Teaching and Learning Newsletter

Centre for Flexible Learning CFL University of Windsor

explorerWinter 2005

Why is local artist, Angela Coppola, explaining the process of creating her “Viva Disco!” maquette to student teachers? See page 8.

Preventing Plagiarism By Danielle Istl Perhaps it’s a familiar phrase or choice of words. happens? Wouldn’t it also be better for students if Perhaps it’s vocabulary or grammar that is the temptation or ability to plagiarize was limited? uncharacteristic of that which you’ve typically Designing assignments that reduce students’ received from the student. Or perhaps it’s a Google opportunities to plagiarize is one way of dealing with search that reveals that entire passages from another plagiarism before it rears its ugly head. Several source have been copied and pasted. If the material techniques can make a difference in the amount of isn’t attributed, you’ve discovered plagiarism. How should you deal with it? After the fact, the answer is . . . continued on page 5 simple: reduce the grade based on the extent and severity of the plagiarism. Then report the offence to In this issue your department head or Associate Dean, who may r Copyright Proposals Alarming, p.3 refer the matter to the Vice-Provost’s Office. r New Student Evaluation, p.7 Wouldn’t you prefer to deal with plagiarism before it TABLE OF CONTENTS

Faculty Associate

The Centre for Flexible Learning Positions EXPLORER, VOLUME 5, NUMBER 1, Winter 2005

The mandate of the CFL is to promote The CFL has developed a faculty associate program with and support a learning and teaching culture founded upon educational models the goals of helping faculty members address specific characterized by high quality and flexible teaching or curriculum development needs and/or access. encourage and stimulate effective teaching in their own The CFL logo is a CD as seen through a camera viewfinder. The CD symbolizes Faculties. flexible learning—it is portable and can Associates will be provided course release (equivalent to be distributed on any platform; it can contain video, text, hypertext, audio or at most one course per semester), office space and support any combination thereof; it can link the learner to the Web or stand on its own. at the CFL, and professional development funds. The depiction of the CD in the centre of For more information or to apply, see the CFL website a camera’s crosshairs represents the acquisition of materials for distributed (cfl.uwindsor.ca), or contact Marilyn Powley, 519-253-3000, learning through the “Centre” for Flexible Learning. x3090.

Centre for Flexible Learning University of Windsor Windsor, , N9B 3P4 519-253-3000 x3090 Fax: 519-971-3608 E-mail: [email protected] Web: cfl.uwindsor.ca Location: Lambton Tower, Table of Contents FloorsG,1,2 Wyandotte St. & Sunset Ave. Preventing Plagiarism · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·1 Editor Natasha Wiebe Copyright Proposals Alarming · · · · · · · · · · · · · · · · · · · · · · · · 3 Graphic Design & Layout Gail Johnson New Student Evaluation· · · · · · · · · · · · · · · · · · · · · · · · · · · · · 7 Photography Tory James Roving Reporter · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·7 Contributors to this Issue Randy Bowers, Mechanical, Automotive & Materials Engineering; Jocelyne Fleming, An Educational Spin with CarTunes · · · · · · · · · · · · · · · · · · · · 8 CFL; Anna Galka; Kai Hildebrandt, Associate Dean, Faculty of Arts and Social Sciences; Danielle Istl, Office of President Sets Out Ambitious Agenda · · · · · · · · · · · · · · · · · 12 the Vice-Provost, Students and Registrar; Tory James, CFL; Gail Johnson, CFL; Alison Kenzie, ; Meghan Krajchi, CFL Staff Highlight · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·13 CFL;MyraTawfik,Law;Wayne Tousignant, CFL; Natasha Wiebe, CFL. Windsor Lecturers Advance in TVO Contest· · · · · · · · · · · · · 14 Explorer is published twice a year by the Centre for Flexible Learning, University of Windsor. Upcoming Conferences · · · · · · · · · · · · · · · · · · · · · · · · · · · · 15

The views expressed or implied do not necessarily reflect those of the CFL or the Brown Bag Workshops · · · · · · · · · · · · · · · · · · · · · · · · · · · ·16 University of Windsor.

2 winter 2005 explorer e-LAW

e-Law is a recurring feature edited by Professor Myra Tawfik, Faculty of Law, University of Windsor

Copyright Proposals Alarming

In May 2004, the Standing Committee for The second proposal is for a collective license to Canadian Heritage released its Interim Report on permit educational institutions to disseminate Copyright Reform. It included a number of copyright works through courses that are wholly or proposals of interest to this campus. Although the partly taught on-line. This would cover any use of Report has been sharply criticized by Educational and technology that “extends the reach of the classroom Library Associations (e.g., AUCC, CAUT, CLA, beyond its physical boundaries.” Although the report CARL), the government is in the process of acknowledged the legitimacy of some free uses of preparing draft legislation that will, apparently, adopt copyright works in the physical classroom, it refused its recommendations. to extend these uses to the virtual world. As Among its proposals, the Report recommended educational institutions continue to adopt ‘virtual’ that the use by educational institutions of copyright technologies to enhance the classroom experience, material found on the Internet should be subject to a the ultimate effect of a licensing system will be to collective licensing system (like AccessCopyright) eliminate any “free uses” of copyright works for except where the material clearly indicates educational purposes. that it is “publicly available.” Websites that are silent on this will be deemed not to be THE LAW SHOULD BE DESIGNED TO ACHIEVE AN “publicly available.” This represents a OPTIMAL BALANCE BETWEEN THE PROTECTION OF paradigm shift in our dealings with the Internet. Until now, material posted has RIGHTS-HOLDERS . . . AND ALLOWING INDIVIDUALS been presumed to be freely available unless TO ACCESS COPYRIGHT WORKS FOR THE otherwise stipulated by subscription, password-protection or other clearly ADVANCEMENT OF LEARNING indicated copyright notices. The third recommendation is that interlibrary As it is, licensing agreements in respect of loans of digital formats of copyright works be copies (e.g., AccessCopyright) cannot effectively take addressed through direct negotiation with the into account uses that are permitted by law without rights-holder or through a collective licensing payment such as private study and research known as scheme. As matters stand now, interlibrary loans are “fair dealing.” And such agreements cannot properly addressed by an exception under the legislation that recognize just what proportion of photocopying allows libraries to send one print copy of a published relates to works that are already in the public domain. work for fair dealing purposes. Since it is likely that, In other words, we are already likely paying for uses increasingly, library materials will be in digital for which we are not legally obliged to pay. If this type format, this proposal risks abrogating “fair dealing” of agreement becomes applicable to the Internet, how and other hard-won exceptions specifically designed can we ever ensure that we will not end up paying for to serve the public interest in the dissemination of uses that would or should otherwise be free? knowledge. . . . continued on page 4

explorer winter 2005 3 e-LAW

e-Law, continued from page 3 You can see a pattern emerging. This is not merely it the educational mission of institutions for higher about universities and their budgets. It’s a more learning. fundamental tension between two very different views about copyright policy. IS COPYRIGHT FIRST AND FOREMOST FOR THE Is copyright first and foremost for the protection of rights-holders such that the law PROTECTION OF RIGHTS-HOLDERS SUCH THAT THE should be designed to give them as much LAW SHOULD BE DESIGNED TO GIVE THEM AS MUCH control as possible over their works? The Report and its recommendations epitomize CONTROL AS POSSIBLE OVER THEIR WORKS? this approach. With absolute control over a work comes the ability to to grant access For those of you who are concerned about the to the work. The reality is that copyright is often chilling effect of this privatized model of copyright assigned to third parties whose interests may be and the progressive elimination of the public domain, different from those of the original authors. The here are some suggestions for simple but effective interests of these rights-holders to limit access to the action: work may well clash with those of the authors, 1) Although it is not always feasible in our “publish or particularly academic authors who may wish to perish” environment, we should try to negotiate disseminate their work freely. with publishers who seek an assignment of our The other view of copyright is that the law should copyright that they agree to allow us to reproduce be designed to achieve an optimal balance between the our own work freely for our own educational protection of rights-holders, on the one hand, and purposes including allowing the library to keep allowing individuals to access copyright works for the print and digital copies for purposes of e-reserves advancement of learning, on the other. This approach safeguards the cultural commons and the without charge. public domain through legislated free uses such as 2) We should ensure that any of our own material “fair dealing.” posted on the Internet be clearly made “publicly It is this latter view of that has generally been available” or be issued under a creative commons followed in Canada and which has recently been license and that wherever possible we only post reaffirmed by the Supreme Court in a series of material on our websites that have been issued in important copyright decisions including the similar fashion. See www.creativecommons.ca landmark decision of CCH Canadian Ltd v. LawSociety of 3) We should voice our concerns publicly. For further UpperCanada. In that decision it was held that “fair information see www.cippic.ca r dealing” was a “user right” and that it was “fair dealing” for a library to make a single copy of a For more information on matters related to intellectual property and document for a patron’s private study or research. Internet law, visit zeus.uwindsor.ca/sls/wipit/index.html If the recommendations of the Standing Committee for Canadian Heritage are implemented, they risk seriously undermining this balance and with

4 winter 2005 explorer ARTICLE

Plagiarism, continued from page 1 plagiarized material you receive. They fall into three sources properly using a citation manual or style broad categories: guide. Showing students how to properly use and cite 1. Dedicating class time early in the course to discuss sources, and telling them about the specific academic integrity generally, and plagiarism and expectations of writing in your discipline, are citation specifically; critical. Students also need to know what is considered common knowledge in the discipline 2. Changing the format of the assignment from the (which need not be cited), and to understand that typical research paper and changing assignments what constitutes common knowledge in one from year to year; discipline may not be common knowledge in 3. Requiring students to submit portions of the another. assignment throughout the term (reviewing the Consider also dedicating some class time to process and not just the final product). regular informal, and perhaps ungraded, writing Dedicate Class Time. In addition to spending tasks that you collect and keep; for example, a one- to class time on approaches to research and writing, a two-page response to the required reading or a separate workshop on what constitutes plagiarism, reflection about the writing assignment itself. The which should include examples and reference to the advantages: First, this gets students to write. Second, University of Windsor’s plagiarism policy, is very it gives you an idea of individual students’ writing helpful. (The plagiarism policy can be found in the styles and capabilities. “Undergraduate Degree Regulations” section of the Finally, become familiar with websites that sell Undergraduate Academic Calendar and in the term papers. The Coastal Carolina University “Faculty Regulations” section of the Graduate maintains a web page called “Cheating 101: Internet Calendar. Links to the calendars can be found at Paper Mills,” on which it lists the websites that sell www.uwindsor.ca/registrar) Many students do not papers to students. From March 1999 to December have a clear understanding of what plagiarism is. 2004 the list grew from 35 to over 250. Let your Some truly do not know that if you borrow another students know that you are familiar with these sites. author’s idea, you must attribute that idea to the Discuss with them that just because these papers are author with a citation. Many think that only for sale does not mean they are well-written! quotations require citations. In fact, in some Moreover, to use them constitutes plagiarism of the cultures, authors don’t own their work, such that it is worst kind. permissible to use others’ work directly without Modify the Assignment. Students are more likely attribution. While it may be difficult to set aside to copy from other sources, buy papers on the web, several hours of class time to cover writing, or “borrow” the work of a previous student if the plagiarism, and citation, the benefits of doing this – structure of the assignment doesn’t change year to for both student and professor – are considerable. year, or if the range of topics from which to choose is The Academic Writing Centre provides one-on-one too broad. Topics that are narrow and specifically set sessions, by appointment, for those students who within the context of the course make plagiarism less require additional help with citation. likely because the students’ task becomes very Regrettably, many students think they will get a focused. Consider designing assignments in which lower grade if they have too many citations. Others students must address specific questions, or that believe that as long as they change the words in a require them to incorporate one or more class sentence, either by using synonyms or by changing discussions or class readings in the assignment. the word order, they need not cite the author. Choose to give assignments that are unique. Visit Finally, some students have never learned how to cite plagiarism.dal.ca/faculty/assignexamples.html for a

. . . continued on page 6

explorer winter 2005 5 ARTICLE

Plagiarism, continued from page 5 list of various types of assignments compiled by experience has been that students appreciate this kind Dalhousie University that lend themselves to original of individual help from their professors. work. There is no shortage of information on this topic, You might also consider limiting the types of and this article does not profess to be an exhaustive sources students may use, for example, class text, list of the methods available to reduce plagiarism three journal articles, two websites, and a book or an through assignment design. You may wish to try interview. Alternatively, if the nature of the additional strategies that go beyond the scope of this assignment is such that historical sources need not be overview. Sources relied on for this article are set out consulted, consider having students only review very below. These websites also provide additional ideas, current material. Since borrowed or purchased other useful links, and further articles on the subject papers are more likely to have dated references, they of plagiarism and academic integrity. r will be of little use to your students. Danielle Istl is the University of Windsor’s Academic Integrity Officer in Require Submission Throughout the Term. the Office of the Vice-Provost, Students and Registrar. To arrange a Requiring students to submit their work at regular plagiarism workshop for your students or colleagues, contact Istl at intervals or in various stages of development (e.g., 519-253-3000, x3929 or [email protected] thesis statement, outline, preliminary bibliography, Sources first draft, final paper) may mean more work for you. Barbara Gross Davies, Tools for Teaching Moreover, in a large class this may not be feasible. teaching.berkeley.edu/bgd/prevent.html However, monitoring students’ progress goes a long Binghamton University, Preventing Plagiarism: For Faculty & Teaching way to preventing plagiarism. Likewise, it sets the Assistants library.lib.binghamton.edu/instruct/plagfaculty.htm stage for student success, particularly for the student Coastal Carolina University, Cheating 101: Internet Paper Mills who struggles with time management or www.coastal.edu/library/presentations/mills2.html organizational skills or who lacks confidence in their Dalhousie University own abilities. Often, it is when students are plagiarism.dal.ca/faculty/assignment.html desperate, stressed, over-burdened, and out of time plagiarism.dal.ca/faculty/assignexamples.html that they resort to plagiarism. These are the reasons I plagiarism.dal.ca/faculty/preventing.html hear in my office, time and time again, as Elizabeth Guiliano, Deterring Plagiarism in the Age of the Internet explanations for student plagiarism. For these www.vccaedu.org/inquiry-spring2000/i-51-guiliano.html reasons, also consider an early due date that does not Robert Harris, Anti-Plagiarism Strategies for Research Papers fall during the midterm or final exam period. www.virtualsalt.com/antiplag.htm Another way to design assignments to prevent Rutgers University, New Brunswick, Center for Advancement of plagiarism is to require students to submit one or Teaching, Fostering Academic Integrity at Rutgers, more photocopied pages from each source they have cat.rutgers.edu/integrity/faculty.html used. A further technique is to require that a University of , Preventing Plagiarism summary of the student’s research trail, or an www.library.ualberta.ca/guides/plagiarism/preventing/index.cfm annotated bibliography, be submitted with the University of Toronto, Deterring Plagiarism: Some Strategies assignment. www.utoronto.ca/writing/plagiarism.html

Additionally, or alternatively, schedule office University of Windsor, Leddy Library, Citation Style Guides conferences with each student (class size permitting) cronus.uwindsor.ca/units/leddy/2002.nsf/HelpCitations!OpenForm where they must bring and discuss their research, Washington State University, Assignment Design and Its Role in report on their progress, and seek guidance. Early Plagiarism www.wsulibs.wsu.edu/electric/trainingmods/ feedback keeps students on track and lets you know of plagiarism_test/teaching1.html any stumbling blocks that need to be addressed, York University, A Sampling of Strategies to Help Discourage Plagiarism either individually, or with the class as a whole. My in Assignment Design yorku.ca/academicintegrity/assignments.htm

6 winter 2005 explorer NEWS New Student Evaluation

In response to University of Windsor President In addition, the “processing” of the data is Ross Paul’s call for a more learner-centred university, different. The instructor now receives a detailed a new standard form for Student Evaluations of printout of results for each course taught, including Teaching (SET) was approved by Senate in March breakdowns for different groups of students by 2004. It was implemented this past fall and replaces gender, year of study, home faculty, etc. The the Student Opinion Survey of Teaching (SOST) instructor still receives the overall (weighted) averages which we have used at the University for over 20 on various measures for all courses. years. It is hoped that instructors will be able to obtain The new form differs from the old in several more detailed feedback about student reactions to respects: various aspects of their courses and instruction. However, instructors should consider using r it contains many more detailed statements about additional methods to obtain feedback from students, instructor effectiveness; such as “formative” evaluations during the course and r it has an expanded section of items about the opportunities for students to provide written course (including questions about whether the comments at the end of the course. student would recommend the course to others, The new form provides specific information about and whether at the end of the semester the student student evaluations of instructors with respect to was more or less enthusiastic about the course than various categories used to assess candidates for at the outset); renewal, promotion and tenure (RPT). IT Services r it obtains more demographic information about now provides departments and faculties with the data the student completing the evaluation; required for the RPT process, so that the calculation r of the various statistics no longer falls to support it offers instructors the opportunity to ask 12 staff. additional questions that would be automatically . . . continued on page 11 “scored” by IT Services. The questions are known only to the instructor, and the results are available only to the instructor.

Roving

Robert Formosa 3rd. Reporter yr. Comm. Studies. Melissa Hennin Fac Question: Do you fill out “I really do believe I Al Shaya 3rd. yr. Ed. Tammy Mulvaney 3rd yr. have a voice, and the Student Evaluation of Computer Sci. “I fill them out with Classics that it will be Teaching form? “I do now. The longer I the hopeful “Basically, because I’m heard.” am here, the easier it assumption that our asked to. I think it affects becomes to distinguish professors care.” the course more than the good from bad teaching.” profs.”

explorer winter 2005 7 ARTICLE An Educational Spin with CarTunes

Summer 1998. Swiss artist Beat Seeberger-Quin Given the event’s emphasis on civic identity and launches the first-ever Cows on Parade, a public history, it is not surprising to find education located exhibition/fundraiser wherein over 800 fiberglass within the very raison d’etre of CarTunes on Parade. cows designed by local artists are installed Indeed, so well-integrated is this educational focus throughout the city of Zurich and later sold in a that, according to Marilyn L. Wheaton, Chair of the public auction. Among the many tourists visiting CarTunes Steering Committee, “The Education Zurich is businessman Peter Hanig. Committee was created at the outset.” In a Inspired by what he sees, Hanig works industriously remarkable show of cooperation and shared resolve, to bring the CowParade to America. “For Art, For the Committee acquired members with experience in Charity, For Fun” is the rallying cry of what quickly all aspects of education. Representatives of becomes a global phenomenon. non-profit organizations such as the YMCA of Summer 2005. Windsor and will put Metro Detroit, Detroit Artists Market, and the Art their own spin on the CowParade in an event called Gallery of Windsor worked alongside administrators CarTunes on Parade. From June to September, a from both cities’ public and Catholic school boards minimum of 150 cars — some designed by local and instructors from Wayne State University, artists, others by students — will be installed in University of Windsor, and the College for Creative public sites throughout downtown Windsor and Studies. Co-sponsor Ford Motor Company provided Detroit. The event will culminate in a public auction additional impetus to maintain a strong of cars in October 2005. Like its bovine commitment to education throughout the project. predecessors, CarTunes on Parade is made possible by an ambitious WHAT MAKES THE EDUCATIONAL FOCUS OF CARTUNES partnership between public and private sectors. Yet, in significant ways, it ON PARADE TRULY UNIQUE IS THE MIND-BOGGLING departs from the CowParade model, ARRAY OF ONLINE LEARNING RESOURCES DEVELOPED creating an enriched experience for both organizers and participants. TO COMPLEMENT THE EVENT. CarTunes The bi-city focus of Allowing students from selected schools to design CowParade immediately sets it apart from its kin; it a full-sized cow sculpture, the Cows in Schools international is truly an “ public art project” that program, developed in 2002, offered an initial surpasses geographical borders by joining Windsor template to the CarTunes Education Committee. and Detroit in a collective identity and history. But CarTunes takes this template several steps CarTunes on Hence, the event’s site-specific name. further by enabling students of all ages to order and Parade will pay tribute to two of the most famous design one-foot maquettes of the generic car exports of Windsor and Detroit: the auto industry designed by Windsor artist Joseph DeAngelis and and music, whose own history has been linked fabricated by Bernard Mould Ltd. Area high-school inextricably to the evolution of a so-called “car students can also vie for the chance to design a culture.” Proceeds from the project will benefit full-sized car sculpture that will be exhibited and participating artists and schools on both sides of the later included in the public auction. border as well as the YMCA of Metro Detroit, and What makes the educational focus of CarTunes on the Windsor Endowment for the Arts, which plans to Parade truly unique is the mind-boggling array of direct funds to schools of art in Windsor and Essex online learning resources developed to complement Region, including the University of Windsor. the event. From the Official CarTunes website

8 winter 2005 explorer ARTICLE

Joe DeAngelis’ maquette, “Rama Lama Ding Dong,” is featured in a CarTunes learning resource entitled “From Drawings to Maquette.” The University of Windsor has sponsored the full-sized sculpture.

(www.cartunesonparade.org), teachers and students this [flexible learning] model assumes that from grades K to 12 can now access original lesson individuals bring different learning styles, plans, activities, and background materials that, from needs and capacities and that the institution diverse disciplines and perspectives, address Detroit has a responsibility to provide alternative and Windsor’s ongoing relationship with the delivery systems to respond to such automotive industry and industry-related arts. differences. It also recognizes that different Whether or not they will ultimately design a CarTunes professors have different strengths and that maquette or a two-dimensional “concept car,” the institution should promote a supported students can participate in the event by considering diversity of approaches rather than attempt cars and tunes in light of science, visual arts, history to impose a single model of teaching and — and even potential career paths. All information is learning on all faculty. (18-9) adaptable to different grade levels and contexts; it Such a model of flexible learning can in turn be takes the form of text as well as audio and video clips; applied to the process through which online resources and it accommodates self-directed learners as well as for CarTunes have been conceived. Responsibility for those learning and teaching within the more formal the development of educational materials has largely environment of the classroom. been given to students and recent graduates of both In short, these online resources are predicated on a the University of Windsor and Wayne State model of flexible learning. In his White Paper of University. Shifting between the roles of learner and 2001, Dr. Ross Paul, University of Windsor President educator, they have brought their own styles of and Honorary Co-Chair of CarTunes, succinctly learning and teaching to the project. In a particularly defined this model in light of the University’s own resourceful maneuver, the CarTunes project has also long-term goals: served as a case study in the University of Windsor’s Faculty of Education and in Wayne State’s graduate . . .continued on page 10

explorer winter 2005 9 ARTICLE

course, Advanced Multimedia. According to artist Chair Marilyn L. Wheaton concurs, noting that and University of Windsor instructor Wayne although the number of people working on Tousignant, the results of these explorations will in CarTunes has certainly created “challenges,” the future be integrated into the CarTunes website. “diversity of people working on this project has made By wedding a flexible learning approach to the it a better project than it would have been otherwise.” ever-popular model of the CowParade, CarTunes on As expansive as it is, CarTunes on Parade has the Parade is engaged in what John I. Goodlad and potential to grow in exciting directions. For instance, Kenneth A. Sirotnik, co-editors of organizers could create educational opportunities for School-University Partnerships in Action: Concepts, the general public. Like another CowParade Cases, and Concerns (1988), identify as a process incarnation, the Festival of Fins in , crucial to successful educational collaborations. CarTunes could feature a community-minded Successful collaborations, they contend, make a Artists-in-Residence program, enabling local artists difference not only to the end users of the resources, to work with people of all ages on full-scale but also to the people conceiving, producing, and sculptures. Alternatively, CarTunes could follow the distributing the resources. Such a collaboration example set by the Art Gallery (VAG) in involves bringing together equal yet different Summer 2000. Called On Location: Public Art for contributors under a common and “clear, coherent the New Millennium, VAG’s project consisted of set of fundamental education values;” developing the eight artists’ proposals installed in exhibit cases in means of effectively sharing information among downtown Vancouver. With the help of on-site contributors as well as among those working in the animateurs, public opinions were discussed, fields most affected by the project; and creating a recorded, and later incorporated into the finished system of “accountability” in which “responsibilities artworks. In this manner, both the artists and the [are] wisely distributed over the organizational public had freedom to engage critically with the pyramid of educational leadership” (179). CarTunes meanings and roles of public art. . . . continued on page 11

“Classic Country,” by CFL’s Wayne Tousignant, is featured in an instructional unit entitled “Concept - Research - Fabricate. Thanks to the sponsorship of Ford Motor Company, a sculpture based on the maquette will be exhibited this summer.

10 winter 2005 explorer ARTICLE

CarTunes, continued from page 10 . . . Whether the educational approach adopted by In the meantime, organizers can be confident that CarTunes in 2005 has long-lasting effects remains to their efforts have taken the CowParade model to a be seen. Educational resources are still being added new level, where education meets civic pride and to the CarTunes website, and, Wheaton asserts, the partnerships are made stronger by their differences. online educational package “will continue to be r marketed locally, regionally, and nationally” after the Alison Kenzie is an independent writer, editor, and curator based in October 26 auction. Yet Windsor and Detroit’s past Toronto. history of collaborative educational projects surely offers hope for future partnerships. Fruitful examples have included teachers workshops organized by the Art Gallery of Windsor and Detroit Public Schools and the joint Juris Doctor/Bachelor of Laws program established between the University of Windsor and the University of Detroit Mercy.

SET Form, continued from page 7 Students will be able to consider the “verdicts” of In order to monitor the implementation of the their peers when thinking about which courses to new form, Senate’s Academic Policy Committee take. The SET results — like the SOST results (APC) has constituted an ad-hoc committee that will previously — are available for students, and others in collect feedback from students, faculty, and others the university community, to view as part of the and advise APC. r Student Information System (SIS). Drs. Kai Hildebrandt and Randy Bowers were members of the University Research is currently being undertaken by a team of Windsor Action Group that proposed the SET, and they are members consisting of Drs. Randy Bowers, Kai Hildebrandt, of the Ad-Hoc SET Monitoring Group. Comments and suggestions about and Dennis Jackson to establish a basis for how SET the SET form should be directed to Bowers at [email protected] scores relate to SOST scores, so that instructors (as well as those involved in the RPT process) can compare performance over time. The Distance Education SET Sub-Committee was asked to modify the SET form to cater to online learning. As part of this brief, the Committee recommended that a slightly-adjusted SET form would be suitable for distance education students, even though it might not prove the most ideal solution.

explorer winter 2005 11 NEWS

University of Windsor President Ross Paul discusses the implications of the Rae Postsecondary Review during his sixth annual State of the University address. President Sets Out Ambitious Agenda

In his sixth annual State of the University address "The future of the automotive industry is the January 28, University of Windsor President Ross future of Windsor," he said. He called construction of Paul set out an ambitious plan to almost 400 staff, a new building to house engineering faculty a "top faculty, students and community leaders in priority" and "essential to the future of our region." attendance, but one he promises is imminently He also cited several areas as examples of the achievable. university's greatest successes, including research in Among the top priorities he identified are: chemistry and biochemistry, engagement of the human kinetics faculty with its students, success in r providing the highest quality of service to students attracting international students, building the AUTO in all academic areas, and in campus life 21 network, and the customer orientation of r improving facilities and space for teaching and Document Imaging. research "2005 can be a great year for the University of r preparing for an increase in demand for graduate Windsor," Paul said in his concluding remarks. He studies pledged "to make this a community that exudes pride, confidence and achievement." r r improving the university's branding and promotion efforts Reprinted from the University of Windsor Daily News, Wednesday, January 31, 2005. For the text of President Paul’s address, visit Dr. Paul spoke at length on the importance of the www.uwindsor.ca/president university's ties to the local community, including the automotive industry and the health education field.

12 winter 2005 explorer CFL STAFF HIGHLIGHT

CFL STAFF HIGHLIGHT Designing Sound Systems and Multi-Media Classrooms

Xay Tang (P.Eng.) is the audio design engineer and Bruce Watt is the senior engineering technologist at the University of Windsor’s Centre for Flexible Learning (CFL). Together they have helped to plan and design over 34 installations and upgrades of multi-media classrooms across campus. Watt says it is satisfying to see the “wheels start working” as faculty anticipate how they can use multi-media in their lectures. The last step in any classroom completion is Tang and Watt’s installation of the Crestron console. The Bruce Watt, Engineering Technician, Henry Ta, P.Eng., and Xay Tang, P.Eng. show off one of the circuit boards used in configuring a Crestron console is the ‘brain’ of every multi-media multi-media classroom. classroom. It is programmed to control computer, Web, video, and DVD projection. The console also controls a document camera that can also capture 3D “Departments are now putting budget requests in for images to the computer, projector screens and, in classroom upgrades and approaching us to have the some classrooms, window blinds, electronic locks work done.” r and security systems. One preset button can dim Gail Johnson is an instructional developer and graphic artist at the lights, lower a screen, and warm up the data Centre for Flexible Learning, University of Windsor. projector. Watt does the Crestron programming. He is the only such programmer west of , Ontario. It can take up to 40 hours to program one Did you know? Crestron console, says Watt, but the instructor r The faculty preparation room in the HEC “needs just a 5-minute orientation before he or she building is unique in Canada and is being is up and running a multi-media classroom.” emulated by other institutions. As well as classroom renovations, Tang and Watt r The Office of the Registrar assigns most are involved in new building projects that require multimedia classrooms based on class size, and multi-media capabilities. They worked on the instructor preference and demand. state-of-the-art Health and Education Centre r An AV Technician at x3051, can provide (HEC) classrooms. Tang is also the audio consultant orientation on how to use the console in your and audio design engineer for audio systems multimedia classroom. campus- wide. His work includes sound engineering in all auditoriums, the St. Denis field house, the new r The CFL has created a database that describes St. Denis fitness centre, convocation and press teaching spaces on campus. Information is current conferences and in the new stadium that will be the for the University’s multimedia classrooms, and site of this summer’s Pan American Junior games. the CFL is working steadily to update entries for “The success of the multi-media classrooms across the hundreds of regular classrooms as well. Go to campus is speaking for itself,” says CFL Media cfl.uwindsor.ca à Teaching Resources à Engineering manager Henry Ta (P.Eng.). Classroom DB.

explorer winter 2005 13 NEWS Windsor Lecturers Advance in TVO Contest

A search for the province’s most inspiring lecturers MacKay says she appreciates the emphasis on has sent four University of Windsor professors to the lecturing, a part of her job she especially enjoys. second round. Some teaching awards have a much more serious Last November, public television network approach, she says, but this is fun. TVOntario invited nominations for the most “I’ll tell you something else,” MacKay adds. “I’ve innovative and entertaining college and university started watching the show.” r lecturers, with the ten finalists to be featured on the Reprinted from the University of Windsor Daily News, Wednesday, program Big Ideas. Four members of Windsor’s faculty February 9, 2005 have advanced to the second stage of the competition: Ken Cramer (psychology), Marcello Guarini (philosophy), Gillian MacKay (music), and Scott Mattson (sociology). A total of eight University of Windsor professors were nominated, and seven were invited to move on to the next round, although three declined for varying reasons. “I would say that seven out of eight is quite an impressive ratio,” says Big Ideas producer Joey Hsu. Questions, concerns, or reactions? Story The four who are participating in the second ideas? E-mail [email protected] round must submit video of them in action, and a Letters or articles may be published in the panel of judges will select the final ten. All say they next issue of . were pleased to be nominated. All letters are subject to editing for length “I consider it a great honour that someone took the and conformity to University style, tone, time out of their hectic life to nominate me for this,” and grammar. Anonymous or pseud- says Mattson. He calls it “no coincidence” that he was onymous letters will not be considered for nominated after attending summer teaching publication. workshops held by the Centre for Flexible Learning last summer. “One of the other nominees, Ken Cramer, gave one of the seminars that both inspired me and gave What would you like to read about in the me new ideas to utilize in my own practice. After next issue of ? watching Ken in action, it is no surprise to me that he was also nominated. His enthusiasm was absolutely • developments in teaching and learning infectious.” in Ontario? Cramer says the support he gets from CFL. and • in Canada? teaching assistants means he was nominated for the • in the US? work of a team. • internationally? “Insofar as I teach the big classes of intro psych, it’s never just a one-man show,” he says. “There have to E-mail [email protected] be a couple dozen people who stand behind me.”

14 winter 2005 explorer CONFERENCES Upcoming Conferences MARCH EduCause Midwest Regional Conference: Technology, Island, June 8-11, Charlottetown, Prince Edward Island, Culture, and Collaboration: Next Challenges for Higher www.stlhe.ca Education, March 21–23, Chicago, , American Association for Higher Education (AAHE) www.educause.edu Assessment Conference: Charting New Territory, June APRIL 12-14, Toronto, Ontario, University of Tennessee: Designing Universal Accessible www.aahe.org/convenings.htm#e Web Resources Workshop, April 28th, 2005, Knoxville, The 2005 NMC Summer Conference, Digital Media Tennessee, http://cita.rehab.uiuc.edu/presentations/ Center at the University of Hawaii, June 15-18, in 2005-04-28-ada/ Honolulu, Hawaii, www.newmediacenter.org/events/ MAY 2005summerconf/index.shtml Canadian Association for Distance Education (CADE): Learning Virtually Anywhere, Centre for Online and ED-MEDIA 2005: World Conference on Education Distance Education, Simon Fraser University, May 7-11, Multimedia, Hypermedia & Telecommun45ications, June Vancouver, , www.cade2005.ca/ 27-July 2, Montreal, Quebec, www.aace.org/conf/edmedia/ McGraw-Hill Ryerson 2005 Teaching and Learning JULY Conference Series, University of Alberta, May 12-13, Institute for the Advancement of Teaching in Higher , Alberta, www.extension.ualberta.ca/ Education, Banff Summer Retreat: Reflecting on Our tlt2005/index.aspx Teaching, Banff Centre, July 7-10, Banff, Alberta, CUMREC 2005: Achieving New Heights, May 15–18, www.iathe.org/BanffRetreat/general.asp, Registration is Keystone, , www.cumrec.org/2005/ limited to 30 participants, and early registration discounts Canadian Society for Studies in Higher Education apply. (CSSHE) 2005 Conference, Questions of Integrity: The AUGUST Ethics of Teaching, Research and Policy Development in The 21st Annual Conference on Distance Teaching & Higher Education, University of Western Ontario, May 29 Learning, Monona Terrace Convention Center, August 3 - to 31, London, Ontario, www.umanitoba.ca/outreach/ 5, Madison, Wisconsin, www.uwex.edu/disted/conference/ csshe/Conf/conf.html

Canadian Association for University Continuing Education (CAUCE), Newfound Horizons: Growth through Diversity, Memorial University of Newfoundland, May 29-June 1, St. John’s, Newfoundland and Labrador, www.cauce2005.ca/ JUNE STLHE (Society for Teaching and Learning in Higher Education) 2005: A Fine Balance: The Student Experience of Learning, University of Prince Edward

explorer winter 2005 15 Accommodating Learning Styles and Needs Universal Instructional Design: Handbooks for Faculty. Visit www.tss.uoguelph.ca/uid/uidmanuals.html

CFL Staff Centre for Flexible Learning Office of the Director Brown Bag Workshops MarleneLeBrun Marilyn Powley Spring 2005 12:00-1:30pm Design, Development & Research (Venue to be announced) Don Snider Terry Collins Pat Rogers Graham Fawcett Teaching Dossiers: Why They Are Important and David Wiper Tips on How to Write Them

Distributed Learning Marlene Le Brun Natasha Wiebe Learning Outcomes: Going for Clarity Jocelyne Fleming Bruce Tucker and Peter Zimmerman Gail Johnson Transforming the Curriculum with Information Wayne Tousignant Literacy Instructional Media 8April Marlene Le Brun Henry Ta Developing Online Materials to Enhance Learning: Drew Foley Stephanie Parent Experiences from a Beginner Bob Sofalvi 15 April Ralph Johnson Critical Thinking Media Engineering Henry Ta Geri Salinitri Xay Tang Student Profiles Bruce Watt To register or for more information, contact Marilyn Powley, Media Production 519-253-3000, x3090, or e-mail [email protected] Larry Foley Brian Cowan Peter Freele Tory James Chris Laskey