Every month, Digital Learning Initiatives will be hosting faculty presentations highlighting how NMSU faculty are teaching online . The focus is on dynamic, interactive teaching. For more information, contact email@example.com.
LockDown Browser® is a custom web browser that locks down the exam environment within Canvas. LockDown Browser® prevents access to other applications including messaging, screen-sharing, virtual machines, and remote desktops.
“Instructor Live Proctoring” is a feature that became available early in the Spring 2021 semester. In this proctoring mode, instructors watch students remotely during an online exam through Zoom. The instructor can see the students as they take the exam; however, the students can’t see the instructor or any other student in the class.
“Instructor Live Proctoring” using Zoom and LockDown Browser® appears to be best suited to courses with less than 25 students, as 25 frames is the maximum number that can be viewed and optionally recorded in Gallery View through Zoom.
The major benefit of this proctoring mode is “connection.” Students can ask clarifying questions in real-time, and instructors can provide oral instructions in real time.
There is a catch to this mode of proctoring: students lose control of the Zoom session. As such, they cannot unmute themselves to ask a question and then mute themselves again to continue taking the exam quietly. Therefore, it was recommended that students ask questions by writing on a piece of paper and holding the paper up to their webcam.
I used “Instructor Live Proctoring” in two on-line College of Engineering courses during the Spring 2021 semester. At least one time, I was able to correct an exam problem in real-time. On two other occasions, I was able to extend the time of the exam, as I could “see” that students were requiring extra time. Overall, I found it a more friendly and secure alternative to doing exam proctoring either: (a) with LockDown Browser® only, or (b) with Zoom only.
During the Spring 2021, I believe I discovered an even better method to exam proctoring than what I initially tried. In this method, a smartphone is used for the Zoom connection, while a laptop computer is used in conjunction with the LockDown Browser® to take the exam. Using the smartphone allows the student to maintain control of the Zoom session, such that they can ask questions audibly and not just on paper.
Associate Professor Paul M. Furth held the John Kaichiro and Tome Miyaguchi Nakayama Professorship for Teaching Excellence in NMSU’s College of Engineering from 2015 – 2021. He held a faculty appointment in NMSU’s Klipsch School of Electrical & Computer Engineering for 24 years. Effective January 2020, he joined the Engineering Technology and Surveying Engineering Department as coordinator for the Electronics and Computer Engineering Technology (ECET) undergraduate program. He teaches courses in electric circuits, electronics, computer programming, and microprocessors. His research interests are in power management circuits and sensor systems.
Recent current events have reminded us of the ever-increasing importance of information literacy. As information is disseminated in new ways, our students need evolving skills to tackle it. Now is a perfect time to consider how to embed information literacy into your classroom through scaffolding, assignments targeting specific skills, and partnership with the library. The NMSU Librarians have a unique set of skills and ways to integrate information literacy seamlessly into courses without interrupting the flow of your course. This presentation will outline some steps you can take immediately on your own, as well as offer suggestions of how librarians can be helpful the process of planning your courses. And of course, we will talk about how this can benefit all your students: from online to in-person, undergraduate to graduate.
Erin Renee Wahl is an Assistant Professor and Instruction Coordinator at the NMSU Library. Her research revolves around information literacy pedagogy, sustainability, interdisciplinary uses of archives, and rhetoric of and about libraries. Her spare time is spent with two furious dinosaurs: a dictator parakeet named Pickles and his court jester; a zebra finch named Taquito.Embedding the Library and Information Literacy into your Students’ Research Journey
Since the start of the pandemic, students and faculty have been forced to navigate new territory in learning and teaching, and the options afforded us through zoom, in-person, and asynchronous classes have given us both new challenges and new possibilities. No matter the modality, creating a sense of community in a classroom can be one of the best ways to keep students (and teachers) engaged.
Join Alice Poole and Marieka Brown, two instructors who spent the last year teaching “mega-hybrid classes” (each class cross-listed as in-person, synchronous, and asynchronous) in a discussion of the “10 Things We Learned About Creating Community in a Hybrid Classroom.” Come share your own successes and learn from others.
Alice Poole and Marieka Brown have been colleagues since 2006 working with multilingual international and domestic students at NMSU. Both are professors in the English Department with backgrounds in TESOL (Teaching English to Speakers of Other Languages). Committed to dynamic in-person teaching, they never imagined they would be teaching any other way.
David Irvin is the Business & Government Documents Librarian at NMSU Library. He also manages the Patent and Trademark Resource Program, which provides Intellectual Property research help to New Mexicans. Mr. Irvin formerly worked as an electronic resource’s specialist at McLennan Community College in Waco, Texas. Before beginning his career in librarianship, Irvin wrote for several newspapers across the country on topics including business, crime, and automobiles. Throughout his career, Mr. Irvin has relied upon public data sources, especially those published by the US Securities Exchange Commission, the US Department of Agriculture, and the US Census Bureau.
In this program Mr. Irvin will demonstrate a Canvas Module that can be used to introduce students to various public data sources. The module contains links to public data sources like the US Census, federal statistical reports, data.gov, Pew data sets, and Google Data Explorer. Participants will learn how public data sources can be integrated into Canvas classes, with suggestions for tutorials, individual assignments, and in-class participation. These lessons can be applied across numerous disciplines, including economics, biology, climate science, and others. Participants will be able to access the module and import its content to their courses.