CAT Base - User contributions [en]

Template:Communities

2026-08-21T14:54:14Z

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.
* [[Hearts and Minds at Xavier]]
* [[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.

Category:CAT Talks

2026-08-18T01:11:03Z

Bart: establishing category

CAT Talks are 30-minute webinars focused on a single aspect of teaching.

Bringing Student Voices into the Campus AI Conversation

2026-08-14T18:09:51Z

Bart: categorizing

''Originally presented to the Gardner Institute AI Community of Practice on Tuesday, July 28, 2026] by [https://jasonstodd.com/ Jason S. Todd]''

As colleges and universities rush to develop policies governing artificial intelligence, those most affected by those policies, the students, are often the last to be consulted. Bringing student voices into the campus conversation about AI raises questions about who holds authority in institutional decision-making and how quickly or how slowly such decisions should be made. Moving from the broad level of university governance down to the individual classroom, this session considers how faculty and administrators can build AI policies with students rather than for them, and makes the case for an intentionally slow, deliberative process as a form of care. Drawing on Xavier University of Louisiana's own still-evolving efforts, Dr. Jason S. Todd, Director of Xavier's Center for the Advancement of Teaching & Faculty Development, will share practical lessons and engage participants in a discussion about student voice, process, and equity in the age of AI.

https://gamma.app/embed/2expcn2902fqlt7

== Resources ==
* Bovill, C. (2020). ''Co-creating Learning and Teaching: Towards relational pedagogy in higher education''. Routledge.
* Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education. DOI: 10.1186/s41239-023-00408-3
* Chehak, M., Debelius, M., Holtschlag, J., Kim, G., Le, K., Lyons, S., Nutting, H., and Oh, S. (2025). Designing an AI policy: An experiment in co-creation. ''International Journal for Students as Partners, 9''(1). https://files.eric.ed.gov/fulltext/EJ1476834.pdf
* Cook-Sather, A., Bovill, C., Felten, P. (2014). ''Engaging Students as Partners in Learning and Teaching: A Guide for Faculty''. Jossey-Bass.
* Floridi, L., & Cowls, J. (2019). A unified framework of five principles for AI in society. ''Harvard Data Science Review, 1''(1). https://doi.org/10.1162/99608f92.8cd550d1
* Ellucian, Huston-Tillotson University, and UNCF Institute for Capacity Building. (2025). ''The Shift Ahead: HBCUs, Artificial Intelligence, and a New Vision for Higher Education''. [https://lp.ellucian.com/rs/085-MHT-312/images/HBCU-AI-Report-25.pdf https://lp.ellucian.com/rs/085-MHT-312/images/HBCU-AI-Report-25.pdf]
* Gallup and Lumina Foundation. (2026). ''AI in Higher Education Widespread Use, Unclear Rules''. [https://www.gallup.com/file/analytics/704279/Lumina-Foundation-Gallup-SOHE%20AI%20Report.pdf https://www.gallup.com/file/analytics/704279/Lumina-Foundation-Gallup-SOHE_AI_Report.pdf]
* Perkins, M., Furze, L., Roe, J., & MacVaugh, J. (2024). The Artificial Intelligence Assessment Scale (AIAS): A framework for ethical integration of generative AI in educational assessment. Journal of University Teaching and Learning Practice, 21(6), 49–66. https://doi.org/10.53761/q3azde36
* Todd, J. S. (2026). "A Whole Cartload of Beautiful Possibilities": Moral Guidance and the Paradigm Shift of Generative AI. In ''Artificial Intelligence for Educational Inclusion and Equity: International Studies and Critiques'' (pp. 66–83). Edward Elgar. https://doi.org/10.4337/9781035346431.00009

[[Category: CAT+FD]]
[[Category: CAT+FD 2025-2026]]
[[Category: Outside CAT]]

Base:About

2026-08-14T18:09:12Z

Bart: correcting typo

Welcome to CAT Base, the in-depth knowledge base maintained by [https://cat.xula.edu/ CAT+FD]. We established this wiki in 2018 and it's still a work in progress. Start on the [[Main Page]] or use the search function to find what you're seeking.

[[File:Base-square-gold.png|thumb]]

Base:About

2026-08-14T18:08:43Z

Bart: expanding slightly

Welcome to CAT Base, the in-depth knowledge base maintained by created by [https://cat.xula.edu/ CAT+FD]. We established this wiki in 2018 and it's still a work in progress. Start on the [[Main Page]] or use the search function to find what you're seeking.

[[File:Base-square-gold.png|thumb]]

Category:CAT+FD 2008-2009

2026-08-14T18:07:08Z

Bart: establishing category

Pages published on this wiki in support of CAT+FD events during the 2008-2009 academic year. Wait, this wiki didn't even exist back then! True, but we posted the content here after the fact. This list is not exhaustive.

[[Category: CAT+FD]]

Video help

2026-08-14T18:01:51Z

Bart: revising note

Video is a powerful medium. It also presents certain challenges. You can produce your own videos to share with your students; you can also point your student to existing videos that you've found. You can also have your students find relevant videos, curate and critique them; you can even have your students create their own videos.

'''Keep it short'''

As a rule, shorter is better. How short? 90 seconds might be ideal. If you need to go longer than five minutes, chunk it up into shorter bits that stand on their own.

'''Choosing your subject'''

It may be a good idea to create videos to support learning on concepts that are particularly difficult.

'''Write a script'''

Planning is essential to producing your own videos, and a script is the core of your plan. This is the most important step in the process. Write with your learning objectives in mind.

Some people prefer a complete script, but a spare outline can help to keep your delivery sounding more natural sounding. You should aim for a conversational, friendly tone. Keep it simple. Use short sentences. Remember that you are writing for the ear, not the eye. The style appropriate to a scholarly journal is not necessary here. When you read it aloud, you'll quickly hear what sounds awkward or stilted.

Make sure to save your script so that you can use it as a starting point if you decide to re-do your video in the future. You may also choose to share your script with your students.

'''Recording strategies'''

It's a good idea to rehearse a bit before and practice before you start recording. Feel free to do a test recording to get comfortable. Some people feel "stagefright" at first. This is entirely normal and goes away as you become familiar with the process. If it helps, visualize your students; that's who you're talking to, even thought they're not in the room with you. If you make a mistake, simply continue recording; pause for five seconds and pick up where you left off. You'll edit out the mistakes later.

If you're using [[Camtasia]], it's a good idea to save your project files as well as your final exported video. If you're using CAT's Camtasia studio, it's your responsibility to take a copy of your project files with you.

'''File formats'''

We're going to go out on a limb here and recommend the MP4 video format.

'''Captioning enhances accessibility'''

It's a good idea to caption your video for students who are hearing impaired. YouTube supports captioning. Of course, if you've written a complete script, you can offer that to students.

'''Hosting is better'''

You can upload video directly into Brightspace, but as a rule it's probably better to stick your video on an external video hosting service such as YouTube or Vimeo. YouTube is better for accessibility. You can embed such videos in Brightspace or provide a link to the video content.

'''Copyright'''

Of course, you will want to make sure you have the right to use any content that you're adding to your course. If you use content by produced by other people, you'll want to give those people credit. Here are some resources that can help you understand your rights and responsibilities:

* [http://copyright.uncc.edu/ The Essential Copyright: A Guide to Copyright in the Educational Setting] (UNC Charlotte Atkins Library)
* [[ Copyright, Copyleft| Copyright, Copyleft: or, how (not) to get in trouble with images]] (CAT+FD)
* [https://www.ala.org/advocacy/federal-resources/copyright/teachact/distanceeducation Distance Education & The TEACH Act] (American Library Association)

''Note: These tips were offered in support of "Ten Things You Can Do to Screw Up Your Video Project," a workshop at [http://cat.xula.edu/ CAT+FD] on [https://cat.xula.edu/events/01021 Apr. 1, 2009] by Jim Thiebaud (Xavier Library Media Services) and Bart Everson (CAT+FD). They were adapted from "Video Best Practices" by the Center for Teaching & Learning at UNC Charlotte and "Best Practices: University Libraries Video Tutorials & Learning Objects" by Penn State University Libraries, two resources no longer online as of 2026.''

[[Category: CAT+FD]]
[[Category: CAT+FD 2008-2009]]

Video help

2026-08-13T19:26:59Z

Bart: editing links

Video is a powerful medium. It also presents certain challenges. You can produce your own videos to share with your students; you can also point your student to existing videos that you've found. You can also have your students find relevant videos, curate and critique them; you can even have your students create their own videos.

'''Keep it short'''

As a rule, shorter is better. How short? 90 seconds might be ideal. If you need to go longer than five minutes, chunk it up into shorter bits that stand on their own.

'''Choosing your subject'''

It may be a good idea to create videos to support learning on concepts that are particularly difficult.

'''Write a script'''

Planning is essential to producing your own videos, and a script is the core of your plan. This is the most important step in the process. Write with your learning objectives in mind.

Some people prefer a complete script, but a spare outline can help to keep your delivery sounding more natural sounding. You should aim for a conversational, friendly tone. Keep it simple. Use short sentences. Remember that you are writing for the ear, not the eye. The style appropriate to a scholarly journal is not necessary here. When you read it aloud, you'll quickly hear what sounds awkward or stilted.

Make sure to save your script so that you can use it as a starting point if you decide to re-do your video in the future. You may also choose to share your script with your students.

'''Recording strategies'''

It's a good idea to rehearse a bit before and practice before you start recording. Feel free to do a test recording to get comfortable. Some people feel "stagefright" at first. This is entirely normal and goes away as you become familiar with the process. If it helps, visualize your students; that's who you're talking to, even thought they're not in the room with you. If you make a mistake, simply continue recording; pause for five seconds and pick up where you left off. You'll edit out the mistakes later.

If you're using [[Camtasia]], it's a good idea to save your project files as well as your final exported video. If you're using CAT's Camtasia studio, it's your responsibility to take a copy of your project files with you.

'''File formats'''

We're going to go out on a limb here and recommend the MP4 video format.

'''Captioning enhances accessibility'''

It's a good idea to caption your video for students who are hearing impaired. YouTube supports captioning. Of course, if you've written a complete script, you can offer that to students.

'''Hosting is better'''

You can upload video directly into Brightspace, but as a rule it's probably better to stick your video on an external video hosting service such as YouTube or Vimeo. YouTube is better for accessibility. You can embed such videos in Brightspace or provide a link to the video content.

'''Copyright'''

Of course, you will want to make sure you have the right to use any content that you're adding to your course. If you use content by produced by other people, you'll want to give those people credit. Here are some resources that can help you understand your rights and responsibilities:

* [http://copyright.uncc.edu/ The Essential Copyright: A Guide to Copyright in the Educational Setting] (UNC Charlotte Atkins Library)
* [[ Copyright, Copyleft| Copyright, Copyleft: or, how (not) to get in trouble with images]] (CAT+FD)
* [https://www.ala.org/advocacy/federal-resources/copyright/teachact/distanceeducation Distance Education & The TEACH Act] (American Library Association)

''Note: These tips were originally developed in support of "Ten Things You Can Do to Screw Up Your Video Project," presented at [http://cat.xula.edu/ CAT+FD] on [https://cat.xula.edu/events/01021 Apr. 1, 2009] by Jim Thiebaud (Xavier Library Media Services) and Bart Everson (CAT+FD). They were adapted from "Video Best Practices" by the Center for Teaching & Learning at UNC Charlotte and "Best Practices: University Libraries Video Tutorials & Learning Objects" by Penn State University Libraries, two resources no longer online as of 2026.''

[[Category: CAT+FD]]
[[Category: CAT+FD 2008-2009]]

Video help

2026-08-12T20:28:00Z

Bart: minor revisions

Video is a powerful medium. It also presents certain challenges. You can produce your own videos to share with your students; you can also point your student to existing videos that you've found. You can also have your students find relevant videos, curate and critique them; you can even have your students create their own videos.

'''Keep it short'''

As a rule, shorter is better. How short? 90 seconds might be ideal. If you need to go longer than five minutes, chunk it up into shorter bits that stand on their own.

'''Choosing your subject'''

It may be a good idea to create videos to support learning on concepts that are particularly difficult.

'''Write a script'''

Planning is essential to producing your own videos, and a script is the core of your plan. This is the most important step in the process. Write with your learning objectives in mind.

Some people prefer a complete script, but a spare outline can help to keep your delivery sounding more natural sounding. You should aim for a conversational, friendly tone. Keep it simple. Use short sentences. Remember that you are writing for the ear, not the eye. The style appropriate to a scholarly journal is not necessary here. When you read it aloud, you'll quickly hear what sounds awkward or stilted.

Make sure to save your script so that you can use it as a starting point if you decide to re-do your video in the future. You may also choose to share your script with your students.

'''Recording strategies'''

It's a good idea to rehearse a bit before and practice before you start recording. Feel free to do a test recording to get comfortable. Some people feel "stagefright" at first. This is entirely normal and goes away as you become familiar with the process. If it helps, visualize your students; that's who you're talking to, even thought they're not in the room with you. If you make a mistake, simply continue recording; pause for five seconds and pick up where you left off. You'll edit out the mistakes later.

If you're using [[Camtasia]], it's a good idea to save your project files as well as your final exported video. If you're using CAT's Camtasia studio, it's your responsibility to take a copy of your project files with you.

'''File formats'''

We're going to go out on a limb here and recommend the MP4 video format.

'''Captioning enhances accessibility'''

It's a good idea to caption your video for students who are hearing impaired. YouTube supports captioning. Of course, if you've written a complete script, you can offer that to students.

'''Hosting is better'''

You can upload video directly into Brightspace, but as a rule it's probably better to stick your video on an external video hosting service such as YouTube or Vimeo. YouTube is better for accessibility. You can embed such videos in Brightspace or provide a link to the video content.

'''Copyright'''

Of course, you will want to make sure you have the right to use any content that you're adding to your course. If you use content by produced by other people, you'll want to give those people credit. Here are some resources that can help you understand your rights and responsibilities:

* [http://copyright.uncc.edu/ The Essential Copyright: A Guide to Copyright in the Educational Setting] (UNC Charlotte Atkins Library)
* [http://www.centerforsocialmedia.org/fair-use Fair Use & Copyright] (Center for Social Media at American University)
* [http://www.ala.org/Template.cfm?Section=Distance_Education_and_the_TEACH_Act&Template=/ContentManagement/ContentDisplay.cfm&ContentID=25939#newc Distance Education & The TEACH Act] (American Library Association)

''Note: These tips were originally developed in support of "Ten Things You Can Do to Screw Up Your Video Project," presented at [http://cat.xula.edu/ CAT+FD] on [https://cat.xula.edu/events/01021 Apr. 1, 2009] by Jim Thiebaud (Xavier Library Media Services) and Bart Everson (CAT+FD). They are adapted from [http://teaching.uncc.edu/articles-books/best-practice-articles/using-video-your-course/video-best-practices Video Best Practices] by the Center for Teaching & Learning at UNC Charlotte and [http://www.libraries.psu.edu/psul/tutorials/tbp.html Best Practices: University Libraries Video Tutorials & Learning Objects] by Penn State University Libraries.''

[[Category: CAT+FD]]
[[Category: CAT+FD 2008-2009]]

Mid-Course Review

2026-08-05T22:15:47Z

Bart: categorizing

Mid-course reviews provide feedback that can potentially assist you in fine-tuning your course while it is still underway. Sometimes called a formative evaluation, the mid-course review is an optional and informal supplement to the end-of-semester summative evaluations. Interest in these reviews is driven by a desire to see what’s working well in your class and what could be improved to aid student learning. The advantage of doing these at mid-term is that you are able to make adjustments to your course this semester.

There are various models of mid-semester evaluations ranging from distributing a survey to using what’s called a SGID (Small Group Instructional Diagnosis) which usually takes about 20 minutes of class time. The general SGID format is that a facilitator will ask students in groups to discuss three questions:

# What is working well in the class (i.e., what is helping you learn)?
# What is not working well (i.e., what is hindering your learning)?
# What suggestions do you have for improvement?
# What can you, the student, do to enhance your learning in this class?

By the end of the 20 minutes, we will have a composite list of student reactions to these issues. Then, at a mutually convenient time, the facilitator will meet with you to confidentially discuss what the students said. In general, you will get an accurate “barometer reading” on how the class is going. If you have a particular question about the class, we can incorporate it into the review. CAT+FD can also help you to interpret the results of the students’ responses.

{{#widget:YouTube|id=IDhnCk0vSv8}}

[[Category: Initiatives]]

Category:Initiatives

2026-08-05T22:13:30Z

Bart: establishing category

See our [[Initiatives]] page for a more comprehensive listing. See [https://cat.xula.edu/initiatives/ our main website] for a historical listing of older initiatives.

Walking Club

2026-08-05T20:14:24Z

Bart: categorizing

{{stub}}

[[Category: Stubs]]
[[Category: Series]]

Category:Series

2026-08-05T20:13:18Z

Bart: establishing category

These opportunities are offered on a repeating basis. Generally speaking, you can jump in whenever you're ready.

The Subtle Art of Doing Nothing

2026-08-05T19:44:35Z

Bart: minor revisions

''Originally presented at [https://celt.tulane.edu/content/sparking-success-ay-23-24 Sparking Success on Jan. 11, 2024] by [http://barteverson.com/ Bart Everson] and [https://www.xula.edu/directory//people/wgaudin.html Wendy Gaudin].''

==Slides==

[https://docs.google.com/presentation/d/1W5Iqwisu-iB1-r6oqlT2M_aZLeSlpbPJ0AJS2mhgaz4/edit Presentation deck on Google Slides]

==Definitions==

What is mindfulness? Here are some definitions we hope you might find helpful.

* Mindfulness is a conscious, purposeful way of tuning in to what's happening in and around us. — Deborah Schoeberlein
* Mindfulness is awareness that arises through paying attention, on purpose, in the present moment, non-judgementally. — Jon Kabat-Zinn
* Direct experience, as distinct from narratives. — Bart Everson

What is contemplation?

<blockquote>Contemplation includes the focusing of the attention in a sustained fashion leading to deepened states of concentration, tranquility, insight and contextualizing orientations. These are the basis of a clear and spontaneous cognition that is able to attend effortlessly to whatever presents itself, and of compassion, love, loving-kindness, and various other-regarding ethical orientations. It occurs on a spectrum: from the rather common spontaneous experiences of absorption in an activity to the most profound experiences deliberately cultivated in religious traditions. (Adapted from [https://www.academia.edu/5770209/A_Pedagogy_for_the_New_Field_of_Contemplative_Studies Harold Roth, Brown University])</blockquote>

We recognize the diversity of contemplative practices, as illustrated via the [http://www.contemplativemind.org/practices/tree tree metaphor] by the Center for Contemplative Mind in Society.

[[Image:Tree of Contemplative Practices.jpg|frameless]]

==Books==

Much of the inspiration for this workshop comes from ''[http://www.wisdompubs.org/book/mindful-teaching-and-teaching-mindfulness Mindful Teaching and Teaching Mindfulness]'' by Deborah Schoeberlein, billed as a "guide for anyone who teaches anything." Highly recommended.

For a broader scope of practices, more focused on higher education, see also [http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118435273,miniSiteCd-JBHIGHERED.html Contemplative Practices in Higher Education].

==Credits==

Most of the images used in the presentation are licensed under Creative Commons with attributions on the final slide. Many thanks to the generous photographers and graphic designers who have allowed their work to be reused.

==Graphic==

[[File:Mind-full-or-mindful-classroom.png|frameless]]

This graphic is dedicated to the public domain; please feel free to use it to promote discussion of mindfulness on your campus.

''This workshop is part of the [[Hearts and Minds at Xavier]] initiative.''

[[Category: CAT+FD]]
[[Category: CAT+FD 2024-2025]]
[[Category: CAT+FD 2025-2026]]
[[Category: CAT+FD 2026-2027]]
[[Category: Outside CAT]]

The Subtle Art of Doing Nothing

2026-08-05T19:43:59Z

Bart: categorizing

''Originally presented at [https://celt.tulane.edu/content/sparking-success-ay-23-24 Sparking Success on Jan. 11, 2024] by [http://barteverson.com/ Bart Everson] and [https://www.xula.edu/directory//people/wgaudin.html Wendy Gaudin].''

==Slides==

[https://docs.google.com/presentation/d/1W5Iqwisu-iB1-r6oqlT2M_aZLeSlpbPJ0AJS2mhgaz4/edit Presentation deck on Google Slides]

==Definitions==

What is mindfulness? Here are some definitions we hope you might find helpful.

* Mindfulness is a conscious, purposeful way of tuning in to what's happening in and around us. — Deborah Schoeberlein
* Mindfulness is awareness that arises through paying attention, on purpose, in the present moment, non-judgementally. — Jon Kabat-Zinn
* Direct experience, as distinct from narratives. — Bart Everson

What is contemplation?

<blockquote>Contemplation includes the focusing of the attention in a sustained fashion leading to deepened states of concentration, tranquility, insight and contextualizing orientations. These are the basis of a clear and spontaneous cognition that is able to attend effortlessly to whatever presents itself, and of compassion, love, loving-kindness, and various other-regarding ethical orientations. It occurs on a spectrum: from the rather common spontaneous experiences of absorption in an activity to the most profound experiences deliberately cultivated in religious traditions. (Adapted from [https://www.academia.edu/5770209/A_Pedagogy_for_the_New_Field_of_Contemplative_Studies Harold Roth, Brown University])</blockquote>

We recognize the diversity of contemplative practices, as illustrated via the [http://www.contemplativemind.org/practices/tree tree metaphor] by the Center for Contemplative Mind in Society.

[[Image:Tree of Contemplative Practices.jpg|frameless]]

==Books==

Much of the inspiration for this workshop comes from ''[http://www.wisdompubs.org/book/mindful-teaching-and-teaching-mindfulness Mindful Teaching and Teaching Mindfulness]'' by Deborah Schoeberlein, billed as a "guide for anyone who teaches anything." Highly recommended.

For a broader scope of practices, more focused on higher education, see also [http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118435273,miniSiteCd-JBHIGHERED.html Contemplative Practices in Higher Education].

==Credits==

Most of the images used in the presentation are licensed under Creative Commons with attributions on the final slide. Many thanks to the generous photographers and graphic designers who have allowed their work to be reused.

==Graphic==

[[File:Mind-full-or-mindful-classroom.png|frameless]]

This graphic is dedicated to the public domain; please feel free to use it to promote discussion of mindfulness on your campus.

''This series is part of the [[Hearts and Minds at Xavier]] initiative.''

[[Category: CAT+FD]]
[[Category: CAT+FD 2024-2025]]
[[Category: CAT+FD 2025-2026]]
[[Category: CAT+FD 2026-2027]]
[[Category: Outside CAT]]

A Quarter of Quiet

2026-08-05T19:42:12Z

Bart: categorizing

[[File:Meditation Room Panorama.jpg|800px]]

Since the summer of 2016, the Center for the Advancement of Teaching and Faculty Development has sponsored a regular silent meeting. We meet each week during the regular school year, when classes are in session, in the Meditation Room of St. Katharine Drexel Chapel. Drop in when you can.

''We've met at various times on various weekdays, eventually settling on Wednesdays at 2PM. For the most accurate and up-to-date information, check the CAT Calendar via our homepage at [https://cat.xula.edu/ cat.xula.edu]''

'''What to expect?'''

As the Meditation Room of the Chapel is located directly beneath the bell tower, we are using the bells in our timer. They chime quarterly, so our period of silence begins at the top of the hour and ends at a quarter after (hence the name).

'''But I've never done this before!'''

You needn't have any experience with meditating; just stop by and give it a try. There's no commitment and no obligation.

'''Why bother?'''

Try it and see. Sitting quietly has numerous well-documented benefits, including stress management, improved emotional balance, increased focus and awareness and increased responsiveness to the needs of others.

'''All welcome'''

This is open for everyone in the Xavier community, for people of any faith or no faith.

''This series is part of the [[Hearts and Minds at Xavier]] initiative.''

[[Category: CAT+FD]]
[[Category: Series]]

Mindful Check-ins

2026-08-05T19:41:38Z

Bart: minor revisions

Do you have a regular practice of meditation, contemplation, or something else that feeds your soul? If not, would you like to cultivate one? Mindfulness supports our teaching and learning as university professionals. It also promotes the success and well-being of students, and it makes all of us more effective instruments of Xavier's mission.

Please join us for a series of informal and open conversations about your experiences, challenges, questions, and how the school year is going. Faculty, staff, and students are welcome. Visit [https://cat.xula.edu/ cat.xula.edu] and check the CAT Calendar for dates and times.

''This series is part of the [[Hearts and Minds at Xavier]] initiative.''

[[Category: CAT+FD]]
[[Category: Series]]

Mindful Check-ins

2026-08-05T19:40:48Z

Bart: establishing entry

Do you have a regular practice of meditation, contemplation, or something else that feeds your soul? If not, would you like to cultivate one? Mindfulness supports our teaching and learning as university professionals. It also promotes the success and well-being of students, and it makes all of us more effective instruments of Xavier's mission.

Please join us for a series of informal and open conversations about your experiences, challenges, questions, and the coming semester. Faculty, staff, and students are welcome. Visit [https://cat.xula.edu/ cat.xula.edu] and check the CAT Calendar for dates and times.

''This series is part of the [[Hearts and Minds at Xavier]] initiative.''

[[Category: CAT+FD]]
[[Category: Series]]

A Quarter of Quiet

2026-08-03T20:51:44Z

Bart: establishing entry

File:Meditation Room Panorama.jpg

2026-08-03T20:41:47Z

Bart: Panoramic photo of the Meditation Room of St. Katharine Drexel Chapel

== Summary ==
Panoramic photo of the Meditation Room of St. Katharine Drexel Chapel
== Licensing ==
{{CC-BY-NC-SA}}

Category:CAT+FD 2026-2027

2026-08-03T18:09:00Z

Bart: establishing category

Pages published on this wiki, in support of CAT+FD events, during the 2026-2027 academic year. This list may not be exhaustive.

[[Category: CAT+FD]]

Hearts and Minds at Xavier

2026-06-26T21:22:53Z

Bart: expanding slightly

[[Hearts and Minds at Xavier]] is a community providing support for those who meditate and those who are curious about meditation. We welcome faculty, staff, and students; people of all faiths and no faith; and all contemplative practices. CAT+FD is proud to offer these programs in cooperation with the XULA Wellness Committee and the Faith and Formation Component of the XULA Strategic Plan.

* [[A Quarter of Quiet]] (a weekly silent meeting)
* [[Mindful Check-ins]] (dialogue throughout the semester)
* [[The Subtle Art of Doing Nothing]] (an interactive workshop offered annually)

[[Category: Initiatives]]

Hearts and Minds at Xavier

2026-06-26T20:31:30Z

Bart: establishing entry

[[Hearts and Minds at Xavier]] is a community providing support for those who meditate and those who are curious about meditation. We welcome faculty, staff, and students; people of all faiths and no faith; and all contemplative practices.

Programs include:

* [[A Quarter of Quiet]] (a weekly silent meeting)
* [[Mindful Check-ins]] (dialogue throughout the semester)
* [[The Subtle Art of Doing Nothing]] (an interactive workshop offered annually)

[[Category: Initiatives]]

Walking Club

2026-06-16T20:56:20Z

Bart: establishing stub

{{stub}}

[[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