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From UB

Military surplus again available to college campus police

November, 2017
Value of military equipment  acquired by colleges. (Source: OpenTheBooks.com).

Attorney General Jeff Sessions this summer revived the surplus 1033 program, which the Obama Administration had restricted over public concerns about the militarization of police.

From scattered to scale–How one large university manages 2TB of new lecture capture video every week

More than a quarter million hours—that’s how much time students at the University of Arizona collectively spent watching recorded lectures, flipped classroom presentations, and other academic video just last year.

Are app-based systems a distraction in college classrooms?

November, 2016

“I know the idea of bringing your own device is becoming more prominent, but I still think pulling out a phone, tablet or laptop is distracting. You always lose students for a measurable amount of time, and that’s the primary concern.”

Dwight Farris, instructional technologist, The University of Arizona

Quick, click: Student response systems evolve in higher ed

November, 2016
Equipped for Response—In 2015, more than 600 instructors and 20,000 students used clickers at  The University of Arizona. The Office of Instruction and Assessment’s resources page offers a primer with clicker best practices and strategies, including tips on writing good questions.  Photo: Thomas Veneklasen Photography/Arizona Board of Regents

Colleges and universities have used student response systems for years to take attendance, administer pop quizzes and register informal polls in larger classes where verbal discussions are limited. But as technology improves, student response systems are becoming more versatile than ever—and instructors are increasingly creative in using them.

Active teaching in a traditional lecture hall

October, 2016
High-capacity classrooms: The collaborative BioSciences West classroom at The University of Arizona holds up to 112 students.

Active learning should allow students in traditional lecture halls to work in small groups solving problem sets or developing presentations. That can be accomplished without renovating the space, but the layout does present challenges.

Lecture courses can be made more interactive by breaking up class time with small-group activities.

Sponsored Content

6/27/2018

The demographics of today’s higher ed learners are shifting dramatically. Those once considered nontraditional learners—adults looking to change career paths, workers returning to school for certifications or students requiring flexible learning paths—have become the norm.

How must institutions respond to these changing demographics to meet the evolving demands of these “new traditional” students? How can institutions use technology and data to drive student success and support continuous improvement in this changing environment?

5/25/2018

TouchNet’s PayPath Convenience Fee Service helped Illinois Central College make a seamless and painless transition to service fees as part of a revamped business model. Learn how U.Commerce helps ICC meet its financial needs while meeting student expectations.

5/14/2018

Gain an in-depth view of how the higher ed student population is dramatically shifting, how these changes are affecting your institution, and how to strategically and operationally weather this storm while increasing student recruiting and graduation rates.

5/10/2018

Predictive analytics can serve as the foundation of student success efforts. By drawing together data from disparate campus sources and systems, predictive analytics software can enable institutional leaders to predict the likelihood of student attrition, identify at-risk students, and match them with the right resources that can help them succeed.

5/2/2018

Today’s students have expectations that their courses provide flexible, easy-to-access video content and blended learning environments, but implementing video such as lecture capture platforms at scale across campus—and in a way that drives student success—can be challenging.