Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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testing, and permission to audiotape class lectures. Student Support Groups and Offices • International Center provides immigration and support services to international students, scholars, faculty and staff. The Center also offers programs that promote cultural awareness and understanding. • Office of Multicultural Affairs (OMA) facilitates the education of university members through programs and services that help them become aware of, understand, and appreciate the various ethnicities and cultures on campus. OMA also offers culturally based education and social programs designed to increase awareness of cultural similarities and differences. • Student Government Association sponsors numerous agencies for various FSU student populations. Instructors should note that many of these organizations not only support students, but can also serve as resources for instruction. Click for complete list and links to individual websites. • Veteran Affairs (part of the Registrar’s office) acts as a liaison with the Regional Processing Office in Atlanta, GA. Assists veterans, or the dependents of veterans, with the application and certification process. • Victim Advocate Program provides advocacy to victims of crime. An advocate is on call 24 hours a day to respond to FSU students who have been victimized, or any other person who is victimized on our campus. Services include emotional support, instructor notification, referrals, and educational programming for our campus community. Teaching Support Services • Center for Assessment and Testing provides mark-sense scanning for exams and surveys, test and item analysis, and computer-based and internet-based national and state tests. Computer and Technology Support • University Computing Services (formerly ACNS) is responsible for computer accounts, e-mail, course mailing lists, public computer labs, and Technology Enhanced Classrooms. o Technology Enhanced Classrooms (TEC) works toward connecting all of FSU's general-purpose classrooms to the campus network and equipping them with multimedia capabilities (e.g., a computer, LCD projector, VCR). Audio- Visual equipment is available to course instructors and staff who require items to help facilitate teaching classes. Section: Campus/Community Resources 229 Chapter 15: Support & Resources
capabilities (e.g., a computer, LCD projector, VCR). Audio- Visual equipment is available to course instructors and staff who require items to help facilitate teaching classes. • User Services offers computer software and hardware support to faculty, students, and staff through the following units: o Help Desk personnel assist the University community in setting up Internet connections, configuring and using Internet applications, and answering questions about computing services available at FSU. Copy Services • Printing and Mailing Services provides high quality printing and mailing services, and at the Union Copy Center copying services are available. Course Materials • Texts and Required Classroom Items -- To ensure that required and supplemental textbooks are available to students by the first day of classes, they should be ordered as soon as possible. Ask your departmental staff for the Order Forms, which should include the following information: author, title, publisher, publication date, and ISBN number for the textbook, as well as the course number and section number of the course. The Order Forms are then forwarded to the University Bookstore and/or Bill’s Bookstore. o o o FSU Bookstore Phone -- 644-2072 Location – 1st Floor of Parking Garage (across from Union) Bill’s Bookstore Phone -- 224-3178 Location -- across from Westcott Bldg at 111 S. Copeland Bill’s Bookstore II Phone -- 561-1495 Location -- near the Stone Bldg at 1411 W. Tennessee St. • Reading Material Packets can be prepared by copy services located on-campus and in the community. See “Copy Services” above. Distance (Online) Learning • Academic and Professional Programs Services and its various units offer an array of products -- course websites; professional, audio/visual digital media and streaming Section: Campus/Community Resources technologies; interactive 230 CD-ROMs; Chapter and student 15: Support recruitment & Resources materials, including brochures, print advertising, audio/visual advertising, electronic advising. Services range from faculty consultation, student and faculty web-based tutorials, and
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INSTRUCTION @ FSU: A Guide to Teach
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I. Course Planning -- Content Chapt
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about what skills you expect a stud
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• For a list of more active learn
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Chapter 2 — Determining Learning
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Related table queries Adding tables
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denoting. • Synthesis - Involves
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(higher-level objective -- evaluati
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Example of a Course Planning Worksh
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Chapter 3 — Creating a Syllabus F
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• Influences student attitudes an
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o o o o Helps organize and structur
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ADA Policy: [Suggested language fro
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attendance is necessary. Therefore,
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source without citation; using fact
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the syllabus. For example, use “y
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watching movies with a better under
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November 06-10 Essay Due Monday, No
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Policy for missed tests: All studen
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Writing Objectives Books/Articles
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Diversity and the Academic Culture
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upon the last digit of their FSU ID
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In summary, learning is a complex p
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e relieved if you have recorded tha
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learning atmosphere that you want t
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you stated on the syllabus. This gi
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Chapter 6 — Especially for TAs Th
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Consultants in the Program for Inst
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is required of all TAs. More inform
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Program for Instructional Excellenc
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III. Lesson Delivery Chapter 7 —
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• In PowerPoint, less can be more
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finished, I expect you to be able t
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different things. Communication is
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students time to think and catch up
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Lecture Skills Observation Sheet Ne
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Chapter 8 — Using Active Learning
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New research shows that faculty who
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The guiding principle can be applie
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Note: Even when provided explicit i
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The Activities • Films o Films, a
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• Assessment of group work can be
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Role Playing, Drama, and Simulation
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material outside of class. (Michael
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❒ Use groups to debate the sides
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• Allow sufficient wait time. Wai
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• Postpone the student who attack
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o o o How does this relate to theor
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Collaborative Learning Collaborativ
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• Finch, B. J. (1993, May). A mod
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Using Discussion • Barnes-McConne
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• Luquet, W., & Wetcher-Hendricks
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Chapter 9 — Instructional Media:
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Media can be used to support one or
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information being cut off the sides
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who may forget theirs, but create a
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change. • Effective instructors t
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See Chapter 10 -- Using Course Webs
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classrooms”), as well as via inte
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infrastructure can be built - and a
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o o o view or print - course syllab
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web-supported or online classes are
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Part 2: Read, Reply, and Respond Co
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termed as a distance-learning cours
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o o o proposed online program to th
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Learning How to Use Course Websites
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• Learning Resources -- Provides
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Chapter 11 — Teaching Contexts El
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and a sense of spontaneity, anticip
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• Give groups a sense of how much
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attention of an entire class. Sugg
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objectives. Each day begin the clas
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lecture or completing online assign
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for students to take the lab withou
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nothing more frustrating than repea
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laboratory section to the overall c
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• Interact with students. Take an
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IV. Student Assessment Chapter 12 -
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Table 1 -- Comparison of Limited-Ch
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choice items can be minimized in se
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content than most other item types
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Cities of the World Quiz Directions
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• Avoid providing grammatical clu
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Disadvantages -- While we may see a
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the final course grade (thus minimi
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helpful Look for problems that aris
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Table 2 illustrates item analysis f
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• Treat students as individuals.
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Essays expose student-reasoning pro
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Page 196 and 197: Evaluating Performance Performance
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Page 216 and 217: Resources on Student Assessment Ref
Page 218 and 219: V. Course Evaluation and Revision C
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Page 228 and 229: VI. Campus and Community Resources
Page 232 and 233: various units offer an array of pro
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