New advisers– an advising workshop just for you

Not Just Checking Boxes: A workshop for new advisers

Are you a new academic adviser here at Longwood? Or are you looking for an advising refresher?

Join us to learn: the academic advising philosophies that to benefit students and advisers, academic policies @ Longwood, advising for degree planning (including a DegreeWorks demonstration), and how to advise in two core curricula simultaneously.

When: October 10th, 8:00-9:15am

October 11th, 3:30-4:45pm

Where: Lewis Room (Dorrill Dining Hall)

RSVP by October 5th; click here or go to https://goo.gl/forms/999Q4EDwbd9GtAgw2.

 

 

 

 

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Makerspace Myths

Welcome back, Lancers! The beginning of the Fall semester is always an exciting time. A new year, a new schedule, new classes, and so much more. Last year, you may have even heard of something else that was new, the DIGILab. In case you did not hear of the DIGILab last year, it’s a makerspace located in the Library. The space has different pieces of technology, like sewing machines, Spheros, and a 3D printer, that Longwood students, faculty, and staff can use. Additionally the space has space for students to work with these pieces of technology.

As we’ve told more and more people about the DIGILab, we’ve found that we are constantly hearing things like: “Oh, that sounds cool but I don’t know how to use any of that stuff,” or “Man, I wish I was the right major so that I could use that space!” but the truth is that everyone CAN use the DIGILab! These ideas are just myths. We’ve compiled a list of other myths to set the record straight:

I’m not the right major to use the DIGILab.

Yes, you are! The DIGILab and all of its equipment is open to all Longwood students and faculty. As long as you are enrolled as a student, you are not limited in what you are allowed to use in the DIGILab.

I have to pay to use the DIGILab.

Nope! The DIGILab equipment is available for use free of charge for Longwood students and faculty. We do ask that you bring the supplies that you’d like to work with for your specific project. We have some materials available for practicing with the technology, but the best way to ensure that you are using the colors and types of materials that you’d like is bring those with you. If you’d like to make sure that you materials will fit in our equipment, feel free to contact the DIGILab staff or stop by!

I’m not able to go during any open hours, so I can’t use the equipment.

While we’ve tried to have hours that give everyone a chance to stop by, that’s nearly impossible with the endless amount of things that can conflict with our open hours. If you find that you’d like to come us the DIGILab but can’t make the open hours, just send the DIGILab staff a quick email with times that are available and we’ll schedule an appointment(s) so that you are able to utilize the space too.

I don’t know how to use a makerspace.

That’s the point! The DIGILab is a place for hands on learning, at your own pace. You will be your teacher in the DIGILab, with the guidance of the DIGILab staff. You’ll have access to different resources like videos, guides, and, of course, Google. Mistakes are part of the process, so we expect them and have designed the DIGILab to be safe space for learning.

I haven’t made a reservation to use the DIGILab, so I can’t go in there since other people are there.

Open hours are just that, OPEN! There is no need to make a reservation to use the space during this time. If you’d like more 1:1 assistance, please make an appointment to use the DIGILab technology. Faculty, if you’d like the DIGILab to come to your class, we are more than happy to discuss options with you! Please email the DEC at dec@longwood.edu for more information about what is available.  

Have more questions about the DIGILab? Let us know. We can’t wait to see what you make, Longwood!

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College Surprises: Finding Out Professors Are Helpful and It’s Easy to Make Friends

After 3 weeks of being on campus I couldn’t be happier with the place I now get to call home.

From week one, the professors treated me so nicely and were so wiling to help. This shocked me at first because all through high school I had the impression that professors weren’t willing to help and you had to figure things out on your own. This isn’t the case at Longwood. From the start, I felt like I could come to my professors with anything and they would be willing to help.

On the athletic side of my experience at Longwood, I was in for a culture change—but one that I’m so happy to be a part of.  Balancing baseball practice and school is tough, but it will all be worth it to be able to put on the Longwood jersey in the spring. The toughest part has to be the early morning conditioning, but it makes it so much better to have friends going through the same thing.

I honestly think the best thing about my first three weeks is how easy it was to make friends. I met people in these three weeks that I can already tell I will be friends with for a long time.

All of this has happened in three weeks. I can’t wait to see what the rest of the year has in store.

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Post #5: Critical Approaches to Organizational Rhetoric

Due by 4:00 p.m. on September 26th
*All students should complete all blog post assignments. Morgan and Rachael will present their responses to this particular post for class discussion on the 26th.
This posting will be based on our reading and discussion of Chapter 4 in our course textbook (Hoffman and Ford, critical approaches to organizational rhetoric). Select only one or two of all of the artifacts which you will use to analyze your selected organization’s rhetoric. Answer the following questions specifically, based on the selected artifacts. You should always include in your blog postings links or other media related to your selected artifacts if you can (if they can be found online, etc).
“Organizations are real structures that have real consequences for real people. Yes, that reality is socially constructed, but I think we must be careful not to forget the material consequences of that social construction process.” (D. K. Mumby, 2004) Critical approaches to organizational rhetoric aim to unmask organizational domination in order to reveal whose social values are being endorsed by the rhetoric.
Think about the content of the artifacts you selected to analyze in order to unravel an aspect of your selected organization’s rhetoric over the years. Answer the following questions in, at least, a few sentences (based on your observations so far).
  1. What larger social/public issue (if any) is it dealing with? What is the message conveyed about that issue?
  2. Which method would you need to choose to analyze these kinds of messages? Ideology critique? Cultural criticism? Feminist criticism? Others? Why? This is something you need to determine based on the nature of the social/political implications of your selected artifacts.
  3. Based on your viewing of its rhetorical artifacts so far: How do your selected organization’s messages reflect its interests? What more do you expect to find out in this regard?
  4. Who are the audiences? What are the implications of your selected organization’s rhetoric for individual audience members?
  5. What assumptions are made about the organization, its members, other stakeholders, and society in general?
  6. How is visual rhetoric (images) employed in this process? What do those images say about the organization or other groups?
  7. Whose interests are represented by the organization’s messages
  8. Hoffman and Ford suggest that critical approaches to organizational rhetoric hope to reform “social order to enhance more equitable choices” (101). What would your specific hope be as a result of people’s reading and application of your analysis? What will you be directing attention to? Will you call anybody to action? Think about the possible things that your analysis might do for different groups of individuals in a society.
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Loving College Classes, the Library and the Gym

It has been almost a month since I have been here at Longwood, and I can happily say I chose the best school to go to!!

I love my classes because they are mostly for my major. I love my professors—they are all so fun and truly love what they do. The cool thing about college classes is they are mostly classes that interest you. I think that definitely makes it more fun learning about your passions and what makes you happy.

I have found that the only place I can get my work done is the library! I love the library. They have a really cool little store where I like to get a snack to take a little brain break from studying or writing a paper.

To relieve stress from classes, I like to go to the gym. The gym here is so nice. I enjoy the Zumba classes!

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Technology meets Pedagogy– talk with DEC!

DEC (Digital Education Collaborative)  is offering drop-in hours and workshops! Check it out:

http://blogs.longwood.edu/digitaleducationcollaborative/faculty-workshops/

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Fun and Freakouts

After two weeks of classes, I can say that I’ve had my fair share of stress and freakouts.

There is no hiding the fact that college classes are extremely stressful, but it’s not unmanageable. I’m beginning to learn the system that’s best for me to be successful in my classes. Having this much freedom and free time means that you almost must have a system in place to not fall behind in classes—but the system can be different for different people.

A lot of my time—aside from classes and studying—has been spent playing basketball, and I’ve finally gotten the date for tryouts to play on the club basketball team. I would be lying if I said I wasn’t nervous for it, so I will definitely be in the gym a lot these next couple weeks preparing for tryouts.

The traditions have also been so much fun! The most well-known tradition that I’ve gotten to participate in so far is called The G.A.M.E.  The acronym stands for “Greatest Athletics March Ever,” and it’s where you receive the coveted scarf for that year. It’s part of an event called First Friday Back. So the first Friday after move-in, there is a carnival-like event on Wheeler Mall, then everyone gathers together and makes the long walk to the field of whichever varsity team is playing (This year it was women’s field hockey.) Finally you arrive and pick up the scarf for that year. I decided to go with someone from my small group that I met at New Lancer Days named Grace, who is becoming a very good friend of mine. There was so much energy and good vibes throughout the entire event, and that made it so much fun!

Although there is a lot of stress that comes with class and the workload, I am still loving college and am sure that Longwood was the right choice for me! The only things for me to focus on for now are my classes and club basketball tryouts.

First Friday Back features a carnival with rides and other activities.

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Internship Journal 2

Perhaps my biggest problem is time management. This has always been an issue but this internship has taught me a lot about assignments outside of the classroom. I have to meet with my advisor once a week, to check in an update my progress. Going to these meetings with created content and a plan for future content is crucial. I’ve been learning how to meet professional expectations and talk to elders in a professional setting.

The nature of my internship is learning and mastering certain technologies and then creating instructional videos on how to use them. One consistent roadblock is learning these technologies for myself. Some of these are new to me, so in order for me to be able to teach them I have to master them. Another challenge is creating that narrative and voice within my videos without losing my personality. My aim is to make these videos easy to listen to and part of that by just being myself. Balancing that instructional tone with my own voice has been quite the task. Another challenging aspect of my internship is that sometimes I have to ask for help. In creating one video I had to do a live session with a professor. I had to go to this professor schedule dates and plan the live session so it could go according to plan. During that live session I actually learned a lot about the technology I was teaching, being able to use that content in order to create a well-rounded instructional video was challenging.

In terms of future use of the skills I am developing/mastering, I hope to being able to edit and create video content. I’m also starting to enjoy the instructional aspect of this internship and I think I have a good voice for these types of videos. Another skill this internship is teaching me is the ability to take an outline i’ve written and turn it into audio and visual content. I think this is a valued skill in the field of digital media that will benefit me moving forward

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#TechTipThursday: Longwood’s Canvas Corner

Longwood University utilizes Canvas, by Instructure, as its learning management system. Each academic course automatically receives a corresponding space in Canvas. Although the extent of its use varies throughout the institution, the Digital Education Collaborative considers its administration and oversight of Canvas a quintessential responsibility surrounding the intentional integration of technology in educational environment. Some members of Longwood community may recall “Canvas Corner” as a recurring lunch-and-learn topic circa 2013-2016. To streamline and offer near-instantaneous information sharing, Longwood’s Canvas Corner offers a one-start-shop for content surrounding the teaching and learning community’s use of the LMS.

An alternative to a one-stop-shop’s all-inclusive content, Longwood’s Canvas Corner presents its user community with direct access to information most frequently requested through the DEC’s learning technologies help desk; the equivalent of a “start here” menu. Highlights include the global status of Canvas components, known issues, video tutorials, information on the feature request process and feature ideas from select categories. Teaching faculty and staff will find a variety of professional development opportunities, both face-to-face and online, resources related to academic integrity in the online environment, and corresponding guides to share with learners. The featured screencast corresponds to the Canvas update cycle and will refresh every three weeks. See more for yourself:

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“How Do I Get Started?” The First Question I Ever Asked

“How do I get started?” It’s a question that appears in some form or another across different panels from multiple conventions, and truthfully it’s a hard question to fully answer! I’ve listened to many expert voice actors tell their story on how they got into the business. Some of them were theater actors who saw a new opportunity open up, some were fans of animation and wanted to put themselves out there, but I always seem to hear one answer ring true.

“You just, start.”

Now that’s a bit blunt for an answer but when it’s said and done it’s the truth of it all. At some point there needs to be a time where a budding actor decides that this is to be a focus in their life. Once that is decided there are a few things every actor needs:

  • Recording Software
  • Microphone
  • Recording Space
  • Patience

For recording software it all depends on your budget and what you’re willing to learn. I’ve learned both Audacity and Adobe Audition and find them both equal in terms of quality. Audition does give you strength in terms of editing effects but in terms of exporting they’re both similar. The benefit Audacity has is that it’s completely free! But you’ll need to download a few plugins to make sure you can export the right kind of files (that would be .wav, try to avoid .mp3 as much as you can.)

A microphone is also pretty simple and depends on the budget. Professional Voice Actor Crispin Freeman has a wonderful page on the kinds of equipment you can get. I’ve found that a simple Blue Yeti USB Microphone with a Pop Filter is perfectly fine for me, at least at the level I’m at now.

Recording space is something a lot more flexible. Simply put, it’s a place where there is no background noise, it has good acoustics (sound should never be echoing in this place), and it’s in a place where you’ll be comfortable recording. There are a ton of guides out there for setting up a recording space, but one of my favorites is E-Home Recording Studio’s “How to Set Up Your Recording Room”, it’s focus is on recording music but it gives thorough explanation on why things are set up the way they are.

But the biggest necessity is patience. When I’ve talked to professionals in the industry I gained a sense of just how much time they’ve put into their craft, I learned how many auditions they’ve missed, and the most important lesson I learned from them is that you will lose many more times than you’ll win.

 

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