Shaking Up Traditional Training With Lynda.com

Supporting the diverse technology training needs on campus while resources continue to dwindle is a challenge many of us continue to tackle. Institutions from small liberal arts campuses to large research universities are providing individualized training and application support 24/7 by subscribing to the lynda.com Online Training Library(r) and marketing the service to various combinations of faculty, staff and students. As a supplemental service on most of our campuses, lynda.com has allowed us to extend support to those unable to attend live lab-based training, those who want advanced level training, those who want training on specialized applications, and those who want to learn applications that are not in high demand. The service also provides cost effective professional development opportunities for everyone on campus, from our own trainers and technology staff who are developing new workshops, learning new software versions or picking up new areas of expertise from project management to programming, to administrative and support staff who are trying to improve their skills in an ever-tighter economic environment. On this panel discussion, you will hear about different licensing approaches, ways of raising awareness about lynda.com on our campuses, lessons learned through implementation, reporting capabilities, and advice we would give for other campuses looking to offer this service

Teaching about teaching and instruction on instruction: A challenge for health sciences library education

Objective: This is a review of the master's-level curricula of the fifty-eight America Library Association-accredited library and information science programs and iSchools for evidence of coursework and content related to library instruction. Special emphasis is placed on the schools and programs that also offer coursework in medical or health sciences librarianship. Methods: Fifty-eight school and program websites were reviewed. Course titles and course descriptions for seventy-three separate classes were analyzed. Twenty-three syllabi were examined. Results: All North American library education programs offer at least one course in the general area of library instruction; some programs offer multiple courses. No courses on instruction, however, are focused directly on the specialized area of health sciences librarianship. Conclusions: Master's degree students can take appropriate classes on library instruction, but the medical library profession needs to offer continuing education opportunities for practitioners who want to have specific instruction for the specialized world of the health sciences

School Budgets and Student Achievement in California: The Principal's Perspective

Presents the results of workshops conducted with 45 elementary, middle, and high school principals from California public schools. Documents the variety of resource allocation strategies used by principals to maximize student academic performance

Graduate Catalog, 2002-2003

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Graduate Catalog, 2004-2005

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Graduate Catalog, 2003-2004

https://scholar.valpo.edu/gradcatalogs/1030/thumbnail.jp

Graduate Catalog, 2001-2002

https://scholar.valpo.edu/gradcatalogs/1028/thumbnail.jp

Professional self-efficacy scale for information and computer technology teachers: validity and reliability study

This study aims at developing a valid and reliable scale to measure information and communication technology (ICT) teachers' self-efficacy related to the Turkish national framework of ICT competencies. For statistical procedures, data were respectively analyzed with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Furthermore, test-retest procedure was carried out to confirm the time invariance of the scale. EFA results revealed that the scale's seven-factor structure accounts for 65.90 percent of total variance. CFA results produced an acceptable statistical support for model-data fit between the observed item scores and the seven-dimension scale structure (X-2/df = 1.98, RMSEA = .073, CFI = .86). The standardized regression weights between the latent and observed variables ranged from .57 to .89 and Cronbach's alpha coefficient of the scale sub-dimensions ranged from .80 to .88. Besides, the item-scale correlations varied between values of .53 and .79. As a result, the developed scale is a likert questionnaire and composed of 33 five-point items with seven sub-dimensions