Delphi Center for Teaching and Learning

Delphi Center for Teaching and Learning2005 Annual Report

Delphi Center Administration

New Staff

In July 2005, the Delphi Center for Teaching and Learning welcomed Dr. Marianne Hutti as its newest addition to the administrative staff. Dr. Hutti was named Associate Director and was charged with furthering the Delphi Center’s mission of offering resources and continuing conversations about teaching and learning. Dr. Hutti has been with the university for 26 years as a faculty member with the School of Nursing and was the 1999 Trustee’s Award recipient. Her background provides the academic experience needed for the success of the Center for Teaching and Learning.

During 2005, new staff was hired to further support and enhance the Continuing and Professional Education area. Virginia Denny was hired this year and her contributions to the division have resulted in $57,000 in revenue to date, as well as a $200,000 proposal to LG&E.

Julijana Curcic came on board to perform professional development course logistics, allowing staff the additional time to sell in-house programs. In-house programs are designed as Just In Time response programs. Any company with training needs can benefit from these programs.

Leslie Bennett was hired February 2005 to replace Elizabeth Martin. The position remained Instructional Technology Consultant Senior, but with a primary focus on instructional design of e-learning rather than technology. Leslie’s background included owning her own e-learning company, which was a wonderful match for the new vision of the instructional design workflow with the Distance Education Training and Support unit.

Renovation of Facilities

The expansion of Ekstrom Library provided opportunities for more space and also came at a time when the Delphi Center for Teaching and Learning was expanding its mission, operations and daily activities. With an 830-student increase enrollment in distance education courses (approximately 4,200 for AY 2004-05 and 3,370 for AY 2003-2004 ), the increased demand for activities (approximately 200 Blackboard and Teaching and Learning training sessions with a total of 250 faculty attending), and traffic reporting for 2004 that yielded over 1,650 faculty and students who sought assistance

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through walk-ins and scheduled consultation, the Center recognized the need for sustainability of current services and the preparation needed to support further growth. Work begun on renovating various areas of the Delphi Center’s Ekstrom Library office, specifically, the carpeting was replaced throughout, the training room renovated, one large office divided into two and cubicle-type workstations replaced by walled offices.

The training room was expanded and the ceiling dropped to enclose and soundproof the room. The training room computers and workstations were replaced with mobile laptops and tables that accommodate more people in a more accessible and flexible arrangement. Lighting was improved as well.

The Director’s and the Assistant Director’s office was divided into two rooms, the ceiling was dropped, lighting improved, and new furniture was installed throughout the office.

Additionally, four workstations were set up in the former conference area, and six workstations were created outside the training room for multimedia and part-time workers.

Throughout the process, employees and workstations were relocated to accommodate the need to allow construction to be completed and daily work to be continued without interruption.

At the Shelby Campus, the physical removal of two businesses from the second floor of Burhans Hall was successfully coordinated for the addition of the FBI forensics lab. The UPS Center for World Wide Supply Chain Management was removed from four areas in Burhans Hall, which resulted in three recently renovated meeting rooms to add to the Delphi Center’s space .

Burhans Hall and Founder’s Union were renovated during 2005, including alterations to the physical space. The renovation of Founder’s Union’s rooms 218A, 218B and 218C included carpet, furniture, curtains on movable wall and new audio visual systems.

Katrina Relief Assistance

The Delphi Center’s Conferencing and Logistical Services unit coordinated the reopening of two of its dorms on the Shelby Campus for use by Hurricane Katrina evacuees in August 2005. The effort was coordinated through the Provost’s Office with 28 volunteers participating in major cleaning efforts, moving furniture, and reconnecting water and heat.

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The Hazardous Materials Training Center responded to quick needs suspense and trained two commercial teams for the immediate deployment to the New Orleans vicinity for conducting reconnaissance, identification and segregation of hazardous household wastes in the hurricane-affected area.

Oracle Newsletter

The inaugural issue of The Oracle newsletter was created and disseminated Fall 2004. Additional issues were completed during Spring and Fall 2005 and can be found at http://delphi.louisville.edu/teach_learn/the_oracle.html. It continues to be produced each semester.

Faculty Favorite Award

In December 2004, the Distance Education Training and Support unit within the Delphi Center piloted an activity that

asked students to nominate their favorite faculty through a Web link on the Delphi Center Web site and to share why the faculty member made a difference for them in the classroom. The original intent was to post comments in The Oracle newsletter and have a written piece discussing the Faculty Favorite nominations and process. Through Blackboard, an email was sent to all students on the system asking students if they had a favorite instructor they would like to recognize. In order to not shut the system down, since this went to all 20,000 students, the e-mail was sent at 2 a.m. By 7 a.m., there were already 80 responses. By Dec. 31, we received nearly 800 responses for over 350 faculty who have made a difference to students.

The Delphi staff was so taken by the number of responses and the students’ positive and substantive remarks that we felt compelled to recognize the top 10 faculty who were nominated. During the lunch session of the Celebration of Teaching and Learning, in lieu of a speaker, a video of the top ten nominees, created by the Delphi Center, was showcased. The Provost was so excited about the presentation and what it represented that she asked for the presentation to be shown to the Board of Trustees and Board of Overseers during Fall 2005. Beginning December 2005, the 2006 nominees were solicited to have the Faculty Favorite nomination process as an on-going Delphi Center project. A dinner recognizing all nominated faculty was held during Spring 2006, and another is planned for Spring 2007.

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http://delphi.louisville.edu/teach_learn/the_oracle.html

Job Satisfaction Survey and Committees

A Job Satisfaction Factors survey was developed and sent to all Delphi Center staff through Zoomerang (survey software) to determine work environment issues, employee value interpretation, and supervisor trust and support issues in November 2004. The results of the survey were presented to the Delphi Center staff in early 2005 and three teams were created to address issues that arose from the survey. All Delphi Center staff participated in a group.

All three committees met and developed recommendations to improve their respective area. Recommendations were then reviewed at division-wide meetings, staff voted on which recommendations to follow through, and action was taken to implement them. The committees were then disbanded.

Presentations by Staff

1. Council on Postsecondary Education Faculty Development Conference – May 2005

a. Joni Allison and Gale Rhodes – “The Part-Time Faculty Institute”

b. Joni Allison, Mike Boyle and Michael Losavio – “Teaching and Learning Between Industry and the Academy”

2. Connected in Learning in Kentucky (CLiK)a. Joni Allison and Kurt Bendl – “Webmaster Certification at

UofL”b. Ron Schildknecht and Scott Soeder – “Multimedia in

Online Classes”

Teaching and Learning

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Needs AssessmentSince July 2005, faculty development programming has been based on needs assessments administered to various faculty constituencies during the Spring 2005 and Fall 2005 semesters. A needs assessment of part-time faculty was developed by the Part-Time Faculty Committee of the Faculty Senate in conjunction with the Delphi Center and administered by email to all part-time faculty during Spring 2005 semester (See “Part-Time Faculty Survey Results”). Forty-one part-time faculty responded with complete surveys. The following top training needs were identified via this needs assessment:

o Facilitating Student Engagement in the Classroomo Designing Experiential Learningo Diversity in the Classroomo Teaching with Technologyo Testing and Evaluationo Designing Online Instruction

A general faculty teaching needs assessment was developed after a review of the literature demonstrated no current available tools. The UofL faculty needs assessment was developed by reviewing numerous books on college teaching, journal articles related to college teaching, and discussions with several master teachers on campus. It was then reviewed by two additional master teachers for face validity and to determine if any obvious areas of need had been omitted.

The instrument was pilot-tested by 77 new faculty hired in the summer of 2005 and revised again based on their feedback. (“See Faculty Needs Assessment”). It was then given to 183 participants who attended a daylong educational program on teaching (the Celebration of Teaching and Learning) offered by the Delphi Center in October 2005, with the idea that these faculty members are most likely to attend future Delphi Center programs. The majority of these faculty members were from the Belknap Campus. The assessment is currently being administered by deans and department chairs on the Health Sciences Campus (HSC) to determine the learning needs of HSC faculty.

The results of the needs assessment completed by faculty (mostly Belknap) attending the Celebration of Teaching and Learning identified the following as primary needs (See “2005-2006 Final Report of the Needs Assessment of the Faculty”):

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o The First Day of Class: Setting the Tone for the Rest of the Yearo The Art of Leading an Effective Discussiono Teaching Problem-Solvingo Getting Your Students to Do the Readingso Active Teaching Strategieso Motivating Your Studentso Evaluating and Documenting Teaching Effectivenesso Teaching Effectively to Diverse Studentso Test Development Strategieso Development of Rubrics for Evaluation of Assignments

New faculty needs included several of these, as well as basics of teaching (See “Final Report of the 2005-2006 Needs Assessment of the New Faculty”):

o The Business of Becoming Faculty (appointment, promotion, tenure issues; integrating teaching and research roles)

o Learning Theorieso Making Lecture an Active Learning Experienceo Teaching with Technology o The Art of Leading an Effective Discussiono Teaching to Different Learning Styleso Preserving Academic Integrityo Evaluating and Documenting Teaching Effectiveness o Getting Students to Do the Readingso Course Design

Celebration of Teaching and Learning:

Facilitating Student Success

The second annual Celebration of Teaching and Learning was held on Oct. 21 at Shelby Campus. The focus of this year’s gathering was “Facilitating

Student Success.” Dr. Shirley Willihnganz, Executive Vice-President and University Provost, served as the keynote speaker. Sixteen concurrent sessions were offered with a total of 183 faculty attending.

The Celebration of Teaching and Learning is designed to showcase cutting-edge teaching strategies utilized by talented faculty to enhance learning at the University of Louisville. Sessions were

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divided into four different tracks: student learning, student assessment, educating the whole student, and beyond course content.

The overall response to this year’s Celebration was positive. Respondents rated the event as follows:

Question ResponseThe conference facilitated knowledge-sharing among participants.100%

(Excellent, Very Good, Good)

I developed new contacts and opportunities for future collaboration.

91%(Excellent, Very Good, Good)

The conference was a valuable professional development experience for me.


The session topics were important and timely teaching and learning issues.


The session respondents identified as most beneficial to them are as follows:

Session Responses

Using Rubrics to Communicate, Escalate and Assess Quality in Assignments 12

Not Just Another Annotated Bibliography: Engaging Students with Meaningful Research Assignments 8

Appreciating Multiculturism: Exercises for Teaching Diversity 6High/ Low and What You Don’t Know 6Using an Academic Advising Syllabus to Assist Students with Their Academic and Career Goals

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Plenary Session 5What Makes Great Teachers Great: Learning from Our Students 4Possibilities and Capabilities of Electronic Portfolios for Faculty and Students

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Benefits of an Online Math Grading Program 3Decision Case Method Teaching: Preparing Students for Professional Practice

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Making the Web Accessible for All 2

Figure 1 reflects the faculty representation by school for the 2004 and 2005 Celebration respectively.

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Celebration 2004 and 2005Comparison of Attendance

33

2

15

21

10

53

26

4

75

8

34

7

32

27

1

12

29

7 6

0

12

1

12

24

2725

18

0

5

10

15

20

25

30

35

40

Column 1 = 2004

Column 2 = 2005

Figure 1

Part-Time Faculty InstitutePart-time faculty are an integral part of academic communities, and at UofL this is no exception. The university employs over 400 each semester. When the Delphi Center incorporated the teaching and learning arm of the division, there was no centralized venue for part-time faculty to enhance their teaching through professional development. Most opportunities were afforded through academic departments and were often limited to UofL policy and procedure guidelines. During a Delphi Center-sponsored faculty lunch session

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with Provost Willihnganz in December 2004, several part-time faculty echoed the need for part-time faculty professional development. Many perceived a lower level of support than that offered to their full-time faculty counterparts. Contact with the part-time faculty each semester is often limited which creates a disconnection between academic departments, academic support units and the part-time instructor. Programs and services are often unavailable for part-timers who work full-time outside of the university, particularly after hours.

In recognition that specific programs should be afforded to the part-time faculty, a proposal was developed by the Delphi Center. Support was sought from the Part-Time Faculty Subcommittee of the Faculty Senate to review the proposal and develop a program dubbed the Part-Time Faculty Institute. The subcommittee assisted in developing a Web survey that was provided to all part-time faculty in April 2005. Ninety-two percent of the 43 respondents indicated they would be interested in participating in such a program. Because the Delphi Center’s mission is to provide services to all faculty, regardless of status, the program was offered in the fall of 2005.

The goal of the Institute is to provide part-time faculty with tools and resources to become more effective educators and more comfortable in UofL’s learning community. Topics were selected by part-time faculty who were surveyed and during Spring 2005 and expressed a willingness to participate in the Institute. Upon completion of five of the six monthly sessions, participants received a certificate of completion and $300 toward a future professional development activity.

Institute sessions included strategies for engaging students, instructional design, and diversity in the classroom, teaching with technology, testing and evaluation, and designing online learning. Attendance data follows.

Session Topic Presenter Attendees

Sept. 20

Facilitating Student Engagementin the Classroom

Dr. Marianne Hutti 16

Sept. 21

Facilitating Student Engagementin the Classroom

Dr. Marianne Hutti 20

Oct. 26 Instructional Design Dr. Carolyn Rude-Parkins 27Oct. 27 Instructional Design Dr. Carolyn Rude-Parkins 27Nov. 7 Diversity in the Classroom Dr. Sharon Moore 21Nov. 16 Diversity in the Classroom Dr. Sharon Moore 14

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Other Programs

Assessment of Online Learning

A request for this program was made in early fall by several faculty who teach online courses. An introductory program was developed and offered in late Fall, 2005, and a follow-up, “hands-on” program is planned for Spring 2006.

“Continuing the Conversations” Brown-bag Series: What Makes Great Teachers Great?

In April 2005, several current students shared their thoughts in a panel presentation featuring a collaborative discussion on maximizing learning in the classroom.

Campus Collaboration: Bridging the Gap Between Academic and Student Affairs

Also in April 2005, an interactive session between academic and student affairs staff was held to discover how to “bridge the gap” to enhance student learning and personal development.

Lunch with the Provost

The Delphi Center provided “Lunch with the Provost” for two different constituency groups on four separate occasions during the Fall 2005 semester. The Provost met twice for lunch with new faculty and twice with part-time faculty, once each on the HSC Campus and on Belknap Campus for each group. The group’s sessions were limited to 25 participants and lunch was provided to create a comfortable forum for discussion.

At the beginning of the Spring, 2006 semester a basic satisfaction evaluation of these sessions using a Zoomerang survey instrument will be emailed to all Fall, 2005 participants to determine the following:

1. How worthwhile did you find the “Lunch with the Provost” session you attended to be? (Scale: very worthwhile, worthwhile, not very worthwhile, and not worthwhile.)2. What about the session did you/did you not find worthwhile

and why?

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3. What future topics would you like to see addressed in “Lunch with the Provost”?4. How could the “Lunch with the Provost” program be

improved?

Constructing Competitive Metroversity Instructional Development Proposals

Metroversity of Louisville is a consortium of the seven area universities that offers a curriculum development competition each year. UofL had a recent winner who taught this class to encourage other faculty to submit courses for the competition. The program was offered in December to allow faculty plenty of time to complete proposals by the May 2006 deadline.

Twelve participants attended the program and were asked to describe their self-reported ability to describe the components of a Metroversity Instructional Development Proposal and to identify tips for making their proposals more competitive on a scale of 1 (strongly disagree) to 5 (strongly agree). Participants rated their ability to describe the components o f the proposal as a 5 and their ability to identify tips as 4.75. Eighty percent of the participants stated that they intended to submit an application for the Metroversity competition this year. We plan to follow-up with those participants in May 2006 to determine how many of them did, in fact, submit an application as planned. This year, 3 of 4 of the finalists are from U of L. One of the finalists was co-authored by2 participants who attended the program in December.

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Distance Education Training and Support

Administration

Traffic Report – BelknapDuring 2004, we began collecting data for traffic that comes through the Delphi Center which served as baseline data. In 2005, we had a 17 percent increase in the number of faculty who came to the center. The numbers should have been higher, but the renovation caused us to move trainings to alternate labs, and the number of faculty was less than anticipated. During 2005, we saw an increase of 30 percent in the number of students who came to the Delphi Center for Blackboard assistance or answers to questions. The following table reflects the totals of 2004 and 2005 traffic.

Month Total Breakdown

Calls Walk-ins Faculty Student Other/UnknownPotential Students

2004 2005 2004 2005 2004 2005 2004 2005 2004 2005 2005

January 145 353 94 147 36 141 91 195 112 74 0

February 215 243 140 166 65 192 129 135 156 88 0

March 238 227 123 140 67 159 83 91 199 85 31

April 285 279 101 141 78 144 106 122 203 72 23

May 221 253 78 105 96 87 66 137 138 176 20

June 274 143 113 64 106 73 85 68 191 41 13

July 250 208 113 115 99 119 74 120 183 119 22

August 386 480 164 183 101 177 128 263 321 95 55

September 360 261 232 110 158 104 152 155 281 75 5

October 184 178 157 74 117 103 81 63 144 137 7

November 195 239 182 95 153 112 91 88 133 151 36

December 163 174 161 48 135 52 73 48 143 135 18

Year Totals

29163038

16581388

12111463

11591485

22041248

230

PeopleSoft Financials Process

Staff who works with financials were trained and tested in the new PeopleSoft module implemented to replace the bank’s Web site for Procard charges monitoring, reallocation and reconciliation of statements.

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Distance Education

Blackboard Usage

The table below reflects the usage of Blackboard since Spring 2001. For 2005, usage increased by 916 courses over 2004, reflecting a 34 percent increase. Similarly, the 2004 increase was 33 percent over 2003.

SemesterTotal

CoursesSpring 2001 24

Summer 2001 20

Fall 2001 106Spring 2002 130

Summer 2002 65

Fall 2002 360Spring 2003 352

Summer 2003 126

Fall 2003 718Spring 2004 691

Summer 2004 230

Fall 2004 856

Spring 2005 1033

Summer 2005 277

Fall 2005 1383

Distance Education Enrollment

Distance education saw an increase in course offerings (18 percent) and an increase of student enrollment (duplicated) (40) percent

Academic Year

Total Courses Offered

Enrollment

2001-2002 52 1095

2002-2003 98 2204

2003-2004 160 3378

2004-2005 226 3894

2005-2006 267 5454

Distance Education Student Profile – Fall 2005

Residency 2004-2005

2005-2006

Louisville metro 55% 47%Kentucky, but not 30% 35%

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LouisvilleOut of state 15% 16%Out of United States 0% 2%

Employment Status

2004-2005

2005-2006

Full-Time 74% 68%Part-Time 18% 21%

Not Employed – Looking for Work

2% 5%

Not Employed – Not Looking for

Work

5% 6%

Enrollment Status 2004-2005

2005-2006

Full-Time 6% 26%Part-Time 94% 74%

Ethnicity 2004-2005

2005-2006

African American 6% 11%American Indian 0% 0%Arab 0% 0%Asian 0% 1%Caucasian 92% 88%Hispanic 1% 1%South Asia (Indian Subcontinent)

0% 0%

Gender

2004-2005

2005-2006

Female 50% 78%Male 50% 22%

Distance Education Student Survey

Why Did You Take Online Courses? 2004-2005

2005-2006

It fits my schedule-flexibility of hours 79% 77%I can study at my own pace 43% 44%I have too many job-related responsibilities 37% 31%I have too many family responsibilities (e.g. child, parent care)

31% 29%

Rate of Difficulty 2004-2005

2005-2006

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Online courses are easier 5% 6%Online courses are more difficult

32% 43%

Online courses are about the samedifficulty as traditional courses

62% 51%

Online Experience 2004-2005

2005-2006

I have a better experience in taking an online course 24% 24%I have a better experience in taking a traditional course 38% 39%I find no difference in taking either an online or traditional course

31% 44%

Course Evaluations

Evaluations for the online courses were disseminated each semester through the CAES system. For Fall 2005, an incentive was provided to students who completed their evaluations by the end of the evaluation period as a pilot to determine if incentive yielded more completions. The incentives selected were five $20 gift certificates from the UofL Bookstore and 100 $5 iTunes downloads. The completions for each semester are as follows:

Semester

Return Rate

2004 2005Spring 46% 59%

Summer 47% 55%Fall 59% 64%

KYVU Co-requisite Course - Welcome to UofL

A co-requisite course was created and placed in the KYVU system (eRMA) to facilitate and improve the process of registration for KYVU students. Each UofL course listed with KYVU had the UofL Group as a “co-requisite” so that any student requesting a course was automatically enrolled in the group. This course, called “Welcome to UofL,” appears on each student’s front page whenever they log into KYVU’s site. It contains modules that instruct and inform the student on what they need to do to get registered for the course(s) they requested as well as listed (and providing links to) UofL resources available to the student.

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In addition, the process for KYVU student support was refined as follows: Delphi Center staff directly ran the reports in eRMA to obtain student information (rather than having UofL’s registrar’s office run the reports and then send that data to the Delphi Center,) and then first attempted to reach the students by phone, with subsequent follow-ups via email and finally postal mail. Non-responsive students’ status was then changed to “Did Not Enroll” in the KYVU system. Staff also consulted with the Registrar’s office regarding the UofL/eRMA interface, suggesting that work be done to: 1) have the interfaces processed automatically (they are currently done manually) and 2) have the interfaces include drops (they currently only process adds).

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Instructional Design and Multimedia

In August 2005, Distance Education Training and Support had Elizabeth Martin resign, who was the primary force in creation of Flash content. Over the summer and through another program initiative, the Emergency Technology Assistants, we were able to move seamlessly into development of new online courses through the tutelage of Elizabeth prior to her departure. Linda Leake was included in the course development side of the operation and has been made the point person for the following software packages:

o Macromedia Breezeo Flash Media Servero Lectora (Along with Angela Yates)

Multimedia Production

Distance Education Training and Support multimedia consultations increased from 27 in 2004 to 103 in 2005. Consultations are listed in the table below:

Instructor Department Consultation StaffAl Futrell Communication Web Accessibility Joni AllisonAl Gustafson Finance Blackboard Linda LeakeAllen Whitt Sociology Respondus Linda LeakeAllison Griffin Office of ResearchAmy Fordham Fine Arts Blackboard Assistance Linda LeakeAndrew Wright CIS Web Accessibility Joni AllisonAndy Frey Kent Faculty Favorite Ron Schildknecht

April Connor NursingDesigning Online Learning Joni Allison

Arnie Karpoff BiologyBlackboard Content System Review Team Joni Allison

Barbara Burns Psychology Video Recording Ron Schildknecht

Betty MerzTeaching and Learning Blackboard Assistance Linda Leake

Bill Penrod Special EducationIntroduction Video for Online Course Ron Schildknecht

BJ LevisHealth and Sport Sciences Faculty Favorite Ron Schildknecht

Bob RonauTeaching and Learning

Blackboard Content System Review Team Joni Allison

Carolyn Provenzano Kent

SW 601 and 619 Online Course Development

Ron Schildknecht, Linda Leake, Tracy Lightfoot

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Carol StinsonHealth and Sport Sciences Blackboard Assistance Linda Leake


SW 601 and 619 Online Course Development

Ron Schildknecht, Linda Leake, Tracy Lightfoot


Part-Time Faculty Institute Joni Allison

Carolyn Rude-Parkins ELFH Teachers on Teaching Joni AllisonCathy Bays Nursing Faculty Favorite Ron Schildknecht

Cathy Bays NursingNURS Online Evaluation Pilot Joni Allison

Chris BennettGraduate Assistant - A&S Blackboard Basics Linda Leake

Connie Shumake SACS Coordinator

Uploaded Audio of SACS Meetings Ron Schildknecht

Cynthia Ganote Sociology Blackboard Assistance Linda LeakeDale Billingsley English Freshman Orientation

Joni Allison, Ron Schildknecht

Dorothy Vittatow OCM Flash Training Elizabeth MartinDwayne Buttler Library Blackboard Assistance Linda Leake

Ed Birchler Speed CAD LabBlackboard and 1st Year Computer Requirement Joni Allison

Ede Warner Communication COMM 320: Rap Linda LeakeEdna Ross Psychology Faculty Favorite Ron SchildknechtEdna Ross Psychology Respondus Linda Leake

Esi Bani Pan-African StudiesDesigning Online Learning Joni Allison

Gale Rhodes ECPYBlackboard Support for Online Course Linda Leake

Geetha SureshJustice Administration Blackboard Assistance Linda Leake

Gerald Neal Blackboard Assistance Linda Leake

Gina SchackTeaching and Learning

Designing Online Learning Joni Allison

Gina SchackTeaching and Learning


Henry Combs Kent Blackboard Assistance Linda Leake

Ibrahim Imam CECS CECSRon Schildknecht, Tracy Lightfoot

Janet Spence University Advising Freshman Orientation Joni Allison

Janice Baldon EconomicsDesigning Online Learning Joni Allison

Jennifer Mansfield Jones Biology


Jim Graham CECS CECSRon Schildknecht, Tracy Lightfoot

Jim Graham CECSDesigning Online Learning Joni Allison

Jim Watters Kent Blackboard Assistance Linda Leake

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John Hale Anthropology Faculty Favorite Ron SchildknechtJonathan Johnson

Graduate School Fellows Blackboard Basics Linda Leake

Judy Heitzman KentDesigning Online Learning Joni Allison

Julia Dietrich English ENGl 301Ron Schildknecht, Scott Soeder

Julia Dietrich EnglishBlackboard Content System Review Team Joni Allison

Katherine Taylor Communication Blackboard Assistance Linda Leake

Kurt Bendl ITDesigning Online Learning Joni Allison

Linda Gigante Kent Blackboard Assistance Linda LeakeMahmed Kantardzic CECS CECS

Ron Schildknecht, Tracy Lightfoot

Mahmed Kantardzic CECS


Margaret D'Silva Communication

Uploaded Video and Consulted on How Students Could Create PSA's Ron Schildknecht

Marianne Hutti Delphi Podcasting

Ron Schildknecht, Joni Allison

Mark CondonTeaching and Learning


Mark Noble Chemistry Faculty Favorite Ron SchildknechtMichael Cunningham Communication

Streamed Video and Uploaded to Real Server

Ron Schildknecht, Eddy Arnold

Michael Losavio CECS


Michael Losavio CECS Teachers on Teaching Joni AllisonMichelle Moore English


Mike Boyle ELFH Teachers on Teaching Joni AllisonMike Boyle ELFH CPE Conference Joni Allison

Mike Boyle ELFHBlackboard Training for Elizabethtown CC Joni Allison

Mike Day Speed - Asst DeanBlackboard and 1st Year Computer Requirement Joni Allison

Mike Day Speed - Asst DeanBlackboard Content System Review Team Joni Allison

Mike Ostapchuk

Family and Geriatric Medicine

Online Course Development

Ron Schidknecht, Scott Soeder, Joni Allison

Nancy TheriotWomen/Gender Studies WGST

Ron Schildknecht, Scott Soeder

Natalie Stiglitz CEHD Advising


Pat Leitsch ELFHAssistance with Online Course Linda Leake

Paul GaddieIndustrial Engineering


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Phil Diblasi Anthropology Faculty Favorite Ron SchildknechtPhil Laemmle Political Science Podcasting Ron SchildknechtPhil Laemmle Political Science Faculty Favorite Ron SchildknechtRay Haynes ELFH ELFH 606 Update Elizabeth MartinReginald Bruce Management Podcasting Ron SchildknechtRenee Mapp Kent Blackboard Assistance Linda LeakeRichard Davitt Mathematics Videotape and Podcast Ron Schildknecht

Robert BrownDisability Resource Center JAWS Training Elizabeth Martin

Robert Urekew Philosophy


Ruth Carrico Public Health Bioterrorism GrantJoni Allison, Angela Yates, Linda Leake

Sarah Morgan REACHDesigning Online Learning Joni Allison

Scott Crawford

Health and Sport Sciences Tablet PC Joni Allison

Scott LaJoie Public HealthDesigning Online Learning Joni Allison

Selene Phillips CommunicationDesigning Online Learning Joni Allison

Sharon Kerrick MGMT

Pilot MGMT Course Online Evaluation Joni Allison

Sharon Kerrick MGMT

Introduction Video for Web-enhanced course Ron Schildknecht

Sharon Moore Kent Review of SW 619 Linda Leake

Stacy Shade KentGame Development for Grant Elizabeth Martin

Stanley Frager Kent Podcasting Scott SoederStephanie Stidham

Justice Administration Blackboard Assistance Linda Leake

Steven McCabe Public Health


Tad HughesJustice Administration Faculty Favorite Ron Schildknecht

Terri Burch EquineDesigning Online Learning Joni Allison

Terri Burch EquineEquine Business Online Program Proposal Joni Allison

Terri Burch EquineIntroduction Video for Web-enhanced course Ron Schildknecht

Terry Burden Humanities Blackboard AssistanceLinda Leake, Tracy Lightfoot

Terry Weigel CEEDesigning Online Learning Joni Allison

Terry Weigel CEECEE 422 Course Development

Ron Schildknecht, Linda Leake

Tom Gardner Kent Blackboard Assistance Linda LeakeVeronica Hinton-Hudson CIS


Veronica CIS Video Capture and Ron Schildknecht

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Hinton-Hudson CompressionYvonne Jones Library Library Database Links Linda Leake

Terry Weigel CEEDesigning Online Learning Joni Allison

Training

Teaching with Technology

During 2005, over 450 faculty were trained in Blackboard and Web accessibility sessions. The following table represents the faculty by school or college and by department.

SCHOOL / COLLEGE Total Arts & Sciences Arts & Sciences Fine Arts 1 Arts & Sciences Dean's Office 1 Arts & Sciences Modern Languages 1

Anthropology Dept. 1Biology 4

Biochemistry & Molecular Biology 2Chemistry 3Classical & Modern Languages 8Clinical Psychology 0Communication - A & S 8Dept. of History 1English 8

English - Composition 1Fine Arts Dept. 3Geography & Geosciences 1Humanities 1I.E.S.L 0Justice Administration 7Mathematics Dept. 3Modern Languages 2

Music - Education 1Music History 1Pan African Studies 5

Physiology & Biophysics 2Philosophy Dept. 2Physics 0

Physiology Dept 4Political Science 3Psychiatry 0Psych. & Brain Sciences 5

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Psychology Dept. 1School of Music 6Sociology Dept. 4Theatre Arts 1Women's Studies 3

Total for A & S 94 College of Business & Public Admin.

College of Business 7Dept. of Management 0Economics Dept. 1Equine Administration 1Marketing 1Communications & Marketing 6School of Accountancy 1Urban Studies Institute 2

Total for CBPA 19 College of Education & Human Develop.

EDTL - Distance Ed Program 0Education / Counseling Psychology 2

Education Instruction 1Expressive Therapies 0Leadership, Found. & HR Education 7Teaching and Learning - ED 12

College of Education-Dean's Office 3Total for College of Ed & HD 25 Dental School Dental - Administration 4 Dental Informatics 7 Dental - Student Affairs 1 Diagnostic Radiology 3

Diagnostic Sciences 1 Molecular, Cellular, & Craniofacial Biology 3

Periodontics / Endodontics 0Prosthodontics 0Surgical and Hospital Dentistry 0

Total for Dental School 19 Kent School of Social Work

Kent School of Social Work 17Total for Kent School 17 School of LawLaw Admissions 3Law Library 3Total for Law School 6 School of Medicine

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Anatomical Sciences & Neurobiology 11Biochem. & Mol. Bio. 0

Cardiology 1Center for Genetics & Molecular Med. 0Emergency Medicine 0Exercise Physiology lab 4Family & Community Medicine 2Family & Geriatric Medicine 0

Gastroenterology / Hepatology 2 Graduate Medical Education 1 Internal Medicine 2

Kosair Children's Hospital 0Med. School Admissions 3

Medicine - Gastroenterology 2 Medicine - Infectious Disease 1 Microbiology and Immunology 1

Neurology 1 Obstetrics and Gynecology 2 Pathology Dept 1

Pediatrics 3 Pediatrics - Neonatal Medicine 1

Pharmacology 0Radiation Oncology 0

School of Medicine 1Surgery - Comm Disorders 39

Total for School of Medicine School of Nursing

Nursing Education 5Nursing Practice 0

Nursing Research 5 School of Nursing - Student Services 1 School of Nursing - Academic Affairs 1

School of Nursing 3Total for School of Nursing 15 School of Publ. Health & Inf. Sciences

Bioinformatics & Biostatistics 7Epidemiology & Clin. Invest. Sciences 3Public Health & Information Science 9

Health, Physical Education & Sport Studies 7Total for School of Publ. Health & Inf.Sci. 26 Speed Scientific School Biomedical Engineering 4

Chemical Engineering 3Civil & Environmental Engineering 2

Computer Engineering & Science 4Electrical & Computer Engineering 3Electrical Engineering 2

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Industrial Engineering Dept. 3Industrial Ergonomics 0

Kersey Library of Engineering 1Mechanical Engineering 1

Speed School - Academic Affairs 1 Speed - Engineering Analysis Core 1Total for Speed Scientific School 25 Admin./ Misc. / Other Admissions 6 Air Force ROTC 1 Audiology Dept. 3 Brown Cancer Center 1 Brown Cancer Center - Molecular Targets 1 Bursar's Office 1 Campus Life 20 Career Development Ctr 1 Community Relations 1

Delphi Center 3 Dept of Finance 3 Disability Resource Center 1 Eastern Kentucky University 1

Environmental Health & Safety 1Environmental & Occupational Health Science 1

External Affairs 1 Graduate School 1 Graduate School Fellows 9 Housing and Residence Life 1 Human Resources 1 Institutional Research 3 Integr Program in Biomedical Science 3 Interpeter Training Program 1 IT Imaging Services - HSC 5 IT Communications Services 2 IT Contract Information Systems 1 IT Design and Printing Services 1

IT Support Services 2 IT Technology Support Services 8 Kentucky Autism Training Center 5 Kornhauser Health Sciences Library 5 Labor Management Center 3 Library - Archives and Record Center 4 Library - Circulation 1 Library - Special Collections 4 Medical Administration 1 Metropolitan College 0 Office of Curriculum Development and Evaluation 1

Office of the President 7 Physical Plant - Belknap 3

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Provost Office 2 Purchasing Dept 3

REACH - UofL 7Registrar's Office 5

Southern Police Institute 1 Student Affairs 3 Student Financial Aid 4 Student Services 1 Temporary Services 1 Testing Services 3 Undergraduate Studies 3 University Honors Program 6

University Libraries 7 Vice President for Business Affairs 9 VP for Finance & Administration 4

Washington Group of Dupont 0 WINGS Support Services 1 Women's Center 1Total Other 179 Grand Total 464

Designing Online Learning

The Designing Online Learning workshops were first offered in Summer 2004 and continue to be offered each semester. The average enrollment has been 10 per session.

Semester Enrollment2004 2005

Spring N/A 10Summer 6 7Fall 11 10

The departments who participated in the training in 2005 expanded and include the following:

College/School Department Participants2004 2005

Arts & Sciences English 3 0Communication 0 1Fine Arts 0 1Humanities 1 0Pan-African Studies 4 1Philosophy 0 1Political Science 1 0Psychology 1 0Sociology 1 0Women and Gender Studies 1 0

Business Accounting 0 1

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CIS 0 1Economics 0 1Equine Business 0 1

Dental Dental 0 1Education Health and Sport Sciences 2 0

Teaching and Learning 0 2Information Technology Web Team 0 1Kent School Social Work 0 2Nursing Nursing 0 2Public Health Public Health 2 3REACH Ambassador Program 0 1Speed Civil Engineering 0 1

Computer Eng/Comp Sci 1 4Industrial Engineering 0 1

Teachers on Teaching

In conjunction with the Speed School of Engineering’s Computer Engineering and Computer Science department, a three-part seminar on tips and aids for teaching for CECS Graduate Students, Part-Time Faculty, and Full-Time Faculty was developed and offered in February and March 2005. The “Teachers on Teaching” sessions were offered on Saturday mornings and Tuesday evenings for the three-part series. The Delphi Center collaborated with the College of Education’s Leadership, Foundations and Human Resource Education faculty, Dr. Mike Boyle and Dr. Carolyn Rude-Parkins, to ensure “faculty were speaking to faculty” and to have faculty who were versed in pedagogy and technology to share insight on basic instructional design. There were 23 faculty (full-time, part-time, and graduate assistants) who participated in the sessions.

Webmaster Certification

The Delphi Center for Teaching and Learning, the Office of Communication and Marketing and the Information Technology Web Team are conducting training that addresses universal design and standards, best practices in web development, the use of the UofL templates and web accessibility compliance.

This certification has been recognized as a pilot project for the state through the Council on Postsecondary Education (CPE), and a grant was provided through the Southeast Disability Business Technology Assistance (DEBTAC) that was originally for Murray State but was given to the Delphi Center since plans were in place to provide the training at UofL.

Three sessions were developed for certification:

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o Web Accessibility 101 – Overview – Presented by Dr. Andrew Wright

o Web Accessibility Standards and Guidelines – Hands-on Activity – Presented by Kurt Bendl

o UofL Templates – Hands-on Activity with UofL Web site – Presented by Neil Gibbs

The courses were offered in Fall 2005 for over 75 registrants. Certifications will be issued during Spring 2006 when the courses have been completed. A staff person for Web accessibility in the Office of Communication and Marketing will be the certifier.

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Initiatives and Events

Emergency Technology Assistants (ETA)

The Emergency Technical Assistant Project is a pilot program that offers faculty members one-on-one help to

incorporate instructional technologies into their courses. Faculty call when they need help and the Delphi Center ETA can schedule an appointment to work with the faculty member or go to their office to assist.

Project goals include the creation of collaborative learning environments in which faculty and students work as a team to design and develop instructional materials; increasing the numbers of faculty using technology tools to enhance student learning and engagement in their courses, and supporting student projects which utilize video, audio, web authoring, or specialized software online image databases, etc.

Other kinds of support ETA students can provide include: Converting video materials to digital format Scanning and editing images in PhotoShop Adding online features to an existing course Practice skills learned in Blackboard and Internet coursework Adding audio/video to PowerPoint presentations

In the Spring 2005, Joni Allison posted the ETA job description on the NetMail page and through Blackboard to secure students who fit the qualifications needed to begin the program. We were delighted at the response and the quality of the students who applied. Their skill levels surpassed anything we could imagine and due to Elizabeth Martin’s departure, students were able to assist with the multimedia production of ENGL 301, CECS 632, CECS 535, CECS 619 and CEE 422.

First Year Experience Web Conferences

Distance Education Training and Support supported the “First Year Experience and Students in Transition Teleconference Series” with REACH in support of UofL’s learning communities and first year students initiatives. The sessions are as follows:

o “Learning Communities: Pathways to Deep Learning and Campus Transformation” – March 24, 2005

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o Learning Communities Follow-Up Luncheon hosted by the Delphi Center and REACH – April 28, 2005

o “First Encounter: Creating Purposeful Strategies to Engage New Students” – April 21, 2005

Other teleconferences included the following:o “Using Housing as a Nexus for First Year Student Success and

Retention” – August 3, 2005

Technogear

The second-annual Technogear was offered December 2005. The format changed from a vendor-type show to vendor representation with specific sessions for which participants registered in advance. It was attended by fewer faculty than those attending the 2004 offering, but the participants received much more substance from the presentations. Sessions as follows:

o “Podcasting” – Scott Soeder, Presentero 15 faculty in attendance

o “Using the Tablet PC in the Classroom” – IBM Presentero 21 faculty in attendance

o “What’s New in Blackboard: Application Pack 3” – Linda Leakeo 24 faculty in attendance

There were 54 registrants and 65 attendees. Many of the library staff attends the event each year. The evaluation yielded a 43 percent return. Nearly 70 percent of the respondents rated the event as excellent or very good while the remaining 30 percent rated the event as good.

The sessions were rated as beneficial (podcasting – 32 percent; tablet PC – 37 percent; Blackboard – 42percent) for the following reasons:

o Podcasting and Blackboard were related to faculty by individuals directly associated with the university and they both presented the information that was needed;

o New information about how to do podcasting as well as contact information to help get it started;

o Effective and clear information;o Starts one thinking about utilizing more technology in a

classroom;o Well presented material in a quick/efficient fashion! Great job!o Got a quick overview of new stuff. I appreciated Linda’s quick

presentation;

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o Vendors were helpful;o Seeing new technology and meeting other faculty who use it;o I like knowing what new possibilities exist in instructional

technology and they work;o Planning for future online courses;o Learned a lot more about my tablet PC;o Demonstrated need for more faculty awareness of using

technology in the classroom;o Keeps me updated on new technology

Web Accessibility Forum

In February 2005, President Ramsey sent the UofL community a letter reaffirming our commitment to an accessible environment for persons with disabilities. This now includes accessibility of Web content. Our institutional ADA policy has been revised to reflect this addition of accessible Web content and complies with Kentucky state law which mandates all electronically delivered services utilized by the institution be accessible. These services include university Web sites, distance education courses, Web-enhanced courses, online admission applications and online registration.

The Delphi Center for Teaching and Learning offered the Web Accessibility Forum on July 20 from 9 a.m. to 11 a.m. at the College of Business to learn more on how to successfully implement a plan to realize a barrier-free web presence. Dr. Cyndi Rowland, Executive Director of WebAIM (Web Accessibility in Mind), joined us to assist in our development of the road map to a comprehensive web accessibility plan for UofL. The forum was attended by 65 faculty and staff.

In the afternoon, Dr. Rowland provided a hands-on session to 40 designees of deans and directors to provide groundwork for those who will be working with Web content and solicit assistance from the group to serve on the Web Accessibility team to get the message to the university community. This session also served as the springboard for the Webmaster certification offered by UofL in Fall 2005.

Dr. Rowland’s presentation: rtsp://real.louisville.edu/delphi/webaim/webaim.rm

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Continuing and Professional Education

Professional Development ProgramsProfessional Development Services for In-House ClientsThe Delphi Center provides just-in-time training and consultation services to organizations and corporations in the Louisville area. Formal and informal needs assessments help ensure that programs are on target to meet critical workforce needs.

The following clients were served (all programs were conducted at client’s site unless otherwise indicated):

Jewish Hospital—Corporate University programs – Power of Memory – 23 Techno Etiquette Business Writing – 25

Power at the Podium – 23D.D. Williamson—Exemplary Leadership program to include international

participantsUPS – Get It Write – 50 Email Essentials for Employees – 25 Better Business Writing – 50Harshaw-Trane—Finance for Non-Financial Managers – 19 & 36 = 55Shorewood Packaging—Brain Boosters - 40 (conducted at UofL facilities)

Get It Write – 40Brown-Forman—Strategies and Tactics, Negotiations – 40 Thinking Outside the Box (conducted in San Diego) – 40C&I Engineering – Past, Present & Future – 20

Leadership Development – 20 Interpersonal Style – 20 Conflict Management – 20 Coaching for Performance – 20 Team-Based Problem Solving – 20 Client Focus Service – 20 Planning and Organizing – 20

LG&E – Value Driven Supervisor – 23E.ON US – Etiquette Edge – 25IT – EQ vs IQ – UofL IT Department – 25 EQ vs IQ – UofL IT Department – 23 EQ vs IQ – UofL IT Department – 25IT – UofL IT Research and Development – Web Design – 15

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Jefferson County Clerk’s Office – Get It Write: Writing and Editing – 19Kimball International – Contract Writing – 12 Advanced Purchasing Strategies – 13Kentucky Retirement Systems – Get It Write – 25Bell South - Basic Electricity – 5 Spanish Level I – 16KY Association of Electric Cooperatives – Boosting Emotional Intelligence – 14Corvette/Bowling Green Assembly Plant – Handling Difficult People – 12UofL Audit Dept – Technical Report Writing – 14 National Bone Marrow – Leading the Way – 32

Total In-House Programs Enrollment –- 874

Public Professional Development seminarsEnrollment/Offerings

How to Stay Focused in Stressful Times 22Finance for Non-Financial Managers 17Dealing Positively with Conflict 17 & 23=40Thinking Outside the Box: 17 & 19=36Effective Management for Supervisors 34 & 33=67Communicating Assertively with Honesty & Power 16 & 25=41Overcoming Chaos 23 & 14 & 4=41Coaching Skills for the New Workplace 8Listen Up: Essentials of Effective Listening 23 & 17=40Effective Technical Writing 9Strategies and Tactics for Effective Negotiations 4Applied Project Mgmt 12Brain Boosters: How to Expand Your Ability to 25 & 42=67 Think, Learn, Concentrate and RememberBecome an Extraordinary Problem Solver 18Serving as Internal Consultant 5The Management Institute: 12Leading Change 7

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How to Maximize Your Efficiency, Effectiveness 20 & 37 & 18=75Better Business Writing 21 & 18=39Contract Writing 32Advanced Purchasing Strategies 15Speaking Up: How to Communicate with Impact 22 & 19=41Power Motivating for Superior Performance 22 & 7=29Becoming an Effective Team Member 26Finance for Non-Financial Managers 17 & 10=27Disney Keys to Excellence 192Get it Write: Grammar & Editing for Bus. Comm. 35Effective Mgmt. for Supervisors 30Managing Your Career 8Business Etiquette 17

How to Work with Difficult People 12 & 20=32Becoming a Flexible Learning Coach: 7Sherpa Executive Coaching Info. Session 31Essentials of Purchasing 19Advanced Purchasing Strategies 22EQ vs IQ – Why Smart People Fail 15The Human Resource Assistant's Job Today 8Project Management Fundamentals 18Understanding and Solving Performance Issues 23Thriving on Change 12A Beginners Guide to Project Management 22The Legal Aspects of Purchasing 20E-Commerce: The Supply Chain Super Tool 8Making Presentations 15Get It Write 13How to Deliver Exceptional Customer Service 21Developing High-Performing Work Teams 14Project Management Practical Application 14

Total Public Professional Development Enrollment for FY 2005-06 = 1326

Hazardous Materials Training Center Classes

Emergency responders 149Hazardous waste site workers 169 Confined spaces workers 41

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Residential construction safety and health 162

Total Number of Students trained 521

New Consulting and Learning Design ServicesServices for corporate clients were expanded this year to include consultation and training design services. Two large client projects exemplify these new services:

Louisville Gas & Electric Delivery – Working closely with subject matter experts, a Delphi Center consultant guided the design and development of a custom supervisory development program. LG&E experts received consultation and coaching to develop and deliver strong workshop segments for the program. The Delphi Center consultant helped incorporate applied learning strategies, back-on-the-job coaching from managers, and other innovative program elements.

C&I Engineering – Building on a strong working relationship, C&I Engineering invited the Delphi Center to become its strategic partner for ongoing multi-year supervisory development. A Delphi Center consultant worked closely with the client to refine and update existing curricula and materials and deliver the eight-session series in Phase I. The team-building phase will begin soon.

Building Long-Term Corporate RelationshipsCorporate discount plans help establish long-term, collaborative relationships with our corporate clients. Many new agreements were established:

Amgen, Inc. Batesville Tool & Die Eckart America Cinergy Services Wabash Technology Bowling Green Metalforming Essroc Cement KYTrailer A-Carb LLC Fort Knox National Company Toyota Motor Manufacturing Indiana GE Consumer & Industrial NTN Driveshaft Americomm Direct Marketing J.A. Sexauer, Inc.

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Project Management Certification

During 2005, the Delphi Center became a registered provider of the Project Management Institute. Through the Continuing and Professional Education unit, the 12-hour prerequisite course and the 36-hour practical application course were developed, five PMI certified instructors were secured, and the first offering of the certification program was planned for early 2006.

Society for Human Resource Management

The Delphi Center received certification as a registered provider of human resource management training for the internationally recognized Society for Human Resource Management. This positions the Center to develop strategic and collaborative relationships with key corporations and their training and development arms.

Executive Coaching Certification

Reaching out to the consulting and professional coaching community in the Louisville area, the Delphi Center will be offering a state-of-the-art program to certify executive coaches. The authors of the newly published Sherpa Guide to Executive Coaching provided free information sessions at the Delphi Center. Coverage by The Courier-Journal has stimulated interest in the 60-hour certification program that will begin Fall 2006.

Purchasing

During 2005, the Purchasing Management Series was aggressively promoted via the Delphi Center’s corporate discount offer in brochures, direct mail packages and e-mails, which lead to a record 13 clients. This is a 62.5 percent increase over 2004. These marketing efforts also contributed to a 46 percent increase in revenue over 2004 from $80,697 to $117,914 in 2005. Results were used from a 2004 geographical analysis of participants to eliminate poor-performing geographics from purchased mailing lists.

Options Program

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The Options programs were redesigned this year. New courses were added as well as new instructors. Instructors are now integrating Bb in their programs for more interactive training. An additional 12 courses were offered for Fall 2005 and another group will be added.

New courses include: Exploring the World of Gardening, Recovering from Divorce, Understanding the Basics of Nutrition, Preparing for Medicare in 2006, Basics of Selling on ebay®, Basics of Buying on ebay®, The Complete Financial Management Workshop, Beginning Acting, and Bird Watching: From the Back Yard to the Field.

NCPI Program

The Delphi Center negotiated the coordination of the National Crime Prevention Institute (NCPI) non-credit professional and community courses with Dr. Deborah Wilson, Department Chair of Justice Administration in the College of Arts and Sciences. Seven new community programs have been developed and research is being conducted to identify new offerings. These programs are: Introduction to Death Investigation, Fun with Forensics, CSI: Fact or Fiction, Who Murdered Sarah Ice?, Criminal Profiling-and How to Protect Yourself, Preventing Identify theft, White-Collar Crime: From Ponzi to Today.

Sarah Ice was hired to do research and implement logistical services. Wayne Hall, Director of Public Safety, has partnered with the Delphi Center on this initiative. We will be offering a national Certificate for Campus Security Directors and Officers. A focus group consisting of public safety directors from every Kentucky university as well as seven private institutions and Hanover College in Indiana is helping to design this certificate program.

Supervisory Training Series for UofL EmployeesA cross-organizational team was formed this year to revise and update the university’s supervisory training series. Following sound instructional design methodology, the team conducted benchmarking, focus groups, and other data collecting to clearly define needs. A competency model was developed to guide the design of the 10-session series. The program will include online modules, interactive sessions, hands-on practice and other state-of-the-art components. Delivery of the new series will begin in Fall 2006. This project is in collaboration with the human resources department.

UBA Certification TrainingAnother cross-organizational team was formed to address the learning needs of university unit business managers. The team is working to:

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Define the critical competencies for UBAs at the University of Louisville

Design a robust certification curriculum based on those critical competencies

Work with subject matter experts to develop and refocus training programs

The program will include a variety of delivery methods including online learning and classroom training. Hands-on practice will be emphasized. The competency model will be completed Summer 2006. Design and development work will begin in Fall 2006.

Diversity Competency ProjectIn collaboration with the Human Resources Department and the Vice Provost for Diversity and Equal Opportunity, the Delphi Center worked with a cross-organizational team to define diversity, develop a competency model and propose a learning strategy to enhance cultural competency. The competency model and recommendations were handed off to the Vice Provost for Diversity and Equal Opportunity.

Hazardous Materials Training CenterThe Delphi Center, as part of the Midwest Consortium for Hazardous Waste Worker Training, was successful in its competitive renewal of another five-year grant from the National Institute of Environmental Health Sciences. In addition to offering core safety training to protect workers handling hazardous materials, new topics have been added to address weapons of mass destruction issues.

Shelby Campus Credit CoursesCredit courses continue to be offered at the Shelby Campus. Over 50 courses serving 832 students were offered in 2005.

Semester Courses

Enrollment

Spring 2005 29 402Summer

200519 115

Fall 2005 6 315Total 54 832

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Conclusion

As the data throughout this report shows, the Delphi Center for Teaching and Learning continues to grow and thrive at the University of Louisville. In the past year, the Delphi Center expanded its in-house offerings, established new partnerships and piloted many new initiatives. The Delphi Center is known for its innovative uses of technology in higher education, and hopes to build upon that reputation.

Faculty and students alike turn to the Delphi Center for assistance, appreciating the center’s dedication to quick and helpful service and quality technical support. Faculty frequently attend Delphi Center trainings to learn about better ways to use Blackboard and other technology/software, and usually walk away with great ideas for their classes.

The Delphi Center is excited to be a clearing-house for information; rather it pertains to Blackboard, new software, new devices or even new data about online learning.

Students at the University of Louisville are rapidly becoming more tech-savvy, and often turn to the Web as their first resource. The Delphi Center is proud to be leading faculty down that same path, encouraging the use of technology to improve comprehension, retention and class enjoyment.

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Documents

Delphi Center for Teaching and Learning