A CIRTL Success: Stacy S. Klein-Gardner, Ph.D. Vanderbilt University

Wednesdays 9-10:30 15 in-classroom students; 6 CIRTL on-line students 3 classroom webcams running on 3 laptops Individual student laptops Ensure everyone had a headset & webcam prior to start of course

Blackboard course website Post PPT files from lecture, audio recordings of class, assignments, handouts Group s Submit assignments and receive grades/feedback

3 guest speakers in classroom 2 classes where no one came to the classroom Extensive use of breakout groups 4 classes of student presentations

Course Introduction, Grand Challenge, HPL Theory HPL & the Legacy Cycle Understanding by Design Assessment Accreditation Rubric writing Literacies Diversity in the classroom

Classroom management & student participation Blackboard K-12 Outreach Classroom Response Systems Design your own Legacy Cycle Teaching statement

Very effective platform Once you get used to the small lag time with turning mics/cameras on and off, class moves smoothly Rich classroom discussions Call on people early in the semester to get them used to talking Breakout groups are very effective, even with groups mixed across the online/in-class students Worked well with non-hands-on topics Student presentations work well no matter where they are located

Limitation Showing video Compensate by sending video links ahead of time to on- line students so they can watch on their own computers Need to mute audio from classroom while in-class students watch