Are you teaching synchronously this term and want to learn and share tips, techniques, success and lessons learned?<\/p>\n
Please sign up to attend this webinar session on Friday, February 5, 2021, 10:30am – 12pm<\/strong> via WebEx (link provided Questions? Contact Aura Lippincott (lippincotta@wcsu.edu)<\/p>\n<\/div><\/li> Session recording<\/a>\u00a0(requires WCSU login)<\/p>\n You are invited to\u00a0CELT\u00a0online faculty panel\u00a0discussion\u2026\u00a0Friday,\u00a0May 8, 12pm-1pm,\u00a0via WebEx\u00a0(WCSU Login required to access\u00a0WebEx\u00a0meeting link)<\/p>\n Please join your colleagues for another thought-provoking conversation about the digital pedagogy of teaching online hosted by the Center for Excellence in Learning\u00a0and Teaching.<\/p>\n This session will focus on fostering online student engagement and learning through fostering community and rapport in the class.\u00a0 We will discuss a variety of techniques, such as group work, discussion, peer to peer learning and other online course community building techniques. Faculty panelists will share their experience, tips, techniques, and lessons learned on this important and challenging aspect of online learning.<\/p>\n Hosted by\u00a0Adam Brewer<\/strong>, CELT Director Panelists:<\/p>\n Watch the recording<\/a>\u00a0(requires WCSU login)<\/p>\n 4\/17\/2020 With four weeks of emergency remote teaching behind you, are you looking to take your online teaching to the next level? Are you new to online, or have some experience, but want to learn \u201chow others are doing it?\u201d As we have all moved to remote teaching, what are some lessons learned that we can apply to the rest of the semester and beyond? During this session, faculty panelists \u2013 from brand new to experienced practitioners \u2013 will share their experiences, lessons learned, \u201caha\u201d moments, and the challenges and rewards of online teaching. Learn about what is involved in planning, preparing and facilitating an online course. Gain insights on how this modality is different from (and the same) as on-ground teaching. Learn valuable lessons, tips and tricks from those who have already tried (with or without success).<\/p>\n Hosted by Adam Brewer, Director of the Center for Excellence in Teaching and Learning. Moderated by Aura Lippincott, Instructional Designer<\/p>\n Panelists:<\/p>\n <\/p>\n Dr.Sean Murthy<\/strong><\/p>\n Director of Data Science & Systems Lab<\/strong><\/p>\n Associate Professor, Department of Computer Science<\/strong><\/p>\n <\/p>\n <\/p>\n This is the final faculty interview conducted and written by a talented WCSU MFA student, John Bonanni. Our goal is to celebrate and learn from some of WCSU\u2019s dedicated teachers and scholars.<\/p>\n Those of us who have been overcome with the struggle to understand the nature of computing can seek the\u00a0refuge\u00a0of\u00a0Dr.\u00a0Sean\u00a0Murthy, Assistant Professor of Computer Science and\u00a0Director\u00a0of the Data Science and Systems Lab\u00a0(DASSL, read\u00a0dazzle<\/em>),\u00a0a research lab for\u00a0data\u00a0science and data-intensive systems.<\/p>\n Dr. Murthy offered a comprehensive discussion defining the scope of the discipline.\u00a0He feels entering students possess an inaccurate view of the subject, having been exposed to the \u201cHollywood notion of what programming is about.\u201d<\/p>\n To remedy the issue, Dr. Murthy encourages the potential student\u00a0to think deeply about selecting Computer Science\u00a0(CS)\u00a0as a major.\u00a0He encourages\u00a0students to complete\u00a0at least\u00a0the first\u00a0two courses.\u00a0He\u00a0then\u00a0asks a\u00a0simple\u00a0question. \u201cWhy do you want to\u00a0take\u00a0CS?\u201d Many respond,\u00a0\u201cI like games.\u201d\u00a0The professor\u00a0then\u00a0offers\u00a0an analogy that succinctly defines the credibility of the discipline.\u00a0He offers\u00a0the\u00a0yarn\u00a0of driving a car for 30 years without an accident. He indicates that he is a good driver, and he likes\u00a0to drive, but that does not make him an automobile engineer.<\/p>\n The defining word is \u201cengineer,\u201d\u00a0and achieving\u00a0competency in\u00a0using\u00a0\u201cprofessional tools and implementing\u00a0them\u00a0in a professional manner.\u201d<\/p>\n As an accomplished architect of software used in Fortune 100 companies, Dr. Murthy emphasizes the need for the\u00a0student\u00a0to\u00a0engineer software,\u00a0which\u00a0requires\u00a0\u201cdiscipline, patience, thinking,\u00a0and deliberation on the part of the\u00a0practitioner.\u201d The professor\u2019s detailed approach to achieving competency in the field is apparent in his\u00a0overview.\u00a0He\u00a0imparts the notion that CS students are problem solvers, not\u00a0gamers.\u00a0Students must understand the problem before they can solve it. That requires the student\u2019s understanding of the industry in which the problem exists.\u00a0He reminds them that \u201cevery\u00a0software\u00a0is implementing a solution,\u201d making \u201csoftware-engineering\u00a0necessarily interdisciplinary.\u201d<\/p>\n Dr. Murthy\u00a0follows\u00a0a\u00a0philosophy\u00a0of \u201cdemocratizing access\u201d\u00a0to improve accessibility and availability, making\u00a0students their own time managers in learning and assignment submissions,\u00a0and still have a physical campus connection. This synergy between online and in-class applications consists of\u00a0making\u00a0courseware accessible\u00a0on OneDrive,\u00a0and\u00a0making\u00a0tools\u00a0accessible\u00a0at locations\u00a0others\u00a0than just the computers\u00a0in assigned classrooms.<\/p>\n In a data-management course that was using a commercial database\u00a0system\u00a0available from only\u00a0the\u00a020 computers in\u00a0the\u00a0classroom.\u00a0With\u00a040 students\u00a0enrolled\u00a0(two sections),\u00a0availability\u00a0was generally low,\u00a0being\u00a0rather\u00a0poor\u00a0especially\u00a0the night before\u00a0assignments were\u00a0due.\u00a0To\u00a0address this problem,\u00a0Dr. Murthy worked\u00a0with 2 volunteer students\u00a0and\u00a0replaced the proprietary system with a new,\u00a0home-grown,\u00a0free, and\u00a0open-source system\u00a0called ClassDB, which he has made usable from\u00a0any computer on campus and on students\u2019 own computers\u00a0anywhere.<\/p>\n Dr. Murthy just completed negotiations\u00a0with Microsoft\u00a0to provide\u00a0normally cost-prohibitive\u00a0tools\u00a0free\u00a0of charge\u00a0to\u00a0CS\u00a0students, faculty and staff<\/em>. This\u00a0arrangement\u00a0lets\u00a0students\u00a0install\u00a0professional\u00a0tools\u00a0on their own computers to complete assignments and to\u00a0practice, making them better prepared\u00a0as\u00a0potential hires.<\/p>\n Dr. Murthy\u00a0is convinced that\u00a0embracing\u00a0technology\u00a0in designing\u00a0courseware, teaching, and interacting with students\u00a0has increased\u00a0efficiency, clarity, and connection to the contemporary environment of the student.<\/p>\n Interview conducted by John Bonanni & Ronald Samul<\/em><\/p>\n Author Bio:\u00a0John Bonanni spent the last forty years in the theatre on tour, on Broadway, at Radio City Music Hall and many places in between managing every sensitive personality he encountered. He now writes about them, among other things. His articles have appeared in Adelaide Literary Magazine, Inspired Living Magazine, and Senior Outlook Today. \u202fHe is currently enrolled in the MFA in Creative and Professional Program at Western Connecticut State University.\u00a0\u00a0<\/em>theliteraryfish@gmail.com<\/em><\/a><\/p>\n<\/div><\/li> <\/p>\n Dr. Stephen \u201cMitch\u201d Wagener<\/strong><\/p>\n Chair at the Jane Goodall Center<\/strong><\/p>\n Professor, Department of Biology &\u202fEnvironmental Sciences<\/strong><\/p>\n <\/p>\n <\/p>\n This is the third in a series of faculty interviews conducted and written by talented WCSU MFA student, John Bonanni. Our goal is to celebrate and learn from some of WCSU\u2019s dedicated teachers and scholars.<\/p>\n Convergence, Connection, and Results:\u00a0<\/strong> Be careful not to\u00a0misinterpret the folksiness of Dr. Wagener\u00a0to be\u00a0an impassive approach to his profession. It is, in fact,\u00a0the core element of his teaching philosophy. \u201cMitch\u201d, as he\u00a0prefers to be addressed,\u00a0politely\u00a0abstains from any formal educational theory, though he is quick to express\u00a0support and\u00a0appreciation for colleagues whose theories work for their students.<\/p>\n His theory is\u00a0no<\/em>\u00a0theory. In fashioning a learning perspective for students, Dr. Wagener emphasizes connection. \u201cLook at the humanity of it,\u201d he advises. Referring to his students, \u201cThese are not robots.\u00a0 Theory won\u2019t help if the basis of humanity is not met.\u201d<\/p>\n Part of that expression of humanity is an instructor\u2019s ability to admit they are part of the process of learning. \u201cWe don\u2019t know everything,\u201d he claims. That perspective sets the basis for 23 years of successful connection to the\u00a0changing\u00a0diversity of his students.\u00a0Dr. Wagener\u00a0creates an invitation to partner in discovery, where the fence between provider and receiver are dismantled through accessibility and relationship.<\/p>\n He has an inviting, non-threatening, demeanor that encourages an educational fellowship. \u201cI\u2019m a hillbilly from the Ozarks,\u201d he enjoys\u00a0proclaiming, setting a comfortable tone for\u00a0his\u00a0next\u00a0comment, which is bound to be erudite and profoundly relevant. His approachability stems from the personal comfort of living a multicultural home life.\u00a0 He spent a year as an exchange student in Thailand, where he became used to being \u201cthe strange looking person in the school\u201d.\u00a0 Rita, his\u00a0wife of 35 years, is Ugandan, and both\u00a0attended the University of Alaska. Beyond science, his\u00a0concentrations included\u00a0Russian studies. Both he and Rita have lived in Belize.\u00a0He spent time in Russia. He considers his grandchildren \u201c21st<\/sup>\u00a0century children.\u201d\u00a0He feels these experiences prepared him to easily connect with immigrant students who are comfortable sharing the \u201cgood things and bad things\u201d of their lives\u00a0with him.<\/p>\n His advice to first time instructors?<\/p>\n Find the way to relate\u00a0to the issues of the world of today that will be of concern going forward. Teach \u201cwith your head and heart.\u201d<\/p>\n Believe in the potential of your students. Dr. Wagener\u00a0senses\u00a0\u201cthis generation [millennials and GenZ], despite the criticism from us old folks, have more going for them than what we give them credit for.\u201d<\/p>\n The professor\u2019s most dynamic innovation is the\u00a0crafting\u00a0of an honors class where a multi-disciplinary\u00a0approach\u00a0is implemented. As an ecologist\u00a0and tenured faculty\u00a0member,\u00a0Dr.\u00a0Wagener\u00a0uses\u00a0the opportunity to develop competencies in a grouping of related fields that can enhance the relevance of the syllabus to meet contemporary challenges. As an example, he incorporates human history, ecology and climatology; connecting with specialists in each field to maintain continually changing information that relate to the quality of life outside the campus. Students are then equipped\u00a0with time-sensitive information\u00a0to become\u00a0informed\u00a0problem solvers.<\/p>\n \u201cTeaching is just about the most humane thing you can do.\u201d<\/p>\n The professor advocates the importance of delivering academic product to the public to enhance accurate comprehension of issues beyond partisan considerations.\u00a0 Students furnished with useful knowledge become decision-making members of society, creating the embodiment of an informed public. This is the professor\u2019s defining pedagogical mission.<\/p>\n Dr. Wagener\u00a0envisions\u00a0an aesthetic inclusion into the science curriculum. He notes that an \u201cacademic life is a creative life. More non-scientists are writing books about climate change.\u201d That collaboration will enhance the scope of understanding and arm the student with a communicative advantage in dispersing this information to the public.<\/p>\n The professor\u00a0prefers the teaching atmosphere\u00a0of\u00a0Western over a research university environment. \u201cYou can mold your career around your talents rather than being in a place where you may not fit in or have the chops to be successful here.\u201d The school\u2019s size is \u201csmall enough you have repeat students, so you get to know\u00a0them,\u00a0and a relationship develops.\u00a0 You become a mentor.\u201d<\/p>\n We exist in an \u201cunsustainable environment,\u201d the professor reminds us. The relevance of his didactic philosophy addresses the urgency to deliver accurate information to a world where traditional economic perceptions threaten the quality of life. The intimate relationship of ecological and climatological health is not only a multi-disciplinary academic exercise, it is the basis of convergence where scientists, economists and artistic vision can fashion an operating environment of sustainability and function.<\/p>\n Dr. Wagener summarizes\u00a0the initiative in the words of a fellow Midwesterner of\u00a0unpretentious origins:<\/p>\n The dogmas of the quiet past are inadequate to the stormy present.<\/em> Interview conducted by John Bonanni & Ronald Samul<\/em><\/p>\n Author Bio:\u00a0John Bonanni spent the last forty years in the theatre on tour, on Broadway, at Radio City Music Hall and many places in between managing every sensitive personality he encountered. He now writes about them, among other things. His articles have appeared in Adelaide Literary Magazine, Inspired Living Magazine, and Senior Outlook Today. \u202fHe is currently enrolled in the MFA in Creative and Professional Program at Western Connecticut State University.\u00a0\u00a0<\/em>theliteraryfish@gmail.com<\/em><\/a><\/p>\n<\/div><\/li> <\/p>\n Dr. Katherine Allocco<\/strong><\/p>\n Chair of the Women\u2019s Studies Program<\/strong><\/p>\n Professor, History<\/strong><\/p>\n <\/p>\n <\/p>\n This is the second in a series of faculty interviews conducted and written by talented WCSU MFA student, John Bonanni. Our goal is to celebrate and learn from some of WCSU\u2019s dedicated teachers and scholars.<\/p>\n Dr.\u00a0Katherine Allocco credits her upbringing in a historically vintage revolutionary town in New Jersey as the root\u00a0of\u00a0her passion\u00a0for\u00a0history. Her extensive research in the study of medieval women and their empowerment options delivers a relevant, erudite feminism that transcends reactionary and activist responses to the subject. This is especially significant for contemporary female students\u00a0who\u00a0have been awakened to self-determination yet lack the tools to apply it to their daily lives. Dr. Allocco achieves a connection to this gap by creating an interactive program requiring students to select female historical figures and research the social, political and economic environment of the era in which they lived. This concept of historicism allows the student to gain a more accurate understanding of the challenges and opportunities afforded women in a medieval environment.\u00a0 Students are exposed to a well-researched, formal methodology providing details employed by women in the timeframe. Feminine management and leadership skills attributable to men at a time when the feminine gender served medieval social and economic patriarchal structures are explored and discussed.<\/p>\n Though the study of historical feminine empowerment may seem distanced from the general assumption that university study is a direct perquisite for higher economic and social quality of life, Dr. Allocco\u2019s underlying objective is to inspire women to attend college beyond available job-seeking goals and experience intellectual enlightenment and self-development. She feels the task requires direct, relational interactivity between subject matter and student, and she delivers the theater to implement the concept by inviting students to pick a female medieval\u00a0individual, research and explore the cultural environment around their daily life, and produce an in-class presentation of their findings. The activity provides a comprehensive, accurate historical context to historical individuals whose identities would otherwise be relegated to existing literary references.<\/p>\n The historical, gender-centered focus includes the high-profile women of history, like Joan of Arc and Guinevere, but it also explores the management and leadership capacities of lesser known individuals like Katarina von Bora, a former nun and wife of Martin Luther and Cristina, a murderess who succeeded in petitioning Queen Isabella for a pardon. Though the narrative of these individuals is educational, it is the discovery of effective negotiation, shrewd management, and significant influence of these medieval women within a gender-restricted society that defines their importance and relevance for the contemporary student.<\/p>\n Dr. Allocco suggests the students\u2019 dearth of international experiences can also be alleviated by independent study. She points out the successful outcomes of students that have been exposed to on site history with field exploration where historical, evidential paradigms of Western civilization can be explored. Students benefitted from a recent trip to Ireland and England, producing for one individual a choice in their academic discipline.<\/p>\n The professor is not a proponent of online teaching primarily because of the non-interactive design of the process. She cites that connection\u00a0between students\u00a0is reduced, since students naturally shy away from reaching out, and loss of control of reliable research sources cannot guarantee accurate suitability of findings. The students are \u201calone, not connecting with people.\u201d She feels the practice is a symptom of \u201cliving in a post-humanistic world,\u201d and the challenge for connection is increasingly difficult.<\/p>\n Dr. Allocco suggests that women need to \u201cfind themselves, know who you are,\u201d before settling for available careers. Her multidisciplinary design of History and Women\u2019s Studies imparts pertinent knowledge of the invention and innovation of women who lived ages before us. For students, especially young women, the experience may be just the perfect underpinning to establish one\u2019s own self-determination.<\/p>\n Interview conducted by John Bonanni & Ronald Samul<\/em><\/p>\n Author Bio:\u00a0John Bonanni spent the last forty years in the theatre on tour, on Broadway, at Radio City Music Hall and many places in between managing every sensitive personality he encountered. He now writes about them, among other things. His articles have appeared in Adelaide Literary Magazine, Inspired Living Magazine, and Senior Outlook Today. \u202fHe is currently enrolled in the MFA in Creative and Professional Program at Western Connecticut State University.\u00a0\u00a0<\/em>theliteraryfish@gmail.com<\/em><\/a><\/p>\n<\/div><\/li> <\/p>\n Professor\u00a0Paul Echeverria<\/strong><\/p>\n Founding Director of DIMA,<\/strong><\/p>\n Assistant Professor, Communication and Media Arts<\/strong><\/p>\n <\/p>\n <\/p>\n This is the first in a series of faculty interviews conducted and written by talented WCSU MFA student, John Bonanni. Our goal is to celebrate and learn from some of WCSU\u2019s dedicated teachers and scholars.<\/p>\n The truth is on the wall in Professor Paul Echeverria\u2019s \u201ccorner\u201d office. The current schedule of the iconic Film Forum is prominently displayed just inside the entrance to a room filled with film, camera and sound equipment. Bearing witness to uncreative commercials and music videos from his experience in a film rental house, Professor Echeverria sought a platform to develop experimental and independent filmmaking as an art and a career. Progressive jaunts in digital filmmaking at the Manhattan Youth Community Center and as a fifth-grade teacher at Public School # 85 in New York City made this professor an experimental media sage.<\/p>\n Professor\u00a0Echeverria is primarily a storyteller, and in his present position as Founding Director of the Digital Interactive Media Arts Program, or DIMA, his objective is to develop the pure art found in the work of student expression and integrate the process within an interdisciplinary framework that includes digital interactive media arts, computer science, and art.<\/p>\n His biggest challenge is preventing his students from being affected by the contamination commercially generated art that infiltrates the student\u2019s creative perspective. Social media, advertising, unrelenting aural and visual technologies inevitably influence that creativity, transforming it through a branding process into a marketable product with broader appeal.\u00a0 The art then becomes profitable. Professor\u00a0Echeverria reflects that the art \u201cbecomes sanitized and loses the purity\u201d of its original content and artistic purpose.\u00a0He\u00a0advises that the result eventually \u201cmakes the students consumers of art rather than producers.\u201d<\/p>\n He also fights the trend to resist media arts as educational tool. Media Arts still bears the stigma of an elective discipline. Professor\u00a0Echeverria advocates the discipline deserves inclusion into the general curriculum as a respected communicative tool. He dismisses the false concern that technology will replace the written word. He reminds us \u201cthe book is the longest lasting form of media available,\u201d and \u201cthere was no recorded media or [reproduced] sound for five hundred years.\u201d<\/p>\n His\u00a0students\u00a0produce text printed magazines. He reminds us that \u201cthere would be no Twitter without the Gutenberg printing press.\u201d Learning the new language of technology just increases the vocabulary in which we communicate. His curriculum ensures\u00a0this by\u00a0including\u00a0tech heavy classes.<\/p>\n Protecting the \u201cavantgarde\u201d purity of student generated experimental filmmaking is essential to the pedagogical objective of the department.\u00a0Professor\u00a0Echeverria notes that nearly every experimental art form runs the risk of morphing into a commercial product. He remarks that the only survivor of an experimental art form that still retains artistic purity is punk rock, a musical art form that never mainstreamed into wide commercial appeal.<\/p>\n Many students come into the program today only knowing the mainstream product of the art.\u00a0His advice is to \u201cfind something,\u00a0a movement or form that will inspire\u00a0to break the rules.\u00a0Google your dreams, find out what they are looking for, then tailor your path to the job.\u201d<\/p>\n Pretty sage advice from a free-thinking artist with a well-organized sense of direction.<\/p>\n Interview conducted by John Bonanni & Ronald Samul<\/em><\/p>\n Author Bio:\u00a0John Bonanni spent the last forty years in the theatre on tour, on Broadway, at Radio City Music Hall and many places in between managing every sensitive personality he encountered. He now writes about them, among other things. His articles have appeared in Adelaide Literary Magazine, Inspired Living Magazine, and Senior Outlook Today. \u202fHe is currently enrolled in the MFA in Creative and Professional Program at Western Connecticut State University.\u00a0\u00a0<\/em>theliteraryfish@gmail.com<\/em><\/a><\/p>\n<\/div><\/li> By Sharon Young, WCSU Department of Social Work<\/p>\n I was fortunate to take the online teaching workshop offered by CELT\/TIDDL last summer. Like many of my colleagues, I felt intimidated by the idea of conveying classroom content in an online platform. The workshop spurred me to think about new ways to use technology to have an asynchronous dialogue. The message boards on Blackboard are fine, but I wanted something better. This is where Voicethread comes in. The Voicethread platform is easily, yes easily, accessible through computer, tablet, and phone. My students get a log in so they can view and create their own Voicethreads. My social work research course has always involved student presentations of research proposals. Voicethread allows them to easily upload Powerpoint slides, photos, or videos and comment on each slide. Then they can get feedback from me and their peers about their work. I can upload my lecture slides and record my voice, make notes on each slide, and drop in any media along the way. Check out my quick video below to see it in action.<\/p>\n I had the pleasure recently of attending a NERCOMP workshop on humanities-focused applications of virtual, blended, and augmented reality and 3-D printing.\u00a0 The workshop was conducted by faculty and technology staff from Yale University. It was terrific to listen to humanities faculty share their insights on the significant potential new technologies have for changing the face of teaching and learning in higher education.\u00a0 (For more information about some of the exciting work being done, check out\u00a0http:\/\/blendedreality.yale.edu\/<\/a>\u00a0)<\/p>\n There\u2019s a lot to think about there.\u00a0 In the best of all possible worlds, we at public regional universities would have access to the same resources, and the time to engage in this sort of project and program building.\u00a0 But the experience also got me thinking:\u00a0 many of us already employ our own version of \u201cvirtual reality\u201d in our teaching.\u00a0 Any time we ask students to participate in a simulation, to work through a detailed case study, or to engage in role playing in the classroom, for all intents and purposes, we immerse our students in another place and sometimes ask them to travel to another time.<\/p>\n I have built several history courses, including a First Year Experience, around the face-to-face role playing games, Reacting to the Past (RTTP).\u00a0 (You can find information about the program, developed by Mark Carnes at Barnard, as well as descriptions of the published and in-development games, at\u00a0https:\/\/reacting.barnard.edu\/<\/a>). The games are designed to be taught by faculty across disciplines, and are the centerpiece of First Year programs across the country. Though students balk initially at the idea of role playing, by the end of the game \u2013 each of which lasts four-five weeks \u2013 the vast majority of students admit that the experience was transformational.\u00a0 Role playing builds oral communication and writing skills. It encourages empathic thinking and critical analysis.\u00a0 And it\u2019s fun! Students have inhabited the roles of loyalists and rebels in revolutionary New York, suffragists and labor activists in Greenwich Village in 1913, and scientists and Vatican clergy in Galileo\u2019s world. \u00a0Published games include one that takes place in Athens in 403 BCE, India on the eve of independence in 1945, and France in the midst of revolution in 1791.\u00a0 Games in development explore the discourse on creationism and evolution in Kansas in 1999, and Yalta in 1945, among two dozen more.<\/p>\n It would be great to get a feel for how many faculty at WCSU are employing simulations, case studies, and\/or role playing in classes.\u00a0 Ancell faculty, how many of your management\/marketing or JLA courses rely on case studies and simulations?\u00a0 Do these pedagogies appear in courses in SPS?\u00a0 What are your experiences with these pedagogies?\u00a0 What are the strengths and weaknesses? \u00a0I\u2019d love to hear from you.<\/p>\n<\/div><\/li><\/ul>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":110,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-979","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/staging.www.wcsu.edu\/celt\/wp-json\/wp\/v2\/pages\/979","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/staging.www.wcsu.edu\/celt\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/staging.www.wcsu.edu\/celt\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/staging.www.wcsu.edu\/celt\/wp-json\/wp\/v2\/users\/110"}],"replies":[{"embeddable":true,"href":"https:\/\/staging.www.wcsu.edu\/celt\/wp-json\/wp\/v2\/comments?post=979"}],"version-history":[{"count":0,"href":"https:\/\/staging.www.wcsu.edu\/celt\/wp-json\/wp\/v2\/pages\/979\/revisions"}],"wp:attachment":[{"href":"https:\/\/staging.www.wcsu.edu\/celt\/wp-json\/wp\/v2\/media?parent=979"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
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\nOpening Remarks by\u00a0Missy Alexander<\/strong>,\u00a0Provost
\nModerated by\u00a0Aura Lippincott<\/strong>, Instructional Designer<\/p>\n\n
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\nEnlightenment from an Unpretentious Scholar<\/strong>\u00a0<\/strong><\/p>\n
\nThe occasion is piled high with difficulty, and we must rise to the occasion.<\/em>
\nAs our case is new, so we must think anew and act anew.<\/em>
\nWe must disenthrall ourselves, and then we shall save our country.<\/em>
\n-A. Lincoln, 1862<\/em><\/p>\n<\/strong><\/p>\n
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