THE POWER OF ASSISTIVE TECHNOLOGY
Many years ago now, I taught a young lady who was deaf. Lindsey was a smart and lively 6th grader in my math class and except for her need of an interpreter and a cochlear implant connected to a microphone that I wore while teaching, she was no different than any other student in my class. She had a dream and a vision for her future and through the power of assistive technology, she was able to achieve that dream. She now has a master’s degree in Nursing and has worked both in the Emergency Room and in Telemetry Units.
It would have been easy for her college (Tarleton State University in Stephenville, Texas) to tell her “no” when she decided to become a nurse. (Well, I say it would have been easy, it was never easy to tell Lindsey “no”, she was always a bit stubborn!) But they didn’t. Please take some time to click on the image or click here and watch the 3 minute video to hear Lindsey’s story about college and the start of her career.
Assistive Technology has and will continue to bring diversity into the workplace. It is our role to ensure that students who experience barriers to learning due to a disability can be successful and work with the student, Patti Lloyd (our disabilities coordinator), employers, and other stakeholders to match students with the right assistive technology to help them succeed.
Throughout this newsletter, we are going to highlight some assistive technology options so that you will be aware of what is available to students. Remember also, that assistive technology will help not only students with a diagnosed disability. Many of the technologies that we will highlight are available to help ALL students.
What is Assistive Technology?
The federal definition of assistive technology (AT) is: ... any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.
VOLUME 1 ISSUE 5 | April/May 2023 Academic & Professional Excellence Newsletter
SPECIALDEI ISSUE
FIND THE APEX TEAM MEMBER YOU NEED
Contact For APEX Team Member
Debi Kedrowski
Academic Specialist
715.422.5450
Debi.kedrowski@mstc.edu
All Time Favorite Movie? Lord of the Rings, Star Wars, Dances with Wolves, Some Like It Hot, Blazing Saddles, Young Frankenstein, Christmas Vacation, The Shining, The Wizard of Oz, Gone with the Wind. (Who can pick just one?)
Trea Kimball
Curriculum & Assessment Specialist
715.422.5478
Trea.kimball@mstc.edu
All Time Favorite Movie? My Cousin Vinny, Dead Poets Society, Shawshank Redemption, Fried Green Tomatoes
Executive Dean Academic & Professional Excellence and Campus Dean, Wisconsin Rapids
715.422.5306
Chris.severson@mstc.edu
All Time Favorite Movie? Shawshank Redemption
Lea Ann Turner
Manager, Academic & Professional Excellence
715.422.5480
Leaann.turner@mstc.edu
Click Here for Calendar
All Time Favorite Movie? Apollo 13 , Top Gun, A Few Good Men, A Time to Kill
Todd Will Learning & Technology Innovation Specialist
715.422.5309
Todd.will@mstc.edu
Click Here for Calendar
All Time Favorite Movie? The Big Lebowski
State Curriculum Reporting
Curriculum Payments
PeopleSoft/Anthology Curriculum Connections
Professional Development Logistics
Training and Support on Office Products
Curriculum Design
WIDS
Syllabi
Course Assessment
Program Assessment/Watermark
Credit for Prior Learning/Prior Learning Assessment
Professional Development
TSA
Mentoring
ALT Leadership
Academic Programs and Planning
Academic Strategic Plan
Wisconsin Rapids Campus needs
25 Live Class Scheduling
Blackboard
Just in Time Training Coverage of Wisconsin Rapids Campus, Adams Campus, and the Simulation Center
Course Design
Classroom Technology Training
TelePresence Scheduling and Training
Technology Training and Support for Faculty and Staff
Professional Development
End of Couse Evaluations
2nd Tier Support for Trea’s Role
Blackboard
Coverage of Marshfield Campus, Stevens Point Campuses, and AMETA Center
Course Design
Classroom Technology Training
TelePresence Training
Technology Training and Support for Faculty and Staff
Professional Development
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Dr. Chris Severson
MAKE AN INCOMING EMAIL STAND OUT WITH CONDITIONAL FORMATTING
To make sure emails from important contacts stand out and do not go unnoticed, you can set up a rule that makes the email appear in a specific color or a specific size and type of font. For example, you can make emails from your boss appear in a larger font or have emails from your team members all appear in red.
1. Go to the View tab
2. Select Current View
3. Select View Settings
4. Choose Conditional Formatting
EXAMPLE OF CONDITIONAL FORMATTING
For more detailed instructions, click here to view the Techlicious website.
7. Click on Font
8. Choose the font, style, size, and/or color and click OK
9. Click on Condition
Complete the condition for which you want the email to stand out; whether it is from a particular email address, contains a key word in the subject line, or meets another desired condition. (Click on More Choices to see other options.) and Click OK
This Tech Tip comes from a question asked by Tom Prange , Facilities Technician, in his search for ways to be more efficient with email. What questions do you have for the APEX Team that could make you better at your job?
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EMAIL TIPS
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6.
Infobase is an amazing learning tool that you have access to as an employee of Mid-State. With Infobase, you can access on-demand courses based on your interests and schedule! Improve your skills, learn new ones, or achieve professional goals with outcome-driven learning.
Infobase is full of videos to help you make learning more accessible to students. Check out the following titles:
Accessibility for Windows 11
Assistive Technology for Students with Learning Disabilities
Helping Students with Learning Disabilities Succeed in the Classroom
To access InfoBase,
1. Go to MyCampus
2. Click on Blackboard (all employees and students have access to Blackboard)
3. Click on Tools on the Left Menu
4. Choose InfoBase Learning Cloud
5. Once you are in InfoBase, Search for the content you want to learn OR Browse the Categories
CATEGORIES OF VIDEOS INCLUDE THE FOLLOWING (PLUS MORE)
STAFF PD
Goal Setting
Soft-Skills
Time Management
STUDENT RESOURCES
Study-Skills
Soft-Skills
Writing a Paper
AUTODESK
Autocad
Maya
ONLINE TEACHING
Accessibility
INSTRUCTIONAL DESIGN
Assessment
Accessibility
Instructional Strategies
Course Design
New Teachers Technology
Technology Tools
ASSESSMENT, DATA AND EVALUATION
Assessment
Data
Evaluation
Data
Instructional Strategies
INSTRUCTOR TOOLS
Glogster
Hapara
Inspiration
Kahoot!
Promethean
Quizlet
Snagit
Weebly
WeVideo
Zoom
4 TECH TIPS - INFOBASE
ADOBE
Acrobat Pro
After Effects
Animate
Audition
Bridge
Captivate
Dreamweaver
Edge Animate
Illustrator
InDesign
Lightroom
Media Encoder
Muse
Photoshop
Photoshop Elements
Premiere Elements
Premiere Pro
APPLE
Final Cut Pro
GarageBand
iBooks Author
iMovie
iOS
iPad
iPhoto
iTunes
Keynote
Logic Pro
Numbers
OS X
Pages
Photos
Safari
MICROSOFT
Access
Excel
Internet Explorer
Microsoft SQL Office Office 365
OneDrive
OneNote
Outlook
PowerPoint
PowerPoint Online
Project Publisher
SharePoint
Skype
Surface Pro
Sway
Visio
Windows
Word
Word Online
GOOGLE
Apps for Education
Blogger
Chrome Chromebook
Docs
Drawing
Drive
Earth Forms
Gmail
Hangouts
Maps
Photos
Search
Sheets
Sites
Slides
OTHER
Career Readiness
Professional Etiquette
Blackboard
Tableau
Programming Languages
SPSS
Texas Instrument Calculators
WordPress
SAS
Filemaker
DEI
Title IX
FERPA
HIPAA
Bloodborne Pathogens
Harassment
Health and Wellness
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TECH TIPS - INFOBASE
There is so much more to explore on Infobase. Take some time to search for yourself.
Time Management and Assistive Technology
Patti Lloyd Talks Time Management
Patti Lloyd, our disabilities coordinator, has many tools and strategies to share with students who work with her. The tools she shares for time management can be used by anyone to use time more effectively. I interviewed Patti about her work with students and time management.
Question: Time Management is difficult for many of us. How is time management even more difficult for students who have disabilities?
Answer: Students who are neurodiverse have brains that work differently than the majority of people. One of the effects of students with ADHD, Autism, or other neurodiversities often find it difficult to control stimuli around them to be able to focus on the tasks that they need to get done and even small tasks can become overwhelming.
Question: How can time management tools be effective for a student?
Answer: Tools help students target their goals and help to modify their behaviors to accomplish a task. Sometimes tools can be more distracting than helpful, so it is important to help students find the right tool for them.
Question: What are your favorite time management tools to recommend to students?
Answer: Often we when we think of assistive technology, we think of things that are super techy or expensive. However, sometimes the best tools are simple and low cost. My favorite tool to share with students are hourly planners that have every hour of the day listed out. Planners often fail students when they only have one small box per day. However, hourly planners with 30 minute time slots in a day allows students to see their day visually, like a graph, allowing them to more effectively stick to a plan and manage their time.
Students cannot isolate school activities from the rest of their life and responsibilities, but if they can see it all come together in an hourly planner, they can find the right balance and their schedule does not seem as overwhelming.
Click Here to access 23 free hourly templates for printing
Question: Do you have a story a student who was able to apply a time management tool to positively impact their educational journey?
Answer: I have seen with many students finally figure out a system that works for them and suddenly things click into place and they become very successful.
OTHER TECH TOOLS TO HELP ANYONE MANAGE THEIR TIME
• Cold Turkey – A “distraction blocker, ” this customizable app can be set to block specific webpages or even all online access
• 30/30 – Allows you to enter a general task, set the timer to do that task for 30 minutes, and then take a break for 30 minutes. Adjustments can also be made to decrease or increase time in 5-minute increments.
• Priority Matrix – Takes your to-do list to another level, with built-in prioritization.
• Click Here for More Tools
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Assistive Technology
Xrai Glasses - Turning Speech into Subtitles
Instructor Brent Presley serves on our Equity and Inclusion Engagement Team and as a member of the Assistive Technology sub group. One of the coolest assistive technology tools that he has run across so far is the Xrai Glass.
Xrai Glass combines the Xrai Glass App and a pair of Nreal Augmented Reality glasses (can be purchased on Amazon for $379) to create real time captions of live conversation. Augmented Reality (AR) superimposes a computer generated image on a user’s view of the real world. With these AR glasses on, users with hearing loss can see the live subtitles of conversations while also seeing the world in front of them.
Not only are the Xrai glasses an application for those with hearing loss, it also transcribes the spoken word into 9 different languages.
Click Here to Watch a Video about Xrai Glass
Click Here to Visit the Xrai Glass Website
Speech to Text
Speech to text technology has improved exponentially over the last few years. For students who struggle to type or write, or for those who just like the convenience, Speech to Text tools apps are readily available and/or built into existing technology. View the following websites for ways that you or those you work with can easily turn speech to text.
Dictate your Documents in Word
Speech to Text Tool in Windows 11
Turn on Dictation on Your Mac
Otter.ai
Speech to Text Chrome Extension
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For more Ideas on Assistive Technology - Click Here Check Out our Assistive Technology Posters
Designing with Disabilities in Mind
Color Matters in Accessibility
Color blindness makes it hard to tell the difference between certain colors. It affects between 1 in 12 men and 1 in 200 women and approximately 300 million people worldwide (about the same number as the entire population of the United States). There are several types of color blindness. (See the list to the right for the most common types.)
Here are some examples of the way those with color blindness might see color.
Deuteranopes
People with deuteranopia can’t distinguish green colors, making it one subtype of what’s commonly called “red-green colorblindness”. Deuteranopes can exhibit a nearly complete blindness to green or a lack of sensitivity to green hues
Protanopia
Protanopia is a condition where people can’t distinguish red hues, and it’s the other subtype of red-green colorblindness.
Tritanopia
What can you do to ensure your use of color doesn’t negatively impact those with color blindness?
1. Use high contrast colors (dark on light or light on dark) for text. Black will always be the best option.
2. Don’t create things that are color dependent for other people. Label everything. For example, if you say all of the items in blue are due on Tuesday, a student may not be able to see what is blue and what is not. Don’t depend on color for electrical wiring, label the wires.
3. Don’t use text on top of images, it may blend in and become lost in the picture.
4. Provide bright or natural lighting - this helps distinguish subtle changes and make it easier to distinguish between colors.
5. Ask - It is okay to ask to ensure everyone in your class can see when you use color. Rather than singling out a person who is color blind, you can simply ask, “does this color work for everyone?”
Websites:
This Color Blindness Simulator allows you to add an image and look at it from each type of color blindness.
This Contrast Checker will help you determine if the text color you use has enough contrast.
Tritanopia is a form of color blindness where a person can’t tell the difference between blue and yellow.
Monochromacy
The most rare type of color blindness, see everything in shades of grey.
The information in this article is from the Color Blindness Awareness website.
https://
www.colourblindawareness.org /colour-blindness/types-ofcolour-blindness/
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Normal Vision
Tritanopia
Deuteranopia
Protanopia
Monochromacy
FQAS-ONGOING LEARNING
LET’S TALK ABOUT ONGOING LEARNING
When you begin teaching at Mid-State, you much achieve competence in the following courses:
FQAS Base Camp 1: Foundations of Teaching & Learning
FQAS Base Camp 2: Theory and Practice of Teaching and Learning
FQAS Base Camp 3: Equity and Inclusion in Teaching and Learning However, that does not mean you are done learning. Educators are life-long students in their craft of teaching and learning. Continuous improvement is expected.
What Counts as Ongoing Professional Learning?
Part of your end of year performance review includes your plan for continued professional growth. The WTCS has defined three areas of growth for every instructor in the technical college system in the state. Those areas of growth include:
1. Occupational Competence
2. Teaching Excellence
3. Student Success
How Will You Continue to Learn?
If you have already completed your initial FQAS courses, use the following list of ideas to be creative about how you will grow professionally over the next year and share them with your supervisor during your performance review.
OWNYOUR PROFESSIONAL LEARNING VIDEO
• Attend workshops offered by the APEX Team
• Join a Twitter or LinkedIn group that focuses on teaching and learning or your subject matter area.
• Read a book and document your learning from the book. (The APEX Center has many books available for check out and funds to order what you are interested in reading.
• Watch a series of videos in InfoBase or on YouTube and document your learning.
• Talk to Chat GPT
• Research - choose a topic you want to research and use the Internet, journals, etc. to learn and document your new learning.
• Action Research - apply your research and document the results.
• Plan a one on one time with a member of the APEX team to brainstorm ideas or learn something new. (This is our favorite activity!)
• Shadow another expert in your field. (You can do this at any time, but also consider applying for the competency grant that will pay you to work in the field for 40 hours.)
• Create a collaborative learning community with other instructors.
• Listen to Podcasts on Teaching and Learning
• Do peer observations
• Find a person to do peer mentorship with.
• Create or curate content in your area of study for both your own learning, but that could be used as resources for your students.
• Find a free or low cost online class. https://www.mooc.org/
What other creative ways can you use to grow professionally and document for your performance review?
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Click Here to View the Video
Curriculum Corner
GPS FOR STUDENT SUCCESS CLASS
I often hear “students would be more successful if . . . “ Did you know at Mid-State, there is a class for that? GPS is a 1credit first year experience class required by all Mid-State program students and recommended before finishing the first 12 credits of the program. The goal of the course is to provide skills for each student that lay the foundation for success in college.
GPS COMPETENCIES & OBJECTIVES
GPS BOOTCAMP
Many students choose to take the GPS Bootcamp, a 5 day GPS course, prior to the start of the semester. Students who take advantage of this option (over the 8 week option), have all of the success tools before they step foot into a program or Gen Ed class including practice in Blackboard, study skills, knowledge of Mid-State Resources, time management and more.
STUDENT TESTIMONIALS
“What I liked most about this class is that it provided great resources and information that'll help me navigate my way through college and after I graduate .”
“This class was easy to pass but this class also made you think more about yourself and your personal habits. This class was very helpful and will be useful long term.”
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MEET OUR GPS FACULTY
This month Team APEX is highlighting our GPS Faculty. These faculty are key in helping students start the “next chapter” in the story of their lives. We wanted to find out a little more of their “story”.
What do you do for Mid-State when you are not teaching? What would be the book title for your memoir? Who would you want to play you in the movie of your life? What would the theme song be for that movie?
Joe Nowinski Academic Coach
A book title for your memoir: “Memoir: The Musical”
Who would play you in the movie? Will Farrell
What would be your theme song? “Don’t Stop Me Now” by Queen
Michelle Stromme Student Success Counselor
A book title for your memoir: “Will There be Snacks Provided?”
Who would play you in the movie? Catherine O’Hara playing on older me, Kate McKinnon playing me of today!
What would be your theme song? Ob-La-Di, Ob-La-Da by The Beatles
Kathy Trachte Business Instructor
A book title for your memoir: “Retired Twice and Still Working”
Who would play you in the movie? Jennifer Aniston
What would be your theme song? “Ocean Eyes” by Billie Eilish
Beth Ellie Director of Institutional Effectiveness, Accreditation and Quality
A book title for your memoir: “Journeys”
Who would play you in the movie? Not sure, but could Chris Hemsworth play my husband?
What would be your theme song? “Don’t Stop Believin’” by Journey
Mandy Mayek
Associate Dean
A book title for your memoir: “Where is My Debit Card, When Can We Eat, and What is Even Happening Right Now?”
Who would play you in the movie? Uma Thurman
What would be your theme song? To Zion by Lauryn Hill
Angi Servi
Workforce Development and Continuing Education Instructor
A book title for your memoir: “Live with Passion”
Who would play you in the movie? Michelle Obama
What would be your theme song? “Firework” by Katy Perry
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MEET OUR GPS FACULTY
What do you do for Mid-State when you are not teaching? What would be the book title for your memoir? Who would you want to play you in the movie of your life? What would the theme song be for that movie?
Connie Negaard Part-Time Academic Coach
A book title for your memoir: “How Lucky I’ve Been”
Who would play you in the movie? Meg Ryan
What would be your theme song? Thinking on that one . .
Kelly Steidinger
Communication and Behavioral Science Instructor
Kelly also takes care of our GPS course design and data collection processes.
A book title for your memoir: “Don’t Wear Barn Shoes to the Office”
Who would play you in the movie? Amy Poehler
What would be your theme song? “Ironic” by Alanis
Courtney Kostuchowski
Criminal Justice Instructor, Traffic Safety Instructor, Jail Academy Director, Traffic Safety Coordinator
A book title for your memoir: “Starbucks? Yes, Please! ”
Who would play you in the movie? Jada Pinkett Smith
What would be your theme song? Fight Song by Rachel Platten
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ARE YOU INTERESTED IN TEACHING GPS? Contact Suzanne Rathe, Dean of General Education, if you would like to learn more.
This is half of our 18 GPS Instructors. You will meet the other half in the Fall.
UPCOMING SCHEDULED TRAINING
EVENT TIME LOCATION AND/OR LINK TO EVENT
Engaging Students
We will be going through our creative problem solving process to share and innovate exciting and applicable ways to engage students in learning.
Student Panel - Neurodivergent Students
During the Neurodiversity Student Panel, current Mid-State students will share how neurodivergence impacts them and the people around them. The panel will also discuss overcoming adversities and benefits of neurodiversity as well as tips on how others can improve their lives.
Leading Through the Challenges of a Post Covid Work-Life World (Dr. Jacqueline Kerr)
Dr. Kerr will address the following questions: What leads to burnout? Why are people not thriving? How do solutions look different for individuals, teams and organizations? What strategies support colleagues who are dealing with burnout?
Navigating the New Source
Be ready for the new update coming June 1. (will be recorded)
Building Content on the New Source
Be ready for the new update coming June 1.
Monday, April 17, 1:00 - 2:00
Click here to join the meeting
Click here to join the meeting
Friday, April 21, 2:00 - 3:00
April 25, 12:00 - 1:00
Neurodiversity is an umbrella term that encompasses the different ways that people’s brains work including anxiety, ADHD, autism, depression, dyslexia, OCD, and Tourette syndrome.
L133/134
Or on Teams
Click here to join the meeting
April 25, 2:00 - 3:30
This webinar is intended for anyone who is involved with teaching and learning, including leadership, faculty and staff.
May 2, 11:00 - 11:30
May 5, 11:00 - 11:30
May 15, 11:00 - 11:30
Schedule a Time for you or your Team to meet with Lea Ann. Training will be customized to meet your needs.
Please register here: https:// forms.office.com/r/0ADSMfeS2Z
Click here to join the meeting
Click here to join the meeting
Click here to join the meeting
Click here to join the meeting
Click Here to Schedule a Time with Lea Ann
What Do You Want to Learn this Summer? Add your ideas
on our Summer Professional Development Planning Padlet
Remember, you don’t have to wait for scheduled training. If you want to learn something, just schedule a time with a Team Apex member.
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PART-TIME FACULTY FQAS
FQAS Part 1: Base Camp 1-What You Need, When You Need It
Required your first semester of teaching OR if you have not yet completed FQAS
The biggest thing I hear from more experienced faculty currently enrolled in this new course is, it’s a bit of work (or A LOT of work), but I sure wish I had this the first year of teaching. The time you take in this course will save you that time and more in hunting for the information or making up for not having the information when you needed it.
FQAS Part 2: Base Camp 2-The Theory Behind Teaching and Learning
Required your second semester of teaching OR if you have not yet completed FQAS
This course will be available beginning December 21 for those who have completed FQAS 1. This course focuses on the theory of teaching and learning and is full of new and fresh ideas for both in-person and online teaching.
FQAS Part 3: Base Camp 3-Advanced Topics in Teaching and Learning
Required in the your semester of teaching OR if you have not yet completed FQAS
This course focuses on equity and inclusion and helping students feel welcomed and like they belong at Mid-State Technical College. You will also troubleshoot teaching, learning, and classroom management issues with your learning cohort.
Your current FQAS Course needs to be complete by May 31 at 11:59 PM
Summer Cohorts of FQAS Base Camp 3 will be announced in the Summer Professional Development Catalog both online and in-person.
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Dear APEX,
I am having a hard time keeping up with all of my emails. What is a good way to manage my email inbox?
Answer:
If you get 100+ emails a day, it can be really hard to manage your inbox without dropping important tasks or losing your mind. According to the The Muse Website on work productivity, there are 10 ways to manage your inbox.
1. Only keep emails requiring immediate action in your inbox
2. Create a “waiting for action” folder
3. Use subfolders
4. Set inbox rules/filters
5. Use your calendar to track emails that require follow-up
6. Don’t let junk mail stay in your inbox
7. Create templates for your go to responses
8. Set aside blocks of time to work on email
9. Squeeze in mindless email tasks during downtime.
10. Turn off email notifications. Check out The Muse Website for more information
Advice columns are fun and an anonymous way to ask a questions that will probably benefit more than just you. Team APEX wants to answer your questions.
Click Here to Ask Your APEX Teaching, Learning, or Technology Question
15 ASK APEX
