ANT 275 - The Snowmastodon Project; Paleontology/Archaeology internship with the Denver Museum of Nature and Science
Six CMC participated in an immersive, week-long, field-based internship with the Denver Museum of Nature and Science (DMNS) at the Zeigler Reservoir near Snowmass Village, CO.
Through daily interactions with DMNS paleontologists Kirk Johnson, Ph.D. and Ian Miller, Ph.D., as well as other scientists, students learned about the historic significance of this “Ice Age Discovery,” including the importance of the find within the scientific (paleontological) record, the implications of the find to contemporary climate science, and the (albeit unlikely) possibility of prehistoric human presence at the site.
This site is the highest elevation site containing mammoth and mastodon in the world. The students made discoveries right alongside world class scientists, who provided interpretations of evidence uncovered on a daily basis, as well as hypotheses to test by further investigation; in short, CMC students and world-class scientists learned together as they explored the magnitude and richness of this find.
Due to the intensive nature of this field experience the students were asked to record their observations daily using a Flip Cam rather than producing a traditional research paper.
James Callahan's Video Blog, Day 1:
Ronnie Hendricks' Video Blog, Last Day:
Each student recorded approximately 5 minutes per day of video describing their learning opportunities, events, lectures, and reflections of their experience.
The video blog included scientific as well as personal observations.
Each day began with a morning meeting at 7, followed by 10 hours at the excavation site, and concluded with an evening meeting after dinner at 8:30 pm.
Conversations between the students and the instructor continue over the course of the summer and early fall as the full impact of their experience develops.
For more information visit:
http://www.livescience.com/14958-mastodon-mammoth-excavation-snowmass-teachers.html
By: Sandy Jackson
Saturday, July 16, 2011
Thursday, July 14, 2011
Summary from APUS Webinar on Teaching Online in the Community Colleges
Mary Dereshiwsky on Keys to Becoming an Effective Online Instructor: Dealing with Challenging Students... and More
Seven Keys to Success
Key 1: You shouldn't have to be a techie -- find some support.
Key 2: It's all about continual engagement. Review the post from her last presentation.
Key 3: Let them see you mess up -- humanizes you, lessens student fear.
Key 4: New can be better -- this one might resonate with everyone looking at a change in LMS. It's a chance to review your course, make some of the changes you have been thinking about. Stretch is good.
Key 5: Empathy - walk a mile in their shoes. Keep being a student, keep taking seminars, keep taking classes. Be very visible to your students, especially at the beginning of the term. Respond promptly, post a FAQ, login frequently. Use a lot of "I" statements.
Key 6: Be yourself and convey your own personality in your classes.
Key 7: Get a life! You need to take one day off each week. Don't stay online 24/7
Challenging Students
Susan Ko: Profiles of Difficult Students, http://deoracle.org/online-pedagogy/teaching-strategies/managing-difficult-students-in-the-online-classroom.html
Mary Bart: Dealing with Difficult Online Students, https://sites.google.com/site/difficultonlinestudent/
Trigger #1: Start-up jitters
Your course is different from the last one they took. Can generate an avalanche of email. Consider reaching out via phone. Work on humanizing yourself. Be sure you field questions as quickly as possible - move email to discussion area so everyone can see answers.
If they are "lost" ask them to tell you one thing that is confusing, so you can untangle that one thing.
Trigger #2: Technology
Ask students to make a back-up plan for getting to class if their computer breaks down (car analogy). Give them locations of labs, but also help them come up with other alternatives - library, friend, work, etc.
Make sure students know about extra software early.
Be careful of timezones.
Trigger #3: Communication Related
Text only causes issues. Remember you are dealing with a real person. Bring up hot-buttons early - include a plagiarism discussion. Share netiquette links. Walk away if a student slams you and think about it. Stay polite! Reach out to the student, use the phone. Post a reminder to all students. "It's okay to disagree with an idea, but it's not okay to attack a person."
Call on students in the discussion area. Help them stay active.
Alicia Shepard "A's for Everyone" at the Washington Post, http://www.washingtonpost.com/wp-dyn/content/article/2005/06/02/AR2005060201593.html
Trigger #4: Challenges of Group Work
Use a group contract. (Developed by the groups.) It should include an initial plan for conflict resolution.
Trigger #5: PTSD
As many of 31% of the military population who has been deployed my have PTSD. Many of the 400,000 military students taking classes are taking online classes. These students may have trouble staying on topic and may have high anxiety. Habitual flaming may be a signal. Reach out to them and ask what is bothering them. Be able to recommend your school's support center. Call the support center yourself and find out what they recommend. VA also has resources available online. (APUS is 70% military students, so this is an important topic for them.)
Closing
It's not about you. Keep problems in perspective. Don't make them personal. Do some reading and investigation. Most of the triggers are not about you, they are a part of the student's situation. Reach out to difficult students in a positive way.
Lisa
Lisa
Wednesday, July 13, 2011
Estes Park 2010
I was honored to attend the Fall 2010 yoga conference in Estes Park. Hundreds of yoga students and a collection of top yoga teachers from around the world congregate annually at the Estes Park YMCA for the annual Yoga Journal conference. I go to these conferences to stay current in the world of yoga and to enhance my teaching by being with these great teachers.
John Friend, one of the leading teachers in the world, taught to a class of almost 700 people. The energy in the room where 700 yoga practitioners are moving through a challenging and dynamic practice is exceptionally vibrant. John teaches what he has coined Anusara yoga. Anusara translates from sanskrit as “stepping into the currents of grace.” The primary intention of this form of yoga is a spiritual one, to connect with something bigger than ourselves, grace, and then move through the challenging poses with serving that intention as the ultimate purpose. It is a very inspiring and uplifting practice.
At the conference, John discussed the three A’s of the Anusara teaching method, attitude, alignment, and action. Attitude is the intention you do the practice with. There are two motives for doing yoga: simply to express the radiance of the heart in each pose and to reunite with the bliss and love in your heart if you are feeling disconnected from it. Alignment refers to the outer form of the pose as well as the how the physical pose reflects the attitude. The openness of the heart is expressed in the physical pose. Action refers to the balance of muscular energy and the organic energy of the pose. The muscles draw in to the skeletal structure to create stability and organic energy carries the expansive, energetic qualities of the heart and radiates from within the pose outward and represents freedom and expansion.
John discussed in depth that the teacher in yoga is not better than the student. They are of the same divine nature, yet the teacher has been on the path up the mountain before and is the guide. The teacher guides the student safely up the mountain with the intention that the student will feel better about themselves along the way. The teacher sees the beauty in all students serves that beauty and recognizes that we all are on our own path to free ourselves from pain. Without judging, there is recognition that each person moves along their own path to free themselves from suffering.
The teachings that John offers are woven amidst a strong and dynamic yoga practice which at this conference focused on deep backbends and intense hip openers. It is fun to contemplate these bigger, spiritual ideas that he offers while walking around on your mat upside down in a back bend. It is hard to do anything but breathe and possibly laugh.
Jill Barker
John Friend, one of the leading teachers in the world, taught to a class of almost 700 people. The energy in the room where 700 yoga practitioners are moving through a challenging and dynamic practice is exceptionally vibrant. John teaches what he has coined Anusara yoga. Anusara translates from sanskrit as “stepping into the currents of grace.” The primary intention of this form of yoga is a spiritual one, to connect with something bigger than ourselves, grace, and then move through the challenging poses with serving that intention as the ultimate purpose. It is a very inspiring and uplifting practice.
At the conference, John discussed the three A’s of the Anusara teaching method, attitude, alignment, and action. Attitude is the intention you do the practice with. There are two motives for doing yoga: simply to express the radiance of the heart in each pose and to reunite with the bliss and love in your heart if you are feeling disconnected from it. Alignment refers to the outer form of the pose as well as the how the physical pose reflects the attitude. The openness of the heart is expressed in the physical pose. Action refers to the balance of muscular energy and the organic energy of the pose. The muscles draw in to the skeletal structure to create stability and organic energy carries the expansive, energetic qualities of the heart and radiates from within the pose outward and represents freedom and expansion.
John discussed in depth that the teacher in yoga is not better than the student. They are of the same divine nature, yet the teacher has been on the path up the mountain before and is the guide. The teacher guides the student safely up the mountain with the intention that the student will feel better about themselves along the way. The teacher sees the beauty in all students serves that beauty and recognizes that we all are on our own path to free ourselves from pain. Without judging, there is recognition that each person moves along their own path to free themselves from suffering.
The teachings that John offers are woven amidst a strong and dynamic yoga practice which at this conference focused on deep backbends and intense hip openers. It is fun to contemplate these bigger, spiritual ideas that he offers while walking around on your mat upside down in a back bend. It is hard to do anything but breathe and possibly laugh.
Jill Barker
Wednesday, May 18, 2011
8th Annual Nutrition and Health Conference
A number of topics are fresh on my mind after recently attending the 8th Annual Nutrition and Health conference in San Francisco - sponsored by the University of Arizona College of Medicine, presented by the Arizona Center for Integrative Medicine. Prominent speakers and researchers in the field of nutrition dominated the conference - such as Dr. Andrew Weil, Dr. Dean Ornish, and Michael Pollan.
Dr. Weil opened the conference with a presentation on the macronutrients and the anti-inflammatory way of eating. The macronutrients are those which our bodies need in large quantities - that is, carbohydrate, fat, and protein. We need all these nutrients. Some forms of carbohydrate are better than others. The same goes for fat and protein. Avoiding foods that are "refined, processed, or manufactured" is a good rule of thumb when deciding which foods are better than others. Specifically, concentrating on whole grains (not in pulverized forms such as flour - even whole wheat flour) in their whole grain form is the way to go. Fish and seafood (especially wild Alaskan salmon and sardines) are excellent sources of both protein and 'good fat.' Eating an abundance of vegetables and aiming for variety are other key features of a healthy diet.
Dr. Weil discussed evidence supporting the concept that "diseases of aging" in large part stem from inflammatory processes in the body. These diseases include cardiovascular disease, cancer, and neuro-degenerative diseases. He believes we can use dietary change as one way to prevent and change the impact of these diseases. The object is to reduce the pro-inflammatory elements of our diet and increase the anti-inflammatory ones. An example of a pro-inflammatory substance is omega 6 oil in excess. Granted, omega 6 is a key nutrient. But our food supply tends to be flooded with this oil in its cheapest and least valuable form - processed oils found in chips and other manufactured foods. On the other hand, an example of an anti-inflammatory food is an omega 3 food source such as wild sockeye salmon. Other key nutrients (soy, mushrooms, nuts/seeds to name a few) are illustrated in Dr. Weil's food pyramid. (Refer to his website: www.drweil.com.)
Many other speakers caught my attention and interest. Dr. Marion Neste, PhD, MPH from New York University was one. She discussed the "toxic environment" created by food industry's advertising. I tried to come away from the lectures with one-liners. From hers, I came away with, "Eat food, not products." From Dr. Dean Ornish's lecture, I came away with .. "Eat mostly a plant-based diet - eat food in its natural form... What's good for you is good for the planet." Dr. Ornish is the founder of the Preventive Medicine Research Institute in Sausalito, CA, and an author of a number of books. His most recent, The Spectrum, is one I am interested in reading. His premise is that changes in lifestyle and diet can be difficult, but when approached from the perspective of how and what someone wants to change, the result is positive - rather than an approach from the perspective of do-nots and should-nots.
The second morning of the conference focused on cancer prevention. The area of nutrigenomics and a personalized diet is unfolding rapidly. This is an area of much research right now and deals with how a "person's genetic makeup" can "tailor strategies for the detection, treatment, or prevention of disease." In general, however, one could benefit greatly by following the American Cancer Society's and the World Cancer Research Fund's Guidelines such as these: Maintain a healthy weight/be as lean as possible without becoming overweight ... Avoid sugary drinks and processed foods high in added sugar, low in fiber, or high in fat .. Limit consumption of processed and red meats .. Consume a healthy diet, with an emphasis on plant sources/chose whole grains in preference to refined grains.
I cannot help but also mention the dynamic presentation by Dr. Michael Holick, Professor of Medicine, Physiology, and Biophysics, Boston University of Medicine. Dr. Holick is devoted to the study of Vitamin D (the 'sunshine vitamin') and its relation not only to bone health (Vitamin D is needed for the absorption of calcium), but also, its deficiency relation to many other disease processes - such as MS, cancer, and heart disease. Refer to this website for more about this very important vitamin, our current deficiencies and its implications for health: www.vitamindhealth.org.
A truly amazing evening event kicked off with a photographic journey presented by Peter Menzel and Faith D'Aluisio - authors of Hungry Planet: What the World Eats. Both this and their most recent book, What I Eat: Around the World in 80 Diets, are visually impactful photographic depictions of diet and culture. [see www.menzelphoto.com.] I continued to be engrossed during the next part of the evening during a public forum hosting Dr. Andrew Weil, Michael Pollan (author and journalist), and Dr. Robert Lustig, Professor of Pediatrics University of California. One of the questions posed to the participants: Is a calorie a calorie? The answer was a resounding "NO!" - in that consumption of sugary beverages , consumption of high fructose corn syrup (a "marker of a low quality food" [Dr. Weil]), results in deleterious effects to our health ... leading to a variety of consequences such as type 2 diabetes, heart disease, fatty liver... The take-home message: The farther we move away from the natural food, the farther away from the food as nature provides it, the worse it is for our health. This message (almost a mantra!) was delivered often during the conference.
Much can be summed up by the Michael Pollan quote: "Eat food. Not too much. Mostly plants."
Read more about this conference at: www.nutritionandhealthconf.org.
Dr. Weil opened the conference with a presentation on the macronutrients and the anti-inflammatory way of eating. The macronutrients are those which our bodies need in large quantities - that is, carbohydrate, fat, and protein. We need all these nutrients. Some forms of carbohydrate are better than others. The same goes for fat and protein. Avoiding foods that are "refined, processed, or manufactured" is a good rule of thumb when deciding which foods are better than others. Specifically, concentrating on whole grains (not in pulverized forms such as flour - even whole wheat flour) in their whole grain form is the way to go. Fish and seafood (especially wild Alaskan salmon and sardines) are excellent sources of both protein and 'good fat.' Eating an abundance of vegetables and aiming for variety are other key features of a healthy diet.
Dr. Weil discussed evidence supporting the concept that "diseases of aging" in large part stem from inflammatory processes in the body. These diseases include cardiovascular disease, cancer, and neuro-degenerative diseases. He believes we can use dietary change as one way to prevent and change the impact of these diseases. The object is to reduce the pro-inflammatory elements of our diet and increase the anti-inflammatory ones. An example of a pro-inflammatory substance is omega 6 oil in excess. Granted, omega 6 is a key nutrient. But our food supply tends to be flooded with this oil in its cheapest and least valuable form - processed oils found in chips and other manufactured foods. On the other hand, an example of an anti-inflammatory food is an omega 3 food source such as wild sockeye salmon. Other key nutrients (soy, mushrooms, nuts/seeds to name a few) are illustrated in Dr. Weil's food pyramid. (Refer to his website: www.drweil.com.)
Many other speakers caught my attention and interest. Dr. Marion Neste, PhD, MPH from New York University was one. She discussed the "toxic environment" created by food industry's advertising. I tried to come away from the lectures with one-liners. From hers, I came away with, "Eat food, not products." From Dr. Dean Ornish's lecture, I came away with .. "Eat mostly a plant-based diet - eat food in its natural form... What's good for you is good for the planet." Dr. Ornish is the founder of the Preventive Medicine Research Institute in Sausalito, CA, and an author of a number of books. His most recent, The Spectrum, is one I am interested in reading. His premise is that changes in lifestyle and diet can be difficult, but when approached from the perspective of how and what someone wants to change, the result is positive - rather than an approach from the perspective of do-nots and should-nots.
The second morning of the conference focused on cancer prevention. The area of nutrigenomics and a personalized diet is unfolding rapidly. This is an area of much research right now and deals with how a "person's genetic makeup" can "tailor strategies for the detection, treatment, or prevention of disease." In general, however, one could benefit greatly by following the American Cancer Society's and the World Cancer Research Fund's Guidelines such as these: Maintain a healthy weight/be as lean as possible without becoming overweight ... Avoid sugary drinks and processed foods high in added sugar, low in fiber, or high in fat .. Limit consumption of processed and red meats .. Consume a healthy diet, with an emphasis on plant sources/chose whole grains in preference to refined grains.
I cannot help but also mention the dynamic presentation by Dr. Michael Holick, Professor of Medicine, Physiology, and Biophysics, Boston University of Medicine. Dr. Holick is devoted to the study of Vitamin D (the 'sunshine vitamin') and its relation not only to bone health (Vitamin D is needed for the absorption of calcium), but also, its deficiency relation to many other disease processes - such as MS, cancer, and heart disease. Refer to this website for more about this very important vitamin, our current deficiencies and its implications for health: www.vitamindhealth.org.
A truly amazing evening event kicked off with a photographic journey presented by Peter Menzel and Faith D'Aluisio - authors of Hungry Planet: What the World Eats. Both this and their most recent book, What I Eat: Around the World in 80 Diets, are visually impactful photographic depictions of diet and culture. [see www.menzelphoto.com.] I continued to be engrossed during the next part of the evening during a public forum hosting Dr. Andrew Weil, Michael Pollan (author and journalist), and Dr. Robert Lustig, Professor of Pediatrics University of California. One of the questions posed to the participants: Is a calorie a calorie? The answer was a resounding "NO!" - in that consumption of sugary beverages , consumption of high fructose corn syrup (a "marker of a low quality food" [Dr. Weil]), results in deleterious effects to our health ... leading to a variety of consequences such as type 2 diabetes, heart disease, fatty liver... The take-home message: The farther we move away from the natural food, the farther away from the food as nature provides it, the worse it is for our health. This message (almost a mantra!) was delivered often during the conference.
Much can be summed up by the Michael Pollan quote: "Eat food. Not too much. Mostly plants."
Read more about this conference at: www.nutritionandhealthconf.org.
Tuesday, April 19, 2011
eLCC 2011
Notes from eLCC 2011 in Colorado Springs:
I went to a presentation on a redesign of a geography course presented by Karen Kaemmerling and Sean Renner of CCCOnline. This was a course that started with a very traditional set of assessments -- essay, a research paper, and some multiple choice exams. They had changed the assessments to include:
- Discussions: students chose a term from a bank of terms, find a current event that reflects that their chosen term, then submit the term and the event to the discussion board. Students also have to respond to at least two peer submissions.
- Discussions part 2: Student generated discussions. Part of the student introduction requirement is that students browse the text and the course and submit 5 topics for future discussions. The instructor will generate discussion questions based on those topics as everyone moves through the course.
- Video reflection assignment: This is a journaling assignment rather than a formal writing assignment. Students watch at least one of the videos that come with the text and write a journal response to that video. (Two reasons for this assignment -- first, it does force students to watch the videos; and two, it uses the extra multi-media material that students are paying for.)
- Annotated Google map: This is a more creative assignment that ask students to develop an annotated Google map.
- Course Project: A scaffolded assignment that leads to a course presentation
- Thesis
- Bibliography
- Presentation proposal (similar to a conference proposal) and proposed visual aid
- Student generated rubric for grading
- Presentation: can be recorded Powerpoint, some other presentation software with audio, video. The final presentation is submitted to the discussion board. Students have to comment on at least two other presentations.
The negative comments I heard were around the required amount of writing and the level of written work. This is a GT transfer course, so is required to include written work. I think that could be addressed through the first discussion assignment - if the current events pieces are required to be formal essays that means the course would have a significant essay assignment for each unit. You could also require that a written version of the presentation be turned in. That includes a bibliography and some formal research. (Here's a link to the general competencies for the GT Transfer courses: http://highered.colorado.gov/Academics/Transfers/gtPathways/Criteria/content.html. They are interesting to read through again.)
I went to a second session on Google Maps delivered by Scott Houck and two others from Metro State College. That session was focused more on digital story-telling with Google maps, but didn't offer many specific examples. I like the idea of using annotated maps, pictures, and video in many classes. I tried to design an assessment for the international trade unit of my economics course around it, but have so far failed. It's easier for geography, literature, history, humanities courses (takes less imagination on my part). If you've looked at some of what Michael Wesch does (youtube), some of his presentations use annotated maps in an exciting way.
Google maps might be very good at helping to add the community piece to a class -- and that helps a lot with student success and completion rates. So many classes are designed with a series of somewhat boring essays and a couple of multiple choice exams (mine included). It was nice to brainstorm with some creative, out-of-the-box thinkers.
I went to a great presentation by Liz Kleinfeld on organizing your digital life. Like Liz I had decided that Facebook is for friends and Twitter is professional. Also like Liz I find it hard to really keep those two parts of my digital life separate. I do try to keep the post-types separate though.... most of my Facebook is family and they don't really care about course development issues. Then of course I keep a completely separate blog on the horse piece since almost no one other than me wants to read my training diary. :^) (Over at Speed-trap.blogspot.com for those of you who do want to read about my difficulties with half-pass.) Then there is Linked-in, which I haven't really figured out yet. So far it's really just a directory for me, but I have used it to locate people I wanted to talk to, but had lost track of. Liz had some very good points about how to fill in the profile information for all of those locations and why -- it is better to give people a better first glimpse of yourself than just whatever comes up first when they google you. (I just googled myself - first Twitter, then Educause, then Blogger.)
On the vendor side I went to a presentation by Soft Chalk. Didn't learn a lot of new things there, but I do really like the product for quick and easy content development with straight-forward navigation built right in. I also went to a presentation by Terry Rowenhorst on NROC's new math course. The material is very good -- a focus on the multimedia presentation of course, but the back end pedagogy is very well thought out. The problems a student receives are based on whether or not they gave the correct answer on previous problems and the feedback sends them directly to the applicable portion of the "textbook". There are also numerous applications built in as well as puzzles and other activities. www.NROCmath.org.
Great keynotes by Ellen Wagner of WCET and Sage Road Solutions and Barry Dahl of Excellence in e-Education.
Last, I enjoyed a session on Data Analytics led by Jon Sherrill of CCCOnline. I want to go look at a tool called Snap and analyze my discussions with it. He commented that we need to remember to use all the proposed analytics for the benefit of the students. That may be obvious, but I agree that it can be forgotten in the rush to data. It is very important that we begin to collect and analyze student data though -- it may help us to be more efficient, but almost more importantly it gives us a way to respond to Washington when they are planning regulations that may not help 2-year schools.
Here comes April, "like an idiot, babbling and strewing flowers"
A big welcome to springtime, April, and Poetry Month.
SPRING
Edna St. Vincent Millay (1892-1950)
O what purpose, April, do you return again?
Beauty is not enough.
You can no longer quiet me with the redness
Of little leaves opening stickily.
I know what I know.
The sun is hot on my neck as I observe
The spikes of the crocus.
The smell of the earth is good.
It is apparent that there is no death.
But what does that signify?
Not only under ground are the brains of men
Eaten by maggots.
Life in itself
Is nothing,
An empty cup, a flight of uncarpeted stairs.
It is not enough that yearly, down this hill,
April
Comes like an idiot, babbling and strewing flowers.
Feeling poetic?
Want to share your writing and be a techie too?
Visit the new QR poetry blog created by Alice Bedard-Voorhees.
There you can see how to turn your poem into a QR Code and post your words as well.
Find out more at:
http://qrpoetry.blogspot.com/
Need some inspiration?
Download a poetry app on your smart phone.
For example, try The Poetry Foundations's iPhone app.
You can slide the 2 panels on the screen separately to choose a mood and topic, and the app will present you with poems that fit that combination.
Create your own combos, like Pessimism and Love or Contentment and Family, and see what poems appear.
Or just shake your iPhone and watch the 2 reels spin, and a combo of moods and the related poems will be chosen for you.
Read poems online
Visit The Poetry Foundation online:
http://www.poetryfoundation.org/
Read and lucubrate* with an actual book
http://coloradomtn.edu/library
SPRING
Edna St. Vincent Millay (1892-1950)
O what purpose, April, do you return again?
Beauty is not enough.
You can no longer quiet me with the redness
Of little leaves opening stickily.
I know what I know.
The sun is hot on my neck as I observe
The spikes of the crocus.
The smell of the earth is good.
It is apparent that there is no death.
But what does that signify?
Not only under ground are the brains of men
Eaten by maggots.
Life in itself
Is nothing,
An empty cup, a flight of uncarpeted stairs.
It is not enough that yearly, down this hill,
April
Comes like an idiot, babbling and strewing flowers.
Feeling poetic?
Want to share your writing and be a techie too?
Visit the new QR poetry blog created by Alice Bedard-Voorhees.
There you can see how to turn your poem into a QR Code and post your words as well.
Find out more at:
http://qrpoetry.blogspot.com/
Need some inspiration?
Download a poetry app on your smart phone.
For example, try The Poetry Foundations's iPhone app.
You can slide the 2 panels on the screen separately to choose a mood and topic, and the app will present you with poems that fit that combination.
Create your own combos, like Pessimism and Love or Contentment and Family, and see what poems appear.
Or just shake your iPhone and watch the 2 reels spin, and a combo of moods and the related poems will be chosen for you.
Read poems online
Visit The Poetry Foundation online:
http://www.poetryfoundation.org/
Read and lucubrate* with an actual book
http://coloradomtn.edu/library
*From the past participle of Latin lucubrare ‘to work by candle light’.
Thursday, April 14, 2011
Kathy Kiser-Miller Honored as E-Learning Educator of the Year by eLCC
Congratulations to CMC's Steamboat Humanities/Speech Faculty Member Kathy Kiser-Miller!
Kathy was named e-Learning Educator of the Year today at the eLCC (e-Learning Consortium of Colorado) conference at Colorado Springs. Kathy was unable to attend, but Louis Beatty, Computer Faculty for CMC's Virtual Campus, accepted the award for her.
For more information on eLCC, visit elearningcolorado.org
Kathy was named e-Learning Educator of the Year today at the eLCC (e-Learning Consortium of Colorado) conference at Colorado Springs. Kathy was unable to attend, but Louis Beatty, Computer Faculty for CMC's Virtual Campus, accepted the award for her.
For more information on eLCC, visit elearningcolorado.org
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