8/7/2007 New Academic Administrator Forum 1:00 PM 5:00 PM 4.00 13 8/8/2007 Redesigning Course Materials for Online Delivery 1:30 PM 3:00 PM 1.50 5 8/13/2007 Blackboard II: Building Your Blackboard Course 1:00 PM 3:30 PM 2.50 6 8/16/2007 Fall '07 Teaching Effectiveness Institute 8:00 AM 4:30 PM 8.50 55 8/17/2007 Fall '07 Teaching Effectiveness Institute 8:00 AM 4:30 PM 8.50 46 8/20/2007 New Tools and Features in Blackboard 9:00 AM 10:30 AM 1.50 4 8/21/2007 Fall '07 Teaching Assistant Orientation 8:00 AM 2:00 PM 6.00 187 8/21/2007 SPECIAL PROGRAM: Rubrics for Efficient & 8:00 AM 11:00 AM 3.00 25 8/23/2007 Blackboard Overview 1:00 PM 4:00 PM 3.00 7 8/23/2007 Fall '07 New Faculty Forum 8:00 AM 12:00 PM 4.00 82 8/24/2007 Blackboard Overview for GTAs 9:00 AM 12:00 PM 3.00 23 8/28/2007 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 4 8/28/2007 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 5 8/29/2007 Effective Presentation Delivery Skills 1:30 PM 2:30 PM 1.00 8 8/29/2007 Effective Teaching with Interactive Pen Displays 1:30 PM 3:00 PM 1.50 8 8/30/2007 Personalizing the "Look" of Your Blackboard Course 1:30 PM 3:00 PM 1.50 3 8/31/2007 Handling Hordes: Teaching Large Classes Video 12:00 PM 1:00 PM 1.00 5 9/5/2007 Multimedia Sampler 1:30 PM 3:30 PM 2.00 8 9/6/2007 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 9 9/10/2007 Assessment Rubrics for Effective and Efficient 10:00 AM 11:30 AM 1.50 2 9/11/2007 Introduction to Blackboard Communities 9:30 AM 11:30 AM 2.00 10 9/12/2007 Blackboard II: Building Your Blackboard Course 10:00 AM 11:30 AM 1.50 6 9/12/2007 Blackboard Overview 9:00 AM 12:00 PM 3.00 4

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9/13/2007 Capturing Audio on Your Computer 9:30 AM 11:30 AM 2.00 4 9/14/2007 Multicultural Education: Valuing Education Video 12:00 PM 1:00 PM 1.00 7 9/18/2007 Using Your Red Pen Electronically 10:00 AM 11:30 AM 1.50 3 9/19/2007 Integrating News in the Classroom 12:00 PM 1:30 PM 1.50 23 9/20/2007 Access to Learning: Meeting the Needs of Students 1:00 PM 3:00 PM 2.00 8 9/20/2007 Setting up Your Blackboard Gradebook 10:00 AM 11:30 AM 1.50 5 9/25/2007 Podcasting with Blackboard 10:00 AM 11:30 AM 1.50 10 9/26/2007 Mastering the Control Panel in Blackboard 10:00 AM 11:30 AM 1.50 4 9/26/2007 Understanding and Integrating Teaching and Learning 11:00 AM 12:30 PM 1.50 8 9/27/2007 Clickers in the Classroom 1:30 PM 3:30 PM 2.00 6 9/28/2007 Dealing Effectively with People with Emotional 8:00 AM 12:00 PM 4.00 28 10/2/2007 Basic Video Capture and Editing 1:30 PM 3:30 PM 2.00 4 10/3/2007 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 9 10/4/2007 Effective Teaching with Interactive Pen 10:00 AM 11:30 AM 1.50 0 10/5/2007 Effective Teaching with Interactive Pen 10:00 AM 11:30 AM 1.50 0 10/5/2007 Faculty Development Grant Writing Seminar 12:00 PM 1:00 PM 1.00 8 10/9/2007 Blackboard II: Building Your Blackboard Course 10:00 AM 11:30 AM 1.50 5 10/10/2007 Blackboard Communication Tools 1:30 PM 3:00 PM 1.50 0 10/12/2007 Multicultural Education: Valuing Diversity Video 12:00 PM 1:00 PM 1.00 5 10/12/2007 SPECIAL WORKSHOP: Introduction to the 10:00 AM 11:30 AM 1.50 11 10/17/2007 Introduction to Social Bookmarking 2:00 PM 3:30 PM 1.50 2 10/18/2007 SPECIAL WORKSHOP: Redesigning Course 9:30 AM 11:30 AM 2.00 7 10/18/2007 Capturing Audio on Your Computer 9:30 AM 11:30 AM 2.00 3 10/19/2007 Blackboard Communication Tools 9:00 AM 10:30 AM 1.50 4 10/22/2007 Mastering the Control Panel in Blackboard 1:30 PM 3:00 PM 1.50 6 10/23/2007 PTP Seminar: Connecting with Students in the 4:00 PM 5:30 PM 1.50 15 10/23/2007 Audio Podcasting 1:30 PM 3:30 PM 2.00 5 10/24/2007 Writing Goals and Objectives: There is a Difference 11:30 AM 1:00 PM 1.50 2 10/25/2007 Creating the Teaching Philosophy Statement 11:00 AM 12:30 PM 1.50 9 10/30/2007 Concept Mapping for Teaching & Learning 11:30 AM 1:00 PM 1.50 3 10/31/2007 Blackboard Open Lab 1:00 PM 3:00 PM 2.00 5 11/1/2007 Blackboard I: Introduction to Blackboard 8:30 AM 11:30 AM 3.00 4 11/2/2007 SPS Development Grant Writing Seminar 12:00 PM 1:00 PM 1.00 4 11/2/2007 Multicultural Education: Valuing Diversity Video 12:00 PM 1:00 PM 1.00 3 11/7/2007 Blackboard II: Building Your Blackboard Course 9:30 AM 11:00 AM 1.50 3 11/8/2007 Design Principles to Create Effective PowerPoint 11:30 AM 1:00 PM 1.50 2 11/12/2007 Blackboard Open Lab 10:00 AM 12:00 PM 2.00 0 11/13/2007 Advanced Video Editing 1:30 PM 3:30 PM 2.00 3 11/15/2007 Blackboard Assessment Tools 1:30 PM 3:30 PM 2.00 2 11/19/2007 Short Focused Tutorials 1:30 PM 3:30 PM 2.00 5 11/20/2007 Gagne's Nine Events of Instruction 11:30 AM 1:00 PM 1.50 4 11/26/2007 Advanced Short Focused Tutorials 9:30 AM 11:30 AM 2.00 2 11/27/2007 Basics of Grantwriting for GTAs 9:00 AM 11:30 AM 2.50 7 11/28/2007 Redesigning Course Materials for Online Delivery 10:00 AM 11:30 AM 1.50 4 11/30/2007 FacDev Tips 12:00 PM 1:00 PM 1.00 0 12/4/2007 Formative and Summative Feedback for Teaching and 11:30 AM 1:00 PM 1.50 4 12/6/2007 End of Semester Considerations for Your Blackboard 1:30 PM 3:00 PM 1.50 3 12/12/2007 Blackboard Open Lab 10:00 AM 12:00 PM 2.00 3 12/17/2007 Using the Blackboard Content Collection to Manage 10:00 AM 11:30 AM 1.50 6 12/18/2007 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 10 12/19/2007 Podcast Series: Audio Podcasting 10:00 AM 11:30 AM 1.50 3 1/7/2008 SPECIAL WORKSHOP: Blackboard Assessment 10:30 AM 12:00 PM 1.50 10 1/8/2008 Clickers in the Classroom 9:30 AM 11:30 AM 2.00 9 1/10/2008 Spring '08 Teaching Effectiveness Institute 8:25 AM 3:45 PM 7.33 55 1/11/2008 Spring '08 Teaching Assistant Orientation 8:00 AM 3:30 PM 7.50 46 1/14/2008 Introduction to Blackboard Communities 2:00 PM 4:00 PM 2.00 4 1/14/2008 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 4 1/15/2008 Introduction to Podcasting 1:30 PM 3:30 PM 2.00 9

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1/16/2008 Blackboard Overview, Featuring New Tools and 9:00 AM 12:00 PM 3.00 6 1/17/2008 Blackboard II: Building your Blackboard Course 1:30 PM 3:00 PM 1.50 4 1/22/2008 Podcasting Series: Audio Podcasting 1:30 PM 3:30 PM 2.00 4 1/23/2008 Blackboard Open Lab 10:00 AM 12:00 PM 2.00 6 1/24/2008 Controlling Student Access to Materials to Courses 1:30 PM 3:00 PM 1.50 0 1/25/2008 Making Larger Classes Work - Video Discussion 12:00 PM 1:00 PM 1.00 3 1/29/2008 Social Bookmarking Using Blackboard Scholar 1:00 PM 2:30 PM 1.50 4 1/29/2008 Plagiarism Prevention Using Blackboard SafeAssign 2:45 PM 4:15 PM 1.50 15 1/31/2008 Blackboard Overview, Featuring New Tools and 1:00 PM 4:00 PM 3.00 0 2/1/2008 SPECIAL WORKSHOP: Intro to Blackboard for 9:15 AM 10:30 AM 1.25 7 2/5/2008 Mastering the Control Panel in Blackboard 10:00 AM 11:30 AM 1.50 0 2/5/2008 Teaching with the Revised Bloom's Toxonomy 11:30 AM 1:00 PM 1.50 4 2/7/2008 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 4 2/11/2008 Blackboard II: Building Your Blackboard Course 9:30 AM 11:30 AM 2.00 0 2/12/2008 Audio Podcasting 9:30 AM 11:30 AM 2.00 4 2/13/2008 Designing Effective Group Activities 1:30 PM 2:30 PM 1.00 6 2/14/2008 PTP Seminar: Learning Through Experience: Using 11:30 AM 1:00 PM 1.50 33 2/15/2008 Configuring the Blackboard Gradebook 10:00 AM 11:30 AM 1.50 0 2/19/2008 Personalizing the "Look" of Your Blackboard Course 1:30 PM 3:00 PM 1.50 0 2/20/2008 Dynamic Classroom Discussions 10:30 AM 12:00 PM 1.50 0 2/21/2008 Blackboard Assessment Tools 1:30 PM 3:00 PM 1.50 0 2/22/2008 Accountability Pressures and Their Impact on 8:00 AM 10:15 AM 2.25 0 2/22/2008 Understanding and using Assessment Results 10:30 AM 4:00 PM 5.50 0 2/25/2008 Using the Blackboard Content Collection to Manage 9:00 AM 11:00 AM 2.00 0 2/26/2008 Creating and Publishing Streaming Media with Real 9:30 AM 11:30 AM 2.00 2 2/28/2008 Blackboard Open Lab 10:00 AM 12:00 PM 2.00 0 2/29/2008 How to Speak: Lecture Tips - Video Discussion 12:00 PM 1:00 PM 1.00 9 3/3/2008 WIMBA Classroom: Teach and Meet Live Online 12:00 PM 1:00 PM 1.00 34 3/3/2008 Blackboard I: Introduction to Blackboard 8:30 AM 11:30 AM 3.00 3 3/3/2008 Blackboard Communication Tools 1:00 PM 2:30 PM 1.50 2 3/4/2008 Provost's Luncheon for First-Year NIU Faculty 11:30 AM 1:00 PM 1.50 20 3/4/2008 Seven Revolutions: Scanning the World Out to 2025 1:00 PM 2:30 PM 1.50 14 3/5/2008 Faculty Development Grant Writing Seminar 12:00 PM 1:00 PM 1.00 3 3/6/2008 "What do I do when . . . ": An Open Conversation 3:00 PM 4:30 PM 1.50 3 3/7/2008 Creating and Sustaining Groups in Blackboard 10:00 AM 11:30 AM 1.50 2 3/7/2008 WIMBA Classroom: Teach and Meet Live Online 3:30 PM 4:30 PM 1.00 13 3/12/2008 Introduction to WIMBA Classroom: Intensive 9:00 AM 4:00 PM 7.00 6 3/13/2008 Introduction to WIMBA Classroom: Intensive 9:00 AM 4:00 PM 7.00 8 3/18/2008 Panel Discussion: Effective Strategies for TA 10:30 AM 12:00 PM 1.50 8 3/18/2008 Blackboard II: Building Your Blackboard Course 1:30 PM 3:00 PM 1.50 2 3/19/2008 Dynamic Classroom Discussions 10:30 AM 12:00 PM 1.50 5 3/20/2008 "What do I do when . . . ": An Open Conversation 11:30 AM 1:00 PM 1.50 2 3/20/2008 Promoting Collegiality in the Academic 1:00 PM 4:00 PM 3.00 10 3/20/2008 Promoting Collegiality in the Academic 8:00 AM 12:00 PM 4.00 33 3/21/2008 Effective Teaching with Interactive pen 10:30 AM 12:00 PM 1.50 3 3/24/2008 Blackboard Communication Tools 9:30 AM 11:00 AM 1.50 0 3/25/2008 Short Focused Tutorials 9:30 AM 11:00 AM 1.50 2 3/26/2008 To Teach or Not to Teach (With PowerPoint That 2:00 PM 3:00 PM 1.00 5 3/26/2008 Introducing New Plagiarism Prevention Features in 12:00 PM 1:00 PM 1.00 2 3/27/2008 Using the Blackboard Content Collection to Manage 1:30 PM 3:30 PM 2.00 0 3/29/2008 SPECIAL WORKSHOP: Demo of SafeAssign for 10:00 AM 12:00 PM 2.00 34 3/31/2008 Blackboard Open Lab 10:00 AM 12:00 PM 2.00 0 4/1/2008 "What do I do when . . . ": An Open Conversation 11:30 AM 1:00 PM 1.50 2 4/3/2008 Redesigning Course Materials for Online Delivery 1:00 PM 2:30 PM 1.50 4 4/4/2008 Promoting Online Collaboration with Wimba 9:00 AM 12:00 PM 3.00 7 4/4/2008 SPS Development Grant Writing Seminar 12:00 PM 1:00 PM 1.00 2 4/7/2008 Blackboard I: Introduction to Blackboard 8:30 AM 11:30 AM 3.00 2 4/8/2008 Podcast Series: Audio Podcasting 1:30 PM 3:30 PM 2.00 2

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4/9/2008 Service Learning 10:30 AM 12:00 PM 1.50 10 4/10/2008 Blackboard II: Building Your Blackboard Course 10:00 AM 11:30 AM 1.50 2 4/11/2008 The Art of Discussion Leading 12:00 PM 1:00 PM 1.00 3 4/14/2008 Creating the Teaching Philosophy Statement 11:00 AM 12:30 PM 1.50 0 4/14/2008 Blackboard Assessment Tools 9:00 AM 10:30 AM 1.50 6 4/15/2008 Blackboard Open Lab 10:00 AM 12:00 PM 2.00 0 4/16/2008 Advanced Short Focused Online Tutorials with 1:30 PM 3:00 PM 1.50 2 4/17/2008 Problem-Based Learning 11:30 AM 1:00 PM 1.50 3 4/22/2008 Basics of Grantwriting for GTAs 12:30 PM 2:00 PM 1.50 6 4/23/2008 End-Of-Semester Considerations for Your 1:30 PM 3:00 PM 1.50 2 4/24/2008 David Raymond Grant Reception and Presentation 12:00 PM 1:00 PM 1.00 35 4/29/2008 New Tools and Features in Blackboard 11:00 AM 12:00 PM 1.00 14 5/5/2008 SPECIAL WORKSHOP: WIMBA Classroom for 1:00 PM 2:00 PM 1.00 15 5/21/2008 SLATE 10:00 AM 2:00 PM 4.00 51 5/29/2008 Write Well, Publish More! 8:30 AM 4:00 PM 7.50 18 6/3/2008 Clickers in the Classroom 9:30 AM 11:30 AM 2.00 10 6/5/2008 Teaching with Technologies Institute: Social 8:30 AM 10:00 AM 1.50 30 6/5/2008 Teaching with Technologies Institute: Resource 10:30 AM 12:00 PM 1.50 31 6/5/2008 Teaching with Technologies Institute: Multimedia 1:00 PM 2:30 PM 1.50 25 6/5/2008 Teaching with Technologies Institute: Collaborative 3:00 PM 4:30 PM 1.50 20 6/9/2008 Blackboard I: Introduction to Blackboard 1:00 PM 4:00 PM 3.00 10 6/10/2008 Promoting Online Collaboration with WIMBA 1:00 PM 4:00 PM 3.00 9 6/11/2008 Blackboard II: Building Your Blackboard Course 9:00 AM 10:30 AM 1.50 6 6/12/2008 Online Teaching Series: Overview of Online 9:00 AM 12:00 PM 3.00 14 6/12/2008 Online Teaching Series: Principles of Effective 1:00 PM 4:00 PM 3.00 13 6/12/2008 Blackboard Overview 9:00 AM 12:00 PM 3.00 3 6/17/2008 Podcast Series: Audio Podcasting 1:30 PM 3:00 PM 1.50 6 6/18/2008 Creating and Delivering Effective PowerPoint 11:30 AM 1:00 PM 1.50 6 6/19/2008 Short Focused Tutorials 1:30 PM 3:00 PM 1.50 6 6/19/2008 Creating the Teaching Philosophy Statement 11:00 AM 12:30 PM 1.50 0 6/24/2008 Introducing Academic Resource Sharing Tools in 12:00 PM 1:00 PM 1.00 2 6/25/2008 Online Teaching Series: Introduction to Online 9:00 AM 12:00 PM 3.00 10 6/25/2008 Online Teaching Series: Strategies for Promoting 1:00 PM 4:00 PM 3.00 8 7/2/2008 Concept Mapping for Teaching and Learning 11:30 AM 1:00 PM 1.50 2 7/8/2008 Online Teaching Series: Using Online Assessment 9:00 AM 12:00 PM 3.00 9 7/8/2008 Online Teaching Series: Redesigning a Face-to-Face 1:00 PM 4:00 PM 3.00 9 7/9/2008 Plagiarism Prevention Using Blackboard SafeAssign 10:00 AM 11:30 AM 1.50 4 7/10/2008 Writing Goals and Objectives: There is a Difference 11:30 AM 1:00 PM 1.50 3 7/14/2008 Using Blackboard Content Collection to Manage 1:30 PM 3:00 PM 1.50 5 7/16/2008 Short Focused Tutorials with Video 9:30 AM 11:30 AM 2.00 5 7/21/2008 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 18 7/23/2008 Basic Video Editing 9:30 AM 11:30 AM 2.00 5 7/29/2008 Integrating Web 2.0 Tools into Blackboard 1:30 PM 3:00 PM 1.50 5 7/31/2008 Blackboard II: Building Your Blackboard Course 1:30 PM 3:00 PM 1.50 7 8/6/2008 Formative and Summative Feedback for Teaching and 11:30 AM 1:00 PM 1.50 4 8/7/2008 New Academic Administrator Forum 8:00 AM 4:15 PM 8.25 18 8/13/2008 Clickers in the Classroom 1:30 PM 3:30 PM 2.00 4 8/14/2008 SPECIAL WORKSHOP: Blackboard for 1:00 PM 4:00 PM 3.00 0 8/14/2008 Fall '08 Teaching Effectiveness Institute-Day 1 8:30 AM 4:00 PM 7.50 52 8/15/2008 Fall '08 Teaching Effectiveness Institute-Day 2 8:30 AM 4:00 PM 7.50 32 8/18/2008 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 11 8/19/2008 Fall 2008 TA Orientation 8:00 AM 1:00 PM 5.00 149 8/20/2008 New Tools and Features in Blackboard 9:00 AM 11:00 AM 2.00 0 8/21/2008 Fall 2008 New Faculty Forum 8:00 AM 12:00 PM 4.00 68 8/22/2008 Blackboard I: Introduction to Blackboard 1:00 PM 4:00 PM 3.00 18 8/26/2008 Blackboard II: Building Your Blackboard Course 10:00 AM 11:30 AM 1.50 17 8/27/2008 Effective Teaching with Interactive Pen (SMART 1:30 PM 3:30 PM 2.00 3 8/28/2008 Designing Group Work for Meaningful Learning 11:30 AM 1:00 PM 1.50 10

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9/3/2008 Multimedia Sampler 1:30 PM 3:30 PM 2.00 3 9/9/2008 Promoting Online Collaboration with Wimba 9:00 AM 12:00 PM 3.00 11 9/10/2008 Scaffolding to Improve Learning 11:30 AM 1:00 PM 1.50 9 9/11/2008 Blackboard I: Introduction to Blackboard 1:00 PM 4:00 PM 3.00 8 9/12/2008 Understanding and Using Assessment Results--2ND 10:30 AM 4:00 PM 5.50 53 9/12/2008 Accountability Pressures and Their Impact on 8:00 AM 10:15 AM 2.25 20 9/15/2008 Blackboard Open Lab 10:00 AM 12:00 PM 2.00 0 9/17/2008 Configuring the Blackboard Gradebook 1:30 PM 3:30 PM 2.00 7 9/17/2008 Podcast Series: Audio Podcasting 1:30 PM 3:30 PM 2.00 0 9/19/2008 Overview of Online Teaching and Learning 1:00 PM 4:00 PM 3.00 6 9/23/2008 Blackboard Communities 1:30 PM 3:30 PM 2.00 6 9/25/2008 Constructivism: A Holistic Approach to Teaching 11:30 AM 1:00 PM 1.50 6 9/26/2008 Principles of Effective Online Course Design 1:00 PM 4:00 PM 3.00 5 9/27/2008 Blackboard Communities 1:30 PM 3:30 PM 2.00 0 10/1/2008 Blackboard Communication Tools 9:30 AM 11:00 AM 1.50 5 10/3/2008 Chairs Development Workshop: Positive 8:00 AM 12:00 PM 4.00 19 10/3/2008 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 8 10/6/2008 Faculty Development Grant Writing Seminar 12:00 PM 1:00 PM 1.00 5 10/7/2008 PTP Seminar: Innovation Management in Local 11:30 AM 1:00 PM 1.50 22 10/7/2008 Blackboard II: Building Your Blackboard Course 1:30 PM 3:30 PM 2.00 2 10/9/2008 Advanced Video Editing 1:30 PM 3:30 PM 2.00 3 10/15/2008 Capturing Audio on Your Computer 1:30 PM 3:30 PM 2.00 0 10/16/2008 Conducting Online Office Hours Using Wimba 12:00 PM 1:00 PM 1.00 10 10/17/2008 Online Teaching Series: Strategies for Promoting 9:00 AM 12:00 PM 3.00 7 10/22/2008 Plagiarism Prevention Using Blackboard SafeAssign 12:00 PM 1:00 PM 1.00 2 10/23/2008 Rubrics for Meaningful Evaluation and Assessment 11:30 AM 1:00 PM 1.50 15 10/24/2008 Audio Podcasting 1:30 PM 3:30 PM 2.00 3 10/28/2008 Blackboard Open Lab 10:00 AM 12:00 PM 2.00 0 10/30/2008 Critical Thinking for the 21st Century Student 12:00 PM 1:00 PM 1.00 14 10/31/2008 Online Teaching Series: Introduction to Online 1:00 PM 4:00 PM 3.00 7 10/31/2008 Faculty Leadership Initiative, Session 1 8:00 AM 4:30 PM 8.50 19 11/3/2008 Supportive Professional Staff Development Grant 12:00 PM 1:00 PM 1.00 4 11/4/2008 Short Focused Tutorials 1:30 PM 3:30 PM 2.00 3 11/5/2008 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 5 11/6/2008 Special Workshop: Wimba Overview for Student 10:00 AM 11:00 AM 1.00 12 11/6/2008 Gagne’s Nine Events of Instruction 11:30 AM 1:00 PM 1.50 12 11/7/2008 Online Teaching Series: Redesigning a Face-to-Face 9:00 AM 12:00 PM 3.00 6 11/11/2008 Maintaining Constructive Relationships In and Out 1:00 PM 3:00 PM 2.00 28 11/12/2008 Blackboard Open Lab 1:00 PM 3:00 PM 2.00 0 11/13/2008 Using the Blackboard Content Collection to Manage 1:30 PM 3:30 PM 2.00 2 11/14/2008 Using Online Assessment Tools to Facilitate 1:00 PM 4:00 PM 3.00 5 11/18/2008 Redesigning Course Materials for Online Delivery 10:00 AM 11:30 AM 1.50 4 11/19/2008 Teaching Large Classes 11:30 AM 1:00 PM 1.50 7 11/20/2008 Mac Series: Introduction to Garageband 2:00 PM 4:00 PM 2.00 2 12/2/2008 End-of-Semester Considerations for Your Blackboard 10:00 AM 11:30 AM 1.50 2 12/2/2008 End-of-Semester Considerations for Your Blackboard 10:00 AM 11:30 AM 1.50 0 12/3/2008 Developing Discussion Board Assignments for Large 9:30 AM 11:30 AM 2.00 3 12/4/2008 Promoting Online Collaboration with Wimba 1:00 PM 4:00 PM 3.00 6 12/10/2008 Blackboard Open Lab 10:00 AM 12:00 PM 2.00 3 12/12/2008 Faculty Leadership Initiative, Session 2 8:00 AM 4:00 PM 8.00 25 12/15/2008 Blackboard I: Introduction to Blackboard 1:00 PM 4:00 PM 3.00 9 12/18/2008 Using PowerPoint to Engage and Motivate Students 11:30 AM 1:00 PM 1.50 8 1/7/2009 Clickers in the Classroom 10:00 AM 12:00 PM 2.00 3 1/8/2009 Spring '09 TEI: Teaching Inclusively 8:00 AM 4:00 PM 8.00 59 1/9/2009 Spring '09 TEI/TAO: Appreciative Inquiry 8:00 AM 4:00 PM 8.00 55 1/10/2009 Integrating NCLI within NCLB: Workshop for 9:00 AM 3:00 PM 6.00 15 1/13/2009 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 2 1/15/2009 Promoting Online Collaboration with Wimba 1:00 PM 4:00 PM 3.00 0

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1/16/2009 Blackboard Open Lab 11:00 AM 1:00 PM 2.00 2 1/20/2009 Introduction to Blackboard Communities 9:00 AM 12:00 PM 3.00 2 1/21/2009 Creating Branching Tutorials in PowerPoint 10:00 AM 11:30 AM 1.50 8 1/22/2009 Delivering Effective Lectures 11:30 AM 1:00 PM 1.50 16 1/24/2009 Integrating NCLI within NCLB: Workshop for 9:00 AM 3:00 PM 6.00 28 1/27/2009 Effective Teaching with Interactive Pen (SMART 1:30 PM 3:00 PM 1.50 5 1/28/2009 Creating and Sustaining Groups in Blackboard 12:00 PM 1:00 PM 1.00 10 1/29/2009 Configuring the Blackboard Gradebook 1:00 PM 3:00 PM 2.00 3 1/30/2009 Faculty Leadership Initiative, Session 3 11:30 AM 4:00 PM 4.50 16 2/6/2009 Special Workshop: Clickers in the Classroom for 1:00 PM 2:00 PM 1.00 25 2/6/2009 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 16 2/10/2009 Blackboard II: Building Your Blackboard Course 1:00 PM 3:00 PM 2.00 6 2/11/2009 Microteaching (No, That Doesn’t Mean Tiny 11:30 AM 1:00 PM 1.50 11 2/12/2009 Teaching with the Revised Bloom’s Taxonomy 11:30 AM 1:00 PM 1.50 11 2/13/2009 Quick and Simple Creation of Educational Tutorials 10:00 AM 11:30 AM 1.50 11 2/17/2009 Podcast Series: Audio Podcasting 1:30 PM 3:30 PM 2.00 3 2/18/2009 Blackboard Assessment Tools 1:30 PM 3:00 PM 1.50 4 2/19/2009 Promoting Online Collaboration with Wimba 1:30 PM 3:30 PM 2.00 5 2/19/2009 Chair Development Workshop-Community College 11:00 AM 2:00 PM 3.00 45 2/23/2009 Plagiarism Prevention Using Blackboard SafeAssign 12:00 PM 1:00 PM 1.00 4 2/24/2009 Structuring Your Online Course in Blackboard 10:00 AM 11:30 AM 1.50 2 2/25/2009 Understanding and Integrating Teaching and Learning 11:30 AM 1:00 PM 1.50 9 2/25/2009 Blackboard Open Lab 1:30 PM 3:30 PM 2.00 5 2/26/2009 Developing Discussion Board Assignments with 1:30 PM 3:30 PM 2.00 3 2/27/2009 Faculty Leadership Initiative, Session 4 11:00 AM 4:00 PM 5.00 23 2/27/2009 Special Workshop: Plagiarism Prevention Using 1:00 PM 2:00 PM 1.00 3 3/3/2009 New Tools and Features in Blackboard 7.3 12:00 PM 1:00 PM 1.00 8 3/4/2009 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 5 3/6/2009 Online Teaching Brown Bag 12:00 PM 1:00 PM 1.00 0 3/6/2009 Quality and Engagement in Online Courses 1:00 PM 4:00 PM 3.00 18 3/16/2009 Blackboard II: Building Your Blackboard Course 1:30 PM 3:00 PM 1.50 6 3/17/2009 Short Focused Tutorials 9:30 AM 11:30 AM 2.00 5 3/18/2009 PTP Seminar: “Using Video-Taped Role Plays to 11:30 AM 1:00 PM 1.50 26 3/19/2009 Electronic Feedback to Enhance Teaching and 11:30 AM 1:00 PM 1.50 3 3/20/2009 Special Workshop: Technology for Online Teaching 1:00 PM 4:30 PM 3.50 13 3/20/2009 Getting Students Involved in Assessment 1:00 PM 4:00 PM 3.00 34 3/20/2009 Leave No Outcome Behind: Teaching, Learning and 9:30 AM 12:00 PM 2.50 17 3/24/2009 Tracking Student Performance in Blackboard Using 9:00 AM 10:30 AM 1.50 3 3/25/2009 Effective Delivery Techniques: Little Things that 11:30 AM 1:00 PM 1.50 8 3/26/2009 Advanced Short Focused Online Tutorials 1:30 PM 3:30 PM 2.00 6 3/27/2009 Faculty Leadership Initiative, Session 5 12:00 PM 4:00 PM 4.00 19 3/30/2009 Basic Video Capture and Editing 1:30 PM 3:00 PM 1.50 4 3/31/2009 Dynamic Classroom Discussions 11:30 AM 1:00 PM 1.50 4 4/1/2009 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 6 4/3/2009 Blackboard Open Lab 12:00 AM 12:00 PM 12.00 0 4/7/2009 Advanced Video Editing 1:30 PM 3:30 PM 2.00 3 4/9/2009 Chairs Development Workshop: Enrollment 11:30 AM 1:20 PM 1.83 38 4/9/2009 Creating Branching Tutorials in PowerPoint 9:00 AM 11:00 AM 2.00 14 4/10/2009 Online Teaching Brown Bag 12:00 PM 1:00 PM 1.00 8 4/14/2009 Blackboard Communication Tools 1:30 PM 3:00 PM 1.50 2 4/15/2009 Problem-Based Learning 11:30 AM 1:00 PM 1.50 8 4/16/2009 David W. Raymond Grant for the Use of 12:00 PM 1:00 PM 1.00 29 4/21/2009 Postcast Series: Video Podcasting 9:30 AM 11:30 AM 2.00 5 4/22/2009 Greener Teaching Techniques 12:00 PM 1:00 PM 1.00 5 4/23/2009 Requesting and Combining Blackboard Courses 12:00 PM 1:00 PM 1.00 2 4/24/2009 Faculty Leadership Initiative, Session 6 12:00 PM 4:00 PM 4.00 20 4/28/2009 End-Of-Semester Considerations for Your 2:00 PM 3:30 PM 1.50 0 4/30/2009 Introduction to Online Teaching and Learning 11:30 AM 1:00 PM 1.50 8

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5/8/2009 Faculty Leadership Initiative, Session 7 8:00 AM 4:00 PM 8.00 25 5/11/2009 Blackboard 8.0 Grade Center Preview 12:00 PM 1:00 PM 1.00 5 5/12/2009 Religious Diversity in the Classroom 1:00 PM 2:15 PM 1.25 35 5/13/2009 SLATE 8:30 AM 2:00 PM 5.50 56 5/19/2009 Blackboard 8.0 Self and Peer Assessment Preview 12:00 PM 1:00 PM 1.00 3 5/21/2009 Designing a Writing-Enhanced Course 8:30 AM 4:00 PM 7.50 19 5/27/2009 Teaching A New Course 11:30 AM 1:00 PM 1.50 3 5/28/2009 Write Well, Publish More! 8:30 AM 4:00 PM 7.50 21 6/2/2009 Free Software Tools for the Classroom 12:00 PM 1:00 PM 1.00 8 6/3/2009 Clickers in the Classroom 1:30 PM 3:30 PM 2.00 6 6/4/2009 Blackboard I: Introduction to Blackboard 1:00 PM 4:00 PM 3.00 7 6/9/2009 TwTI: Collaborating through Media 10:30 AM 12:00 PM 1.50 42 6/9/2009 TwTI: Collaborating through Writing 1:00 PM 2:30 PM 1.50 40 6/9/2009 TwTI: Collaboration through Communication 8:30 AM 10:00 AM 1.50 48 6/9/2009 TwTI: Collaborating through Mobile Devices 3:00 PM 4:30 PM 1.50 39 6/10/2009 Writing Goals and Objectives: There is a Difference 11:30 AM 1:00 PM 1.50 5 6/11/2009 Promoting Online Collaboration with Wimba 1:00 PM 4:00 PM 3.00 7 6/16/2009 Online Teaching 101 1:00 PM 4:00 PM 3.00 30 6/17/2009 Short Focused Tutorials 10:30 AM 12:00 PM 1.50 2 6/18/2009 Podcast Series: Audio Podcasting 1:30 PM 3:30 PM 2.00 2 6/23/2009 Using the Blackboard Content Collection to Manage 2:00 PM 3:30 PM 1.50 4 6/24/2009 Creating and Delivering Effective PowerPoint 11:30 AM 1:00 PM 1.50 8 6/25/2009 Blackboard II: Building Your Blackboard Course 10:00 AM 11:30 AM 1.50 2 7/7/2009 Blackboard 8.0 Self and Peer Assessment 10:30 AM 12:00 PM 1.50 4 7/8/2009 Formative and Summative Feedback for Teaching and 11:30 AM 1:00 PM 1.50 4 7/15/2009 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 9 7/16/2009 Quick and Easy Video Editing Using iMovie 1:30 PM 3:30 PM 2.00 3 7/22/2009 Creating Branching Tutorials in PowerPoint 1:00 PM 3:00 PM 2.00 6 7/23/2009 Blackboard 8.0 Grade Center I: Basic Features 1:30 PM 3:00 PM 1.50 5 7/23/2009 Blackboard II: Building Your Blackboard Course 1:30 PM 3:00 PM 1.50 0 7/28/2009 Special Workshop: Enhancing PowerPoint Tutorials 12:00 PM 1:00 PM 1.00 7 7/28/2009 Blackboard 8.0 Grade Center II 10:00 AM 11:30 AM 1.50 6 7/30/2009 Concept Mapping for Teaching and Learning 11:30 AM 1:00 PM 1.50 7 8/5/2009 Blackboard 8.0 Grade Center Overview 12:00 PM 1:00 PM 1.00 10 8/6/2009 New Academic Administrator Forum 8:00 AM 5:00 PM 9.00 34 8/11/2009 Clickers in the Classroom 10:00 AM 12:00 PM 2.00 4 8/12/2009 TwTI Showcase for Council of Deans 10:30 AM 11:30 AM 1.00 20 8/12/2009 Blackboard Self and Peer Assessment 1:30 PM 3:00 PM 1.50 6 8/13/2009 Fall '09 Teaching Effectiveness Institute --Day 1 8:00 AM 4:30 PM 8.50 40 8/14/2009 Fall 09 Teaching Effectiveness Institute--Day 2 8:00 AM 4:30 PM 8.50 46 8/17/2009 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 16 8/18/2009 Fall '09 Teaching Assistant Orientation 8:30 AM 3:15 PM 6.75 192 8/19/2009 Blackboard Grade Center I: Basic Features 1:30 PM 3:00 PM 1.50 11 8/20/2009 New Faculty Forum 8:00 AM 12:00 PM 4.00 80 8/21/2009 Blackboard I: Introduction to Blackboard 1:00 PM 4:00 PM 3.00 10 8/25/2009 Blackboard II: Building Your Blackboard Course 10:00 AM 11:30 AM 1.50 13 8/26/2009 Promoting Online Collaboration with Wimba 9:00 AM 12:00 PM 3.00 6 8/27/2009 Blackboard 8.0 Grade Center II 2:00 PM 3:30 PM 1.50 7 9/1/2009 Designing Group Work for Meaningful Learning 11:30 AM 1:00 PM 1.50 11 9/3/2009 Blackboard I: Introduction to Blackboard 1:00 PM 4:00 PM 3.00 15 9/8/2009 Multimedia Sampler 1:30 PM 3:30 PM 2.00 5 9/9/2009 Blackboard II: Building Your Blackboard Course 10:00 AM 11:30 AM 1.50 4 9/10/2009 Effective Delivery Techniques: Little Things that 11:30 AM 1:00 PM 1.50 10 9/11/2009 Blackboard 8.0 Grade Center I: Basic Features 10:00 AM 11:30 AM 1.50 11 9/15/2009 Blackboard 8.0 Self and Peer Assessment 9:30 AM 11:00 AM 1.50 2 9/16/2009 PTP Seminar: "Incorporating the Iraq War into the 11:30 AM 1:00 PM 1.50 35 9/17/2009 Podcast Series: Audio Podcasting 1:30 PM 3:30 PM 2.00 4 9/18/2009 Introduction to Blackboard Communities 2:00 PM 3:30 PM 1.50 6

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9/18/2009 Special Workshop: Blackboard Grade Center I for 11:00 AM 12:30 PM 1.50 15 9/18/2009 Special Workshop: Writing Circles for College of 11:00 AM 12:00 PM 1.00 4 9/22/2009 Blackboard 8.0 Grade Center II 2:30 PM 4:00 PM 1.50 9 9/23/2009 Scaffolding to Improve Learning 11:30 AM 1:00 PM 1.50 9 9/24/2009 Blackboard Open Lab 1:00 PM 3:00 PM 2.00 0 9/29/2009 Using Social Networking Technologies to Foster 9:30 AM 11:00 AM 1.50 12 9/30/2009 Timesaving Tips Using the New Blackboard Grade 12:00 PM 1:00 PM 1.00 11 10/2/2009 Getting to Yes in the Workplace: Mediation: An 8:00 AM 12:00 PM 4.00 30 10/6/2009 Blackboard I: Introduction to Blackboard 1:00 PM 4:00 PM 3.00 5 10/7/2009 Advanced Video Editing 1:30 PM 3:30 PM 2.00 3 10/8/2009 Blackboard II: Building Your Blackboard Course 10:00 AM 11:30 AM 1.50 3 10/9/2009 Blackboard Open Lab 10:00 AM 12:00 PM 2.00 0 10/13/2009 Blackboard Assessment Tools 1:30 PM 3:00 PM 1.50 3 10/13/2009 Introduction to Online Teaching and Learning 11:30 AM 1:00 PM 1.50 7 10/14/2009 Podcast Series: Audio Podcasting 9:30 AM 11:30 AM 2.00 4 10/16/2009 Measurable Outcomes and Meaningful Measures 12:30 PM 4:15 PM 3.75 42 10/16/2009 Faculty Learning Groups-More Than Just Another 8:30 AM 12:00 PM 3.50 20 10/19/2009 Blackboard 8.0 Grade Center I: Basic Features 10:30 AM 12:00 PM 1.50 3 10/21/2009 Blackboard Communication Tools 10:00 AM 11:30 AM 1.50 2 10/22/2009 Effective Teaching with Interactive Pen (SMART 1:30 PM 3:30 PM 2.00 6 10/27/2009 Teaching During a Health Crisis 12:00 PM 1:00 PM 1.00 12 10/28/2009 Rubrics for Meaningful Evaluation and Assessment 11:30 AM 1:00 PM 1.50 10 10/29/2009 Collecting Assignments Electronically Using 10:00 AM 11:30 AM 1.50 4 10/30/2009 Advanced Features of Wimba Classroom 9:30 AM 11:30 AM 2.00 4 11/3/2009 Teaching Large Classes 11:30 AM 1:00 PM 1.50 11 11/4/2009 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 5 11/5/2009 Short Focused Tutorials 10:00 AM 11:30 AM 1.50 0 11/6/2009 Blackboard Open Lab 10:00 AM 12:00 PM 2.00 0 11/9/2009 Podcast Series: Video Podcasting 9:30 AM 11:30 AM 2.00 5 11/10/2009 NING: Build Your Own Social Network 10:00 AM 11:30 AM 1.50 6 11/11/2009 Introduction to External Funding 10:30 AM 12:00 PM 1.50 13 11/12/2009 Blended Learning: Finding the Right Mix 11:30 AM 1:00 PM 1.50 7 11/13/2009 Tips for Teaching with Blogs 12:00 PM 1:00 PM 1.00 6 11/17/2009 Tracking Student Performance in Blackboard 12:00 PM 1:00 PM 1.00 3 11/18/2009 Games and Simulations in the Classroom 11:30 AM 1:00 PM 1.50 8 11/19/2009 Advanced Short Focused Online Tutorials with 9:30 AM 11:30 AM 2.00 3 11/20/2009 Controlling Student Access to Materials in Blackboard 12:00 PM 1:00 PM 1.00 5 11/30/2009 How to Avoid (and, if Necessary, Prevail in) Grade 11:30 AM 1:00 PM 1.50 18 12/1/2009 Clickers in the Classroom 1:30 PM 3:30 PM 2.00 5 12/2/2009 Blackboard Grade Submission Tool Preview 12:00 PM 1:00 PM 1.00 12 12/3/2009 Podcast Series: Video Podcasting 9:30 AM 11:30 AM 2.00 3 12/7/2009 Blackboard Open Lab 10:00 AM 12:00 PM 2.00 0 12/9/2009 Developing Discussion Board Assignments for Large 10:00 AM 11:30 AM 1.50 2 12/10/2009 Using PowerPoint to Engage and Motivate Students 11:30 AM 1:00 PM 1.50 11 12/11/2009 Special Workshop: Teaching Visual Literacy for CoE 11:00 AM 11:50 AM 0.83 23 12/11/2009 End-of-Semester Considerations for Your Blackboard 10:00 AM 11:30 AM 1.50 3 12/14/2009 Submitting Final Grades Automatically from 10:00 AM 11:00 AM 1.00 13 12/17/2009 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 6 1/5/2010 Special Workshop: Safe Assign and Grade Center 1:00 PM 4:00 PM 3.00 7 1/7/2010 Spring '10 Teaching Effectiveness Institute Day 1 8:00 AM 4:00 PM 8.00 39 1/8/2010 Spring '10 Teaching Effectiveness Institute Day 2 8:00 AM 4:00 PM 8.00 0 1/12/2010 Blackboard I: Introduction to Blackboard 1:00 PM 4:00 PM 3.00 5 1/13/2010 Clickers in the Classroom 1:30 PM 3:30 PM 2.00 7 1/14/2010 Promoting Online Collaboration with Wimba 9:00 AM 12:00 PM 3.00 10 1/15/2010 Delivering Effective Lectures 11:30 AM 1:00 PM 1.50 17 1/19/2010 Blackboard Grade Center I: Basic Features 10:00 AM 11:30 AM 1.50 9 1/20/2010 Podcast Series: Audio Podcasting 9:30 AM 11:30 AM 2.00 0 1/21/2010 Introduction to Blackboard Communities 9:00 AM 12:00 PM 3.00 0

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1/22/2010 Mac Series: Quick and Easy Video Editing Using 9:30 AM 11:30 AM 2.00 3 1/25/2010 Blackboard Assessment Tools 10:00 AM 11:30 AM 1.50 4 1/26/2010 Scaffolding to Enhance Learning 1:30 PM 3:30 PM 2.00 6 1/27/2010 Creating Branching Tutorials in PowerPoint 1:30 PM 3:30 PM 2.00 5 1/28/2010 Tips for Communicating Effectively Using 12:00 PM 1:00 PM 1.00 14 1/29/2010 Blackboard 8.0 Grade Center II: Advanced Features 10:00 AM 11:30 AM 1.50 2 2/3/2010 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 5 2/5/2010 Blackboard II: Building Your Blackboard Course 10:00 AM 11:30 AM 1.50 5 2/8/2010 Microteaching (No, That Doesn’t Mean Tiny 11:30 AM 1:00 PM 1.50 7 2/9/2010 Using the Blackboard Content Collection to Manage 2:00 PM 3:30 PM 1.50 2 2/10/2010 Electronic Submission of Assignments in Blackboard 9:30 AM 11:00 AM 1.50 3 2/11/2010 Blackboard Grade Center I: Basic Features 2:00 PM 3:30 PM 1.50 5 2/12/2010 Basic Video Capture and Editing 9:30 AM 11:30 AM 2.00 4 2/16/2010 Teaching with the Revised Bloom’s Taxonomy 11:30 AM 1:00 PM 1.50 8 2/18/2010 Effective Teaching with Interactive Pen (SMART 10:00 AM 11:30 AM 1.50 4 2/19/2010 Advanced Features of Wimba Classroom in 10:00 AM 12:00 PM 2.00 2 2/23/2010 Creating and Sustaining Groups in Blackboard 9:30 AM 11:00 AM 1.50 6 2/24/2010 Understanding and Integrating Teaching and Learning 11:30 AM 1:00 PM 1.50 9 2/25/2010 Quick and Simple Creation of Educational Tutorials 10:00 AM 11:30 AM 1.50 7 2/26/2010 Tips for Effective Group Collaborations in 12:00 PM 1:00 PM 1.00 11 3/1/2010 Dynamic Classroom Discussions 11:00 AM 1:00 PM 2.00 8 3/2/2010 Blackboard Communication Tools 10:00 AM 11:30 AM 1.50 3 3/4/2010 Blackboard I: Introduction to Blackboard 1:00 PM 4:00 PM 3.00 0 3/8/2010 Blended Course Design: Strategies for Success 8:00 AM 4:00 PM 8.00 31 3/15/2010 Blackboard Open Lab 10:00 AM 12:00 PM 2.00 0 3/16/2010 Screencasting: Design, Development, and Delivery 10:00 AM 12:00 PM 2.00 4 3/17/2010 Working with Graduate Assistants 10:00 AM 12:00 PM 2.00 16 3/17/2010 Provost's Luncheon for Tenure-Track Faculty 11:30 AM 1:30 PM 2.00 32 3/18/2010 Effective Delivery Techniques: Little Things that 11:30 AM 1:00 PM 1.50 9 3/18/2010 Special Workshop: Blackboard Assessment Tools 2:00 PM 3:00 PM 1.00 4 3/19/2010 Blackboard Grade Center I: Basic Features 10:00 AM 11:30 AM 1.50 2 3/22/2010 Advanced Short Focused Online Tutorials with 10:00 AM 12:00 PM 2.00 4 3/23/2010 Tracking Student Performance in Blackboard 12:00 PM 1:00 PM 1.00 3 3/24/2010 Designing Effective Assessments 11:30 AM 1:00 PM 1.50 5 3/25/2010 PowerPoint Open Lab 1:30 PM 3:30 PM 2.00 6 3/26/2010 Department Chairs Brown Bag Lunch 12:00 PM 1:00 PM 1.00 4 3/29/2010 Social Bookmarking Using Blackboard Scholar 2:00 PM 3:30 PM 1.50 0 3/30/2010 Using Graphic Organizers to Help Students 11:00 AM 1:00 PM 2.00 5 3/31/2010 Tips for Assessing Student Learning Using 12:00 PM 1:00 PM 1.00 6 4/2/2010 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 3 4/6/2010 Veterans in the Classroom: A Panel Discussion by 11:30 AM 1:00 PM 1.50 35 4/7/2010 Introduction to Online Teaching and Learning 11:30 AM 1:00 PM 1.50 5 4/8/2010 Podcast Series: Audio Podcasting 9:30 AM 11:30 AM 2.00 2 4/12/2010 PTP Seminar: "When Circumstances Change: 11:30 AM 1:00 PM 1.50 25 4/14/2010 Short Focused Tutorials 10:00 AM 11:30 AM 1.50 4 4/15/2010 David Raymond Grant Reception and Presentation 12:00 PM 1:00 PM 1.00 24 4/16/2010 Strategies to End the Semester with Your Class 11:30 AM 1:00 PM 1.50 8 4/20/2010 Integrating Web 2.0 Tools into Blackboard 10:00 AM 11:30 AM 1.50 2 4/21/2010 Quick and Simple Creation of Educational Tutorials 9:30 AM 11:30 AM 2.00 6 4/22/2010 Greener Teaching Techniques 12:00 PM 1:00 PM 1.00 4 4/23/2010 Promoting Online Collaboration with Wimba 12:00 PM 1:00 PM 1.00 4 4/27/2010 End-Of-Semester Considerations for Your 2:30 PM 4:00 PM 1.50 0 4/28/2010 Podcast Series: Video Podcasting 9:30 AM 11:30 AM 2.00 3 4/29/2010 Problem-Based Learning 11:30 AM 1:00 PM 1.50 8 4/30/2010 Blackboard Open Lab 9:00 AM 11:30 AM 2.50 0 4/30/2010 Department Chairs Brown Bag Lunch 11:00 AM 1:00 PM 2.00 3 5/4/2010 Submitting Final Grades Automatically from 10:00 AM 11:30 AM 1.50 6 5/7/2010 Special Workshop: Teaching Visual Literacy for 8:00 AM 10:00 AM 2.00 29

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5/12/2010 SLATE: e-Portfolios: Assessment, Attainment, or 10:00 AM 2:00 PM 4.00 25 5/21/2010 Designing a Writing-Enhanced Course 8:30 AM 4:00 PM 7.50 0 5/25/2010 Free Software Tools for the Classroom 12:00 PM 1:00 PM 1.00 15 5/26/2010 Write Well, Publish More! 8:30 AM 4:00 PM 7.50 20 5/27/2010 Quick and Easy Creation of Educational Tutorials 10:00 AM 12:00 PM 2.00 4 5/28/2010 Teaching a New Course 11:30 AM 1:00 PM 1.50 4 6/1/2010 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 13 6/3/2010 Teaching with Technology Institute: Presenting in 3:00 PM 4:30 PM 1.50 43 6/3/2010 Teaching with Technology Institute: Writing in the 1:00 PM 2:30 PM 1.50 44 6/3/2010 Teaching with Technology Institute: Creating 10:30 AM 12:00 PM 1.50 49 6/3/2010 Teaching with Technology Institute: Collaborating in 8:00 AM 10:00 AM 2.00 50 6/8/2010 Blackboard II: Building Your Blackboard Course 10:00 AM 11:30 AM 1.50 7 6/9/2010 Promoting Online Collaboration with Wimba 9:00 AM 12:00 PM 3.00 5 6/10/2010 Introduction to the Use of Clickers in the Classroom 12:00 PM 1:00 PM 1.00 4 6/15/2010 Online Teaching 101 1:00 PM 4:00 PM 3.00 23 6/16/2010 Short Focused Tutorials 2:00 PM 3:30 PM 1.50 3 6/17/2010 Writing Goals and Objectives: There is a Difference 11:30 AM 1:00 PM 1.50 10 6/21/2010 Introduction to Interactional Expertise 1:00 PM 4:00 PM 3.00 16 6/21/2010 Advanced Features of Wimba Classroom in 10:00 AM 11:30 AM 1.50 0 6/22/2010 Integrated Course Design to Improve Student 8:00 AM 4:00 PM 8.00 21 6/24/2010 Blackboard 8.0 Grade Center I: Basic Features 9:30 AM 11:30 AM 2.00 5 6/29/2010 Creating and Delivering Effective PowerPoint 11:00 AM 1:00 PM 2.00 8 6/30/2010 Blackboard 8.0 Self and Peer Assessments 10:00 AM 11:30 AM 1.50 6 6/30/2010 Special Workshop: Working with Millennial Students 1:30 PM 3:00 PM 1.50 10 7/7/2010 Screencasting in the Cloud 1:00 PM 3:00 PM 2.00 7 7/8/2010 Using Social Networking Technologies to Foster 2:00 PM 3:30 PM 1.50 10 7/13/2010 Teaching with a Touch of Novelty 11:30 AM 1:00 PM 1.50 10 7/14/2010 Blackboard I: Introduction to Blackboard 9:00 AM 12:00 PM 3.00 7 7/15/2010 Multimedia Sampler 11:30 AM 1:00 PM 1.50 7 7/19/2010 Incorporating Portable Video Recording Devices into 1:00 PM 3:00 PM 2.00 0 7/19/2010 Special Workshop: Clickers in the Classroom 1:30 PM 3:15 PM 1.75 4 7/21/2010 Electronic Submission of Assignments in Blackboard 2:00 PM 3:30 PM 1.50 6 7/22/2010 Blackboard II: Building Your Blackboard Course 11:30 AM 1:00 PM 1.50 7 7/26/2010 Creating Tests and Surveys in Blackboard 2:00 PM 4:00 PM 2.00 3 7/27/2010 Screencasting: Design, Development, and Delivery 10:00 AM 12:00 PM 2.00 7 7/28/2010 Developing A Course Syllabus “Face-to-Face and 11:30 AM 1:00 PM 1.50 6 8/3/2010 Creating Branching Tutorials in PowerPoint 9:00 AM 11:00 AM 2.00 5 8/9/2010 Introduction to Teaching with Wimba Classroom 12:00 PM 1:00 PM 1.00 2 8/10/2010 Clickers in the Classroom 1:30 PM 3:30 PM 2.00 13 8/12/2010 Fall '10 Teaching Effectiveness Institute - Day 1 8:00 AM 4:00 PM 8.00 39 8/13/2010 Fall '10 Teaching Effectiveness Institute - Day 2 8:00 AM 4:15 PM 8.25 44 Total Number of Programs 846 Total Program Hours= 1890 Total Attendance 9691

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Appendix D: Faculty and SPS Development Grant Final Report Format

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Faculty and SPS Development Grant Final Report Format

Please complete the information below and click “Submit” to send your final report by the deadline for the faculty development grant you were awarded. Your reports are valuable for assessing the impact of the grants and continuing the grant program in the future.

1. First Name:

2. Last Name:

3. Title:

4. Department:

5. Grant Award Cycle:

Jan. - Jun. Jul. - Dec. Year

6. Project Title:

7. Brief Description of the Project: (Describe the purpose and details of the project development.)

8. Implementation Details: (Describe what was accomplished as a result of this project.)

9. Project Outcomes: (List the specific outcomes of the project related to course or curricular development, student learning, your professional development, etc.)

10. The objectives of the project have been met.

Strongly Agree Agree Disagree Strongly Disagree Not Applicable

11. The project directly or indirectly benefits students at NIU.

Strongly Agree Agree Disagree Strongly Disagree Not Applicable

12. Additional comments, if any:

Submit Reset

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Appendix E: Sample Logs of Collaboratory and Digital Multimedia Studio Use During 2008-09

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Appendix F:

Annual Report of the Faculty Development Advisory Committee

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MEMORANDUM To: Dr. Raymond Alden III Executive Vice-President and Provost From: Paula Frasz, Professor, School of Theatre and Dance Chair, Faculty Development Advisory Committee Re: 2009-2010 Annual Report of the Faculty Development Advisory Committee Date: April 30, 2010 This is a brief report on the activities of the Faculty Development Advisory Committee (FDAC) during 2009-2010 and the committee’s recommendations for your consideration. During 2009-2010, the committee held a total of 5 meetings (4 general meetings and one subcommittee meeting), discussed the programs and activities of the Faculty Development and Instructional Design Center, and provided feedback to Murali Krishnamurthi, Director of Faculty Development. Several members of the committee participated in the activities of the Center during 2009-2010. Committee members Therese Arado (Law), Stephanie Henagan (Management), Joe Scudder (Communication) and I served on the Outstanding TA award review subcommittee and recommended three graduate teaching assistants for this recognition. Committee member Leanne Vandecreek (University Libraries) also presented at the Fall 2009 Teaching Effectiveness Institute and TA Orientation programs. The committee did not review any proposals during 2009-2010 as the Center had to suspend the faculty development and SPS development grants due to the 1.5% budget giveback from its operating budget for FY10 and possible additional cuts. The committee received regular reports including the Center’s 2008-2009 Annual Report and Assessment Report from Murali Krishnamurthi, and the committee appreciates his commitment to addressing faculty, SPS, and TA needs, and the Center staff’s coordination of the various programs and services. The committee is aware that along with managing the Center and its operations, Dr. Krishnamurthi and his staff also assisted the Provost’s Office during 2009-2010 with several additional projects such as the Sabbatical Results Data Collection, Faculty Activity Reporting System, Course Response System, Department Chair Development programs, Strategic Planning Reporting system, and assessment programs. The committee would like to commend the Center for another year of successful support of faculty, teaching staff, and teaching assistants through its programs, resources, and services, especially during these difficult budget times and with increasing demand for programs and services. The committee would like to express its appreciation to you and your staff for your continued support of the Center and would like to recommend the following for your consideration:

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1. The committee recommends the establishment of university-level funding mechanisms and

policies to pay for accommodation services required by faculty and staff who wish to attend faculty development programs, and not expect Faculty Development and Instructional Design Center to pay for such accommodations within its limited operating budget.

2. The Center’s training facility at Adams Hall 323, a number of staff offices, and the general access areas such as the staircase and hallway ceiling need minor repairs due to water damage. The general condition of the physical facilities is not only unappealing to prospective faculty candidates who visit Faculty Development during their interviews but also becoming a health and safety concerns for staff and visitors. The committee hopes the needed repairs could be made at the earliest possible.

3. The Center needs an additional office space for maintaining its three computer servers, which are the backbone of its operation. The servers are currently located in a storage room next to the Women’s restroom on the third floor of Adams Hall and the room does not have any air conditioning or temperature controls, which causes the servers to heat up during summer months. As the servers are noisy, they cannot be located in staff offices. If an office space with temperature controls opens up on the third floor of Adams Hall, the committee would like to request the Provost’s Office to consider allocating that office to the Center for this purpose.

4. The committee understands the budget situation at NIU and the current and planned budget cuts necessary to balance the budget. As academic units’ budgets shrink, faculty development programs, grants and services are even more crucial for faculty and SPS at NIU. Recognizing the importance of this issue, all the committee members are unanimously sending you the attached letter separately to request you to spare the Center from any additional cuts so that faculty support is not minimized during these difficult budget times.

The committee appreciates you and your staff participating in faculty development programs and presenting certificates to participants. Faculty members appreciate seeing you, Vice Provosts Virginia Cassidy, Joe Grush, and Gip Seaver, in faculty development programs. I would like to thank all the members of the Faculty Development Advisory Committee for their enthusiastic participation in the committee and their contributions to faculty development activities during 2009-2010. I would like to express my personal appreciation for the opportunity to chair the committee this year and interact with committee members and the Faculty Development and Instructional Design Center. If you need more information about the committee’s activities or recommendations, please feel free to contact me at [email protected] or at 815-753-5501. Attachment

C: Faculty Development Advisory Committee members

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Appendix G:

Faculty and Staff Campuswide Survey Questions

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Northern Illinois University Faculty Development and Instructional Design Center

2008 Campus-wide survey of faculty and academic supportive professional staff

Instructions: Faculty Development and Instructional Design Center seeks your valuable feedback on its programs, services and resources offered to faculty and academic supportive professional staff at NIU. Your feedback will help the Center to improve its programs, services and resources. For an overview of the Center's Mission, Vision and Functions, please click here. Your responses will be received anonymously and only a summary of all feedback will be used for planning, assessment, and reporting purposes by the Center. Please complete the survey by Friday, May 9, 2008. Your feedback is very much appreciated. Thank you.

Q1. I am aware of the Faculty Development and Instructional Design Center at NIU.

Q2. I am aware of the teaching, technology integration, and professional development programs offered by the Faculty Development and Instructional Design Center at NIU.

Q3. I have attended at least 1 program (teaching, technology integration, or professional development) offered by the Faculty Development and Instructional Design Center within the past 4 years.

Q4. I have found Faculty Development and Instructional Design Center's teaching and teaching-related programs to be informative.

Q5. The concepts/techniques covered in Faculty Development and Instructional Design Center programs are applicable in my teaching and teaching-related activities.

Q6. In my teaching, I have incorporated elements of what I have learned from Faculty Development and Instructional Design Center's teaching and teaching-related programs.

Q7. My participation in Faculty Development and Instructional Design Center programs has potential benefit to students.

Q8. Overall, the programs, resources, and services offered by Faculty Development and Instructional Design Center are valuable for the professional development of faculty, instructors, and SPS at NIU. Q9. The program flyers and announcements sent to me through my department by Faculty Development and Instructional Design Center are useful to learn about the Center's programs.

Q10. The email alerts sent to my department by Faculty Development and Instructional Design Center have been useful to learn about the Center's programs and services.

Q11. Faculty Development and Instructional Design Center's Program Calendar online at http://www.facdev.niu.edu is useful to find out about the Center's program offerings

Q12. I would be interested in attending programs of short duration offered entirely online.

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Q13. I am aware of the resources (Blackboard support documentation, Spectrum Newsletter, online tutorials, instructional videos, instructional guide, etc.) available at the Faculty Development and Instructional Design Center.

Q14. I have found the Instructional Guide for University Faculty available on the Center's Web site to be informative.

Q15. I have found the Instructional Videos available from Faculty Development and Instructional Design Center to be informative.

Q16. I have found the online resources and tutorials available on various topics on Faculty Development and Instructional Design Center's Web site to be informative.

Q17. I have found the Collaboratory and/or Digital Multimedia Laboratory available at Faculty Development and Instructional Design Center to be useful for attending training programs or experimenting with instructional technologies.

Q18. I have found the Spectrum Newsletter distributed by Faculty Development and Instructional Design Center to be informative.

Q19. I am aware of Faculty Development and Instructional Design Center's teaching-related consultations, classroom observations, and referral services.

Q20. I have found Faculty Development and Instructional Design Center's teaching-related consultations, classroom observations and referral services to be useful.

Q21. Faculty Development and Instructional Design Center's teaching-related consultations or classroom observations have positively influenced my academic career at NIU.

Q22. I am aware of Faculty Development and Instructional Design Center's programs, resources, and services available for Graduate Teaching Assistants

Q23. I have interacted with Faculty Development and Instructional Design Center staff (face-to-face, electronically or in writing) within the past 4 years:

Q24. I have received timely responses to my requests from Faculty Development and Instructional Design Center staff.

Q25. I have found the Faculty Development and Instructional Design Center staff to be professional in their interactions.

Q26. I have found the quality of support services from Faculty Development and Instructional Design Center staff to be satisfactory.

Q27. Additional comments regarding Faculty Development and Instructional Design Center's programs from 2008 campuswide survey:

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Q28. I have been unable to attended programs offered by Faculty Development and Instructional Design Center because (please enter reasons in the text box below):

Q29. I will be interested in attending the following teaching or related programs:

Q30. Additional comments regarding Faculty Development and Instructional Design Center resources:

Q31. Additional comments on Faculty Development and Instructional Design Center's teaching-related consultations, classroom observations and referral services:

Q32. Additional comments regarding interactions with Faculty Development and Instructional Design Center staff:

Q33. Additional general comments regarding Faculty Development and Instructional Design Center's programs, resources, staff or their services:

Q34. My classification or primary responsibility is (Check only one):

Q35. My years of service at NIU (select one):

Q36. My College or Division is (select only one):

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Appendix H: Graduate Teaching Assistant Campuswide Survey Questions

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Name 2007 TA Survey Attempts 195 (Total of 282 attempts for this assessment)

Instructions

Please take a few minutes to complete this brief survey and give us your feedback on the teaching and teaching-related programs, services and resources offered to Graduate Teaching Assistants (GTAs) by the Faculty Development and Instructional Design Center (FDIDC) at NIU. Your constructive feedback will help the Center to improve our programs and services. Please note the Center's mission is to assist GTAs with their general teaching-related responsibilities only. The Center does not charge GTAs for its programs and services and does not receive any student fees to support its operation.

Your responses will be received anonymously and only a summary of all feedback will be used for planning, assessment, and reporting purposes by the Center. Please complete the survey below and click "Submit" to send your responses by May 31, 2007. Your feedback is much appreciated. Thank you.

Question 1 Either/Or I have teaching or teaching-related responsibilities as a Graduate Teaching Assistant (GTA) in my department. Question 2 Either/Or I am aware of teaching and teaching-related programs offered for GTAs by Faculty Development and Instructional Design Center at NIU. Question 3 Multiple Choice I have attended the following number of teaching or teaching-related programs offered to GTAs by Faculty Development and Instructional Design Center (FDIDC) during the past 4 years. 0 programs 1-3 programs 4-6 programs 7-9 programs 10 or more programs Question 4 Short Answer (If selected "0 programs" for Question 3, please respond to this question): I have not attended teaching or teaching-related programs offered to GTAs by Faculty Development and Instructional Design Center (FDIDC) at NIU, because (type your reasons in the text box below): Question 5 Opinion Scale/Likert The information covered in the teaching or teaching-related programs were applicable in my teaching and related activities (select "Not Applicable" if you do not teach students). Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Not Applicable Question 6 Opinion Scale/Likert My participation in teaching or teaching-related programs offered to GTAs by Faculty Development and Instructional Design Center (FDIDC) at NIU benefited students (select "Not Applicable" if you do not teach students). Strongly Agree Agree Neither Agree nor Disagree Disagree

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Strongly Disagree Not Applicable Question 7 Multiple Answer I have used the following resources and/or services offered to GTAs by Faculty Development and Instructional Design Center (FDIDC) at NIU (check all resources that you have used): Consultations Instructional Guide for University Faculty and GTAs on FDIDC's Web site Instructional videos Graduate Teaching Assistants Web site Referrals to other offices on campus TA Connections Newsletter Teaching with Blackboard Web site I have not used any of the above resources Question 8 Short Answer I would like to see information on the following teaching-related topics in the TA Connections newsletter distributed by Faculty Development and Instructional Design Center (FDIDC) at NIU. Question 9 Short Answer I am interested in attending the following teaching or teaching-related programs that Faculty Development and Instructional Design Center (FDIDC) at NIU can offer based on its mission and resource availability: Question 10 Multiple Answer I learned about teaching or teaching-related programs, resources and services offered to GTAs by Faculty Development and Instructional Design Center (FDIDC) at NIU through the following methods (check all applicable): Mailed flyer Other graduate teaching assistants My Department My supervisor NIU Web site FDIDC Web site GTA Listserv Question 11 Short Answer Other method(s) through which I've learned about the teaching and teaching-related programs offered to GTAs by Faculty Development and Instructional Design Center (FDIDC) at NIU: Question 12 Multiple Answer I have interacted (face-to-face, electronically, or in writing) with Faculty Development and Instructional Design The Center and have found them to be (check all applicable): Professional in their interactions Timely in their responses Satisfactory in their quality of service and support Available during working hours or by appointment Not applicable (have not interacted with them) Question 13 Either/Or My faculty supervisor or department chair considers my participation at the Teaching Assistant Orientation to be part of the necessary training and development for GTAs. Question 14 Short Answer Additional comments/suggestions related to my teaching and teaching-related needs:

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Appendix I: New Faculty Needs and Interests Survey

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NORTHERN ILLINOIS UNIVERSITY

Faculty Development and Instructional Design Center New Faculty Needs and Interests Survey

The purpose of this survey is to assess your needs and interests, and use your responses to plan our future programs and activities. We will also use this data to convey your needs to other units on campus that could use your responses to plan their programs. Please complete this survey on or before September 17, 2007. Please feel free to give us additional information in the "Other Needs and Interests" box below. Thank you. 1. I am interested in attending seminars/workshops on the following teaching-related topics:

__ Designing Effective Syllabi __ Developing Effective Tests __ Collaborative Learning Techniques __ Developing Instructional Objectives __ Grading Techniques __ Teaching Inclusively __ Planning for a New Course __ Preventing Academic dishonesty __ Giving and Getting Feedback __ Teaching Styles and strategies __ Managing the Classroom __ Other _______________________ __ Understanding Learning Styles __ Promoting Critical Thinking

2. I am interested in attending hands-on workshops on the following teaching-with-technology topics.

__ Redesigning Courses for Online Delivery __ Audio/Video Capturing/Editing/Streaming __ Conducting Online Discussions __ Developing and Publishing Podcasts __ Posting Course Materials Online __ Using Blogs, Wikis, and Social Bookmarking in Teaching __ Designing and Conducting Tests Online __ Other ___________________________ __ Using Clickers in Teaching

3. I am interested in attending seminars or workshops on the following research and scholarly activities related

topics that could be offered with the help of other units on campus: __ Finding Funding Sources __ Promoting Responsible Conduct in Research __ Tips on Proposal Preparation __ Using Library Resources for Research __ Tips on Writing and Publishing __ Other ___________________________

4. I am interested in attending seminars or workshops on the following professional development topics that

could be offered with the help of other units on campus: __ Communicating Constructively __ Balancing Work and Family Life __ Dealing with Difficult Conversations __ Other ___________________________ __ Managing Conflicts Effectively

5. I would such as to participate in the New Faculty Mentoring Program to learn more about academic life: (please

check with your chair or dean to find out if your department or college has its own mentoring program) __ No, I do not need a mentor at this time. __ Yes, I would such as to request a mentor from my department. __ Yes, I would such as to request a mentor from my college but outside my department. __ Yes, I would such as to request a mentor from outside my college within NIU.

6. Other Needs and Interests: _______________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________ If responded “yes” to item 5 or indicated any specific needs in 6, please complete the information below so we can follow up with you about those items:

Name: ________________________________________ Title:_____________________________________

Department: ____________________________ Phone: ________________ Email:_____________________

Thank you for taking the time to complete the survey and helping us to serve you better.

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Appendix J: Teaching Assistant Orientation Pre-Survey

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Northern Illinois University

Faculty Development and Instructional Design Center

Teaching Assistant Orientation Pre-Survey

The purpose of this survey is to confirm your participation in this orientation and use it also for drawing door prizes. Information provided on this form will be used only by the Faculty Development and Instructional Design Center for planning purposes, and will not be disclosed with anyone else. Please return the completed survey before the morning session begins to be eligible for door-prize drawings. Thank you.

1. Name (print clearly as it should appear on the certificate): ___________________________________ 2. Academic Department: _______________________________________________________________ 3. Degree (Circle one): Master’s / Doctoral NIU Email address: _____________________________

4. Classification: Teaching Assistant (TA) / Graduate Assistant (GA) / Research Assistant (RA) / Staff Assistant (SA)

5. I am a new TA/RA/GA/SA at NIU: ___ Yes ___ No If no, for how many semesters at NIU : _____ semesters 6. The concepts/techniques covered in this program will be applicable in my teaching and related activities (Circle one):

Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Not Applicable

7. I anticipate my participation in this program will have potential benefit to my students (Circle one):

Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree Not Applicable

8. I would like to see the following teaching or teaching with technology topics covered in the TA Connections Newsletter (please limit your suggestions to teaching or teaching with technology topics as related to the TA support responsibilities of Faculty Development and Instructional Design Center):

9. I am interested in attending programs on the following teaching or teaching with technology topics (please limit your suggestions to teaching or teaching with technology topics as related to the responsibilities of the Center for TAs):

Teaching-related topics

Teaching with technology-related topics

Please use the space below for additional needs or suggestions you may have and please return this form before the program starts. Thank you.

Complete this to be eligible for door prize

drawings

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Appendix K: Peer Observation Feedback Form

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Faculty Development and Instructional Design Center PEER OBSERVATION FEEDBACK FORM

Program Presenter(s): Date: Time:

Program Title: Program Location:

Type of Program (hands-on, etc.): Number of Participants:

Type of Delivery: Observer:

Handouts posted online: Y/N/NA Variety and Pacing of Program Delivery (check if each item was observed or not) Observed N/A

1. During discussion, the presenter pauses after asking questions

2. The presenter accepts participants’ responses

3. The presenter draws non-participating audience members into the discussion

4. The presenter provides explicit directions for active learning tasks

5. The presenter allows enough time to complete active learning tasks (or hands-on technology tasks)

6. The presenter is able to complete the topics scheduled for the program

7. The presenter provides time for participants to practice

Comments (include the item number to identify each comment):

Content Knowledge Observed N/A

1. Content is accurate (or reflects current research or practice on the topic)

2. Content is adequate for program duration and objectives

3. Content incorporates current research or practice in the field (if applicable)

4. The presenter identifies sources, perspectives, and authorities in the field (if applicable)

5. The presenter explains the reasoning behind operations or concepts


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Organization Observed N/A

1. The program begins and ends on time

2. The presenter knows how to use the technology needed for the program

3. The presenter communicates workshop objectives verbally or on screen

4. The presenter provides an outline or structure of the program (verbally, on handout, or on screen)

5. The presenter’s handouts support program content and use of the information

6. The presenter summarizes periodically and at the end of program


Presentation Skills Observed N/A

1. The presenter defines new terms or concepts

2. The presenter makes connections between new information and existing knowledge

3. The presenter presents complex information so that participants understand

4. The presenter uses examples the participants can relate to, from a variety of content areas

5. The presenter draws attention to the most important concepts

6. The presenter allows participants to ask questions

Comments (include the item number to identify each comment): Other Comments: