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Teaching Technology document sample
3rd Annual TLTR Conference Conference Program Teaching & Learning with e -Technology March 7, 2002 David Adamany Undergraduate Library www.tltr.wayne.edu/techconf2002/ W elcome to the third annual TLTR Conference, Teaching and Learning with e-Technology. We appreciate your interest in and support of this important event. Today's conference features more than 40 presentations from WSU faculty and staff, repre- senting almost every school and college. The presenters will showcase their experiments and proven successes. Conference proposals were peer-reviewed, and the program features a wide range of presentation types, including traditional presentations, computer demonstra- tions, poster sessions, participatory dialogues, panel discussions, vendor displays, and workshops. We also believe that the Teaching and Learning with e-Technology conference can facilitate and promote the effective use of instructional technologies on our campus by providing faculty the opportunity to share new ideas, discuss real-life experiences and explore innovative methods. Many exciting applications of information and communication technologies are in daily use in teaching and learning here at Wayne State, and today's conference will clearly demonstrate this. The topic for this year's keynote is The Path to e-Wayne, presented jointly by Jim Johnson, Vice President for Computing and Information Technology and Charles Bantz, Provost and Senior Vice President for Academic Affairs. Conference proceedings will be available on the Web at http://www.tltr.wayne.edu/techconf2002.html. A unique and exciting aspect of this annual conference is its campus-wide appeal and sup- port. Nearly every school, college and division has contributed to the success of this year's event, either through funding, in-kind support, or through contribution of speakers and exhibits. We would like especially to thank our Conference Sponsors who are listed in the program; we hope you will take a moment to review this list. Another highlight of the con- ference has become the exhibit area, featuring vendor exhibits, poster sessions and displays from most every school and college on campus. We hope you will enjoy exploring the exhibits and visiting with your colleagues. More information about the TLTR is available in this program and from any of the Round- table members; you'll know us by our name badges. We look forward to talking with you here today, and welcome your attendance at our open, monthly meetings. Have fun, share your thoughts, and take ideas from here to use in teaching and learning. We find that comparison between the best traditional ideas and the innovations presented here can improve both the old and the new. New and imaginative things are happening here at Wayne State University! David R. Bowen Sharon A. Phillips Conference Chair Teaching, Learning, and Technology Roundtable Chair Conference Sponsors Academic Affairs, Office of the Provost Provost Charles R. Bantz Academic Affairs, Office for Teaching and Learning Director Donna H. Green College of Education Dean Paula Wood College of Engineering Dean Ralph Kummler College of Fine, Performing and Communication Arts Dean Linda Moore College of Liberal Arts Dean Lawrence Scaff College of Lifelong Learning Interim Dean Paula Wood College of Pharmacy and Allied Health Professions Dean Beverly Schmoll College of Urban, Labor and Metropolitan Affairs Dean Alma Young School of Medicine Dean John Crissman School of Social Work Dean Phyllis Vroom University Library System Dean Sandra Yee Adobe Systems, Inc. • Apple Computer • Palm, Inc. • Real-Inc • Trivantis Software Conference Committees Conference Central Planning Committee David Bowen (Conference Chair) Paul Beavers Victoria Corriveau College of Lifelong Learning University Libraries Academic Affairs, Office for Teaching and Learning Karen Crist Sharon Phillips BioMedical Communications, School of Medicine University Libraries Review/Proceedings Committee Paul Beavers (Chair) Emmanuel Ssemakula University Libraries College of Engineering Program Committee Karen Crist (Chair) David Womble BioMedical Communications, School of Medicine School of Medicine Exhibit Committee David Bowen (Chair) Mary Waker Lynne Standley-Ryan College of Lifelong Learning College of Education Computing and Information Technology Publicity/Registration Committee Sharon Phillips (Chair) Paul Beavers University Libraries University Libraries Evaluation Committee Victoria Corriveau Sharon Phillips Robert Berman Academic Affairs, Office for University Libraries College of Science Teaching and Learning Current TLTR Members 2001-2002 Catherine Barrette, College of Liberal Arts Howard Normile, College of Pharmacy & Allied Health Professions Paul Beavers, University Libraries Sharon Phillips, University Libraries (Chair) Robert Berman, College of Science Kami Pothukuchi, College of Urban, Labor and Metropolitian Affairs David Bowen, College of Lifelong Learning Ron Schroeder, College of Science Margaret O. Brunhofer, School of Social Work Emmanuel Ssemakula, College of Engineering Victoria Corriveau, Academic Affairs, Office for Teaching and Learning Lynne Stanley-Ryan, Computing & Information Technology Karen Crist, BioMedical Communications, School of Medicine Robert Stephenson, Science, Biological Sciences Marie Draper Dykes, Academic Affairs, Office of the Provost Lezlie Hart Stivale, College of Fine, Performing and Communication Arts Patrick Gossman, Computing and Information Technology Donna Green, Academic Affairs, Office for Teaching and Learning Jeff Trzeciak, Univeristy Libraries Helene Krouse, College of Nursing Mary Waker, College of Education Christine Miller, School of Business Administration Dian Walster, University Libraries Thomas Moeller, College of Lifelong Learning David Womble, School of Medicine 1 Conference Keynote Address KEYNOTE SPEAKERS 11:00 a.m. – 11:45 a.m. Teaching and Learning with e-Technology March 7, 2002 Adamany Undergraduate Library The Path to e-Wayne Charles R. Bantz James W. Johnson Provost and Senior Vice President for Academic Affairs Vice President, Computing and Information Technology Charles R. Bantz is currently Provost and Senior James W. Johnson (Jim) is Wayne State University's Vice President for Academic Affairs at Wayne State Vice President for Computing and Information University. He is an accomplished scholar and Technology. Prior to arriving at Wayne State, Jim served as Vice Provost and Department Chair at was Vice Provost for Information Technology at Arizona State University in Tempe. Dr. Bantz,whose Emory University, where over a ten-year period he doctorate is in communication, is committed to brought that university to the top rank in infor- maximizing the research university's success in mation technology nationally. Jim Johnson is a facilitating learning, generating knowledge, and member of MERIT Network, Inc's Board (Wayne serving the state. State is a MERIT co-founder) and an active participant in the Governor's Innovation Forum. 2 Abstracts – alphabetical by first presenter last name – Web-Based Learning Activities in Manufacturing Systems Presenters: Muhammad S. Ahmed, Manufacturing Engineering; Nancy L. Baskin, Greenfield Coalition; Gregory L. Tonkay, Lehigh University; Emory W. Zimmers, Jr., Lehigh University Paper This paper will focus on the design and development of multimedia sessions which are computer-based learning activities designed to teach engineering concepts within a real-world manufacturing context. Traditional engineering education methods often result in competency gaps between the theoretical and the practical. As a result, traditionally educated engineers may have difficulty translating their classroom learning into effective manufacturing practice. These competency gaps can be addressed by introducing experiential learning into the educational methodology. This paper describes how the learning session is created using a set of digital objects that fulfill a single educational objective. A session uses these multimedia objects to teach a specific theory, process, or technique within a factory context. For example, to teach direct time study video images captured from the factory floor can become multimedia objects to be used in a session. The resulting session requires the student to analyze the environment and conduct time studies by viewing real factory personnel in work settings. In the approach described in this paper, joint university/industry projects serve as a source of data and experiences that can be used to support computer-based learning activities. Real-time interactions with factory personnel that are accomplished through Web-cam technology and interactive meeting software are often used to capture key objects needed to create a session. As specific examples of our approach, this paper discusses the development of two multimedia learning sessions—one on direct time study and one on the use of simulation. It includes the educational plan development, techniques used for creating multimedia objects, and concludes with a description of the resulting learning sessions. English Studies in the Computer Classroom Presenters: Susan Beckwith, Department of English; Joy Allison Burnett; Heidi L. Eichbauer, Department of English; Paul Gelinas, Department of English; Justin Vidovic, Department of English Panel Our panel seeks to demonstrate the various way that English studies is inherently fitted for teaching with technology and engendering critical awareness of the increased opportunities for, but also demands upon, literacy education that uses of technology entail. At its core, English studies concerns itself with poetics, the interpretation of texts, and rhetoric, the production of texts. Whether in a literature or composition classroom, technology serves to highlight literacy as a process because it so befittingly demonstrates the mutability of language and the intertextuality that exists among texts, between texts, as well as readers and writers. An integral dynamic of the literate process is the social contexts in which we find ourselves and for which we rely on language to communicate our thoughts, feelings, and ideas. Listserv and synchronous interchange programs allow us to create new and imaginative contexts to hold discussions. Today new technologies also highlight that visual imagery and interaction are mediums of knowledge and expression and mandate that we now provide instruction in visual literacy. While technology offers opportunities and benefits for English studies, it does not come without glitches. We will conclude with some practical concerns that arise from teaching English in the computer lab and offer some solutions for effectively overcoming potential problems that invariably arise with the uses of technology. Using ProQuest Research Library Presenter: Veronica Bielat, Purdy/Kresge Library Poster The Wayne State University Library System added the ProQuest Research Library online database to its collection of electronic resources in Fall of 2001. This database has a core list of approximately 770 publications, and over 2,000 publications spread among fifteen subject-specific modules in arts, business, children, education, general interest, health, humanities, international studies, law, military, multicultural studies, psychology, sciences, social sciences, women's interests. ProQuest Research Library allows users to search individual modules, searching across multiple modules or include the ABI/Inform database and the ProQuest Nursing Journals database in their search. This poster session will introduce new users to the ProQuest Research Library online database, its journal coverage, full-text options and effective searching strategies. The poster session will specifically address the special searching features in the ProQuest Research Library online database, such as image caption searching, and will review the different searching options available to users. Web.Edu: A Course on Taking Online Courses Presenters: David Bowen, CLL-ISP Paper The Interdisciplinary Studies Program (ISP) will offer a one-credit course on taking online courses, starting in the Winter 2002 semester. This course is GIS 1600, "Web.edu: How Internet Courses Work." This talk will describe the curriculum, textbook and other course information, and describe the experiences of the instructor and students in this first offering. In particular, it is the author's hypothesis that, while students need a minimum set of Internet skills to take on online course, the principal difference for students is their increased control and responsibility in an online course. 3 Abstracts – alphabetical by first presenter last name – Using Known Learning Factors to Develop Effective Teaching Methods Presenters: Margo Bowman, Department of Psychology; Rebecca Treiman, Department of Psychology Demonstration Psychological research has uncovered factors that influence the acquisition and retention of information. Instructors can take advantage of this knowledge when teaching psychology, as well as other topics. Research demonstrates that humans have a limited capacity to deal with incoming information. This limitation directly impacts how much information should be presented at one time. Research also demonstrates that deeper processing of information during the acquisition stage leads to better recall than does shallow processing. Students should thus be encouraged to think about and interact with information as it is being presented. Several methods found to encourage deeper processing involve applying the information to oneself and using visual imagery. Lectures developed using PowerPoint software can incorporate these learning factors. PowerPoint allows information to be presented, demonstrated, and discussed in controlled amounts. Interactive lectures encourage the students to evaluate the material at a deep level, leading to increased attention, understanding, and learning. Such lectures also allow oral information to be supplemented with visual material. We demonstrate some of the factors that influence learning and reten- tion through the interactive lectures that have been developed for the Cognitive Psychology course at Wayne State. Theories con-cerning learning will be presented followed by demonstrations showing the effects. Interacting with the material enhances the learning experience, leading to better attention and increased retention. Students develop more confidence in their under- standing of the subject matter. In general, knowledge of the cognitive factors that influence human learning can enhance instruction. Enhancing Learning and Career Planning with DISCOVER Presenter: Michelle Bruner, Academic Success Center Demonstration This hands-on online demonstration will illustrate how the DISCOVER program can be used to contribute to students' academic, personal and professional development. Given the significant influence of future orientation on motivation and achievement for adolescents and young adults, it is imperative that we examine the tools that will help identify individuals' skills and interests so that more purposeful planning can take place before and during the college years. The DISCOVER program is an interactive software program that guides users through a series of modules to assess strengths and interests, plan their education and learn about specific careers and industries. As a computer-based inventory, its use can provide information key to effective career planning and management. DISCOVER will be available for use by conference participants to show its capacity to provide self-assessments. Courseware, Electronic Reserves and Library Resources: A Complete Course-in-a-Box Presenters: Bradd Burningham, University Libraries, Purdy/Kresge Library; Duryea Callaway, DALNET Demonstration Demonstration Connect library resources, including electronic reserves, and courseware to deliver the first truly complete course-in-a-box— using existing technology readily available on the Wayne State campus. The intermarriage of Blackboard, Eres (electronic reserves) and the vast and ever-increasingly pool of full text research materials available from the library offers faculty the ability to do distance teaching at the same time as it offers students the ability to do distance learning. With the addition of taped lectures on audio files, a complete virtual classroom is easily available to both students and faculty in a way that it never has been before. The Choral Trainer: Decision Making Training for Choral Music Presenters: Abby Butler, Music Department; Tammé McCowin, Graduate Student, Instructional Technology Demonstration This project involves the development of an interactive multimedia program designed to help prospective music teachers acquire the decision-making skills necessary for success in the choral classroom. The program allows students to practice their decision-making skills with guided instruction and feedback while viewing live video and audio clips of actual choral rehearsals. Contained on a CD-ROM, the interactive program consists of a tutorial followed by a series of modules targeting problems commonly encountered in choral rehearsals. The tutorial is currently under development and will be pilot tested prior to creation of the individual practice modules. It is the tutorial that we are proposing for demonstration at the TLTR Conference. A more detailed description of the tutorial follows. The tutorial consists of three main sections. The first section of the tutorial introduces the basic components of a problem- solving routine found to be successful in the choral setting. The second section follows with a step-by-step demonstration of the routine illustrated with video clips from a live rehearsal of the WSU Women's Chorale and supplemented by a voice over of the director explaining her decisions. Finally, in the third section, students are given the opportunity to practice their decision- making skills. Students will watch a series of video clips featuring a short segment of a live choral rehearsal. The video clips will be followed by a series of screen prompts leading the student through the problem-solving sequence introduced in the first part of the tutorial. Students will receive feedback on their responses and instructional prompts guiding them through the process and reinforcing correct or appropriate decisions. Once students have successfully completed the tutorial they will be ready to apply the problem-solving routine to specific rehearsal problems featured in the practice modules. 4 Abstracts – alphabetical by first presenter last name – Music Is Life...Drugs: An Innovative Technology-Driven School-Based Drug Abuse Prevention Project Presenters: Randall Commissaris, Pharmaceutical Sciences; Lisa Berry-Bobovski, Karmanos Cancer Institute; Bonita Leavell, Pharmaceutical Sciences Demonstration Drug abuse among youth continues to be a challenging problem in American society. The present project uses elements that youth relate to—popular music, computers, and artistic freedom —to enable youth to teach themselves and others about the medical hazards and consequences of drug abuse. The primary objectives of this project are to create and implement a computer-based education and entertainment program in which high school and middle school students create, learn from and teach each other about the medical hazards and consequences of drug use and abuse. By selecting their own music and by writing their own anti-drug message, they will have ownership of the project. Two pilot projects have been completed. In the first project, we worked with three Wayne State University pharmacy students to create a CD entitled "Music is Life... Drugs - Volume 1." To create this CD, the students surfed the Internet using Napster and other music downloading programs for songs referring to drugs and drug use, including alcohol and nicotine. In addition they searched textbooks, authoritative Web sites (NIDA, NIAAA, etc.), and other sources of information for important and interesting facts about the various drugs. They wrote brief text pieces and, using commercially available soundboard software, they created brief digital audio (WAV) files highlighting important aspects of drug abuse. Then, using the soundboard software again, they cut and pasted pieces of the various songs and interwove their own readings of the facts into a 10-track, 40–45 minute digital audio (WAV) file that can be played on any computer or CD player. For their CD, each track of the CD was devoted to music and facts relating to a particular drug or drug class. In the second pilot project, we worked with a group of four high school students to determine whether high school students would be interested and able to execute this project. The students, from different Detroit-area high schools, worked together to create the CD ("Music Is Life...Drugs: Volume 2 - The Real Deal...On Drugs"). As a theme, these students elected to create a student-level "intervention" CD. Each student role-played being addicted to two major drugs of abuse. For each track, a drug- relevant song was played along with an intervention dialog. The addicted student selected the particular drug-relevant song; the students wrote the scripts and presented the intervention dialog as a group. These pilot studies have demonstrated that university undergraduate and high school students can and will work diligently and enthusiastically to create a drug abuse prevention CD. In creating these CDs the students learned a great deal about the hazards of specific drugs and drug abuse in general. They also learned a great deal about computer applications, language arts and cooperation on group projects. It is anticipated that, with appropriate modifications, this "Music is Life...Drugs" CD concept could be incorporated into many school curricula, with primary supervision provided by school personnel and trained volunteers. Finally, if it proves to be the case that drug-related popular music can indeed be used as the medium to encourage increased knowledge about the medical hazards and consequences of drug use. The program could be expanded to include other topics that children are inundated with through popular music. Projects focused on "Music is Life....Sex" and "Music is Life....Violence" are certainly two possibilities. Using Interactive Web and CD-ROMs in the First Year Medical School Curriculum Presenters: William Crossland, Anatomy & Cell Biology; Vishwanath Sardesai, Department of Surgery Demonstration We will present two ways in which e-technology is used in the school of medicine for first-year medical students in the basic science portion of their curriculum. Examples used are from the Medical Histology/Embryology and Clinical Nutrition courses. Creating and Deploying CourseBuilder Courses Presenters: Linda Ellington, Melissa L. Wencel, and Desiree Merriweather, BioMedical Communications Workshop Faculty members who teach in classrooms and/or at a distance will find that online courses may be very helpful to both learner and teacher. How so? Within traditional classroom settings, content placed online may augment the in-class experience, while allowing for easy access to important information between classes. In a distance education course, an online site may function as a repository for course information traditionally disseminated wthin the classroom (e.g, syllabus, course packet, readings). Increasingly, faculty are choosing to develop hybrid courses in which instructor(s) and learner(s) may meet and engage in meaningful settings that occur both in the classroom and online. Course sites developed for hybrid courses typically become the de facto nerve center of the course. Macromedia's Web authoring software, Dreamweaver is one of the leading Web authoring tools used in the development of online courses (e-courses). Course designers may increase the functionality and relevance of Dreamweaver by incorporating CourseBuilder, a free add-on tool that may be deployed through the Extension Manager. The workshop, "Creating and Deploying CourseBuilder Courses," will provide participants with a brief overview as to how they may use CourseBuilder for Dreamweaver in order to build interactivity into their online courses. The workshop will cover the following areas: introduction to CourseBuilder, Inserting CourseBuilder Interactions, Question Types, and Special Features.The workshop leader will demonstrate and model the development of a mini-course that will include how to create Flash buttons, text-entry questions, explore interactions, and multiple-choice questions. 5 Abstracts – alphabetical by first presenter last name – The Health Sciences Information Tools 2000 Program: Academic Libraries at the Forefront of e-Training for Tomorrow's Health Care Providers Presenter: LaVentra Ellis-Danquah, Shiffman Medical Library Paper Undoubtedly, technology has impacted many areas of our lives. Education is not exempt from the ever-evolving world of information technology. Universities are at the forefront of patron education and the dissemination of educational technologies. Wayne State University and the Library System are not unique in this endeavor. However, Wayne State University is unique in its commitment to developing educational programs for those who work and live in our surrounding communities. Over five years ago, Wayne State University Shiffman Medical Library, developed an interactive learning program for a neighboring high school. The Health Sciences Information Tools 2000 program was developed for the Crockett Technical and Career Center High School in Detroit. Crockett specializes in preparing students for medical and healthcare careers. The curriculum is designed for students to participate in practicum programs at local healthcare facilities including the Detroit Medical Center, and Wayne State University Shiffman Medical Library. Shiffman's practicum program Health Sciences Information Tools 2000, is designed to introduce Crockett students to relative educational technologies that will enhance their academic and career success. To date, over two hundred students have participated in the Library's program. Building an Online Nursing Course Using Critical Thinking Strategies for Beginning Nursing Students Presenter: Diane Featherston, College of Nursing Paper This presentation will describe strategies for building critical thinking for an online, introductory nursing course. The course, Nur 2000: Conceptual Basis of Professional Nursing is designed to assist the student in conceptualizing professional nursing practice. The methodology of nursing practice is introduced and the interaction among theory, research and practice as it relates to the discipline and practice of nursing is explored. It is crucial that beginning nursing students are able to start developing clinical judgment and critical thinking skills in order to effectively problem solve with patient care issues. Critical thinking is an essential component of quality nursing care. In the session, the paper will describe and illustrate varied teaching strategies for critical thinking that were developed for this online course: case studies, online asynchronous group activities, and a workshop. Case studies provide opportunities for students to develop clinical judgment and critical thinking skills. Online, asynchronous group activities using structured questions build collaborative thinking. One face-to-face meeting, midcourse, provides more dynamic human interaction. These strategies have applicability to teaching online courses in other fields. An explanation also will be provided of how adjunct faculty were incorporated into the course for questioning students online in a way that promotes critical thinking ability. Researching: Reaching a Variety of Subjects Online Presenter: Annette Feravich, Academic Success Center Demonstration Getting research subjects that represent a variety of populations is nearly impossible when conducting research locally. We are limited by our immediate population and often that means we are limited to undergraduate students here at WSU. Despite the cultural diversity at WSU, participants often do not reflect the population as a whole and research results are often skewed to reflect such sampling biases. When conducting research online, results are enhanced automatically and may be generalized to the greater population because data from subjects are more apt to represent a variety of ages, cultures and ideologies. Using the Remark Web Survey software, this presentation will demonstrate how to set up your Web site for online data collection that can reach potential subjects across the country. Participants will also be shown how to import survey results into most spread- sheets, databases and statistical software packages. Finally, subjects will participate in discussions that address maintaining the integrity of online surveys as well as resources for obtaining online subjects willing to participate in survey process. Whether you need data for a pilot study, for your long term research project or simply to get the opinion on how other universities run their engineering program, for example, this demonstration will offer you the vehicle by which you can accomplish your goal. Interface Design for e-Learning Presenter: Marija Franetovic, College of Nursing Dean's Office Demonstration Every time you create a Web site or use Web-based materials for teaching you are, in fact, creating an interface. An interface is important because it is what students' first see, and interact with, upon entering your Web course. Browsing, media, metaphors, information and usability are important for good interface design in e-learning. Web examples will be presented with reasons why they might be categorized into good interface design. A brief discussion will follow addressing questions such as: "Are we ready for highly interactive learning environments?" Participants are encouraged to share one Web site with the other participants that they think is both well designed and might in some way be beneficial to higher ed e-learning. 6 Abstracts – alphabetical by first presenter last name – Using Computer Discussion Groups to Enhance the Large Lecture Setting Presenter: Janet Harden, College of Nursing Paper Research has shown that the exchange of ideas in a discussion format is a more effective way of influencing student thinking than a traditional lecture format. Large classes can be impersonal and student anonymity easily maintained. In addition, while research has shown that active learning is more effective for developing skills in application, analysis, and synthesis of content, discussion is difficult to implement in a large lecture setting. To facilitate active learning in a group of 117 senior nursing students, computer discussion groups were incorporated. Students were assigned to a group by the instructor to diversify group membership based on background and life experiences. Case studies were posted regularly. Each student was required to enter their own thoughts on the topic and later revisit the case study, read the responses of their colleagues, and then give feedback to someone else within the group. In addition to applying the content from class to the studies themselves, students were able to see how other students responded. Credit was given for the assignment only if both responses were made and contained substantive thought. This was intended to encourage interaction between students, facilitate a better understanding of content and provide feedback to the instructor on student understanding. A survey at the end of the course showed that 91% of the students had never previously participated in computer discussion groups. Ninety-three percent found the use of discussion groups helped them better understand the information discussed in the lecture. The depth and quality of individual discussion exceeded faculty expectation. Supporting Online Course Development Presenter: Stuart Henry, CLL-ISP; Panel drawn from WSU online course development grant team and awardees. Panel On November 30, 2001, the Interdisciplinary Studies Program (ISP) announced a project that will release faculty to develop online courses, with the first round of awards scheduled for the Winter, 2002 semester. The objectives of the program are: (1) increase the number of fully online courses at the University, (2) support, through cross-listing, an online Bachelor's Degree available nationwide, and (3) seed online course development by faculty. Since the project is supported by the Omnibus fund, costs for faculty release come 50% from the faculty home departments, and 50% from the project. Up to eight releases per semester can be supported. Stuart Henry, ISP Director and the developer of the project, will lead a panel to describe the project and present its progress and status. Technology-Enhanced Medical Education Presenters: Matthew Jackson, Immunology & Microbiology; A.C. Ganger, CEO, GangerNet Demonstration The Office for Educational Technology Support and Development has addressed the need for computer-based instruction at the School of Medicine (SOM) by developing course content in digitized format. In addition, our Media Production Department videotaped and digitized approximately 80 hours of Medical Immunology, Microbiology and Infectious Disease lectures that were distributed to students on CDs. The goal of these initiatives is to provide students with access to course content in accord- ance with their learning preferences. Ultimately, we hope to transform the classroom environment from a passive to an interactive learning experience. To facilitate this transition to interactivity, our current initiative is to provide students with personal digital devices (PDDs) to be used in the wireless environment of Scott Hall. Instructional equipment support from the Provost's Office has been pivotal to the PDD initiative. PDDs provided to medical students preloaded with course content and relevant medical software can be used for interactive classroom sessions, small group problem-solving exercises, computer-based testing, and faculty evaluation. A long-range goal of this initiative is to expand the collaborative learning community to include physicians in the Detroit Medical Center and affiliated teaching hospitals. This session will demonstrate the application of wireless devices to the interactive learning process. Participants will have an opportunity to observe the computer-based course content provided to sophomore medical students at the Wayne State Medical School. Wireless devices will be used to permit audience response to a series of multiple-choice questions. Application of wire- less technology to interactive learning will become apparent, as the audience response will be used to generate additional discussion and follow-up questions. This exercise will demonstrate how the use of wireless PDDs can enhance the educational experience by providing a network interface to foster teacher and student interaction. College of Engineering's eLearning with GradepointLive Presenter: Robert Kakos, College of Engineering Demonstration Wayne State University College of Engineering is providing real-time, Instructor Led Training (ILT) via the Internet. WSU College of Engineering will exhibit an eLearning technology platform, incorporating broadcast-trained instructors delivering courses in real-time utilizing exciting multimedia teaching tools, interaction between students, teachersand content, and offer integrated synchronous and asynchronous eLearning server features.The College of Engineering eLearning solution offers a powerful technology platform for all campus instructors to deliver an organized lecture and/or class session. The technology includes a seamless integration of asynchronous and synchronous tools along with a novel teaching method to offer courses online. 7 CONFERENCE REGISTRATION (Open All Day) 8:00 a.m. - 9:00 a.m. Atrium CONCURRENT SESSIONS I 9:00 a.m. - 9:45 a.m. The Choral Trainer: Decision Making Trainer for Choral Music Demonstration Room 2226 Presenters: Abby Butler and Tammé McCowin Web Access to Archival Resources & the Detroit News Collection Demonstration Room 2507 Presenter: Fred Stielow Courseware, Electronic Reserves and Library Resources: A Complete Course-in-a-Box Demonstration Room 2513 Presenters: Bradd Burningham and Duryea Callaway Community Health Assessment Project Paper Room 3210 Presenters: Sharon Popp, Cathy Simpson and Lee Kallenbach Web.Edu: A Course on Taking Online Courses Paper Room 3304 Presenter: David Bowen Enhancing Learning and Career Planning with DISCOVER Demonstration Room 2100 Presenter: Michelle Bruner 9:00 a.m. - 10:45 a.m. Creating and Deploying CourseBuilder Courses Workshop Lab A Presenters: Linda Ellington, Melissa Wencel and Desiree Merriweather Easier Grading Through Your Own Online Assessment Workshop Lab C Presenter: Laura Woodward 9:00 a.m. - 2:45 p.m. e-Lecture Demo [Library System] Demonstration (closed during Keynote Address) Room 2305 Presenter: Jeff Trzeciak CONCURRENT SESSIONS II 10:00 a.m. - 10:45 a.m. Rolling Out an Information Clearinghouse Web Site: Lessons from Year 1 of a FIPSE Project Demonstration Room 2226 Presenters: William Warters and Winfred Robinson The Health Sciences Information Tools 2000 Program: Academic Libraries at the Forefront of e-Training for Tomorrow's Health Care Providers Paper Room 2507 Presenter: LaVentra Ellis-Danquah Interface Design for e-Learning Demonstration Room 2513 Presenter: Marija Franetovic Music Is Life...Drugs: An Innovative Technology-Driven School-Based Drug Abuse Prevention Project Demonstration Room 3210 Presenters: Randall Commissaris, Lisa Berry-Bobovski and Bonita Leavell Researching: Reaching a Variety of Subjects Online Demonstration Room 3304 Presenter: Annette Feravich Implementing Blackboard Successfully in an Introductory Course Demonstration Room 2100 Presenters: Nikka Kensel and Liza Lagman Sperl KEYNOTE ADDRESS 11:00 a.m. - 11:45 a.m. Bernath Aud. The Path to e-Wayne Keynote Speakers: Charles R. Bantz Provost and Senior Vice President for Academic Affairs Keynote Speakers: James W. Johnson Vice President, Computing and Information Technology EXHIBITS 11:00 a.m. - 1:00 p.m. FACULTY EXHIBITS Atrium Using ProQuest Research Library Poster Presenter: Veronica Bielat SCHOOL/COLLEGE and VENDOR EXHIBITS (see insert for details) Atrium BREAK (Lunch for preregistrants available in student lounge) 12:00 noon - 1:00 p.m. 8 SCHEDULE CONCURRENT SESSIONS III 1:00 p.m. - 1:45 p.m. Using Computer Discussion Groups to Enhance the Large Lecture Setting Paper Room 2507 Presenter: Janet Harden Using Teaching Technology to Reach an Aging Student Population Paper Room 2513 Presenter: Laura Woodward Supporting Online Course Development Panel Room 3304 Presenter: Stuart Henry [Panel drawn from WSU online course development grant team and awardees.] 1:00 p.m. - 2:45 p.m. Technology-Enhanced Medical Education Demonstration Bernath Aud. Presenters: Matthew Jackson and A.C. Ganger English Studies in the Computer Classroom Panel Room 3210 Presenters: Susan Beckwith, Joy Allison Burnett, Heidi L. Eichbauer, Paul Gelinas and Justin Vidovic How to Create Your Poster Session in PowerPoint Workshop Lab A Presenters: Mary Myrand and Tiffany Hood Creating and Deploying PowerPoint Presentation Microsoft Media Services Tutorial Lab C Presenter: Thomas Moeller Determining Learning Styles Using Online Inventories Workshop Room 2100 Presenters: Nikka Kensel and Annette Feravich CONCURRENT SESSIONS IV 2:00 p.m. - 2:45 p.m. Metal Forming Online Instructional Resources Paper Room 2226 Presenters: Diane Schuch Miller and Taylan Altan Web-Based Learning Activities in Manufacturing Systems Paper Room 2507 Presenters: Muhammad Ahmed, Nancy L. Baskin, Gregory L. Tonkay, and Emory W. Zimmers, Jr. An International Comparative Study of Library and Information Science Distance Learning in Africa and the United States Paper Room 2513 Presenter: Vanessa Middleton Using Interactive Web and CD-ROMs in the First Year Medical School Curriculum Demonstration Room 3304 Presenters: William Crossland and Vishwanath Sardesai BREAK (Refreshments available in student lounge) 2:45 p.m. - 3:15 p.m. JOIN US FOR A RAFFLE AT 2:50 p.m. IN THE ATRIUM MUST BE PRESENT TO WIN CONCURRENT SESSIONS V 3:15 p.m. - 4:00 p.m. College of Engineering's eLearning with GradepointLive Demonstration Bernath Aud. Presenter: Robert Kakos Technology Mediated Learning Experience for Part-Time MBA Students Participating in a Global Team Project Paper Room 2226 Presenters: Willie McKether and Christine Miller (via audioconference from Munich, Germany) Using Known Learning Factors to Develop Effective Teaching Methods Demonstration Room 2507 Presenters: Margo Bowman and Rebecca Treiman High Tech with Low Tech: Integrating Electronic Technology in a Large Lecture Class in Astronomy Paper Room 2513 Presenter: Paul Karchin Building an Online Nursing Course Using Critical Thinking Strategies for Beginning Nursing Students Paper Room 3210 Presenter: Diane Featherston Relationship Building in the Online Classroom: Effective Strategies for Success Paper Room 3304 Presenters: Peggy Reganis and Hollie Petit Creating an Online Design Studio: A Web-Assisted Urban Design Workshop Paper Lab A Presenter: Kami Pothukuchi Web-Based Teaching Tools for Computer-Assisted Neurosurgery for Residents and Fellows of Stereotactic and Radio Neurosurgery Demonstration Lab C Presenters: Lucia Zamorano, Laura Hernandez and Qinghang Li 9 Abstracts – alphabetical by first presenter last name – The eLearning technology is built completely in Java using Voice-Over-IP for live audio broadcast, a rich collection of modern computer technology for desktop sharing, interactive real-time white board, live chat, and two-way phone connectivity. Furthermore, the application records the entire teaching session digitally for retrieval at a later time and date. Research reveals that students achieve similarly high learning levels through ILT via the Internet with the proper combination of interaction and organization. College of Engineering will demonstrate this technology and its features in the modern day classroom. Our goal will be to showcase different applications of this technology for personal learning plans, lecture hall, class projects, material review, guest speaking engagements, online tutoring, teaching assistant support, workshops, research collaboration, supplemental instruction, and much, more... Specific features of the eLearning platform that will be demonstrated include: • Contact references, • Synchronized Calendars • Central Built-in-eMail • Central Built-in-Threaded Discussions • Central Built-in-Chat • Live Audio Broadcast • Web-Browser Synchronization • Real-time Question Prompts • Question Library • Document Sharing • Full-Duplex Voice-Over-IP Communication • Virtual Classrooms • Interactive White Boards • Desk-top Sharing • And much more…. Come join the College of Engineering as they demonstrate the new eLearning platform and how your school, college, and faculty will benefit by offering their expertise to the world. High Tech with Low Tech: Integrating Electronic Technology in a Large Lecture Class in Astronomy Presenter: Paul Karchin, Physics and Astronomy Paper Demonstration In preparing to teach a large (enrollment 170) introductory course in astronomy, I faced many decisions about the use of computer technology. Full scope Web services were available from Saunders, the publisher of the course text, from the Michigan State Lecture Online system leased to the WSU Physics Department and from the WSU supported Blackboard System. I com- pare the features of these systems and describe my basis for choosing Blackboard. Further decisions concerned which Web-based features to use. I considered announcements, content, assessment, discussion groups and administration. I will describe which features I chose and why. The extent of computer use in the presentation of lectures was a major consideration since all of the class hours (4 per week) are in a large lecture room. For reasons I'll discuss, I did not use PowerPoint style presentations, but I did make use of a com- puter to display photographs and figures. I chose in favor of some decidedly low-tech elements. I delivered the lectures using an overhead projector, writing on the transparencies during the lecture. A major student activity during class was insitu discussion groups of two or three students. About ten minutes of group discussion and note taking were followed by a full class discussion. The responses of the students to the methods of the course will be described. Some conclusions will be drawn about what did, and did not, work well and changes I would make in the future. Implementing Blackboard Successfully in an Introductory Course Presenters: Nikka Kensel, Academic Success Center; Liza Lagman Sperl, Academic Advising Demonstration Demonstration Blackboard is an innovative online tool that is easy to learn and convenient for both the instructor and the student. Because it is a Web-based, Blackboard can be accessed from any computer platform at any time. Blackboard was helpful in creating a virtual community for our commuter students, many of whom can feel disconnected from their fellow students due to lack of communication. Two neophyte Blackboard users successfully implemented Blackboard into a mandatory seven-week freshman research seminar, UGE 1000. In this presentation we will discuss how we used the instructor features to our advantage and utilized the student features to enhance student learning, foster discussion, and encourage group interaction in preparation for a debate assignment. We will also discuss the students' reaction to the addition of Blackboard to the course and our own evaluation and suggestions for future use. Determining Learning Styles Using Online Inventories Presenters: Nikka Kensel and Annette Feravich, Academic Success Center Workshop Demonstration Students learn in many unique ways, utilizing different senses for in-taking information, and interacting in certain ways with their instructors' teaching styles. Understanding the different types of learning styles can lead to richer lesson plans and better comprehension and retention of class material. Participants will take a free, Internet-based Learning Styles Test online which will identify their specific learning style. The presenters will provide explanations of the different learning styles that can aid in a better understanding of students' diverse learning needs. In addition, the workshop will offer suggestions on how to enrich teaching and delivery methods so that students can learn the material in a variety of ways. Because many learning style assessments and inventories are free and online, students can take these on their own or as part of a course. With knowledge of their own style, students can be empowered to take a more active role in the course. 10 Abstracts – alphabetical by first presenter last name – Technology Mediated Learning Experience for Part-Time MBA Students Participating in a Global Team Project Presenters: Willie McKether, Department of Anthropology; Christine Miller, School of Business Paper (via audio conference from Munich, Germany) Many universities face the challenge of providing opportunities for international experience to part-time and non-traditional students. This proposal is for presentation describing one approach to meeting this challenge. The topic of this workshop is the introduction of international experience to non-traditional students using two-way interactive television (ITV) and Web conferencing programs. We will introduce the topic by presenting a new course developed from a successful pilot project conducted at Wayne State University's School of Business in the Winter 2000 semester. Initially offered as a directed study, the project involved two teams of MBA students: six students from Wayne State University and six from the Technical University of Munich (TUM). These students participated in a business simulation conducted through tele-video conferencing and Web- based communication tools. The project has evolved into a course, Global Perspectives in Management, that is being offered in Winter 2002. Development of the business scenarios for the simulation exercise was a cooperative effort by faculty from the School of Business at WSU and faculty from TUM. The scenarios focus on a variety of themes including strategic alliances, joint ventures, cross- cultural negotiation, new business formation and transnational mergers. The objective of the exercise is to simulate a "real world" situation in which students are required to perform assigned tasks and interact with their counter-parts from another country. This approach, referred to as "experiential learning," puts students into roles that they would be expected to assume in an actual work environment. Following the model of the pilot project, the course is designed to allow for a high level of student participation. For the simulation exercise, students are given the scenario and task that they will address as a team. During this phase of the course, faculty members are in the role of mentors who provide coaching and direction to the teams. A volunteer "industry consultant" is available to the teams to provide feedback as the "negotiations" progressed. At the completion of the exercise, the teams will reassemble to conduct an "after action review" of their experiences. Business issues emphasized in the project—strategic alliance development, program management, team building, cross-cultural communication, and negotiation—will be discussed and theory on these topics will be introduced. The use and evaluation of different technologies will be a key component of the course. Finally, WSU School of Business faculty will lead the students on a ten-day study tour to Germany over spring break, and the students will meet with their counterparts at TUM. There were many valuable lessons learned from the project including the faculty role as "coach" of a student-directed project, selection of literature, and incorporating mentors ("industry consultants") from the business community. Faculty must also make contacts within foreign universities, understand the formation and development of a "transnational virtual team," and the availability, compatibility and acceptance of various technologies as teaching and learning tools. We find that the instructors' roles shift more toward that of designer, facilitator, technology coordinator, and coach. The presenters are currently formalizing the curriculum for a course based on this pilot project, and welcome the opportunity for discussion. Sharing "lessons learned," successes and problems encountered will provide an opportunity for participants to contribute their thoughts and experiences. A template for evaluating the participants' institutions capabilities to engage in similar projects will be distributed to workshop participants in order to allow them to evaluate their strengths and weaknesses for a similar experience as well as, to assess their "readiness" and develop a checklist for launching such projects. This presentation will demonstrate how technology can be used as a vehicle to bring students from different countries together for specific projects and exercises. Although the project involved MBA students from Wayne State University School of Business and students from the Technical University of Munich, the format could be modified to accommodate student teams from anywhere in the world. Workshop participants will be able to understand how similar "international virtual teams" could be developed and supported at their respective institutions. An International Comparative Study of Library and Information Science Distance Learning in Africa and the United States Presenter: Vanessa Middleton, University Libraries Paper Demonstration There are two essential areas that determine the success of distance education. First, providing optimal access to a wide variety of library resources. Second, effectively integrating technology into distance learning. Distance education programs pose a new opportunity for faculty, administrators, and librarians to develop partnerships and form networks.The future of distance learning has many implications for libraries. Therefore, the libraries will be required to support and increasingly maintain a pro- active role in the planning, implementing and developing of distance learning initiatives. Accreditation agencies are scrutinizing library collections to ensure that distance learners have access to resources required for academic success. The library impacts a variety of service components that impact the level of service of the distance learner. Therefore, the library must be an integral part of the service model within the distance learning community. Distance Learning has and continues to significantly impact delivery, access, and outcomes of education. Distance learners and developers are empowered with flexibility, creativity and innovation. However, the challenges associated with achieving the correct balance of innovation and maintaining the traditional educational experience still exists. In addition, achieving equitable outcomes for on-campus learners and distance learners must be addressed. This study seeks to examine the role of libraries in distance learning initiatives throughout various universities. A comparative analysis of the libraries' role in distance learning initiatives in Africa and The United States was conducted. How does the role of libraries differ in distance education 11 Abstracts – alphabetical by first presenter last name – within Africa and The United States? A Web-based electronic questionnaire was developed and distributed to academic libraries with distance learning activities in Africa and The United States. The study yields data on the general comparative characteristics of technology and library support services utilized in distance learning. Other areas of focus include: •How are services delivered to students? •What role technology access and availability has upon the method in which distance education is delivered to students? •The role of libraries in providing support services to distance learners. The study reveals that libraries are involved in distance education in varying degrees both in Africa and The United States. Libraries are actively involved in providing support services and direct services to distance learning initiatives. Distance learning raises educational standards, and enhances the effectiveness of library service. In addition, distance learning allows academic institutions to determine an optimal and equitable means of effective education and delivery Creating and Deploying PowerPoint Presentation Microsoft Media Services Presenter: Thomas Moeller, Interdisciplinary Studies Program Tutorial Microsoft Media Services, a form of streaming media, offers instructors the ability to bring an added dimension to instruction on the World Wide Web. The technology allows for the delivery of both video and sound across the Internet to students using dial-up connections. Next, Microsoft Media Services allows instructors to leverage their current PowerPoint presentations, by adding voice-overs to their current presentation and deploying those presentations on the Web pages. Finally, it allows instructors to combine PowerPoint presentations with external links to other Web pages. The presentation introduces the different of types of content that can be streamed over the Internet, including the different types of files associated with Microsoft Media Services, and procedures for the creation and deployment of streaming media using Microsoft Media Services. First, the participant will learn the three types of data that can be streamed over the Internet using Microsoft Media Services, including streaming PowerPoint presentations, sound and video. Second, the participant will learn about the two types of Media Services files (.asf and .asx) and the benefits of using each. Third, the session will discuss the preparation of the materials for streaming with an emphasis on preparing PowerPoint presentations for distribution using Microsoft Media Services. Also, the participant will create a streaming PowerPoint presentation using a previously created PowerPoint presentation. Fourth, participants will how to embed links into streaming media, to supplement media. Fifthly, the session will demonstrate how to deploy the streaming media using Microsoft FrontPage for Internet Explorer and Netscape Navigator. How to Create Your Poster Session in PowerPoint Presenters: Mary Myrand and Tiffany Hood, BioMedical Communications Workshop This workshop is a must-attend training session for those individuals who are creating Poster Sessions (i.e. faculty, researchers and students.) The goal here is to demonstrate to the participant how easy it is to use PowerPoint to create their abstract posters. Using PowerPoint makes it easy to digitally arrange all of their content and allow them the freedom of placing the whole poster together on one sheet. Using PowerPoint is a strong tool to use for this process. It has graphing and table capabilities built right into the software. In having this information all inclusive, it allows each person the feasibility to print a one-sheet poster that can be rolled and transported to any location. You will learn how to: change the page setup; apply a color scheme; insert text and/or import it from Word documents; change the color and size of text; create graphs and tables; insert pictures; add color bars and lines What draws people in to look at a poster? Yes, the content is important, but usually people are intrigued to approach posters that have stunning graphics and colors. Making the appeal of your poster stronger by adding aesthetic elements and emphasizing areas are a good start. This session will give the participant tips on what makes a poster attractive and approachable. What about choosing color schemes? Color schemes already tried and tested are part of the PowerPoint software. We can show you how to use them. The workshop will include handouts, which will walk the participant straight through the steps from page setup to inserting all elements needed. Once you master this process, you can take this to your classrooms and demonstrate to your students how easy it is to prepare their own abstracts. Community Health Assessment Project Presenters: Sharon Popp and Cathy Simpson, Family Medicine; Lee Kallenbach, Community Medicine Paper Presentation Abstract: The URL for a data based file consisting of demographic data arranged by zip code was provided to second year medical students in the Preventive Medicine and Public Health Course. Students access the URL and use the data to complete a community health assessment for the zip code of a physician's office that they have visited for the Introduction to the Patient Course in Year 1. The demographic data are then used to identify variables that increase disease occurrence. Based on their analysis, students propose public health interventions. This is a low technology exercise that only requires computer access. By completing this exercise, students become familiar with Internet databases that may assist in their future practice of medicine. 12 Abstracts – alphabetical by first presenter last name – Creating an Online Design Studio: A Web-Assisted Urban Design Workshop Presenter: Kami Pothukuchi, Geography & Urban Planning (CULMA) Paper This paper explores the benefits and limits of a Web-assisted course model to teach an urban design workshop in the graduate degree program in urban planning. It discusses the use of the Web to extend the classroom beyond traditional boundaries, communicate visual material between the instructor and the students and among students in a more accessible way, and allow participants to share project materials with team-mates and the instructor. Despite some continuing limitations of a virtual studio, students made significant use, especially of the visual materials, and external links Relationship Building in the Online Classroom: Effective Strategies for Success Presenter: Peggy Reganis and Hollie Petit, Communication Paper Relational developmental strategies are essential for students to realize their full potential. But within the online environment, how does the instructor and student build relationships with and among those individuals they may never meet face-to-face? We believe that encouraging disclosure of some personal information within the initial class session serves as an effective foundation to begin interpersonal relationships within the group. Further, by encouraging some casual conversation throughout the course of the semester, students will feel a greater sense of commitment to the course, as well as a higher degree of fulfillment. Metal Forming Online Instructional Resources Presenters: Diane Schuch Miller, Lead Instructional Designer Greenfield Coalition; Taylan Altan, Engineering Research Center for Net Shape Manufacturing, Ohio State University Paper As a result of global competition, the training of engineers who will plan and supervise the design and execution of metal forming and manufacturing operations becomes increasingly important. In addition to conventional training techniques such as seminars, conferences and classroom lectures, it is now possible to use CD or Internet-based interactive, multimedia technology for distance learning. Process modeling, where a metal forming operation is simulated in the computer using mathematical methods, offers unique opportunities for interactive distance learning for understanding the relationships between the process variables in metal forming operations. This is best accomplished by investigating "what if" situations, where simulations offer a virtual manufacturing environment that allows learners to examine how different parameters affect the forming process and the manufactured product. Thus, process modeling and multimedia techniques together delivered via the WWW, offer a very powerful method for distance learning and continuous education. This paper summarizes the courses on metal forming technology, jointly under development by Greenfield Coalition and the ERC/NSM of the Ohio State University. These courses are intended for use in the classroom and college environments, as well as for training of engineers in industrial companies. Web Access to Archival Resources & the Detroit News Collection Presenter: Fred Stielow, Walter P. Reuther Library of Labor & Urban Affairs Demonstration With over 95,000,000 pages and 2,000,000 photographs, the Walter Reuther Library is a world-class research facility. The Reuther is also engaged in a variety of efforts to extend its services through the World Wide Web. This PowerPoint demonstration focuses on techniques invented at the Reuther to convert traditional print resources into hypertext documents—HTML—Encoded Archival Finding Aids. The presentation will examine the implications of HEFAs for researchers and the emergence of the parallel EAD (Encoded Archival Descriptor) standard under SGML. It will also demonstrate some of the 800,000 images from the Detroit News Collection, which we are striving to put online. Rolling Out an Information Clearinghouse Web Site: Lessons from Year 1 of a FIPSE Project Presenter: William Warters, CULMA; Winfred Robinson, Campus Conflict Resolution Resources Project Demonstration This session will demonstrate the range of tools and information available on the new Campus Conflict Resolution Resources Web site (www.campus-adr.org). The Wayne State based project is a FIPSE-funded clearinghouse designed to support constructive conflict management on college and university campuses. The site is designed to resemble a college campus, using familiar metaphors to deliver content to a broad and dispersed audience. We faced many unexpected challenges along the way to launching the site, and would like to share and discuss some of these challenges. 13 Abstracts – alphabetical by first presenter last name – Using Teaching Technology to Reach an Aging Student Population Presenter: Laura Woodward, Academic Success Center [Co-author: Jeannette Woodward, M.L.S. Director] Paper University classrooms have been designed for youthful students. However, with longer life spans, older students are becoming increasingly common on campus. Although universities have embraced the concept of lifelong learning, changes in the learning environment are necessary to assist older students to have truly successful experiences. Computer skills are essential to be a successful student in almost any discipline. Although frequently intimidated by technology, seniors are very interested in increasing their computer acumen. However, they need experiences designed to address the unique problems they experience. Seniors with disabling conditions will find that computers can meet their accessibility needs. For example, accessibility options can make a computer screen easier to read than traditional media, scanners and speech synthesizer programs assist seniors with vision impairments, and special adjustments can be made to keyboards to make them more comfortable for arthritic hands. However, learning basic computer skills can be a difficult and frustrating process because of physical limitations people face as they age. For example, bifocals may make it difficult to focus on both a computer screen and the board at the front, poor eye-hand coordination and arthritis may make it difficult to use a mouse, and computer motor noise may make it difficult for seniors to hear the instructor. Technology can interfere with successful learning experiences for older adults. However, this paper will discuss ways to overcome technological obstacles and propose techniques for using technology to support the learning experience for older adults. Easier Grading Through Your Own Online Assessment Presenter: Laura Woodward, Academic Success Center Workshop Online assessment is a cost-effective way to give students immediate and specific feedback regarding their understanding of course material. In grading-heavy classes, it can be a welcome relief to instructors who want to offer their students practice, but do not have the hours each week to devote to hand-scoring homework. Participants will gain experience in the logistics involved in creating an assessment by using Blackboard: a free, academic, online Web-hosting service. Participants will learn how to build up a database of questions, mark the correct answer, and provide the student with feedback to improve their understanding of the material. Participants will also learn how to adjust the site to automatically add grades to the online grade book. Although this assessment technique has numerous strengths, it can be time-consuming to initiate. After learning the basics of making their own assessments, participants will learn some of the best places to look for existing assessments in their own disciplines. Finally, a general discussion will follow, regarding some of the challenges of online assessment. Participants will be encouraged to share their experiences and suggestions for using this technique. For example, test security is an ongoing concern for online assessment administrators. Participants will be encouraged to discuss how they have dealt with this and other limitations in their own creative ways. Web-Based Teaching Tools for Computer-Assisted Neurosurgery for Residents and Fellows of Stereotactic and Radio Neurosurgery Presenters: Lucia Zamorano, Laura Hernandez, Abhilash Pandya and Qinghang Li, Department of Neurological Surgery Demonstration The Wayne State University Library System added the ProQuest Research Library online database to its collection of electronic resources in Fall of 2001. This database has a core list of approximately 770 publications, and over 2,000 publications spread among fifteen subject-specific modules in arts, business, children, education, general interest, health, humanities, international studies, law, military, multicultural studies, psychology, sciences, social sciences, women's interests. ProQuest Research Library allows users to search individual modules, searching across multiple modules or include the ABI/Inform database and the ProQuest Nursing Journals database in their search. This session will introduce new users to the ProQuest Research Library online database, its journal coverage, full-text options and effective searching strategies. The session will specifically address the special searching features in the ProQuest Research Library online database, such as image caption searching, and will review the different searching options available to users. 14 Address Directory of Presenters Muhammad S. Ahmed, Research Associate Heidi L. Eichbauer, Associate Professor Manufacturing Engineering, College of Engineering English, College of Liberal Arts 4815 4th Street 51 W. Warren 313-577-4396 313-577-8164 firstname.lastname@example.com firstname.lastname@example.com Taylan Altan, Professor Linda Ellington, Instructional Technology Designer Engineering Research Center for Net Shape Manufacturing BioMedical Communications, School of Medicine Ohio State University, 339 Baker Systems/ 540 W. Canfield, Room 1339 1971 Neil Ave., Columbus, Ohio 43210-1271 313-577-9831 614-292-5063 firstname.lastname@example.com firstname.lastname@example.com LaVentra Ellis-Danquah, Librarian I Nancy L. Baskin, Sr. System Integrator University Libraries Greenfield Coalition/Focus: Hope 4325 Brush Street, Shiffman Medical Library 1400 Oakman Blvd., Detroit, MI 48238-2881 313-577-9083 313-494-4468 email@example.com firstname.lastname@example.com Diane Featherston, Clinical Instructor Susan Beckwith, Graduate Teaching Assistant Adult Health Administration, College of Nursing English, College of Liberal Arts 5557 Cass Avenue, Cohn Bldg., Room 311 51 W. Warren 313-577-6510 313-577-8164 firstname.lastname@example.com firstname.lastname@example.com Annette Feravich, Graduate Student Assistant Lisa Berry-Bobovski, M.S. Academic Success Center Karmanos Cancer Institute 2100 David Adamany Undergraduate Library 18831 W. 12 MI Rd., Lathrup Village, MI 48076-2558 313-577-9506 248-443-5800 ext. 4621 firstname.lastname@example.com email@example.com Marija Franetovic, Instructional Technology Designer Dean's Office, College of Nursing Veronica Bielat, Librarian I 201 Cohn Building University Libraries 313-577-4779 115 Purdy/Kresge Library firstname.lastname@example.com 313-577-4217 email@example.com A.C. Ganger, CEO GangerNet David Bowen, Associate Professor 528 S. State St., Suite 531, Ann Arbor, MI 48104 Interdisciplinary Studies Program, College of Lifelong Learning 877-214-7072 2311 Academic/Administrative Bldg. email@example.com 313-577-1498 firstname.lastname@example.com Paul Gelinas, Graduate Teaching Assistant English, College of Liberal Arts Margo Bowman, Graduate Teaching Assistant 51 W. Warren Department of Psychology, College of Science 313-577-8164 71 W. Warren firstname.lastname@example.com 313-577-3334 firstname.lastname@example.com Janet Harden, Director, Academic Dean's Office, College of Nursing Michelle Bruner, UNIV-CNSL II 10 Cohn Building Academic Success Center 313-577-3341 2100 David Adamany Undergraduate Library email@example.com 313-577-2356 firstname.lastname@example.com Stuart Henry, Associate Dean Interdisciplinary Studies Program, College of Lifelong Learning Joy Allison Burnett, Graduate Teaching Assistant 2406 Academic/Administrative Bldg. English, College of Liberal Arts 313-577-6566 51 W. Warren firstname.lastname@example.com 313-577-8164 email@example.com Laura Hernandez, M.D. Department of Neurological Surgery, School of Medicine Bradd Burningham, Librarian II 4160 John R., Detroit, MI 48201 University Libraries 313-966-0392 134 Purdy/Kresge Library 313-577-0714 Tiffany Hood, Graphic Designer firstname.lastname@example.com BioMedical Commuications, School of Medicine 1367 Scott Hall Abby Butler, Assistant Professor 313-577-9829 Department of Music, College of Fine, Performing email@example.com and Communication Arts 4841 Old Main Matthew Jackson, Associate Professor 313-577-2673 Department of Immunology and Microbiology, firstname.lastname@example.com School of Medicine 7374 Scott Hall Duryea Callaway, Librarian III 313-577-1299 University Libraries firstname.lastname@example.com DALNET (Detroit Area Library Network) 3100 David Adamany Undergraduate Library Robert Kakos, Sr. Systems Administrator 313-577-9056 Dean's Office, College of Engineering firstname.lastname@example.com 1150 Engineering 313-577-1812 Randall Commissaris, Associate Professor firstname.lastname@example.com Pharmaceutical Sciences, College of Pharmacy and Allied Health Professions Lee Kallenbach, Ph.D. 525 Shapero Hall Community Medicine, School of Medicine 313-577-0813 9D UHC firstname.lastname@example.com 313-577-6679 firstname.lastname@example.com William Crossland, Associate Professor Anatomy & Cell Biology, School of Medicine Paul Karchin, Professor 8326 Scott Hall Physics and Astronomy, College of Science 313-577-1059 343 Physics Research Building firstname.lastname@example.com 313-577-5424 firstname.lastname@example.com 15 Address Directory of Presenters Nikka Kensel, UNIV-CNSL II Winfred Robinson, Research Assistant Academic Success Center Campus Conflict Resolution Resources Project 2100 David Adamany Undergraduate Library 3146 Faculty/Administrative Bldg. 313-577-9182 313-577-4343 nikka.hellman@.wayne.edu firstname.lastname@example.com Bonita Leavell, M.S. Vishwanath Sardesai, Associate Professor Pharmaceutical Sciences, College of Pharmacy and Surgery, School of Medicine Allied Health Professions 60 UHC 714 Shapero Hall 313-577-5316 313-577-0817 email@example.com email@example.com Diane Schuch Miller, Lead Instructional Designer Li Qinghang, M.D., Ph.D., Resident Assistant Greenfield Coalition/Focus: Hope Department of Neurological Surgery, School of Medicine 1400 Oakman Blvd., Detroit, MI 48238-2881 4160 John R, Suite 930 313-494-4597 313-745-8393 firstname.lastname@example.com email@example.com Cathy Simpson, M.D. Tammé McCowin, Graduate Student Family Medicine, School of Medicine Instructional Technology, College of Education 101 E. Alexandrine 313-577-8986 313-577-5205 firstname.lastname@example.com email@example.com Willie McKether, Asst Director, Douglas A. Fraser Center Liza Lagman Sperl, Academic Advisor Department of Anthropology, College of Liberal Arts Academic Advising/WSU 253 Walter Reuther Library 2 E. Helen Newberry Joy 313-993-4320 313-577-1066 email@example.com email@example.com Desiree Merriweather Applications Specialist Fred Stielow, Academic Director BioMedical Communications, School of Medicine Walter P. Reuther Library of Labor & Urban Affairs 540 W. Canfield, Room 1339 313-577-4024 313-577-8927 email@example.com firstname.lastname@example.com Gregory L. Tonkay, Associate Professor Vanessa Middleton Librarian II Lehigh University Partner w/Greenfield Coalition/Focus: Hope University Libraries 1400 Oakman Blvd., Detroit, MI 48238-2881 153 Purdy/Kresge Library 610-758-4040 313-577-5947 firstname.lastname@example.com email@example.com Rebecca Treiman, Professor Christine Miller, Lecturer Department of Psychology, College of Science Management, School of Business Administration 262 Psychology 103 Prentis Bldg. 313-577-2852 313-577-9211 email@example.com email@example.com Justin Vidovic, Graduate Teaching Assistant Thomas Moeller, Lecturer English, College of Liberal Arts Interdisciplinary Studies Program, College of Lifelong Learning 51 W. Warren 2204 Academic/Administrative Building 313-577-2544 313-577-6589 email@example.com email@example.com William Warters, Research Associate Mary Myrand, Supervisor Dean's Office, College of Urban, Labor & Metropolitan Affairs BioMedical Commuications, School of Medicine 3255 Faculty/Administration Bldg. 1367 Scott Hall 313-993-7482 313-577-1484 email@example.com email@example.com Melissa Lara Wencel, Multimedia Specialist Abhilash Pandya, M.S. BioMedical Communications, School of Medicine Department of Neurological Surgery, School of Medicine 540 W. Canfield, Room 1339 930 Professional Plaz 313-577-9755 313-966-0342 email@example.com firstname.lastname@example.com Laura Woodward, Graduate Student Assistant Hollie Petit, Graduate Teaching Assistant Academic Success Center Commuication, College of Fine, Performing 2100 David Adamany Undergraduate Library and Commuication Arts 313-577-3165 585 Manoogian firstname.lastname@example.com 313-577-2943 Jeannette Woodward, M.L.S., Director firstname.lastname@example.com Vista Grande Public Library Sharon Popp, Assistant Professor-Clinical 7 Avenida Vista Grande B7-#192. Sante Fe, NM 87508 Family Medicine, School of Medicine 505-466-7323 101 E. Alexandrine firstname.lastname@example.com 313-577-1425 Lucia Zamorano, M.D. firstname.lastname@example.com Department of Neurological Surgery, School of Medicine Kami Pothukuchi, Assistant Professor 4160 John R., Suite 930, Detroit, MI 48201 Geography and Urban Planning, 313-966-0342 College of Urban, Labor and Metropolitan Affairs firstname.lastname@example.com 225 State Hall Emory W. Zimmers, Jr., Professor 313-577-4296 Lehigh University Partner w/ Greenfield Coalition/Focus: Hope firstname.lastname@example.com 1400 Oakman Blvd., Detroit, MI 48238-2881 Peggy Reganis, Graduate Teaching Assistant 610-758-4034 Communication, College of Fine, Performing email@example.com and Communication Arts 585 Manoogian 313-577-2947 email@example.com 16 At Wayne State University Teaching, Learning, and Tech- nology Roundtable's (TLTR's) third annual conference, Teaching and Learning with e-Technology, more than 50 WSU faculty are presenting their accomplishments in teaching with technology in over 30 concurrent sessions. Colleges and schools are displaying overviews of their instructional technology projects, and vendors are exhibit- ing recent technologies. All conference presentations are located in the David Adamany Undergraduate Library. A map of the library is provided here, indicating rooms of presentations. Refer to the Conference Schedule (pp. 8–9) for a listing of presenters and locations. N Acknowledgements The following people have contributed generously of their time and energy to help make the conference a success. Our apologies for any names we missed. Laura Barnard, Office for Teaching and Learning Latrisha Jackson, Office for Teaching and Learning Alan Bartlett, Media Services, University Libraries Adriene Lim, University Libraries Rachelle Dorsey, Office for Teaching and Learning Phil Malczynski, WSU Student Center Bruce Drobot, Media Services, University Libraries Jason Maul, Media Services, University Libraries Matt Decker, Computer Support Team, University Libraries Shawn McCann, Media Services, University Libraries Dick Dunbar, Media Services, University Libraries Matt Mustonen, Computer Support Team, University Libraries Rod Fiori, Computer Support Team, University Libraries J.J. Ryan, Computer Support Team, University Libraries Daniel Gamlin, Media Services, UGL Dan Tower, Media Services, University Libraries Ann Glaspie, Office for Teaching and Learning James Wurm, Computer Support Team, University Libraries Mary Beth Lock, Access Desk, UGL Angela Zollicoffer, Office for Teaching and Learning Day-at-a-Glance 3rd Annual TLTR Conference 3rd Annual TLTR Conference Teaching & Learning with -Technology e March 7, 2002 David Adamany Undergraduate Library Full conference details at http://www.tltr.wayne.edu/techconf2002/ Bernath OTL Community Bernath Seminar Lab A Lab C MLC ASC LOCATIONS Atrium Auditorium Room 2226 Room 2507 Room 2513 Room 3210 Room 3304 Room 1140 Room 3150 Room 2305 Room 2100 8:00 - 9:00 e-Lecture Demo e-Lecture Demo REGISTRATION AM (Open all day) R E F R E S H M E N T S (available in student lounge) [Library System] [Library System] Trzeciak 9:00 - 9:45 The Choral Trainer: Web Access to Courseware, Community Health Web.edu: A Course Enhancing Learning Decision Making... Archival Resource Electronic Reserves Assessment Project on Taking Online and Career Planning Butler Stielow & Library Resources... Popp Courses Creating and Easier Grading Deploying Through Your with DISCOVER Burningham Bowen Bruner CourseBuilder Own Online Rolling Out an The Health Sciences Music is Courses Assessment 10:00 -10:45 Interface Design for Researching: Woodward Implementing Information Information Tools Life...Drugs: Reaching a Variety Ellington e-Learning Blackboard Clearinghouse... 2000 Program... Franetovic An Innovative... of Subjects Online Successfully in... Warters Ellis-Danquah Commissaris Feravich Kensel 11:00 -11:45 Faculty Poster Keynote Speakers: e-Lecture Demo Charles Bantz, closed Sessions WSU Provost (11:00 - 11:45) James Johnson, during WSU C&IT Keynote Address Vendor Exhibits 12:00 - 1:00 PM School / College B R E A K (lunch for preregistrants available in student lounge) Exhibits 1:00 - 1:45 Using Computer Using Teaching Supporting Online Discussion Groups Technology to Course Creating and to Enhance the.. Reach an Aging... Development Deploying Determining Technology- English Studies in Henry How to Create Learning Styles Harden Woodward the Computer Your Poster Session PowerPoint Enhanced Medical Presentation Using Online Education Classroom in PowerPoint Inventories 2:00 - 2:45 Metal Forming Web-Based An International Beckwith Using Interactive Myrand Microsoft Media Jackson Online Instructional Learning Comparative Study Web and CD-ROMs Services Kensel Resources Activities... of Library and... in the First Year... Moeller Schuch Miller Ahmed Middleton Crossland 2:45 - 3:15 B R E A K (refreshments available in student lounge) 3:15 - 4:00 College of Technology Using Known High Tech with Low Building an Online Relational Creating an Online Web-Based Engineering's Mediated Learning Learning Factors to Tech: Integrating Nursing Course Development in the Design Studio: A Teaching Tools for eLearning ... Experience... Develop Effective... Electronic... Using Critical... Online Classroom... Web-Assisted... Computer... Kakos McKether Bowman Karchin Featherston Reganis Pothukuchi Zamorano Presentations listed with first presenter's last name and partial title; for more information look up abstract by presenter's last name. Exhibitors Exhibition area will be open 11 a.m. - 1 p.m in the UGL Atrium Some exhibitors may be available 9 a.m. - 5 p.m. Faculty Exhibitors Using ProQuest Research Library Exhibit Contact: Veronica Bielat, Purdy/Kresge Library School/College Exhibitors School of Business Exhibit Contact: Rose Estioco Computing and Information Technology Exhibit Contact: Mary Jean Fitzgibbons College of Education Exhibit Contact: Mary Waker College of Engineering (3) Exhibit Contact: Robert Kakos Exhibit Contact: Mohamad Hassoun Exhibit Contact: David Reic College of Fine, Performing, and Communication Arts Exhibit Contact: Lezlie Hart Stivale College of Liberal Arts Exhibit Contact: Dallas Kenny School of Medicine (2) Exhibit Contact: Amie Dozier Exhibit Contact: Mary Myrand College of Lifelong Learning Exhibit Contact: David Bowen College of Pharmacy and Allied Health Professions Exhibit Contact: Steven Siconolfi College of Science Exhibit Contact: David Njus School of Social Work Exhibit Contact: Marilynn G. Knall University Libraries Exhibit Contact: Sharon Phillips College of Urban, Labor and Metropolitan Affairs Exhibit Contact: William Warters Wayne State University Exhibit Contact: Doug Freed Vendors Adobe Systems, Inc. Apple Computer New Horizons Real-InTrivantis Software Exhibitors Floor Map Bernath Auditorium 1 Extended 2 8 12 17 Study 3 9 13 18 "Windows Center on the Arts" 4 10 14 19 STAGE 11 15 20 5 6 16 21 7 YOU ARE HERE LOCATION DISPLAY/PRESENTER 1 Poster Session: Using ProQuest Research Library 2 Computing & Information Technology 3 College of Engineering 4 College of Engineering 5 College of Engineering 6 College of Urban, Labor and Metropolitan Affairs 7 Apple Computer 8 School of Business 9 College of Liberal Arts 10 School of Medicine 11 School of Medicine 12 College of Lifelong Learning 13 College of Pharmacy and Allied Health Professions 14 College of Science 15 School of Social Work 16 New Horizons 17 College of Education 18 College of Fine, Performing and Communication Arts 19 University Libraries 20 Trivantis Software 21 Nomad Technologies
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text: I'm a world traveler who has visited 50+ countries and 7 continents. I've also lived/worked/studied in 5 countries to include US, UK, NED, DE, ROK, and PHIL. I am working and studying in the field of International Relations / Politics. My friends/family and I have used AirBnB at least 10 times in the last two years. We love it!


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Porter's Patch is a family farm located in Navarino, Wisconsin specializing in fresh picked fruits including strawberries, raspberries and blueberries. Our locally grown vegetables include asparagus, peas, pickling cucumbers, squash, and pumpkins. You can stop out and pick your own from the fields or purchase pre-picked fresh fruits and produce when in season at the Farm Store. Visit us during our Farmtoberfest celebration in the fall, a favorite time of the year. Porter's Patch is just a short drive away for all the folks in Northeastern Wisconsin.
May 2015…..Asparagus
June 2015……Asparagus, Strawberries, Sugar Ann Snap Peas
July 2015…….Strawberries, Raspberries, Blueberries, Peas, Beans, Zucchini, Pickling Cucumbers, Dill
August 2015……Raspberries, Blueberries, Pickling Cucumbers, Dill, Gladiolas
September – October 2015…..FARMTOBERFEST…..our Fall Family Farm Fun Adventure
Activities to do in the Pumpkin Villages:
Scenic relaxing Wagon Hay Ride aboard the Porter Patch Pumpkin Express
The Corn Maze……..Old Fashion Water Pump Races
Hay Bale Fort Building……..Round Bale Play
Corn Cob Chuck…….Pumpkin Bowling………Silo Graffiti
Pumpkin Painting………..Pumpkin Toss…….Pumpkin Tic Tac Toe
Scare Crow Making………Pumpkin Twister……..Pumpkin Smash
The Pumpkin Patch………..Guess the weight of your Pumpkin


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My nephews loved this movie. However, l purchased blue ray in error...and Amazon returned and replaced it with a dvd, with no problemsPublished 12 months ago by Cynthia Heffernan
It was okay.... some laughs. Adam Sandler played a good waterboy, Henry Winkler sure played up the goofy football coach. But then he is a good in most funny roles.Published 12 months ago by suzanne burgess
I have nothing but good things to say about ordering through Amazon.ca, I always get my products when they say I will with no surprise charges. Awesome . Read morePublished on Jan. 12 2012 by Cricket
The Waterboy is a movie that doesn't require a lot of brain power to figure out, but it's loaded with comedy and hilarious lines from Adam Sandler. Read morePublished on July 8 2004 by Xera
This movie is very funny in some aspects, however it's very hard to laugh or enjoy in comparison to Happy Gilmore or Billy Madison. Read morePublished on April 19 2004 by Ann Centimano


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16 Mar 2015
This short documentary profiles a couple who spend their lives pursuing their passion for blowing things up.
16 Mar 2015
Internet cafes have existed in Japan for over a decade, but in the mid 2000's, customers began using these spaces as living quarters. Internet cafe refugees are mostly temporary employees; their salary too low to rent their own apartments.
Watch the full series at: mediastorm.com/clients/japans-disposable-workers-for-pulitzer-center
8 Mar 2015
What is jealousy? What drives it, and why do we secretly love it? No study has ever been able to capture its "loneliness, longevity, grim thrill" — that is, says Parul Sehgal, except for fiction. In an eloquent meditation she scours pages from literature to show how jealousy is not so different from a quest for knowledge.
8 Mar 2015
Neuroscientist Daniel Wolpert starts from a surprising premise: the brain evolved, not to think or feel, but to control movement. In this entertaining, data-rich talk he gives us a glimpse into how the brain creates the grace and agility of human motion.
8 Mar 2015
8 Mar 2015
"Get your tits out for the lads," Manchester United fans chanted at her. Arsenal supporters took it a step further, asking in unison: "Have you ever had a Gooner [Arsenal fan] up your arse?"
Their target in both cases was Eva Carneiro, the team doctor for English Premier League club Chelsea F.C. While racism in English soccer has long been seen as scourge to be eliminated, Carneiro has now become the face of a campaign to expose and snuff out sexism in the sport too.
In both of the aforementioned instances from earlier this season, fans directed abuse at Carneiro when she took the field or strolled the sideline to observe or tend to injured players. In other words — when she was trying to do her job.
The issue of sexism in soccer is perhaps more topical than ever this year — the 2015 Women's World Cup kicks off this June in Canada.
"The issue of equality is one we take extremely seriously and we abhor discrimination in all its forms, including sexism," a Chelsea spokesman told British media outlets after the abuse directed at Carneiro began receiving increased attention. "Such behavior is unacceptable and we want it eradicated from the game."
Carneiro previously worked for the British Olympic Medical Institute, according to The Telegraph, then joined Chelsea in 2009, first working with its reserve squad before moving up to the first team in 2011.
But while she's been the primary subject of most recent media reports, she's far from the only woman targeted. The BBC reported on Thursday that 25 instances of sexist abuse on match days have been reported this season to the groups Women in Football and Kick it Out — up from just two such reports last year.
Yet none of those reports have led to actual punishment, according to the BBC.
That's a marked contrast to how instances of racial abuse are often handled, with clubs and law enforcement officials making strong efforts to find and punish perpetrators. In just one example from 2012, a fan was sentenced to 56 days in jail after tweeting offensive racial comments about a player who collapsed on the field.
"We are gravely concerned at a lack of action on this issue, and the negative message this sends to women in the football industry," a Women in Football spokesperson told The Guardian. "We urge the authorities to put sexism at the heart of football's anti-discrimination agenda, alongside all the other strands that it must also tackle."
Time will tell if the group sees the change it's looking for.
Source : http://mashable.com/2015/03/06/eva-carneiro-chelsea-sexism/
8 Mar 2015
8 Mar 2015
Part legend and part geothermal sculpture, Giants Causeway is one of Ireland's most intriguing natural attractions, and holds a deserving place on the UNESCO World Heritage List.
8 Mar 2015
8 Mar 2015


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Tags: investigative reporting
Voice of San Diego | Quarterly • Winter 2014
San Diego's economy is the subject of endless debates. To better handle the decisions that will guide the city's business future, we should be on the…Standard / 8.25" x 10.75"Print + Digital: $7.99 Digital: $2.77
VOSD Quarterly | Summer 2014
A compilation of Voice of San Diego's best investigative reporting over the past quarter, including an exclusive report on the controversial…Standard / 8.25" x 10.75"Print + Digital: $7.99 Digital: $2.77
Humber College magazines: Convergence 2012
A Media magazine written and produced by final year students in the Humber College Journalism program. Convergence, now is its sixteenth year…Standard / 8.25" x 10.75"Print + Digital: $12.80 Digital: Free!


text: Once school is over, students are ready to toss away their textbooks in exchange for a swimsuit and towel. Who can blame them? The summer is a time for having fun and relaxing after a long year of hard work. However, this often means going back to school in a bit of a lazy-haze. Without five days a week of educational stimulation, it is easy to forget all the history facts, and numerical equations... read more


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This is the project that I'm working on, (KOOLOUT RADIO ON TV). Concept show that allows me to connect with Pop culture, news, social issues and lifestyle using all forms of entertainment and…+ More details
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Experience Koolout Radio on TV. This is the pilot episode of a new Entertainment and News show that connects social issues with pop culture in a new and exciting format. Currently looking…+ More details
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Here are all of the videos that Johnny Starks has uploaded to Vimeo. Appearances are videos that Johnny Starks has been credited in by others.


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At 1 a.m. Sunday, Benjamin Fritz, 21, somehow managed to drive his 2010 Nissan Titan across three sets of railroad tracks along Front Street.
Police said Fritz drove north off Oak (five blocks west of Willow) through the chain link fence at the edge of the tracks and directly across three sets of tracks.
The truck somehow crossed the tracks until it reached the fourth set. The front end came apart and when the front hit the track, the truck flipped into the air and landed on its top between the tracks, according to the police report.
The front and side air bags deployed but Fritz was injured and taken to the hospital. The $18,000 truck was totaled. Alcohol is suspected to be a factor, police said.
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