CAT Base - User contributions [en]

Walking Club

2026-06-16T20:56:20Z

Bart: establishing stub

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[[Category: Stubs]]

Prompt & Response

2026-06-16T20:55:52Z

Bart: establishing stub

{{stub}}

[[Category: Stubs]]

Category:Stubs

2026-06-16T20:51:16Z

Bart: establishing category

These aren't really articles yet; they are placeholders in need of expansion.

Template:Stub

2026-06-16T20:39:12Z

Bart: establishing template

''This is only a placeholder. The indefatigable staffers of CAT+FD intend to write something more substantive eventually. In the meanwhile, you can see [[Special:WhatLinksHere/{{FULLPAGENAME}}|what links here]] which may reveal more.''

Science Education Research Group

2026-06-16T20:32:32Z

Bart: estalishing stub

{{stub}}

[[Category: Stubs]]

Vimeo

2026-06-16T20:25:26Z

Bart: establishing entry

Starting in September 2011, [[CAT+FD]] hosted videos on a platform known as [[Vimeo]]. We even sometimes recommended faculty use Vimeo as an alternative to [[YouTube]]. However, in 2025, Vimeo was acquired by Bending Spoons, a conglomerate based in Milan; sweeping layoffs were announced in 2026, followed by new and highly controversial pricing plans. As a result, a number of our videos were rendered unplayable. Essentially they were held hostage unless we ponied up. We had to download and delete videos in order to recover copies of the full set. We've since uploaded these to YouTube and are indexing them here for historical purposes.

* [https://youtu.be/nvxYhZCwN5E Online Teacher Training (May 2012)]
* [https://youtu.be/NsRI9wUk2fk Prophets of the Sixth Century BCE (BibleDudes)]

Initiatives

2026-06-10T19:05:34Z

Bart: /* Other Initiatives */ combing items

{{communities}}

== Other Initiatives ==

* [[CAT Talks]] and other faculty workshops: see our [https://xula.libcal.com/calendar/CAT?cid=15223&t=m&d=0000-00-00&cal=15223&inc=0 event listing]
* [[Mid-Course Review]]: Discover what your students really think about your teaching.
* [[Part-time Faculty Support]]
* [[The Research Brief]]
* [[Writing Retreat]]: similar to the Writing Group but without the long-term commitment.

== Past Initiatives ==

* [[Service Learning|Service Learning Partnership]]: Learn to design your course or assignment around community service.
* [[Sustaining the Dialog]]: Building Core Expertise in Contemplative Pedagogy
* [[Xavier Contemplative Inquiry Team]]
* [[Writing Lock-Ins]]: CAT+FD offered a series of monthly "lock-ins." These have been superseded by the weekly Writing Group.

For initiatives prior to 2018, see [https://cat.xula.edu/initiatives/past the archives on our website].

[[Category: Index]]

Initiatives

2026-06-10T18:48:46Z

Bart: editing links

{{communities}}

== Other Initiatives ==

* [[CAT Talks]]
* [[Mid-Course Review]]: Discover what your students really think about your teaching.
* Faculty Workshops: see our [https://xula.libcal.com/calendar/CAT?cid=15223&t=m&d=0000-00-00&cal=15223&inc=0 event listing]
* [[Part-time Faculty Support]]
* [[The Research Brief]]
* [[Writing Retreat]]: similar to the Writing Group but without the long-term commitment.

== Past Initiatives ==

* [[Service Learning|Service Learning Partnership]]: Learn to design your course or assignment around community service.
* [[Sustaining the Dialog]]: Building Core Expertise in Contemplative Pedagogy
* [[Xavier Contemplative Inquiry Team]]
* [[Writing Lock-Ins]]: CAT+FD offered a series of monthly "lock-ins." These have been superseded by the weekly Writing Group.

For initiatives prior to 2018, see [https://cat.xula.edu/initiatives/past the archives on our website].

[[Category: Index]]

Template:Communities

2026-06-10T18:48:39Z

Bart: /* Communities of Practice */ adding

== Communities of Practice ==

* [[Faculty Portfolio Working Group]]: Develop a portfolio as a scholarly project that provides documented evidence of teaching from a variety of sources.
* [[Mindful Community]]
* [[P-MAX]] (Preparing Mentors and Advisors at Xavier): P-MAX is a training program that is designed to provide participating faculty with the knowledge and skills needed to mentor and advise undergraduate students, especially those engaged in research.
* [[Part-time Faculty Support]]: Links and resources for new and returning part-time faculty members.
* [[Walking Club]]
* [[Xavier Faculty Writing Group]]: Each semester, the Xavier Faculty Writing Group provides a supportive community for teacher-scholars to further their academic writing.

== Communities of Learning ==

* [[LearnEverywhereXULA Advanced Certification|#LearnEverywhereXULA Advanced Certification]]
* [[Science Education Research Group]] (SERG)
* [[First-Year Faculty Cohort]]
* [[Second-Year Faculty Cohort]]
* [[Prompt & Response]]: AI discussion groups
* [[Fall Faculty Book Club]]: During the fall semester CAT sponsors a book club for Xavier faculty.

First-Year Faculty Services

2026-06-10T18:24:37Z

Bart: Bart moved page First-Year Faculty Services to First-Year Faculty Cohort: better title

#REDIRECT [[First-Year Faculty Cohort]]

First-Year Faculty Cohort

2026-06-10T18:24:37Z

Bart: Bart moved page First-Year Faculty Services to First-Year Faculty Cohort: better title

CAT+FD is interested in the success of new faculty. We recognize that without dedicated and prepared faculty, we cannot achieve our shared mission of the ''promotion of a more just and humane society'' and ''preparing students to assume roles of leadership and service in a global society''. As a result, we have many resources and activities planned specifically with new faculty in mind. These offerings include:

* New Faculty Orientation
* Monthly brown bags that feature university offices, programs and opportunities across campus
* Faculty mentoring
* Pedagogical and scholarly workshops

These programs are coordinated by our [https://cat.xula.edu/about/staff/flpayton Faculty in Residence].

Template:Communities

2026-06-10T18:01:59Z

Bart: adding and subtracting

== Communities of Practice ==

* [[Faculty Portfolio Working Group]]: Develop a portfolio as a scholarly project that provides documented evidence of teaching from a variety of sources.
* [[Fall Faculty Book Club]]: During the fall semester CAT sponsors a book club for Xavier faculty.
* [[Mindful Community]]
* [[P-MAX]] (Preparing Mentors and Advisors at Xavier): P-MAX is a training program that is designed to provide participating faculty with the knowledge and skills needed to mentor and advise undergraduate students, especially those engaged in research.
* [[Part-time Faculty Support]]: Links and resources for new and returning part-time faculty members.
* [[Walking Club]]
* [[Xavier Faculty Writing Group]]: Each semester, the Xavier Faculty Writing Group provides a supportive community for teacher-scholars to further their academic writing.

Initiatives

2026-06-10T17:46:09Z

Bart: further clarifications!

{{communities}}

== Other Initiatives ==

* [[Mid-Course Review]]: Discover what your students really think about your teaching.
* Faculty Workshops: see our [https://xula.libcal.com/calendar/CAT?cid=15223&t=m&d=0000-00-00&cal=15223&inc=0 event listing]
* [[First-Year Faculty Services]]: CAT+FD is interested in the success of new faculty.
* [[Writing Retreat]]: similar to the Writing Group but without the long-term commitment.

== Past Initiatives ==

* [[Service Learning|Service Learning Partnership]]: Learn to design your course or assignment around community service.
* [[Sustaining the Dialog]]: Building Core Expertise in Contemplative Pedagogy
* [[Xavier Contemplative Inquiry Team]]
* [[Writing Lock-Ins]]: CAT+FD offered a series of monthly "lock-ins." These have been superseded by the weekly Writing Group.

For initiatives prior to 2018, see [https://cat.xula.edu/initiatives/past the archives on our website].

[[Category: Index]]

Initiatives

2026-06-10T17:40:15Z

Bart: editing description of Writing Lock-Ins

{{communities}}

== Other Initiatives ==

* [[Mid-Course Review]]: Discover what your students really think about your teaching.
* Faculty Workshops: see our [https://xula.libcal.com/calendar/CAT?cid=15223&t=m&d=0000-00-00&cal=15223&inc=0 event listing]
* [[First-Year Faculty Services]]: CAT+FD is interested in the success of new faculty.
* [[Writing Lock-Ins]]: similar to the Writing Group but without the long-term commitment.

== Past Initiatives ==

* [[Service Learning|Service Learning Partnership]]: Learn to design your course or assignment around community service.
* [[Sustaining the Dialog]]: Building Core Expertise in Contemplative Pedagogy
* [[Xavier Contemplative Inquiry Team]]

For initiatives prior to 2018, see [https://cat.xula.edu/initiatives/past the archives on our website].

[[Category: Index]]

Initiatives

2026-06-10T15:44:01Z

Bart: moving links around

{{communities}}

== Other Initiatives ==

* [[Mid-Course Review]]: Discover what your students really think about your teaching.
* Faculty Workshops: see our [https://xula.libcal.com/calendar/CAT?cid=15223&t=m&d=0000-00-00&cal=15223&inc=0 event listing]
* [[First-Year Faculty Services]]: CAT+FD is interested in the success of new faculty.
* [[Writing Lock-Ins]]: CAT+FD offers a "Writing Lock-In" series on a regular, monthly basis during the academic year.

== Past Initiatives ==

* [[Service Learning|Service Learning Partnership]]: Learn to design your course or assignment around community service.
* [[Sustaining the Dialog]]: Building Core Expertise in Contemplative Pedagogy
* [[Xavier Contemplative Inquiry Team]]

For initiatives prior to 2018, see [https://cat.xula.edu/initiatives/past the archives on our website].

[[Category: Index]]

Social Media, Social Justice

2026-05-26T19:00:59Z

Bart: swapping YouTube in for Vimeo

==Social Media, Social Justice: Digital Activism from a Planetary Perspective==

{{#widget:YouTube|id=uJdKcioNxFg}}

Originally presented in the ''Across the Curriculum Thinking'' series at Xavier University of Louisiana, 25 February 2015.

===Select Links===

* [http://www.meta-activism.org/ meta-activism.org] by Mary Joyce
* [http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1956352 Advocacy 2.0: An Analysis of How Advocacy Groups in the United States Perceive and Use Social Media as Tools for Facilitating Civic Engagement and Collective Action] by Obar, Zube & Lampe
* [http://www.divesttulane.org/ Divest Tulane]
* [https://www.facebook.com/groups/WildGolfCourse/ City Park for Everyone Coalition] (Facebook)
* [http://www.meta-activism.org/2012/11/slacktivism-is-like-a-first-kiss/ Slacktivism is like a first kiss] by Mary Joyce
* [https://www.micahmwhite.com/clicktivism/ Clicktivism: The pollution of activism with the logic of Silicon Valley] by Micah White
* [http://www.smithsonianmag.com/science-nature/looking-back-on-the-limits-of-growth-125269840/ Looking Back on the Limits of Growth] by Mark Strauss for Smithsonian Magazine
* [http://www.millennium-project.org/millennium/challenges.html 15 Global Challenges Facing Humanity] via the Millennium Project

===Credits for Select Images Used in Presentation===

* [https://commons.wikimedia.org/wiki/File%3AMtDNA-MRCA-generations-Evolution.svg Chart showing the evolution of mtDNA Haplogroups to MRCA] by C. Rottensteiner (TiGen) [CC BY-SA 3.0], via Wikimedia Commons
* [https://commons.wikimedia.org/wiki/File%3AAfrica_satellite_orthographic.jpg Satellite map of Africa] by NASA [Public domain], via Wikimedia Commons
* [https://commons.wikimedia.org/wiki/File%3APurgatorius_BW.jpg Purgatorius] by Nobu Tamura (Own work) [GFDL or CC BY 3.0], via Wikimedia Commons
* [https://commons.wikimedia.org/wiki/File%3AAmoeba_proteus.jpg Amoeba proteus] by Cymothoa exigua (Own work) [CC BY-SA 3.0], via Wikimedia Commons
* [https://commons.wikimedia.org/wiki/File:Earth_Western_Hemisphere_transparent_background.png Earth Western Hemisphere transparent background] by NASA [Public domain], via Wikimedia Commons
* [https://commons.wikimedia.org/wiki/File%3AConvicts_(1903).jpg Convicts (1903)] by Detroit Publishing Company Photograph Collection [Public domain], via Wikimedia Commons
* [https://commons.wikimedia.org/wiki/File%3ABicycle_multi-tool.JPG Bicycle multi-tool] by Armchair (Own work) [CC BY-SA 3.0], via Wikimedia Commons
* [https://commons.wikimedia.org/wiki/File%3AMaler_der_Grabkammer_des_Sennudem_001.jpg Burial chamber of Sennedjem, Scene: Plowing farmer] by the Yorck Project [Public domain], via Wikimedia Commons
* [https://commons.wikimedia.org/wiki/File:Handtiegelpresse_von_1811.jpg Printing press from 1811, exhibited in Munich, Germany] by Matthias Kabel [CC BY-SA 3.0], via Wikimedia Commons
* [http://pixabay.com/en/smartphone-android-os-samsung-153650/ Smartphone, Android OS, Samsung] by [Public domain], via Pixabay
* [https://www.flickr.com/photos/kennysarmy/12720155745/ Chains] by kennysarmy [CC BY-NC-ND 2.0], via Flickr
* [https://commons.wikimedia.org/wiki/File:PPTMooresLawai.jpg Moore's Law, The Fifth Paradigm] by Courtesy of Ray Kurzweil and Kurzweil Technologies, Inc. [CC BY 1.0], via Wikimedia Commons
* [https://commons.wikimedia.org/wiki/File:World_GDP_Per_Capita_1500_to_2000,_Log_Scale.png World GDP Per Capita 1500 to 2000, Log Scale] by Benjamin Daniels (Own work) [CC BY-SA 3.0], via Wikimedia Commons
* [https://commons.wikimedia.org/wiki/File%3AGlobal_Distribution_of_Wealth_v3.jpg Global Distribution of Wealth] by Guest2625 [CC BY-SA 3.0], via Wikimedia Commons
* [https://commons.wikimedia.org/wiki/File%3ACD-ROM.png CD-ROM] by user Black and White on en.wikipedia [GFDL or CC-BY-SA-3.0], via Wikimedia Commons
* [https://www.flickr.com/photos/pameladrew/6989264260/ DDOS Is Protest Not a Crime] by Pamela Drew [CC BY-NC 2.0], via Flickr
* [https://commons.wikimedia.org/wiki/File:Prague,_sep.26_2000.jpg Peoples' Global Action demonstrators in Prague in September 2000] by Uri at en.wikipedia [GFDL or CC-BY-SA-3.0], from Wikimedia Commons
* [http://docs.indymedia.org/view/Global/ImcDesign Black Indymedia Wallpaper] via docs.indymedia.org
* [https://www.flickr.com/photos/41267996@N00/125523970/ WTO protests in Seattle, November 30, 1999: Pepper spray is applied to the crowd] by Steve Kaiser [CC BY-SA 2.0], via Flickr
* [http://knozos.deviantart.com/art/WikiLeaks-188921315 WikiLeaks] by knozos, via DeviantArt
* [https://commons.wikimedia.org/wiki/File:Info_box_collage_for_mena_Arabic_protests.png A collage for ][https://commons.wikimedia.org/wiki/File:Info_box_collage_for_mena_Arabic_protests.png MENA protests] by ليبي [CC BY-SA 3.0], via Wikimedia Commons
* [https://commons.wikimedia.org/wiki/File:Kony_2012_Poster.jpg Kony 2012 Poster] by Kennet1 (Own work) [GFDL or CC BY-SA 3.0], via Wikimedia Commons
* [https://commons.wikimedia.org/wiki/File:Michelle-obama-bringbackourgirls.jpg Michelle Obama #BringBackOurGirls] by Michelle Obama, Office of the First Lady [Public domain], via Wikimedia Commons
* [https://www.flickr.com/photos/7278633@N04/15305646874 Black Lives Matter Black Friday] by The All-Nite Images [CC BY-SA 2.0], via Flickr
* [https://www.flickr.com/photos/intersectionconsulting/7537238368/ Social Media Information Overload] by Mark Smiciklas [CC BY-NC 2.0], via Flickr
* [https://commons.wikimedia.org/wiki/File:Global_Digital_Divide1.png The Global Digital Divide] by Dakman5 at en.wikipedia [Public domain], from Wikimedia Commons
* [https://www.flickr.com/photos/jar0d/6066734168/ Bury your head in the sand] by Sander van der Wel [CC BY-SA 2.0], via Flickr
* [https://www.flickr.com/photos/swolff13/6796462470/ we swarm] by Sam Wolff [CC BY-SA 2.0], via Flickr
* [https://commons.wikimedia.org/wiki/File:Repression_sect278a_austria.jpg Ink-drawing used on leaflets and other media at demonstrations against the use of sect. 278a of the Austrian criminal code against NGOs, started on 21. may 2008 ]by Onsemeliot (Own work) [GFDL or CC BY-SA 3.0], via Wikimedia Commons
* [https://en.wikipedia.org/wiki/File:Earth_Hour_60%2B_Logo.jpg Earth Hour 60+ Logo], by EarthHour.org [copyright], via Wikipedia
* [https://www.flickr.com/photos/23045224@N04/2621166559 Dirty Kiss] by Athena Flickr [CC BY 2.0], via Flickr
* [http://www.dreamstime.com/royalty-free-stock-photo-mouse-click-image165015 Mans hand clicking on mouse button] by Dawn Hudson [copyright], via Dreamstime
* [http://pixabay.com/en/business-idea-planning-business-plan-534228/ Idea plan action] by Gerd Altmann [Public domain], via Pixabay
* Limits to Growth (Year 2000 Update)

==Social Media, Social Justice: Panel Discussion==

{{#widget:Vimeo|id=28299518}}

Originally presented at Rising Tide 6, Xavier University of Louisiana, 27 August 2011.

Using Feedly

2026-05-22T18:20:16Z

Bart: swapping YouTube for Vimeo

''Originally presented at [http://cat.xula.edu/ CAT] on [http://cat.xula.edu/events/?id=01257 Feb. 27, 2014] by [http://barteverson.com/ Bart Everson]''

[https://youtu.be/A%20fYa0vbttI Watch the video] for a quick introduction to feeds and aggregators.

{{#widget:YouTube|id=A_fYa0vbttI}}

Then head over to [http://feedly.com/ Feedly.com], create an account and add some of your favorite news sources.

'''Tips'''

Here's a PDF of some tips for using Feedly, lightly adapted [http://blog.feedly.com/feedly-tutorial/ from the official Feedly blog]:

[[Media:Feedly Tutorial.pdf]]

'''Top Feedly Competitors'''

If you don't like Feedly, try one of these: 

# InoReader • [http://inoreader.com/ inoreader.com]
# NewsBlur • [http://newsblur.com/ newsblur.com]
# The Old Reader • [http://theoldreader.com/ theoldreader.com]
# Feedspot • [http://feedspot.com/ feedspot.com]
# Flipboard • [http://flipboard.com/ flipboard.com]
# Reeder • [http://reederapp.com/ reederapp.com]
# RSSOwl • [http://rssowl.org/ rssowl.org]
# Digg Reader • [http://digg.com/ digg.com]
# Tiny Tiny RSS • [http://tt-rss.org/ tt-rss.org]
# Pulse • [http://pulse.me/ pulse.me]
(ranked by [http://alternativeto.net/software/feedly/ AlternativeTo.net]) 

'''Feeding Frenzy'''

CAT sponsored a similar workshop ten years ago, in 2004. [http://cat.xula.edu/tutorials/frenzy/ Check out those materials] if you're curious. 

'''Credits'''

This presentation was inspired by a recommendation from Sue Frantz. Here's an article from Sue on Feedly: [http://suefrantz.com/2013/03/29/keeping-up-with-new-information-the-magic-of-rss/ Keeping Up with New Information: The Magic of RSS]. Most of the images used in the presentation are licensed under Creative Commons. Many thanks to the generous photographers and graphic designers who have allowed me to use their work. 

* [https://en.wikipedia.org/wiki/File:Tim_Bray.jpg Tim Bray] / CC BY-SA 3.0
* [https://en.wikipedia.org/wiki/File:David_Winer_by_Joi_Ito.jpg David Winer by Joi Ito] / CC BY 2.0
* [http://commons.wikimedia.org/wiki/File:Rss-feed.svg Rss-feed.svg] / Public Domain
* [http://www.flickr.com/photos/ritingonthewall/2579076693/in/faves-editor/ series of tubes] / CC BY 2.0
* [https://en.wikipedia.org/wiki/File:Marco_Arment.jpg Marco Arment] / CC BY-SA 1.0
* [http://www.flickr.com/photos/grahamsblog/4853880084/ Feedly Logo] / CC BY-NC-ND 2.0

All other images by Bart Everson.

[[Image:by-nc-sa.png|Creative Commons License]]

This work is licensed under a [http://creativecommons.org/licenses/by-nc-sa/3.0/ Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License].

[[Category: CAT+FD]]
[[Category: CAT+FD 2013-2014]]

Content Curation for Teaching & Learning

2026-05-22T18:01:09Z

Bart: clarifying

''Originally presented at [http://cat.xula.edu/ CAT] on [http://cat.xula.edu/events/?id=01227 12 September 2013] by [http://barteverson.com/ Bart Everson]''

{{#widget:YouTube|id=S_FmVCZhc7E}}

Video available in [https://youtu.be/S_FmVCZhc7E short] or [https://youtu.be/kKQr-9Ko-jk long] versions.

''Originally presented at [http://cat.xula.edu/ CAT] on [http://cat.xula.edu/events/?id=01227 Sept. 12, 2013] by [http://barteverson.com/ Bart Everson]''

==Introduction to Content Curation==

# The Problem: Too much information
# The Solution: The human element (Example: [http://pinterest.com/editorb/autumnal-equinox/ Autumnal Equinox Pinboard])
# Curation, like in a museum
# Librarians already know
# The process: Sifting, finding, collating, contextualizing, sharing (using tools) — SEEK SENSE SHARE
# Distinction between curation and collection (See [http://d20innovation.d20blogs.org/2012/07/07/understanding-content-curation/ Nancy White])
# We can learn from curators
# We can learn by becoming curators

==Why This Matters for Teaching & Learning==

Big Picture: Fundamental literacy about curation is essential for 21st century citizens

Adapted from [http://www.masternewmedia.org/curation-for-education-and-learning/ Robin Good]

# An Overwhelming Abundance of Information Which Begs to Be Organized (critical thinking)
# A Growing Number of "Open" Teaching / Learning Content Hubs
# From a Static, Unchanging World of Information to a Constantly Changing One
# Real-World Info Is Not Held Inside Silos
# Fast-Food Info Consumption in Decline
# Job Market Changing - New Skills Needed
# Alternative Certification Systems Emerging
# Teachers Can Curate Their Textbooks
# Educational Marketplace Open to Thousands of Competitors
# Demand for Trusted Guidance

==Tools==

Could list [http://www.curata.com/blog/content-curation-tools-the-ultimate-list/ many more]... Instead let's narrow down to three or five

# Pinterest (Example: [http://pinterest.com/editorb/autumnal-equinox/ Autumnal Equinox Pinboard])
# Scoop.it (Example: [http://www.scoop.it/t/tech-mindful Tech Mindful])
# Learnist (Example: [http://learni.st/users/bart.everson/boards/36973-autumnal-equinox Autumnal Equinox Learnboard]) / MentorMob EDU (Example: [http://www.mentormob.com/learn/i/autumnal-equinox Autumnal Equinox Playlist])
# Listly (Example: [http://list.ly/list/7MR-equinox Autumnal Equinox List])

Don't forget Twitter, Facebook, and blogs can be used as curation platforms.

==Best Practices==

Adapted from [http://justinehyde.tumblr.com/post/28470362365/send-in-the-humans-content-curation-for-beginners Justine Hyde]

# Decide on a goal for curating content – why are you doing it?
# Set a schedule – curate regularly, even if it’s just 1 hour a week
# Choose your topic – make sure it is linked to your goal
# Choose your sources – don’t wander aimlessly online
# Scan, evaluate & select the best content
# Read the best content in depth
# Think about the content and decide why it is important to your curation
# Annotate/ comment on/ evaluate the content to give it context for your audience
# Share it and engage your audience – ask for comments, contributions

==Practical Applications for Teaching & Learning==

# Follow curators to stay fresh & on top of developments in your discipline.
# Curate on your own to do the same.
# Curate for your students: muddiest point, maybe even flip your classroom.
# Students as curators.

Sample assignment with rubric: 
[[Media: Scoopit Assignment.pdf|Geographic Content Creation & Curation via Scoop.it]] 
From Dr. Greg Atkinson, Tarleton State University. Used by permission.

Additional rubrics:

* [https://www.rcampus.com/rubricshowc.cfm?code=A7CBX4&sp=true&nocache=1378928150079 Knowledge Curation Blog Post & Response Assessment]
* [https://www.rcampus.com/rubricshowc.cfm?code=R8X47A&sp=true&nocache=1378928150079 Managing Information Through Curation]

==Final Thought: Storytelling==

Curation as "just one part of an overall storytelling strategy." — [http://vocecommunications.com/blog/2012/06/its-not-curation-its-story-telling/ Chris Thilk]

==Credits==
Most of the images used in the presentation are licensed under Creative Commons and are organized into galleries on Flickr (another exercise in content curation). Many thanks to the generous photographers and graphic designers who have allowed me to use their work.

* [http://www.flickr.com/photos/editor/galleries/72157635195518989/ Introduction to Content Creation]
* [http://www.flickr.com/photos/editor/galleries/72157635245782280/ Why Content Curation Matters for Teaching & Learning]
* [http://www.flickr.com/photos/editor/galleries/72157635245782280/ Tools for Content Curation]
* [http://www.flickr.com/photos/editor/galleries/72157635274589848/ Best Practices for Content Curation]
* [http://www.flickr.com/photos/editor/galleries/72157635270673267/ Practical Applications for Teaching & Learning]

[[File: By-nc-sa.png|Creative Commons License]]
This work is licensed under a [http://creativecommons.org/licenses/by-nc-sa/3.0/ Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License].

[[Category: CAT+FD]]
[[Category: CAT+FD 2013-2014]]

Content Curation for Teaching & Learning

2026-05-22T18:00:32Z

Bart: changing embedded video from Vimeo to YouTube

''Originally presented at [http://cat.xula.edu/ CAT] on [http://cat.xula.edu/events/?id=01227 12 September 2013] by [http://barteverson.com/ Bart Everson]''

{{#widget:YouTube|id=S_FmVCZhc7E}}

Available in [https://youtu.be/S_FmVCZhc7E short] or [https://youtu.be/kKQr-9Ko-jk long] versions.

''Originally presented at [http://cat.xula.edu/ CAT] on [http://cat.xula.edu/events/?id=01227 Sept. 12, 2013] by [http://barteverson.com/ Bart Everson]''

==Introduction to Content Curation==

# The Problem: Too much information
# The Solution: The human element (Example: [http://pinterest.com/editorb/autumnal-equinox/ Autumnal Equinox Pinboard])
# Curation, like in a museum
# Librarians already know
# The process: Sifting, finding, collating, contextualizing, sharing (using tools) — SEEK SENSE SHARE
# Distinction between curation and collection (See [http://d20innovation.d20blogs.org/2012/07/07/understanding-content-curation/ Nancy White])
# We can learn from curators
# We can learn by becoming curators

==Why This Matters for Teaching & Learning==

Big Picture: Fundamental literacy about curation is essential for 21st century citizens

Adapted from [http://www.masternewmedia.org/curation-for-education-and-learning/ Robin Good]

# An Overwhelming Abundance of Information Which Begs to Be Organized (critical thinking)
# A Growing Number of "Open" Teaching / Learning Content Hubs
# From a Static, Unchanging World of Information to a Constantly Changing One
# Real-World Info Is Not Held Inside Silos
# Fast-Food Info Consumption in Decline
# Job Market Changing - New Skills Needed
# Alternative Certification Systems Emerging
# Teachers Can Curate Their Textbooks
# Educational Marketplace Open to Thousands of Competitors
# Demand for Trusted Guidance

==Tools==

Could list [http://www.curata.com/blog/content-curation-tools-the-ultimate-list/ many more]... Instead let's narrow down to three or five

# Pinterest (Example: [http://pinterest.com/editorb/autumnal-equinox/ Autumnal Equinox Pinboard])
# Scoop.it (Example: [http://www.scoop.it/t/tech-mindful Tech Mindful])
# Learnist (Example: [http://learni.st/users/bart.everson/boards/36973-autumnal-equinox Autumnal Equinox Learnboard]) / MentorMob EDU (Example: [http://www.mentormob.com/learn/i/autumnal-equinox Autumnal Equinox Playlist])
# Listly (Example: [http://list.ly/list/7MR-equinox Autumnal Equinox List])

Don't forget Twitter, Facebook, and blogs can be used as curation platforms.

==Best Practices==

Adapted from [http://justinehyde.tumblr.com/post/28470362365/send-in-the-humans-content-curation-for-beginners Justine Hyde]

# Decide on a goal for curating content – why are you doing it?
# Set a schedule – curate regularly, even if it’s just 1 hour a week
# Choose your topic – make sure it is linked to your goal
# Choose your sources – don’t wander aimlessly online
# Scan, evaluate & select the best content
# Read the best content in depth
# Think about the content and decide why it is important to your curation
# Annotate/ comment on/ evaluate the content to give it context for your audience
# Share it and engage your audience – ask for comments, contributions

==Practical Applications for Teaching & Learning==

# Follow curators to stay fresh & on top of developments in your discipline.
# Curate on your own to do the same.
# Curate for your students: muddiest point, maybe even flip your classroom.
# Students as curators.

Sample assignment with rubric: 
[[Media: Scoopit Assignment.pdf|Geographic Content Creation & Curation via Scoop.it]] 
From Dr. Greg Atkinson, Tarleton State University. Used by permission.

Additional rubrics:

* [https://www.rcampus.com/rubricshowc.cfm?code=A7CBX4&sp=true&nocache=1378928150079 Knowledge Curation Blog Post & Response Assessment]
* [https://www.rcampus.com/rubricshowc.cfm?code=R8X47A&sp=true&nocache=1378928150079 Managing Information Through Curation]

==Final Thought: Storytelling==

Curation as "just one part of an overall storytelling strategy." — [http://vocecommunications.com/blog/2012/06/its-not-curation-its-story-telling/ Chris Thilk]

==Credits==
Most of the images used in the presentation are licensed under Creative Commons and are organized into galleries on Flickr (another exercise in content curation). Many thanks to the generous photographers and graphic designers who have allowed me to use their work.

* [http://www.flickr.com/photos/editor/galleries/72157635195518989/ Introduction to Content Creation]
* [http://www.flickr.com/photos/editor/galleries/72157635245782280/ Why Content Curation Matters for Teaching & Learning]
* [http://www.flickr.com/photos/editor/galleries/72157635245782280/ Tools for Content Curation]
* [http://www.flickr.com/photos/editor/galleries/72157635274589848/ Best Practices for Content Curation]
* [http://www.flickr.com/photos/editor/galleries/72157635270673267/ Practical Applications for Teaching & Learning]

[[File: By-nc-sa.png|Creative Commons License]]
This work is licensed under a [http://creativecommons.org/licenses/by-nc-sa/3.0/ Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License].

[[Category: CAT+FD]]
[[Category: CAT+FD 2013-2014]]

Qualtrics Account Set Up Information and How-To Guides

2026-03-03T16:34:13Z

Bart: establishing entry

All Faculty and Staff at Xavier have access to Qualtrics. If you wish to use Qualtrics with your students, please [https://www.xula.edu/directory//people/cwilkins.html contact Clair Wilkins-Green] who can quickly and easily set up those students’ accounts.

'''How to Create your Faculty/Staff Account'''

Go to [http://xula.qualtrics.com/ xula.qualtrics.com] and enter your code to set up your Qualtrics account. (Contact your Dean's office for the code.) Specify that you are not an existing user.

If you are unfamiliar with the platform, in addition to being a powerful survey tool, Qualtrics also offers an extremely useful training portal. Through this, you can access help to guide you every step of the way, from basic survey creation to advanced reporting and distribution. The portal also provides extensive step-by-step instructions and searchable guides. And if you can’t find what you are looking for, you can receive individual support from Qualtrics' customer service for specific issues or troubleshooting. As well as the specific highlights and information how to contact Qualtrics below, there are many step-by-step video guides of varying length and detail on YouTube, a very small selection of which are provided at the end of these Qualtrics resources:

* [https://training.co1.qualtrics.com/jfe/form/SV%20895lqryWSGoWEVT?Q%20JFE=qdg&Q%20Language=EN&webinar=Quick+Start Quick Start with Qualtrics (Webinar)]: Prepare for your first Qualtrics project. In this webinar, you’ll learn how you can create, customize, and distribute your projects, as well as build reports to view insights in real time.
* [https://www.qualtrics.com/support/survey-platform/survey-module/survey-module-overview/ Survey Basics (Guide)]: Review the basic building blocks of a survey in Qualtrics and learn how they fit together.
* [https://www.qualtrics.com/support/survey-platform/survey-module/survey-flow/survey-flow-overview/ Survey Flow (Guide)]: Learn how to customize your survey so the right messages get to the right respondents in the right way.
* [https://www.qualtrics.com/support/survey-platform/survey-module/survey-flow/standard-elements/embedded-data/ Embedded Data (Guide)]: Learn how embedded data can be captured and used to personalize your survey and manage administrative processes.
* [https://www.qualtrics.com/support/survey-platform/my-projects/sharing-a-project/ Collaborating on Survey Projects:] How to share just as much of your project and/or your data as you wish to with other Qualtrics users.
* [https://www.qualtrics.com/support/survey-platform/actions-module/email-task/ Email Tasks (Guide):] Formerly called email triggers, email tasks allow you to send an email notification to someone when a survey is completed and specific conditions are met.
* [https://www.qualtrics.com/support/survey-platform/data-and-analysis-module/data-and-analysis-overview/ Reviewing Responses and Data (Guide):] View individual responses, monitor in-progress responses, and download results to manage your survey process.
* [https://www.qualtrics.com/support/survey-platform/reports-module/results-section/reports-overview/ Using the Qualtrics Platform's Results Reporting]: Where to get a quick and simple pre-made visualization of your survey results, and how to use the customization options available to you to help you build a report to fit your needs.
* [https://www.qualtrics.com/support/survey-platform/getting-started/qualtrics-topics-a-z/ Qualtrics Guide A-Z]: Search or browse every topic in the Qualtrics training portal and find your solution.
* Qualtrics Customer Support: When you are feeling really stuck and need help troubleshooting, just click “Help” in the upper right-hand corner of your Qualtrics account and select “Contact Support” for individual assistance. They are incredibly helpful and can look at your survey on the back end and guide you.

Technopathology and the Mindfulness Movement

2026-02-03T20:24:31Z

Bart: /* Resources */ adding and subtracting

For a presentation to the Online Learning Consortium, 21 April 2016, New Orleans, by [http://barteverson.com/ Bart Everson]; re-presented for CAT+FD on 23 February 2017; revised and re-presented 4 February 2026

==Presentation==

Watch the first video, do the meditation, then watch part two.

'''1. Video (seven minutes)'''

<youtube>9YVGjUI2Zi0</youtube>

'''2. Meditation (at your own pace)'''

* [http://www.mindful.org/addicted-to-your-phone-try-this-practice-phone-in-hand/ Phone meditation by Mitch Abblett]

'''3. Video (seven minutes)'''

<youtube>9iAKbYA3Ink</youtube>

==Resources==

* [http://www.mindful.org/addicted-to-your-phone-try-this-practice-phone-in-hand/ Phone meditation by Mitch Abblett]
* [https://youtu.be/C3u2VasrA4M?t=12 Breaking Free from Technology: Luis Almeida at TEDxPhoenixville] (video)
* [https://awakeningbell.org/ Awareness Bell]
* [http://www.contemplativemind.org/programs/acmhe Association for Contemplative Mind in Higher Education]
* [http://www.mindfuled.org/ Mindfulness in Education Network]
* Podcast: [http://cat.xula.edu/food/conversation-48/ Jane Compson on Contemplative Pedagogy in Online Course]
* [https://prezi.com/view/66uNd9lE3QrNXrXVs4sI/?referral_token=knY61OlnB3FN Presentation slides (via Prezi)]

==Bibliography==

* Barbezat, Daniel P, and Mirabai Bush. ''Contemplative Practices in Higher Education: Powerful Methods to Transform Teaching and Learning''. San Francisco: Jossey-Bass, 2014.
* Douglass, Laura Sevika. “Contemplative Online Learning Environments.”''Journal of Online Education'', 2007. http://www.nyu.edu/classes/keefer/waoe/douglass.htm
* Kabat-Zinn, Jon. ''Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life''. New York: Hyperion, 1994.
* Levy, David M. ''Mindful Tech: How to Bring Balance to Our Digital Lives''. New Haven: Yale University Press, 2016.
* Pang, Alex Soojung-Kim. ''The Distraction Addiction: Getting the Information You Need and the Communication You Want without Enraging Your Family, Annoying Your Colleagues, and Destroying Your Soul''. New York: Little, Brown, 2013.
* Schoeberlein, Deborah R, and Suki Sheth. ''Mindful Teaching & Teaching Mindfulness : A Guide for Anyone Who Teaches Anything''. Somerville MA: Wisdom Publications, 2009.

==Gratitudes==
Thank you to Dr. Mitch Abblett for granting permission to use his phone meditation. Thank you also to the numerous photographers and visual artists whose images I have used, who generously published their work under a Creative Commons license. They are [https://www.flickr.com/photos/editor/galleries/72157664293453343/ indexed in a Flickr gallery]. Other images are from Wikimedia Commons, from [http://www.geograph.org.uk/photo/1098995 Geograph], from Pixabay or Public Domain Images (in the public domain) or original work by Bart Everson.

==Abstract==
Have you ever experienced a phantom vibration? That's when you feel your phone vibrating, but it's not. Most students today report having experienced this. It's concrete proof of something most of us suspect: that technology is changing our brains and our bodies. Some of these changes are valuable; indeed, new modalities of consciousness, predicated upon a sophisticated technological infrastructure, are inherent to the very notion of online learning. Yet it would be naïve to assume that all technological innovation represents an unqualified good.

Online teachers are well aware of the benefits of technology, but also have an ethical responsibility to be aware of the pathologies associated with highly mediated existence. Many negative effects of technology are fairly well-known, and include physical pathologies such as repetitive strain injury, increased rates of obesity, and sleep disorders; social pathologies such as isolation, degraded social skills, decreased empathy, and lack of privacy; environmental pathologies such as ecological degradation, increasing energy consumption, global unrest and resource depletion; and cognitive pathologies such as depression, attention deficits, distraction, and addiction.

Among the most common of these cognitive pathologies is the feeling of being overwhelmed and stressed, an experience which is closely linked to fragmented attention and what Alex Soojung-Kim Pang has termed "distraction addiction." Indeed, this complex of cognitive pathologies has become so widespread and so ubiquitous to 21st-century Western lifestyles that it has engendered a response in what might be called the mindfulness movement.

Evidence of the contemporary mindfulness movement is no longer relegated to the periphery of American culture but can be found in mass media headlines, in self-help book titles, in public school initiatives, even in a host of smartphone apps. Mindfulness is in the process of becoming mainstream.

The dynamic driving the mindfulness movement arises from the intense competition for each individual's attention. In this era of constant connectivity, individuals find themselves fielding more demands on their attention than ever before. In this context, practices which foster self-awareness become crucially important to the health and well-being of the individual. In essence, learning to pay attention to one's attention has become a vital survival skill.

This is why meditation in general, and mindfulness in particular, are the subject of so much current interest. The technology sector has been at the forefront of this movement, with Silicon Valley giants such as Google and Cisco making high profile commitments to mindfulness. On college campuses too, contemplative practices have found their way into the curriculum with support from global networks of concerned faculty.

The mindfulness movement offers much of value to online education, both for our own mental health and for the sake of our students. Researcher David Levy, for example, recommends that students make "mindful breaks" a regular part of their technology usage. In this session, participants will be introduced to the concept of mindfulness, and invited to participate in a mindfulness meditation exercise. Techniques for incorporating mindful approaches into online courses will also be discussed.

== See also ==

''This was the first in a series of [[Phantom Vibrations]].''
[[Category: Outside CAT]]
[[Category: CAT+FD]]
[[Category: CAT+FD 2016-2017]]
[[Category: CAT+FD 2025-2026]]

Technopathology and the Mindfulness Movement

2026-01-30T20:10:25Z

Bart: updating

For a presentation to the Online Learning Consortium, 21 April 2016, New Orleans, by [http://barteverson.com/ Bart Everson]; re-presented for CAT+FD on 23 February 2017; revised and re-presented 4 February 2026

==Presentation==

Watch the first video, do the meditation, then watch part two.

'''1. Video (seven minutes)'''

<youtube>9YVGjUI2Zi0</youtube>

'''2. Meditation (at your own pace)'''

* [http://www.mindful.org/addicted-to-your-phone-try-this-practice-phone-in-hand/ Phone meditation by Mitch Abblett]

'''3. Video (seven minutes)'''

<youtube>9iAKbYA3Ink</youtube>

==Resources==

* [http://www.mindful.org/addicted-to-your-phone-try-this-practice-phone-in-hand/ Phone meditation by Mitch Abblett]
* [https://youtu.be/C3u2VasrA4M?t=12 Breaking Free from Technology: Luis Almeida at TEDxPhoenixville] (video)
* [https://awakeningbell.org/ Awareness Bell]
* [http://www.scoop.it/t/tech-mindful Tech Mindful] (curated newsletter)
* [http://www.contemplativemind.org/programs/acmhe Association for Contemplative Mind in Higher Education]
* [http://www.mindfuled.org/ Mindfulness in Education Network]
* Podcast: [http://cat.xula.edu/food/conversation-48/ Jane Compson on Contemplative Pedagogy in Online Course]

==Bibliography==

* Barbezat, Daniel P, and Mirabai Bush. ''Contemplative Practices in Higher Education: Powerful Methods to Transform Teaching and Learning''. San Francisco: Jossey-Bass, 2014.
* Douglass, Laura Sevika. “Contemplative Online Learning Environments.”''Journal of Online Education'', 2007. http://www.nyu.edu/classes/keefer/waoe/douglass.htm
* Kabat-Zinn, Jon. ''Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life''. New York: Hyperion, 1994.
* Levy, David M. ''Mindful Tech: How to Bring Balance to Our Digital Lives''. New Haven: Yale University Press, 2016.
* Pang, Alex Soojung-Kim. ''The Distraction Addiction: Getting the Information You Need and the Communication You Want without Enraging Your Family, Annoying Your Colleagues, and Destroying Your Soul''. New York: Little, Brown, 2013.
* Schoeberlein, Deborah R, and Suki Sheth. ''Mindful Teaching & Teaching Mindfulness : A Guide for Anyone Who Teaches Anything''. Somerville MA: Wisdom Publications, 2009.

==Gratitudes==
Thank you to Dr. Mitch Abblett for granting permission to use his phone meditation. Thank you also to the numerous photographers and visual artists whose images I have used, who generously published their work under a Creative Commons license. They are [https://www.flickr.com/photos/editor/galleries/72157664293453343/ indexed in a Flickr gallery]. Other images are from Wikimedia Commons, from [http://www.geograph.org.uk/photo/1098995 Geograph], from Pixabay or Public Domain Images (in the public domain) or original work by Bart Everson.

==Abstract==
Have you ever experienced a phantom vibration? That's when you feel your phone vibrating, but it's not. Most students today report having experienced this. It's concrete proof of something most of us suspect: that technology is changing our brains and our bodies. Some of these changes are valuable; indeed, new modalities of consciousness, predicated upon a sophisticated technological infrastructure, are inherent to the very notion of online learning. Yet it would be naïve to assume that all technological innovation represents an unqualified good.

Online teachers are well aware of the benefits of technology, but also have an ethical responsibility to be aware of the pathologies associated with highly mediated existence. Many negative effects of technology are fairly well-known, and include physical pathologies such as repetitive strain injury, increased rates of obesity, and sleep disorders; social pathologies such as isolation, degraded social skills, decreased empathy, and lack of privacy; environmental pathologies such as ecological degradation, increasing energy consumption, global unrest and resource depletion; and cognitive pathologies such as depression, attention deficits, distraction, and addiction.

Among the most common of these cognitive pathologies is the feeling of being overwhelmed and stressed, an experience which is closely linked to fragmented attention and what Alex Soojung-Kim Pang has termed "distraction addiction." Indeed, this complex of cognitive pathologies has become so widespread and so ubiquitous to 21st-century Western lifestyles that it has engendered a response in what might be called the mindfulness movement.

Evidence of the contemporary mindfulness movement is no longer relegated to the periphery of American culture but can be found in mass media headlines, in self-help book titles, in public school initiatives, even in a host of smartphone apps. Mindfulness is in the process of becoming mainstream.

The dynamic driving the mindfulness movement arises from the intense competition for each individual's attention. In this era of constant connectivity, individuals find themselves fielding more demands on their attention than ever before. In this context, practices which foster self-awareness become crucially important to the health and well-being of the individual. In essence, learning to pay attention to one's attention has become a vital survival skill.

This is why meditation in general, and mindfulness in particular, are the subject of so much current interest. The technology sector has been at the forefront of this movement, with Silicon Valley giants such as Google and Cisco making high profile commitments to mindfulness. On college campuses too, contemplative practices have found their way into the curriculum with support from global networks of concerned faculty.

The mindfulness movement offers much of value to online education, both for our own mental health and for the sake of our students. Researcher David Levy, for example, recommends that students make "mindful breaks" a regular part of their technology usage. In this session, participants will be introduced to the concept of mindfulness, and invited to participate in a mindfulness meditation exercise. Techniques for incorporating mindful approaches into online courses will also be discussed.

== See also ==

''This was the first in a series of [[Phantom Vibrations]].''
[[Category: Outside CAT]]
[[Category: CAT+FD]]
[[Category: CAT+FD 2016-2017]]
[[Category: CAT+FD 2025-2026]]

Category:CAT+FD 2016-2017

2025-12-16T16:30:26Z

Bart: establishing category

Pages published on this wiki, in support of CAT+FD events, during the 2016-2017 academic year. This list is not exhaustive.

[[Category: CAT+FD]]

Developing a Personal Vision

2025-12-05T20:25:49Z

Bart: updating image

''Originally presented at [http://cat.xula.edu/ CAT] on [http://cat.xula.edu/events/?id=01742 7 November 2018] by [http://barteverson.com/ Bart Everson]''

==Rationale==
{| class="captionBox"
| class="captionedImage" |
[[File:Pillars (Delphi).jpg|thumb]]
|-
|}

Ancient wisdom: KNOW THYSELF. It's still good advice.

Articulating a personal vision has numerous benefits. It can re-energize your efforts, inform your short-term and long-term plans, even improve your daily time-management skills. A personal vision statement reminds you of your purpose, helps you stay focused, and allows you to set goals.

Participants will reflect on personal identity and professional priorities through a series of writing exercises, culminating in a personal vision statement. At the end of the workshop, participants will have a clearer sense of who they are.

==Presentation==

{{#widget:Prezi|id=flk7ny9dafih|linktext=Developing a Personal Vision}}

==Handouts==
* [[Media:Personal Vision Agenda.pdf]]
* [[Media:Writing a Personal Vision Statement.pdf]]

==References==

Create Your Personal Vision Statement 
http://humanresources.about.com/od/success/a/personal_vision.htm

Creating a Personal Mission and Vision Statement 
http://www.liquidplanner.com/blog/create-personal-mission-vision-statement-year/

The Five Step Plan for Creating Personal Mission Statements 
http://www.quintcareers.com/creating_personal_mission_statements.html

==Photo Credits==

Temple of Apollo by Ivan Marcialis 
https://www.flickr.com/photos/marcialis/2587736914/ 
[https://creativecommons.org/licenses/by-nc-sa/2.0/ CC BY-NC-SA 2.0]

Telescope vector art (in presentation) 
Public domain via Pixabay

==See Also==

This workshop was originally conceived and delivered as a two-parter: [[Developing a Personal Vision and a Personal Website|Developing a Personal Vision & A Personal Website (at the same time)]]

[[Category: CAT+FD]]
[[Category: CAT+FD 2018-2019]]

File:Pillars (Delphi).jpg

2025-12-05T20:22:35Z

Bart: Photo by Bart Everson, 1986

== Summary ==
Photo by Bart Everson, 1986
== Licensing ==
{{CC-BY}}

File:New-Core-Pyramid---3D.png

2025-12-03T19:34:07Z

Bart: Illustration of Xavier's new core curriculum circa 2017

== Summary ==
Illustration of Xavier's new core curriculum circa 2017

File:2017 Flyer SL PostTruth1.png

2025-12-03T19:31:37Z

Bart: Flyer for 2017 Service-Learning Workshop

== Summary ==
Flyer for 2017 Service-Learning Workshop

Technopathology and the Mindfulness Movement

2025-12-02T15:57:02Z

Bart: categorizing

For a presentation to the Online Learning Consortium, 21 April 2016, New Orleans, by [http://barteverson.com/ Bart Everson]; re-presented for CAT+FD on 23 February 2017

==Presentation==

Watch the first video, do the meditation, then watch part two.

'''1. Video (seven minutes)'''

<youtube>9YVGjUI2Zi0</youtube>

'''2. Meditation (at your own pace)'''

* [http://www.mindful.org/addicted-to-your-phone-try-this-practice-phone-in-hand/ Phone meditation by Mitch Abblett]

'''3. Video (seven minutes)'''

<youtube>9iAKbYA3Ink</youtube>

==Resources==

* [http://www.mindful.org/addicted-to-your-phone-try-this-practice-phone-in-hand/ Phone meditation by Mitch Abblett]
* [https://youtu.be/Ktep3w_jz3U Mindfulness in the Online Classroom] (video from American Public University)
* [http://www.fungie.info/bell/ Online Mindfulness Bell]
* [http://www.scoop.it/t/tech-mindful Tech Mindful] (curated newsletter)
* [http://www.contemplativemind.org/programs/acmhe Association for Contemplative Mind in Higher Education]
* [http://www.mindfuled.org/ Mindfulness in Education Network]
* Podcast: [http://cat.xula.edu/food/conversation-48/ Jane Compson on Contemplative Pedagogy in Online Course]

==Bibliography==

* Barbezat, Daniel P, and Mirabai Bush. ''Contemplative Practices in Higher Education: Powerful Methods to Transform Teaching and Learning''. San Francisco: Jossey-Bass, 2014.
* Douglass, Laura Sevika. “Contemplative Online Learning Environments.”''Journal of Online Education'', 2007. http://www.nyu.edu/classes/keefer/waoe/douglass.htm
* Kabat-Zinn, Jon. ''Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life''. New York: Hyperion, 1994.
* Levy, David M. ''Mindful Tech: How to Bring Balance to Our Digital Lives''. New Haven: Yale University Press, 2016.
* Pang, Alex Soojung-Kim. ''The Distraction Addiction: Getting the Information You Need and the Communication You Want without Enraging Your Family, Annoying Your Colleagues, and Destroying Your Soul''. New York: Little, Brown, 2013.
* Schoeberlein, Deborah R, and Suki Sheth. ''Mindful Teaching & Teaching Mindfulness : A Guide for Anyone Who Teaches Anything''. Somerville MA: Wisdom Publications, 2009.

==Gratitudes==
Thank you to Dr. Mitch Abblett for granting permission to use his phone meditation. Thank you also to the numerous photographers and visual artists whose images I have used, who generously published their work under a Creative Commons license. They are [https://www.flickr.com/photos/editor/galleries/72157664293453343/ indexed in a Flickr gallery]. Other images are from Wikimedia Commons, from [http://www.geograph.org.uk/photo/1098995 Geograph], from Pixabay or Public Domain Images (in the public domain) or original work by Bart Everson.

==Abstract==
Have you ever experienced a phantom vibration? That's when you feel your phone vibrating, but it's not. Most students today report having experienced this. It's concrete proof of something most of us suspect: that technology is changing our brains and our bodies. Some of these changes are valuable; indeed, new modalities of consciousness, predicated upon a sophisticated technological infrastructure, are inherent to the very notion of online learning. Yet it would be naïve to assume that all technological innovation represents an unqualified good.

Online teachers are well aware of the benefits of technology, but also have an ethical responsibility to be aware of the pathologies associated with highly mediated existence. Many negative effects of technology are fairly well-known, and include physical pathologies such as repetitive strain injury, increased rates of obesity, and sleep disorders; social pathologies such as isolation, degraded social skills, decreased empathy, and lack of privacy; environmental pathologies such as ecological degradation, increasing energy consumption, global unrest and resource depletion; and cognitive pathologies such as depression, attention deficits, distraction, and addiction.

Among the most common of these cognitive pathologies is the feeling of being overwhelmed and stressed, an experience which is closely linked to fragmented attention and what Alex Soojung-Kim Pang has termed "distraction addiction." Indeed, this complex of cognitive pathologies has become so widespread and so ubiquitous to 21st-century Western lifestyles that it has engendered a response in what might be called the mindfulness movement.

Evidence of the contemporary mindfulness movement is no longer relegated to the periphery of American culture but can be found in mass media headlines, in self-help book titles, in public school initiatives, even in a host of smartphone apps. Mindfulness is in the process of becoming mainstream.

The dynamic driving the mindfulness movement arises from the intense competition for each individual's attention. In this era of constant connectivity, individuals find themselves fielding more demands on their attention than ever before. In this context, practices which foster self-awareness become crucially important to the health and well-being of the individual. In essence, learning to pay attention to one's attention has become a vital survival skill.

This is why meditation in general, and mindfulness in particular, are the subject of so much current interest. The technology sector has been at the forefront of this movement, with Silicon Valley giants such as Google and Cisco making high profile commitments to mindfulness. On college campuses too, contemplative practices have found their way into the curriculum with support from global networks of concerned faculty.

The mindfulness movement offers much of value to online education, both for our own mental health and for the sake of our students. Researcher David Levy, for example, recommends that students make "mindful breaks" a regular part of their technology usage. In this session, participants will be introduced to the concept of mindfulness, and invited to participate in a mindfulness meditation exercise. Techniques for incorporating mindful approaches into online courses will also be discussed.

== See also ==

''This was the first in a series of [[Phantom Vibrations]].''
[[Category: Outside CAT]]
[[Category: CAT+FD]]
[[Category: CAT+FD 2016-2017]]

Category:CAT+FD 2024-2025

2025-09-23T16:23:31Z

Bart: categorizing

Pages published on this wiki, in support of CAT+FD events, during the 2024-2025 academic year. This list is intended to be exhaustive. Did we miss anything?

[[Category: CAT+FD]]

Category:CAT+FD 2025-2026

2025-09-23T16:22:48Z

Bart: establishing category

Pages published on this wiki, in support of CAT+FD events, during the 2025-2026 academic year. This list is not exhaustive.

[[Category: CAT+FD]]

Brightspace: Instructors Quick Start Tutorial

2025-07-18T14:44:09Z

Bart: image error fix

<div style="text-align: center">[[Image:brightspace-XULA-logo_520.jpg|520px]]</div>

Welcome to Xavier University of Louisiana! To successfully teach your courses, you must be able to utilize basic Brightspace tools. If you are not already familiar with Brightspace, or if you need a refresher, you are in the right place!

Please work your way through this simplified, three-step tutorial as you begin designing your course. CAT+FD staff are available for questions or consultations during regular business hours (9:00 AM - 5:00 PM CDT M-F)

:Contact Information: 
:* [mailto:cat@xula.edu cat@xula.edu] 
:* 504-520-7512

In addition, D2L provides Brightspace help available 24/7 via Email and Live Chat. Learn more in this [https://cat.xula.edu/food/brightspace-tip-421-help-resources/ CAT FooD Blog post].

The URL to login to our Brightspace system is [https://learn.xula.edu/ learn.xula.edu].

=Getting Started Basics=
If you are very new to Brightspace, you should start by reviewing these resources:

* [https://youtu.be/5ic1tA7eCuA Navigation (video)]
* [https://youtu.be/RfWPgrbrKzA Account Settings (video)]
* [https://youtu.be/Adsnz6TyWBA Manage Notifications (video)]
* [https://youtu.be/Q6Ps-_etvWw Create a Profile (video)]
** [https://cat.xula.edu/food/brightspace-tip-4-add-profile-picture-to-humanize-your-course/ Add Profile Picture to Humanize Your Course]
* [https://cat.xula.edu/food/brightspace-tip-336-my-courses-widget/ My Courses Widget]
* [https://cat.xula.edu/food/brightspace-tip-7-change-the-name-of-your-course/ Change the Name of Your Course]
* [https://campusservices.greenville.edu/support/solutions/articles/12000032052-changing-course-image-in-d2l-daylight Changing the Image for Your Course]
* [https://community.d2l.com/brightspace/kb/articles/3316-create-a-widget-based-homepage Homepages and Widgets]
* [http://cat.xula.edu/food/wp-content/uploads/2017/12/DesignCourseHomepageWithWidgets.pdf Design a Course Homepage with Widgets (pdf)]

='''Step 1:''' Set Up Your Gradebook=
The workflow in Brightspace may seem unusual, but it’s best to set up your gradebook first. Once you have your grading scheme in your syllabus, it’s easy to do. If you have little or no experience with using the Grades tool, you can review these resources:

* [http://cat.xula.edu/food/wp-content/uploads/2017/10/Grades-Tool-Quick-Reference-Guide.pdf Grades Tool Quick Reference Guide (pdf)]
* [https://community.d2l.com/brightspace/kb/articles/3539-set-up-your-grade-book Setup Your Grade Book]
* [https://community.d2l.com/brightspace/kb/articles/3519-create-a-grading-system Create a Grading System]
* [https://youtu.be/FmNdsCRilrY Create a Grade Scheme (video)]
* [https://youtu.be/VgaHhHzZ4mA Create a Grade Category (video)]
* [https://youtu.be/RfupITmDqCA Create a Grade Item (video)]
** [https://brightspaceresources.ccc.edu/kb/creating-calculated-grade-items-for-midterm-and-other-milestone-grades/ Create Calculated Grade Items]
* [https://youtu.be/9bhofRHQdZY Create Grade Exemptions (video)]
* [https://www.purdue.edu/brightspace/Docs/Grades/SetupWeightedGrades.php Set up Weighted Grades System]

='''Step 2:''' Set Up Your Activities=
==Assignments==
If you plan to collect, manage, and grade student work, you will want to use the Assignments Tool in Brightspace. If you have little or no experience with using the Assignments Tool, you can review these resources:

* [http://cat.xula.edu/food/wp-content/uploads/2017/10/Assignments-Tool-Quick-Reference-Guide.pdf Assignments Tool Quick Reference Guide (pdf)]
* [https://youtu.be/Nc_URFdok6g Create a Submission Folder (video)]
* [https://youtu.be/tbEz1cVmu4M Add Restrictions to a Submission Folder (video)]
* [https://youtu.be/PONZCLWVThg Grade Submissions in Assignments (video)]
* [https://youtu.be/1P1vrx0aBDY Grade Assignment Submissions Offline (video)]

==Quizzes==
If you plan to give quizzes, exams, or tests on Brightspace, you can review these resources:

* [http://cat.xula.edu/food/wp-content/uploads/2017/10/Quizzes-Tool-Quick-Reference-Guide.pdf Quizzes Tool Quick Reference Guide (pdf)]
* [https://community.d2l.com/brightspace/kb/articles/3413-create-and-configure-a-quiz Create and Configure a Quiz]
* [https://youtu.be/yD_XQQ5mFek Overview of Question Types (video)]
* [http://www.ryerson.ca/courses/instructors/tutorials/quizzes/quiz-questions/ Create Quiz Questions]
* [https://youtu.be/1uRfLrZdEzc Create a New Quiz with New Questions (video)]
* [https://youtu.be/1Wtd_5nN6vc Create a New Quiz with Imported Questions (video)]
* [https://plato.algonquincollege.com/BrightspaceQuizGenerator/ Test/Quiz Question Generator]
* [https://plato.algonquincollege.com/BrightspaceQuizGenerator/assets/files/QuestionTypes.pdf Test/Quiz Generator Question Types and Formatting Guide (pdf)]

==Question Library==
* [http://cat.xula.edu/food/wp-content/uploads/2017/10/Question-Library-Quick-Reference-Guide.pdf Question Library Quick Reference Guide (pdf)]
* [https://youtu.be/B-SFKZ1Xl7o Benefits of Question Library (video)]
* [https://youtu.be/HTeoecrP-Dg Create a New Question (video)]
* [https://youtu.be/y2Jssa3Ktro Import Questions into Question Library (video)]
* [https://youtu.be/8RKVcMejzAM Populate a Quiz with Questions from Question Library (video)]

==Associations==
Once you have all your activities set up, be sure each one is associated with the appropriate item in the Grades tool!

* [https://youtu.be/Y52uZkHeRMY Associate an Activity with a Grade Item (video)]
* [https://youtu.be/thO24FueIuI Delete Grade Items with Associations (video)]

='''Step 3:''' Posting Content=
Finally, to post content (course materials) on Brightspace, you can review these resources:

* [https://youtu.be/o0DENk9Uxdw Create a Course Overview (video)]
* [https://youtu.be/g-LtyszhAGI Add a Module (video)]
* [https://youtu.be/aAguK-DGqTE Upload a Topic (video)]
* [https://youtu.be/sEYVxRPLioE Create a File and Insert Stuff (video)]
* [https://youtu.be/mB7YTi1NC-U Delete a Module (video)]
* [https://youtu.be/fz9eLTQJqk0 Rearrange Topics, Submodules, and Modules (video)]
* [https://www.pcc.edu/online/2018/05/organizing-content-in-d2l-brightspace/ Organizing Content in Brightspace]

''More about Grades & Grading''
* [https://youtu.be/HrsmdLDa-Zc Export Grades (video)]
* [https://cat.xula.edu/food/brightspace-tip-386-grade-book-adjust-final-grades/ Adjust Final Grades]
* [https://cat.xula.edu/food/brightspace-tip-385-grade-book-release-final-grades/ Release Final Grades]
* [https://community.d2l.com/brightspace/kb/articles/1715-manage-final-grades Manage Final Grades]
* [https://youtu.be/2106N6EdoLU Troubleshooting Final Grades (video)]
* [https://youtu.be/nNpC7lHLXh4 How-to Input Final Grades into Banner]

=Cross-Listed Courses and Multiple Sections=
If you teach a course that is cross-listed, you will have a Brightspace course for each cross-listing. You can combine the cross-listed courses into one Brightspace course so that you can post course materials and grades to one combined Brightspace course. Combining courses may also work for you if you are teaching different sections of the same course and would like to have the different sections combined into one Brightspace course so that you can post course documents and grades in the one combined course. This merging needs to be done before you start adding to the course. [https://cat.xula.edu/food/brightspace-faq/#merge Submit a request to merge your Brightspace courses] before you add course materials or grades to the courses.

Additionally, if the course you are teaching is the same as one of your previous courses, you can [https://cat.xula.edu/food/brightspace-tip-367-copy-course-or-copy-components/ copy] the entire course (or [https://cat.xula.edu/food/brightspace-tip-367-copy-course-or-copy-components/ copy components]) into your "empty" Brightspace course.

=Using Zoom in Brightspace=
You can and should use your XULA Zoom account for class meetings. An advantage to setting up the Zoom class meetings inside your course is that this can force your students to login to the course for each class meeting. This is helpful in recording their attendance. To have attendance automatically recorded in Brightspace, students need to access course content from your course for that day. Any activity inside the course is acceptable for recording attendance. It could be a link they click on, submit an assignment, take a quiz, participate in a discussion, etc. Even just clicking on the "Content" menu link in your course will count for attendance.

You '''must activate your XULA Zoom account''' in order to use Zoom in Brightspace. '''Activation is a one-time action on your part'''. Follow these instructions to [https://catwiki.xula.edu/images/8/85/How-to-activate-and-access-your-Zoom-Conferencing-account.pdf activate your XULA Zoom account].

=CAT+FD Workshop Videos=
==Back to Basics==
* [https://youtu.be/kY7Fzysjn5Q Introduction to Brightspace (7:55)]
* [https://youtu.be/7vbdjQ7fa6E Assignments & Discussions (27:01)]
* [https://youtu.be/NZFrpjbiw4E Tests & Quizzes (25:00)]
* [https://youtu.be/lYNQNDyZA0o Meet Your Class Virtually (34:36)]
* [https://youtu.be/dOkXRzN2Azc Brightspace Grades (35:35)]

==Beyond the Basics==
* [https://youtu.be/ATv1nYi5koA Interactive Lecturing Online (40:06)]
* [https://youtu.be/eZr6TDRm_W8 Engaging Students Online (33:33)]
* [https://youtu.be/FozRGRqwPkE (Re)Thinking Exams (43:00)]
* [https://youtu.be/L4u5HdqnIlM Complex Tests in Brightspace (43:40)]

=Other Helpful Resources=
* [http://cat.xula.edu/food/wp-content/uploads/2017/10/Content-Tool-Quick-Reference-Guide.pdf Content Tool Quick Reference (pdf)]
* [https://cat.xula.edu/food/brightspace-tip-259-brightspace-editor/ Using the Brightspace Editor]
* [http://cat.xula.edu/food/brightspace-tip-351-grade-book/ Understanding the Grades Tool]
* [https://youtu.be/-sRyXi2bNp4 Create an Announcement (video)]
* [http://cat.xula.edu/food/wp-content/uploads/2018/08/PlaceTwitterFeedInCustomWidget.pdf Place Twitter Feed in Custom Widget (pdf)]
* [https://cat.xula.edu/food/brightspace-tip-368-manage-dates/ Manage Dates]
* [https://www.vanderbilt.edu/brightspace/on-demand-resources/how-do-i-view-my-course-from-the-student-view/ View Your Course as a Student (pdf)]

=Next Steps=
==<nowiki>#</nowiki>LearnEverywhereXULA==

Xavier faculty who have completed this tutorial and learned the mechanics of Brightspace should consider enrolling in the #LearnEverywhereXULA course. #LearnEverywhereXULA (#LEX) is a Brightspace course organized around the eight [https://www.qualitymatters.org/sites/default/files/PDFs/StandardsfromtheQMHigherEducationRubric.pdf General Standards for Higher Education] set forth in the [https://www.qualitymatters.org/ Quality Matters] Higher Education Rubric Sixth Edition. The information, activities, and assignments in the #LEX course aids faculty in developing high quality, well-designed, objective-driven courses on Brightspace for Xavier University of Louisiana (XULA) students. Enrollment in the #LEX course gives faculty an opportunity to experience Brightspace from a learner's perspective. Additionally, faculty who complete the #LEX course will earn a certificate they can include in their portfolio or other promotional materials. Use this [https://forms.gle/TtarvhcqkeSPkiCR8 enrollment request form] to make the request.

'''NOTE:''' An [https://catwiki.xula.edu/LearnEverywhereXULA open version of the #LearnEverywhereXULA course] is available on this wiki. However, completion of the Brightspace #LEX course is required to earn the certificate. Use this [https://forms.gle/TtarvhcqkeSPkiCR8 enrollment request form] to request enrollment in the course.

Main Page

2025-07-17T19:52:50Z

Bart: image fix?

Welcome to '''CAT Base''', the new and improved CAT+FD wiki, designed to support programming by the [http://cat.xula.edu/ Center for the Advancement of Teaching and Faculty Development] at [http://www.xula.edu/ Xavier University of Louisiana].

[[File: CATFD-Color-Seal.png|400px|CAT+FD]]

Looking for resources from a recent workshop? [[:Category: CAT+FD 2024-2025|Look no further!]]

==Brightspace Tutorials==
* [[Brightspace: Instructors Quick Start Tutorial]] — To successfully teach your courses, you must be able to utilize basic Brightspace tools. If you are not already familiar with Brightspace, or if you need a refresher, start here.

* Design Course to Facilitate Learning
** [[Customize Your Course Homepage in Brightspace]] — Customize your course homepages to enhance the course experience for your students.
** [[Accessibility Is Not Just For Individuals With Disabilities]] - Create accessible course materials that can benefit everyone.

* Help Learners Stay on Track
** [[Utilize Brightspace to Help Students Stay on Track]]
** [[Course Analytics: Insights to Empower Your Teaching and Improve Student Learning]]
** [[Unlocking the Potential of Brightspace to Help Identify and Support At-Risk Students]]

* Accessing Learners
** [[Proactive Strategies for Academic Integrity]]
** [[Using Alternative Assessments to Improve Student Learning]]
** [[Rethinking and Improving Online Tests in Brightspace]]
** [[Secure the Testing Environment and Protect the Integrity of Online Tests]]
** [[Allow Learners to Reflect on Their Learning in Brightspace|Allow Learners to Reflect on Their Learning]]
** [[Rethinking Assessment Strategies in the Age of AI]]

* Collaborative Learning
** [[Engagement Strategies for Online Discussions in Brightspace]]
** [[Facilitating Group Work in Your Brightspace Course]]
** [[Using VoiceThread to Enhance Lectures and Discussions]]

* [[Inclusive Teaching in Mixed-Mode]]
* [[Instructional Continuity]] — Anything from extreme weather to family emergencies can disrupt scheduled courses. An instructional continuity plan will assist you with continuing course delivery in the event of a disruption by minimizing the effects of the disruption.
* [[LearnEverywhereXULA|#LearnEverywhereXULA]] (Online/Hybrid Instructor Tutorial)
* [https://cat.xula.edu/food/topic/brightspace/ Brightspace Small Plates] — Timely tips from our award-winning blog.
* See also our [https://cat.xula.edu/food/brightspace-faq/ Brightspace FAQ] as well as our [https://cat.xula.edu/food/brightspace-documents/ Brightspace documents].

==EdTech Tutorials==
* [[Achieving HTML Literacy]] — The mysterious code of web pages doesn't have to be so mysterious anymore.
* [[AI²]]: Artificial Intelligence and Academic Integrity
* [[Artificial Intelligence “Bootcamp” for Xavier Faculty Spring 2023]] — explore the potential benefits and risks of AI, including the use of AI to improve your teaching and research
* [[Content Curation for Teaching & Learning]] — The content curator is emerging as an important role in the 21st century.
* [[Creating a personal website using WordPress|How to create a personal website]] — These simple step-by-step instructions will guide you through the process of setting up a free personal website on WordPress.com.
* [[Everybody's a Visual Learner]]
* [[How to Make Excellent Video Lectures]]
* [[FaCTS 2024]] — Human Learning in an AI World
* [[Mastodon and Beyond]]: Our Federated Future
* [[Using Camtasia]]
* [[Using Feedly]]
* [[Using VoiceThread for Teaching and Learning]]
* [[Video help]]

==Pedagogy Presentations==
* [[Integrate Equitable Grading into Your Own Course]]

==Transformative Feast==
* [[Mindfulness for You & Your Students]]
* [[Technopathology and the Mindfulness Movement]]
* [[Developing a Personal Vision]] — Articulating a personal vision can re-energize your efforts, inform your short-term and long-term plans, even improve your daily time-management skills.
* [[Developing a Personal Vision and a Personal Website]]
* [[Five Iron-Clad Laws of Extremely Efficient Time Management]]
* [[Social Media, Social Justice]]
* [[Maintaining Focus in a Fragmented World]]

{{communities}}

== Resources ==

* [[Brightspace Educator Share Showcase]] (The Orange Room)
* [[Brightspace FAQs]]
* [[Brightspace HTML Templates Resource]]
* [[Brightspace Known Issues]]
* [[Creative Commons Resources]]
* [[Equipment]] — Actual physical hardware Xavier faculty can borrow.
* [[Faculty Resources]]
* [[Inverted Teaching]]
* [[KeepTeachingXULA]] (Instructional Continuity Toolbox)
* [[QR Codes in Education]]
* [[STEM and Mentoring Resources]]
* [[Tips for Hybrid (Mixed-Mode) Presentations]] (in CAT+FD facilities)
* [[Transparency in Learning and Teaching]]
* [[Using CC Licenses and CC Licensed Works]]
* [[Writing and Research Productivity]]

== Archived Resources ==

* [[Academic Integrity]]
* [[Assessing Student Learning]] (Assessment Toolbox)
* [[Career Pathways Initiative]]
* [[Digital Footprint Resources]]
* [[Grounding]]
* [[NASA SHELiB Bridge to High Schools]]
* [[Student Resources]]
* [[2017 RISE & BUILD Summer Workshops]]
* [[2019 RISE & BUILD Summer Workshops]]
* [[50 Web Tools for Online Teaching and Learning]]

Grounding

2025-04-03T14:32:39Z

Bart: categorizing

''Groundings'' was a series of guided meditations offered by CAT+FD in the fall semester of 2020.

Here's how we promoted it:

<blockquote>
This semester, with all its uncertainties, we need to engage in some self-care like never before. Join us for a brief weekly guided meditation by Bart Everson, developed specially for this unusual semester. Cameras off, hearts open. Suitable for people of any religion or no religion. About ten minutes.
</blockquote>

These meditations have been archived on a [https://www.youtube.com/playlist?list=PLquvTFcuYNsQPi8OiLujlgpG1zxHm5RIv YouTube playlist].

''See also: [[The Transformative Banquet]]''

[[Category: CAT+FD]]
[[Category: CAT+FD 2020-2021]]

Grounding

2025-04-02T16:17:09Z

Bart: copy and paste

Nourishing Your Own Creativity

2025-03-07T21:19:36Z

Bart: embedding video

''Originally presented at [http://cat.xula.edu/ CAT] on Feb. 20, 2025 by [https://barteverson.com/ Bart Everson]''

Academics are required to manifest a great deal of creativity. Teaching, research, service — all may be viewed as a creative acts. Yet we don’t often think in these terms. We invite you to understand creativity as playing a central role in our professional lives. We will dispel unhelpful myths and examine current theories of creativity. A broad array of tips and techniques for enhancing and supporting creativity will be offered. We’ll even take a look at the role of AI in helping or hindering the creative process.

'''Presentation'''

{{#widget:YouTube|id=torjS46zHbE}}

* [https://prezi.com/view/94WFDGdzHxQqwEhRN7Bj/ Prezi]
* Bonus: [https://youtu.be/8o2v1a7B88s some personal thoughts on being a Creative Generalist]

'''Resources'''

* [https://www.fastcompany.com/ Fast Company]
* Kumar, H., Vincentius, J., Jordan, E., & Anderson, A. (2024). ''Human Creativity in the Age of LLMs: Randomized Experiments on Divergent and Convergent Thinking'' (arXiv:2410.03703). arXiv. https://doi.org/10.48550/arXiv.2410.03703
* [https://cat.xula.edu/food/conversation-121/ Conversation #121: Harsh Kumar on Creativity & AI]
* Handout: [[File:Teaching as a Creative Act + Creativity Tips.pdf|Teaching as a Creative Act + Creativity Tips]]

'''Credits'''

All photos used in presentation are public domain.

'''License'''

[[Licensing policy for CAT+FD|Curious about our licensing policy?]]

[[Category: CAT+FD]]
[[Category: CAT+FD 2024-2025]]

Nourishing Your Own Creativity

2025-02-20T18:21:25Z

Bart: adding file

''Originally presented at [http://cat.xula.edu/ CAT] on Feb. 20, 2025 by [https://barteverson.com/ Bart Everson]''

Academics are required to manifest a great deal of creativity. Teaching, research, service — all may be viewed as a creative acts. Yet we don’t often think in these terms. We invite you to understand creativity as playing a central role in our professional lives. We will dispel unhelpful myths and examine current theories of creativity. A broad array of tips and techniques for enhancing and supporting creativity will be offered. We’ll even take a look at the role of AI in helping or hindering the creative process.

'''Presentation'''

* [https://prezi.com/view/94WFDGdzHxQqwEhRN7Bj/ Prezi] [excellent video coming soon!]
* Bonus: [https://youtu.be/8o2v1a7B88s some personal thoughts on being a Creative Generalist]

'''Resources'''

* [https://www.fastcompany.com/ Fast Company]
* Kumar, H., Vincentius, J., Jordan, E., & Anderson, A. (2024). ''Human Creativity in the Age of LLMs: Randomized Experiments on Divergent and Convergent Thinking'' (arXiv:2410.03703). arXiv. https://doi.org/10.48550/arXiv.2410.03703
* [https://cat.xula.edu/food/conversation-121/ Conversation #121: Harsh Kumar on Creativity & AI]
* Handout: [[File:Teaching as a Creative Act + Creativity Tips.pdf|Teaching as a Creative Act + Creativity Tips]]

'''Credits'''

All photos used in presentation are public domain.

'''License'''

[[Licensing policy for CAT+FD|Curious about our licensing policy?]]

[[Category: CAT+FD]]
[[Category: CAT+FD 2024-2025]]

File:Teaching as a Creative Act + Creativity Tips.pdf

2025-02-20T18:19:45Z

Bart: Handout for creativity workshop

== Summary ==
Handout for [[creativity]] workshop

Nourishing Your Own Creativity

2025-02-19T19:13:52Z

Bart: adding link

''Originally presented at [http://cat.xula.edu/ CAT] on Feb. 20, 2025 by [https://barteverson.com/ Bart Everson]''

Academics are required to manifest a great deal of creativity. Teaching, research, service — all may be viewed as a creative acts. Yet we don’t often think in these terms. We invite you to understand creativity as playing a central role in our professional lives. We will dispel unhelpful myths and examine current theories of creativity. A broad array of tips and techniques for enhancing and supporting creativity will be offered. We’ll even take a look at the role of AI in helping or hindering the creative process.

'''Presentation'''

* [https://prezi.com/view/94WFDGdzHxQqwEhRN7Bj/ Prezi] [excellent video coming soon!]
* Bonus: [https://youtu.be/8o2v1a7B88s some personal thoughts on being a Creative Generalist]

'''Resources'''

* [https://www.fastcompany.com/ Fast Company]
* Kumar, H., Vincentius, J., Jordan, E., & Anderson, A. (2024). ''Human Creativity in the Age of LLMs: Randomized Experiments on Divergent and Convergent Thinking'' (arXiv:2410.03703). arXiv. https://doi.org/10.48550/arXiv.2410.03703
* [https://cat.xula.edu/food/conversation-121/ Conversation #121: Harsh Kumar on Creativity & AI]

'''Credits'''

All photos used in presentation are public domain.

'''License'''

[[Licensing policy for CAT+FD|Curious about our licensing policy?]]

[[Category: CAT+FD]]
[[Category: CAT+FD 2024-2025]]

Creativity

2025-02-19T17:41:29Z

Bart: Bart moved page Creativity to Nourishing Your Own Creativity: full title

#REDIRECT [[Nourishing Your Own Creativity]]

Nourishing Your Own Creativity

2025-02-19T17:41:29Z

Bart: Bart moved page Creativity to Nourishing Your Own Creativity: full title

''Originally presented at [http://cat.xula.edu/ CAT] on Feb. 20, 2025 by [https://barteverson.com/ Bart Everson]''

Academics are required to manifest a great deal of creativity. Teaching, research, service — all may be viewed as a creative acts. Yet we don’t often think in these terms. We invite you to understand creativity as playing a central role in our professional lives. We will dispel unhelpful myths and examine current theories of creativity. A broad array of tips and techniques for enhancing and supporting creativity will be offered. We’ll even take a look at the role of AI in helping or hindering the creative process.

'''Presentation'''

[https://prezi.com/view/94WFDGdzHxQqwEhRN7Bj/ Prezi] [excellent video coming soon!]

'''Resources'''

* [https://www.fastcompany.com/ Fast Company]
* Kumar, H., Vincentius, J., Jordan, E., & Anderson, A. (2024). ''Human Creativity in the Age of LLMs: Randomized Experiments on Divergent and Convergent Thinking'' (arXiv:2410.03703). arXiv. https://doi.org/10.48550/arXiv.2410.03703
* [https://cat.xula.edu/food/conversation-121/ Conversation #121: Harsh Kumar on Creativity & AI]

'''Credits'''

All photos used in presentation are public domain.

'''License'''

[[Licensing policy for CAT+FD|Curious about our licensing policy?]]

[[Category: CAT+FD]]
[[Category: CAT+FD 2024-2025]]

Nourishing Your Own Creativity

2025-02-19T17:41:01Z

Bart: establishing entry

''Originally presented at [http://cat.xula.edu/ CAT] on Feb. 20, 2025 by [https://barteverson.com/ Bart Everson]''

Academics are required to manifest a great deal of creativity. Teaching, research, service — all may be viewed as a creative acts. Yet we don’t often think in these terms. We invite you to understand creativity as playing a central role in our professional lives. We will dispel unhelpful myths and examine current theories of creativity. A broad array of tips and techniques for enhancing and supporting creativity will be offered. We’ll even take a look at the role of AI in helping or hindering the creative process.

'''Presentation'''

[https://prezi.com/view/94WFDGdzHxQqwEhRN7Bj/ Prezi] [excellent video coming soon!]

'''Resources'''

* [https://www.fastcompany.com/ Fast Company]
* Kumar, H., Vincentius, J., Jordan, E., & Anderson, A. (2024). ''Human Creativity in the Age of LLMs: Randomized Experiments on Divergent and Convergent Thinking'' (arXiv:2410.03703). arXiv. https://doi.org/10.48550/arXiv.2410.03703
* [https://cat.xula.edu/food/conversation-121/ Conversation #121: Harsh Kumar on Creativity & AI]

'''Credits'''

All photos used in presentation are public domain.

'''License'''

[[Licensing policy for CAT+FD|Curious about our licensing policy?]]

[[Category: CAT+FD]]
[[Category: CAT+FD 2024-2025]]

Communities

2024-10-17T20:11:28Z

Bart: establishing entry

Workshop Workflow

2024-10-11T17:23:05Z

Bart: establishing entry

# Start with a brilliant idea.
# Make an outline.
# Develop materials.
# Create a resource page.
# Rehearse.
# Make an "excellent video."
# Deliver the presentation.
# Create an ICYMI post.

Main Page

2024-09-30T14:34:24Z

Bart: linking to current AY category

Welcome to '''CAT Base''', the new and improved CAT+FD wiki, designed to support programming by the [http://cat.xula.edu/ Center for the Advancement of Teaching and Faculty Development] at [http://www.xula.edu/ Xavier University of Louisiana].

[[File: CATFD-Color-Seal.png|400px|CAT+FD]]

Looking for resources from a recent workshop? [[:Category: CAT+FD 2024-2025|Look no further!]]

==Brightspace Tutorials==
* [[Brightspace: Instructors Quick Start Tutorial]] — To successfully teach your courses, you must be able to utilize basic Brightspace tools. If you are not already familiar with Brightspace, or if you need a refresher, start here.

* Design Course to Facilitate Learning
** [[Customize Your Course Homepage in Brightspace]] — Customize your course homepages to enhance the course experience for your students.
** [[Accessibility Is Not Just For Individuals With Disabilities]] - Create accessible course materials that can benefit everyone.

* Help Learners Stay on Track
** [[Utilize Brightspace to Help Students Stay on Track]]
** [[Course Analytics: Insights to Empower Your Teaching and Improve Student Learning]]

* Accessing Learners
** [[Proactive Strategies for Academic Integrity]]
** [[Using Alternative Assessments to Improve Student Learning]]
** [[Rethinking and Improving Online Tests in Brightspace]]
** [[Secure the Testing Environment and Protect the Integrity of Online Tests]]
** [[Allow Learners to Reflect on Their Learning in Brightspace|Allow Learners to Reflect on Their Learning]]

* Collaborative Learning
** [[Engagement Strategies for Online Discussions in Brightspace]]
** [[Facilitating Group Work in Your Brightspace Course]]
** [[Using VoiceThread to Enhance Lectures and Discussions]]

* [[Inclusive Teaching in Mixed-Mode]]
* [[Instructional Continuity]] — Anything from extreme weather to family emergencies can disrupt scheduled courses. An instructional continuity plan will assist you with continuing course delivery in the event of a disruption by minimizing the effects of the disruption.
* [[LearnEverywhereXULA|#LearnEverywhereXULA]] (Online/Hybrid Instructor Tutorial)
* [https://cat.xula.edu/food/topic/brightspace/ Brightspace Small Plates] — Timely tips from our award-winning blog.
* See also our [https://cat.xula.edu/food/brightspace-faq/ Brightspace FAQ] as well as our [https://cat.xula.edu/food/brightspace-documents/ Brightspace documents].

==EdTech Tutorials==
* [[Achieving HTML Literacy]] — The mysterious code of web pages doesn't have to be so mysterious anymore.
* [[AI²]]: Artificial Intelligence and Academic Integrity
* [[Artificial Intelligence “Bootcamp” for Xavier Faculty Spring 2023]] — explore the potential benefits and risks of AI, including the use of AI to improve your teaching and research
* [[Content Curation for Teaching & Learning]] — The content curator is emerging as an important role in the 21st century.
* [[Creating a personal website using WordPress|How to create a personal website]] — These simple step-by-step instructions will guide you through the process of setting up a free personal website on WordPress.com.
* [[Everybody's a Visual Learner]]
* [[How to Make Excellent Video Lectures]]
* [[FaCTS 2024]] — Human Learning in an AI World
* [[Mastodon and Beyond]]: Our Federated Future
* [[Using Camtasia]]
* [[Using Feedly]]
* [[Using VoiceThread for Teaching and Learning]]
* [[Video help]]

==Pedagogy Presentations==
* [[Integrate Equitable Grading into Your Own Course]]

==Transformative Feast==
* [[Mindfulness for You & Your Students]]
* [[Technopathology and the Mindfulness Movement]]
* [[Developing a Personal Vision]] — Articulating a personal vision can re-energize your efforts, inform your short-term and long-term plans, even improve your daily time-management skills.
* [[Developing a Personal Vision and a Personal Website]]
* [[Five Iron-Clad Laws of Extremely Efficient Time Management]]
* [[Social Media, Social Justice]]
* [[Maintaining Focus in a Fragmented World]]

{{communities}}

== Resources ==

* [[Brightspace Educator Share Showcase]] (The Orange Room)
* [[Brightspace FAQs]]
* [[Brightspace HTML Templates Resource]]
* [[Brightspace Known Issues]]
* [[Creative Commons Resources]]
* [[Equipment]] — Actual physical hardware Xavier faculty can borrow.
* [[Faculty Resources]]
* [[Inverted Teaching]]
* [[KeepTeachingXULA]] (Instructional Continuity Toolbox)
* [[QR Codes in Education]]
* [[STEM and Mentoring Resources]]
* [[Tips for Hybrid (Mixed-Mode) Presentations]] (in CAT+FD facilities)
* [[Transparency in Learning and Teaching]]
* [[Using CC Licenses and CC Licensed Works]]
* [[Writing and Research Productivity]]

== Archived Resources ==

* [[Academic Integrity]]
* [[Assessing Student Learning]] (Assessment Toolbox)
* [[Career Pathways Initiative]]
* [[Digital Footprint Resources]]
* [[Grounding]]
* [[NASA SHELiB Bridge to High Schools]]
* [[Student Resources]]
* [[2017 RISE & BUILD Summer Workshops]]
* [[2019 RISE & BUILD Summer Workshops]]
* [[50 Web Tools for Online Teaching and Learning]]

Copyright, Copyleft

2024-09-19T17:40:41Z

Bart: adding come copy

''Originally presented at [http://cat.xula.edu/ CAT] on Sep. 4, 2024 by [https://barteverson.com/ Bart Everson]''

So many pretty pictures on the internet, all just a click away! When is it OK to use those images in your presentations and projects? What, you mean there are rules?

{{#widget:YouTube|id=0NtZvvVQXh4}}

This workshop gives you the quick rundown on digital media and intellectual property rights. We talk about common pitfalls to be avoided and show how to find images you can use with impunity.

* [https://xula.libguides.com/copyright/ Intellectual Property] guide by Xavier Library
* [[Creative Commons Resources]]
* [https://slides.com/editor_b/copyright-copyleft Copyright, Copyleft] slide deck

'''Credits'''

This presentation was inspired by questions raised in the [https://gnoicc.org/ Greater New Orleans Interfaith Climate Coalition].

'''License'''

[[Licensing policy for CAT+FD|Curious about our licensing policy?]]

[[Category: CAT+FD]]
[[Category: CAT+FD 2024-2025]]

Gray Area

2024-09-18T17:57:36Z

Bart: establishing entry

<div style="background-color: #ccc;">
Welcome to the Gray Area.

What is the status of AI-generated content, in terms of intellectual property? Can we apply our standard [[Licensing policy for CAT+FD|licensing policy]] when we use an AI to generate content? In other words, can AI content be published under [[Creative Commons Resources|Creative Commons]]?

It's an interesting question. AI-generated content is not copyrightable under current U.S. copyright law. Creative Commons licenses are built on top of copyright law. Since AI-generated content is not copyrightable, it technically cannot be licensed under Creative Commons.

As we know, this legal landscape is still evolving. AI-generated content is currently presumed to be in the public domain. To be forward-thinking, we have developed this page as a placeholder. A gray area! If there are any updates that affect this situation, we'll aim to post them here.
</div>

File:LEX Advanced Certificate of Completion.png

2024-09-13T20:32:18Z

Bart: Bart uploaded a new version of File:LEX Advanced Certificate of Completion.png

== Summary ==
Blank image of the #LEX Advanced Certificate of Completion.
== Licensing ==
{{CC-BY}}

Copyright, Copyleft

2024-09-13T16:28:58Z

Bart: embedding video

''Originally presented at [http://cat.xula.edu/ CAT] on Sep. 4, 2024 by [https://barteverson.com/ Bart Everson]''

{{#widget:YouTube|id=0NtZvvVQXh4}}

* [https://xula.libguides.com/copyright/ Intellectual Property] guide by Xavier Library
* [[Creative Commons Resources]]
* [https://slides.com/editor_b/copyright-copyleft Copyright, Copyleft] slide deck

'''Credits'''

This presentation was inspired by questions raised in the [https://gnoicc.org/ Greater New Orleans Interfaith Climate Coalition].

'''License'''

[[Licensing policy for CAT+FD|Curious about our licensing policy?]]

[[Category: CAT+FD]]
[[Category: CAT+FD 2024-2025]]

Copyright, Copyleft

2024-09-04T16:46:29Z

Bart: fixing link

''Originally presented at [http://cat.xula.edu/ CAT] on Sep. 4, 2024 by [https://barteverson.com/ Bart Everson]''

[Check back soon — video forthcoming]

* [https://xula.libguides.com/copyright/ Intellectual Property] guide by Xavier Library
* [[Creative Commons Resources]]
* [https://slides.com/editor_b/copyright-copyleft Copyright, Copyleft] slide deck

'''Credits'''

This presentation was inspired by questions raised in the [https://gnoicc.org/ Greater New Orleans Interfaith Climate Coalition].

'''License'''

[[Licensing policy for CAT+FD|Curious about our licensing policy?]]

[[Category: CAT+FD]]
[[Category: CAT+FD 2024-2025]]

Copyleft

2024-09-03T16:47:45Z

Bart: redirecting