TTAP

ASSETT Is Hiring Undergraduate Students

Anonymous — Wed, 31 Jul 2019 19:44:09 +0000

ASSETT Is Hiring Undergraduate Students Anonymous (not verified) Wed, 07/31/2019 - 13:44

Student Technology Consultants (Undergraduate Student Hourly Position)

Are you someone who enjoys learning about new technologies and teaching them to others? ASSETT (Arts and Sciences Support of Education Through Technology) is looking to hire two Student Technology Consultants (STCs). An STC is an undergraduate student who enjoys learning about and using a variety of technologies; is not afraid to present to a large group; and is comfortable working with both peers and faculty.

Student Technology Consultants work closely with Arts & Sciences faculty who are interested in integrating technology into their courses. An STC consults with the instructor on a one-on-one basis to determine the needs of their course, investigate potential tools, and provide a demonstration of the selected technologies. The STC then provides technical support for both the instructor and their students.

Student Technology Consultants are also trained to assist the Visualizing Instructional Practices Service (VIPS) by collecting objective observation data. Finally, the Student Technology Consultants support the ASSETT mission by helping their staff with various technology-related projects.

This is an undergraduate hourly position for 8-12 hours per week, starting at $12 per hour.

The ideal candidate will have:

Strong interpersonal skills
The ability to work independently and within a team
Strong verbal and written communication skills
The ability and desire to learn new technologies quickly

Having an interest or experience with video editing, Adobe Creative Cloud, WordPress, and other web publishing tools is a plus.

If you are interested in becoming a Student Technology Consultant, send your resume and a one-page cover letter explaining why you would make a great STC to Jacie Moriyama. Applicants selected for an interview will be asked to give a five-minute presentation on a technology of their choice to the current Student Technology Consultants. These positions are open until filled.

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Beth Osnes on Working with Student Technology Consultants

Anonymous — Mon, 24 Jun 2019 22:57:41 +0000

Beth Osnes on Working with Student Technology Consultants Anonymous (not verified) Mon, 06/24/2019 - 16:57

Dr. Beth Osnes, Associate Professor of Theatre and ASSETT's Faculty Advisor, sat down with us to discuss the value of working with a Student Technology Consultant. With support from the STCs, Beth has implemented Google Maps and the Adobe Creative Suite in her classes. In particular, she notes the value of having peer demonstrate that mastery of a selected tool is possible and her appreciation for how students teaching students helps to break down traditional classroom hierarchies.

Learn more by watching our short interview with Beth. For additional information, submit a request using our online form or contact Jacie Moriyama, ASSETT's Student Services Portfolio Manager.

[video:https://www.youtube.com/watch?v=QyRuBo2Wu8w]

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ASSETT Supports Graduate Students Who Teach

Anonymous — Thu, 18 Apr 2019 16:19:29 +0000

ASSETT Supports Graduate Students Who Teach Anonymous (not verified) Thu, 04/18/2019 - 10:19

Sam Kindick , Ali Ogrodnick

Many graduate students don’t realize that they can take advantage of ASSETT’s suite of services, but they can! Take for example Tyler Denton, a PhD candidate in classics. In fall 2018, Tyler took advantage of two of ASSETT’s services: the Technology Integration Program and the Visualizing Instructional Practices (VIP) Service.

The Technology Integration Program seeks to partner with instructional faculty (anyone teaching at ŷ��ڱ��Ƶ, graduate students included) to incorporate new technologies into their classes by pairing them with tech-savvy undergraduates, called Student Technology Consultants (STCs). The STCs meet with faculty to discuss their needs and to suggest possible technologies. They often provide an in-class demonstration and offer out-of-class support to students. In recent semesters, STCs have supported technologies like WordPress for blogging, Audacity for podcasting, and Adobe Premiere for video editing.

Tyler was interested in using a classroom response system in his Latin class in order to give his students the chance to participate in various ways. It was also important that the technology minimized downtime during class and didn’t require any extra costs. He worked with Senior STC Austin Chau, who after learning about Tyler’s goals, showed him several apps, including Plickers and Kahoot!, which Tyler ultimately decided to adopt in his class.

The Visualizing Instructional Practices Service, on the other hand, provides course instructors with data about what’s happening during their classes. STCs observe three different class sessions and use iPads to collect information in two-minute intervals. There are several different protocols available, but Tyler requested COPUS (Classroom Observation Protocol for Undergraduate STEM), which tracks what students and the instructor are doing, and BERI (Behavioral Engagement Related to Instruction), which tracks student engagement.

The VIP Service requires very little extra time or work from faculty, who only need to request the observation and then teach as usual. ASSETT offers an optional post-consultation to go over the report and visuals from the observations. Tyler describes the VIP process as “entirely painless,” pointing to the minimal paperwork required as one of the service’s biggest selling points. He opted for a consultation and was pleased by the data because it was “digestible, useful and simple.” He found the VIP Service so valuable that he’s helping ASSETT pilot two new protocols this semester.

Tyler’s experience was positive and he encourages other graduate students to “take advantage of these services early in their academic career.” For more information, visit our website or email ASSETT@colorado.edu.

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Student Fellows Are Now Student Technology Consultants!

Anonymous — Tue, 22 Jan 2019 23:16:02 +0000

Student Fellows Are Now Student Technology Consultants! Anonymous (not verified) Tue, 01/22/2019 - 16:16

Since fall 2016, ASSETT’s Student Technology Consultants (formerly Student Fellows) have helped 30 faculty members and over 1,660 students implement classroom technology. Through the Technology Integration Program (formerly the Teaching Technology Assistance Program), they support technologies including WordPress, Esri Story Maps, Google Maps, Adobe Creative Suite, and podcasting software. The team also collects data to support the Visualizing Instructional Practices service, conducts mid-semester evaluations, and consults on general technology questions.

To learn more about how Student Technology Consultants help faculty, watch this interview with Beth Osnes, Associate Professor of Theatre. Through the Technology Integration Program, Beth has implemented Google Maps and the Adobe Creative Suite in her classes.

[video:https://www.youtube.com/watch?v=QyRuBo2Wu8w]

If you’re interested in working with a Student Technology Consultant, please submit a request using our online form. We look forward to working with you and your students!

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Student Fellow’s experience with Teaching Technology Assistance Program

Anonymous — Thu, 07 Dec 2017 23:24:33 +0000

Student Fellow’s experience with Teaching Technology Assistance Program Anonymous (not verified) Thu, 12/07/2017 - 16:24

Being an ASSETT Student Fellow

By Cassidy Younggreen, B.A. Japanese,‘18

While I am not new to ASSETT, I am new to the Student Fellows (SF) program. The SF program was created while I was studying abroad and this was my first Teaching Technology Assistance Program (TTAP) assignment since joining the team. For this request, I helped David Paradis, an Instructor in the Department of History, with teaching two of his classes (HIST 1113 and HIST 3020) how to use the screencasting software Screencast-O-Matic.

Honestly, I was a little nervous for my first project alone. The only other times I had worked with faculty was to conduct an interview. I’d never helped on a scale like this. But it was a rewarding opportunity. Not only was I able to research and learn about a technology that can be useful to me as a student, I also gained valuable teaching experience.

David was a pleasure to work with, and both classes were very receptive to me when I presented to them. Any nervousness I’d had was completely gone by the second demo, and I enjoyed the opportunity much more than I thought I would. I wasn’t just presenting something to strangers - I learned to be more courageous and confident, and worked with faculty on equal footing. It was a very empowering experience.

I’ve only been with the Student Fellows for a little over a semester now, but I can say this position is much more rewarding than any other position I’ve had. Working with faculty helps me to improve the experience of other students, while also giving me an opportunity to educate myself with the teaching technologies that are being used in various academic settings. For someone who is considering applying for a Teaching Assistantship, the skills I have learned from the Student Fellows program so far are invaluable to me.

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Supporting Google Maps to Chronicle Creative Communications about Climate

Anonymous — Fri, 07 Jul 2017 20:55:03 +0000

Supporting Google Maps to Chronicle Creative Communications about Climate Anonymous (not verified) Fri, 07/07/2017 - 14:55

Does green suit your city? Beth Osnes and Tara Riedl hopes it does! In Spring 2017, Student Fellow Tara Riedl worked with Dr. Beth Osnes (Assistant Professor & Director of Graduate Studies, Theatre and Dance) to support a participatory project for her course, called “Green Suits Your City.” Students dress in a quirky, green suit and take photos of themselves across the nation, chronicling their experiences via a collaborative Google map. This project was meant to be a conversation starter, as well as an embodiment of awareness to issues around climate change.

Dr. Osnes is co-founder of “Inside the Greenhouse,” an endowed initiative on the ŷ��ڱ��Ƶ campus that promotes events and discussion about climate change. She teaches “Creative Climate Communication” (CCC), which is the second of a two course series. Through CCC, Beth encourages students to express stories about climate in a variety of ways, so the message about climate change is communicated to as many different people as possible. She found that many of her students were Environmental Studies majors that brought a lot of background knowledge to the class. Her hopes were that these students would be able to communicate that knowledge in a unique, and effective way.

Tara helped students taking CCC use Google map for Green Suits Your City, as well as Facebook Live for the comedy night. She provided both in and out of class support, teaching students how to use different features of the technology to help them complete their class assignments. When asked about the Teaching Technology Assistance Program, Dr. Osnes said, “In general I felt very well cared for, the larger staff beyond just you [Student Fellow Tara Riedl] was so attentive and really listened to the project we were trying to do and were really responsive.”

This partnership between a faculty member and Student Fellow is an example of the kinds of services that are provided with the Teaching Technology Assistance Program, which started in the Fall of 2016 as a new initiative. This program helps students and faculty think about technology in new ways, to help improve teaching and learning in the College of Arts & Sciences. If you’re interested in having a Student Fellow help implement a technology into your class, please contact ASSETT.

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Student Fellow Partners with Dr. Myron Gutmann to Introduce Wordpress into the Classroom

Anonymous — Fri, 07 Jul 2017 20:50:52 +0000

Student Fellow Partners with Dr. Myron Gutmann to Introduce Wordpress into the Classroom Anonymous (not verified) Fri, 07/07/2017 - 14:50

Dr. Myron Gutmann is a professor in the History Department and director of ŷ��ڱ��Ƶ’s Institute of Behavioral Science. He describes himself as an interdisciplinary historian, with interests in the history of Europe and the United States, ranging in areas of the environment, economics, and demography. Dr. Gutmann requested assistance from the Teaching Technology Assistance Program for the Spring 2017 semester, and was paired with Student Fellow, Jake Brauchler. At the end of the semester, Jake had an opportunity to meet with Dr. Gutmann to reflect on the successes of the semester and also to discuss some of the areas that were more challenging in teaching his course, HIST 4526 - Recent US Social History.

One of Dr. Gutmann’s goals for this course was for students to gain an understanding about how to do research using digital resources, and how to present them effectively using the web-based blogging tool, “WordPress.” Dr. Gutmann was pleased to have someone like Jake working with his students to explain how to use this blogging tool. Although many of his students felt that they had a good understanding of technology, he was glad to have Jake’s technical expertise to walk his students through the process of creating an online blog using this tool.

This was Dr. Gutmann’s 41st year teaching, and he exclaimed that he has seen a lot of changes regarding technology since he first started, including moving away from pencil and paper to an online format. Dr. Gutmann felt that the impact that the TTAP service had on his class was that students learned about a technology in a friendly environment from a student like themselves, while learning a great deal about writing about history. Some of the challenges he faced was that he wished he had had the students start on their projects earlier in the semester, a change he feels will be easy to make for future courses he teaches using this technology. Within WordPress, some of the issues he felt that hindered the project, was the commenting feature: for future projects, he wants the students to use the theme options that allow the commenting to be turned on automatically. When asked if he would recommend the TTAP service to other faculty members, Dr. Gutmann said, “Absolutely! Yes it's been really great. I mean it's one more smart brain helping me figure out these things!”

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Teaching Technology Assistance Program Spotlight

Anonymous — Mon, 20 Mar 2017 20:31:38 +0000

Teaching Technology Assistance Program Spotlight Anonymous (not verified) Mon, 03/20/2017 - 14:31

What happens when you combine the knowledge of a content expert, pedagogical expert, and a technologist? Innovation. This spotlight highlights the partnership between Dr. Vilja Hulden, Teaching and Learning Consultant Tara Gilboa, and Student Fellow Austin Chau. Vilja approached ASSETT with a request for pedagogical and technical support for her student’s final group project for her American History to 1865. Students were tasked with designing historically accurate fictional characters. In addition to demonstrating individual mastery of course content in a creative application, the group work approach for the project fostered students’ leadership and communication skills.

Through the Teaching Technology Assistance Program, Student Fellow Austin Chau and Teaching and Learning Consultant Tara Gilboa taught Vilja’s students about presentation skills and presented three different technologies they can use to create presentations: Google Slides, Haiku Deck, and Visme. The goal of this presentation was to teach students students how integrate content into professional presentations and extend their knowledge of technologies that could be applicable in their careers.

Student Fellow Perspective
Reflection by Austin Chau

To help the students prepare for their presentations, Vilja asked Tara and I to provide students with best practices when presenting. She also asked us us to teach students about various technologies they could use when presenting. Finally, Vilja thought students would be more receptive to getting feedback from one of their peers, and asked me to provide students with feedback about their presentation.

For their final project, Vilja had her students create a persona which lived during a historical time period, and do two presentations about this persona’s life and personality. The first presentation was a “teaser”- an opportunity for students to do a dry run prior to their final presentation.

During our consultation, Vilja and I discussed her desired goals for this presentation. We then selected three tools that students could use to create their presentations: Google Slides, Haiku Deck, and Visme. During the selection process, we considered tools that helped students be mindful of the amount of content needed within the slides. Since information heavy slides don’t do well in presentations, we felt these technologies promoted simple and straight to the point slides. We put together information about the benefits and detriments of each tool. Then Tara and I co-presented to Vilja’s students. Tara provided best practices when presenting and presented the three technologies.

I also provided feedback during the student’s teaser presentations through the use of a rubric. The rubric provided students with feedback on issues they had with their slides, general presentation skills, and notes about how to improve before their final presentation. This gave Vilja’s students an opportunity to receive a neutral student’s perspective on their presentation. Since these presentations were for their peers, I feel that having a Student Fellow’s perspective allowed each group to understand how others may react to their presentations. Having the skills and ability to present their information well is something most of us will have to be do at least once or twice, so this was a great opportunity for students to learn about these basic skills.

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TTAP Program Fall Highlights

Anonymous — Tue, 22 Nov 2016 19:25:55 +0000

TTAP Program Fall Highlights Anonymous (not verified) Tue, 11/22/2016 - 12:25

Student Fellows (SFs) working for the Teaching Technology Assistance Program (TTAP) were busy this fall semester helping Arts and Sciences faculty across campus. The TTAP program is a new initiative that was launched this fall, with the goal of enhancing the classroom experience for both faculty and students. The following is a brief synopsis of the exciting work that TTAP helped support:

Kubi - Student Fellow Austin Chau supported the use of Kubi technology in Susanna Pérez-Pàmies classes in the Spanish & Portuguese department. The Kubi is a remotely controlled tablet or iPad stand, which greatly enhances video conferencing. This pilot explored Kubi’s capability in allowing students to attend class remotely. Austin was integral to the success of the program, supporting Susanna and her students.
Online Presentation Tools - Austin also supported History professor Vilja Hulden and her students by introducing online presentation tools, as well as tips on effective presentations in her classroom. He continued his support by being an “outside expert,” giving students feedback on their presentations.
Wordpress and Google Maps - Student Fellow Jake Brauchler supported the use of Wordpress and Google maps for History professor, Anne Lester. Over the course of several classroom visits, Jake helped guide Anne’s students in setting up their own Wordpress sites, and also showed them how to integrate Google maps, videos and images into their blogging sites.
Wikipedia - Austin held a workshop for PhD candidate Emily Frazier-Rath’s German class this fall. During this workshop, Austin helped support student’s learning on how to edit Wikipedia articles, as well as helping them understand the formatting and citing standards.
Upcoming Projects - The TTAP program is also looking forward to supporting Theater professor Beth Osnes during the Spring 2017 semester. Her course, “Creative Climate Communication” offered this spring, will bring together theater, discussion about climate change and technology, and a Student Fellow from the TTAP program will help facilitate this exciting project.

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Dr. Anne Lester Integrates Wordpress & Google Maps in HIST 1800

Anonymous — Mon, 21 Nov 2016 16:02:02 +0000

Dr. Anne Lester Integrates Wordpress & Google Maps in HIST 1800 Anonymous (not verified) Mon, 11/21/2016 - 09:02

This month’s faculty spotlight celebrates Dr. Anne Lester’s work to innovate HIST 1800 - Introduction to Global History. Lester developed an opportunity for students to share what they are learning while also developing their technology skills with WordPress and Google Maps. WordPress is a web-based tool for creating websites and blogs which enables students to develop writing skills for a variety of purposes and audiences. Google Maps allows students to cultivate a spatial understanding of regions the class focused on, in this case, to become familiar with the vast extent of the Silk Road during the premodern period. Students articulated and published their insights online to share with peers.

Dr. Lester led the students through a process of using analytical academic writing to create research essays focused on different topics throughout the semester and then turn that technical writing into informal blog posts. This process enables students to continue working on their formal writing techniques yet finessing an ability to translate that into conversational pieces that explain historical concepts for a wider audience. Giving students the opportunity to create research-based content for an online blog also helps bolsters students’ ability to think critically when reading blog articles in their daily lives. These valuable communication skills transfer to multiple real workplace scenarios and prepares students for engaged citizenship.

Student Fellow Perspective
Reflection by Jacob Brauchler

I aided with researching and explaining how to use WordPress, as well as techniques for how to properly cite information found on other websites and blog posts. WordPress is an excellent choice because it is a widely used blogging and website building tool. It also has a robust online help forum that supports students’ ease in using it. After discussing with Dr. Lester the specifics of what she hoped to accomplish, I visited her class multiple times throughout the semester in order to teach different techniques that students would need and to aid in supporting their use of a new technology. In my presentations to the class, I explained the process of creating their own blog site, addressed how to add images and videos to a blog post, instructed them on how to embed maps, and answered questions for the group as a whole. I also worked individually with specific students to help them problem-solve challenges they faced with Wordpress.

From my perspective as a 3rd year Computer Science student, it’s really important to celebrate professors who integrate new technologies into the classroom to make learning more obviously relevant to students’ lives. Digital literacy is a 21st-century skill-set that takes time to learn and practice and I enjoyed seeing students develop these skills in this project. I look forward to helping other professors innovate in their classes in the future.

Authors: Jacob Brauchler, Tara Gilboa

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TTAP

ASSETT Is Hiring Undergraduate Students

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Beth Osnes on Working with Student Technology Consultants

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ASSETT Supports Graduate Students Who Teach

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Student Fellows Are Now Student Technology Consultants!

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Student Fellow’s experience with Teaching Technology Assistance Program

Being an ASSETT Student Fellow

By Cassidy Younggreen, B.A. Japanese,‘18

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Supporting Google Maps to Chronicle Creative Communications about Climate

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Student Fellow Partners with Dr. Myron Gutmann to Introduce Wordpress into the Classroom

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Teaching Technology Assistance Program Spotlight

Student Fellow PerspectiveReflection by Austin Chau

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TTAP Program Fall Highlights

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Dr. Anne Lester Integrates Wordpress & Google Maps in HIST 1800

Student Fellow PerspectiveReflection by Jacob Brauchler

Authors: Jacob Brauchler, Tara Gilboa

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Student Fellow Perspective
Reflection by Austin Chau

Student Fellow Perspective
Reflection by Jacob Brauchler