Great Teaching with Technology Forum on Tuesday, May 14, 2013

Posted on May 16, 2013 by Hiroyo Saito

We had a great Teaching with Technology Forum on Tuesday, May 14th, 2013: very interesting presentations and great turn-out! We have received positive feedback from the participants as well. Just in case you missed it, here are the presentation recordings.

Flipped Classroom by Joshua Schrier (Chemistry Department)

If you want to learn more about Flipped Classroom, please come to the flipped classroom workshop on Thursday, May 23rd from 10-11am in the Instructional Technology Center (Stokes 205).

 iPads in Teaching

Maud McInerney (English Department)

Zachary Oberfield (Political Science Department)

Robert Scarrow (Chemistry Department) Rob Scarrow’s iPad slides

Richard Freedman (Music Department)

If you want to learn more about using iPads in a classroom, please come to the workshop on Wed., May 22nd from 10-11am in the Instructional Technology Center (Stokes 205).

 

 

Improving Student Presentation Skills using Panopto and Swivl by Curtis Green (Mathmatics Department) and David Lippel (Mathematics Department)

If you want to learn more about Panotpo and Swivl, please come to the flipped classroom workshop on Thursday, May 23rd from 10-11am in the Instructional Technology Center (Stokes 205).  We will cover both in the workshop.

 

 

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Moodle Upgrade Coming Soon!

Posted on May 14, 2013 by Sharon Strauss

After the spring semester ends, IITS will upgrade Moodle to a new version–Moodle 2.4. This version will have some great new features including:

  • New layout and log in page
  • New Navigation menus
  • Drop and Drag Files
  • Quick edit tools
  • Time release files
  • New layout options, including one topic per page
  • Much more!

The upgrade is planned for May 30 &  31, 2013. Moodle will be out of service while the upgrade is performed. Fall course shells will be sent around June 1–after the upgrade is complete.

Come to the ITC in Stokes 205 this Friday, May 17 from noon to 1pm for a preview of Moodle 2.4. Or take a look at this short video right now!

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Teaching with Technology Forums on May 14&16, 2013

Posted on May 7, 2013 by Hiroyo Saito

Our group is hosting two spring technology forums: one with a focus on Classroom Technology (5/14, 1:30pm), another with a focus on Digital Media (5/16, 1:30pm). Please come and see how faculty in many disciplines are using technology to improve pedagogy. These forums are open to the public.

Teaching with Technology Forum:
- Enhancing Pedagogy through Classroom Technology 

TWT_Forum2013Date & Time: Tuesday, May 14th at 1:30pm
Location: Stokes Auditorium
Faculty Presenters:
Joshua Schier “Flipped Classroom”
Maud McInerney, Zachary Oberfield, Rob Scarrow & Rich Freedman “Tablets in Teaching”
Curtis Greene & David Lippel “Improving Student Presentation Skills Using Panopto and Swivl”

Please see our Teaching with Technology Forum web page for details.

 

 

Teaching with Digital Media Forum:
- Enhancing Pedagogy through Digital Media

TWDM_Forum2013Date & Time: Thursday, May 16th at 1:30pm
Location: Stokes Auditorium
Faculty Presenters:
Maris Gillette “Digital Video and Sensory Ethnography”
Vicky Funari “Advanced Documentary Production”
James Krippner “Introduction to Historical Documentary”
Imke Brust “German Short Film”

Please see our Teaching with Technology Forum web page for details.

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Tablet Program Updates

Posted on April 8, 2013 by Hiroyo Saito

This semester, six faculty members are participating in the tablet for teaching program and trying out an iPad to enhance pedagogy. The participating faculty members are:  Zachary Oberfield (Political Science),  Maud McInerney (English),  Rob Scarrow (Chemistry),  Richard Freedman (Music),  Karl Johnson (Biology), and Craig Borowiak (Political Science).

We interviewed Maud McInerney last week and asked her to share her experience using an iPad so far.

(Recorded and edited by Corey Chao, Instructional Technology and Training Specialist.)

The iPad has also allowed her to mark her student essays paperlessly and organize them. Now, she can even grade her students’ essays on the train without carrying a stack of paper, she says.

The tablet program participating faculty members will be sharing their experiences at the Teaching with Technology Forum on Tuesday, May 14th from 2-4pm. If you are interested in hearing more about their experiences, please join us!

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Highlights from Flipped Classroom Roundtable

Posted on February 26, 2013 by Sharon Strauss

In the last few years, the idea of the “flipped classroom” has been getting a lot of attention. But what is a flipped classroom? How does it work? What tools do you need to flip a classroom? Might you want to flip your classroom? What are the experiences of students in classes that have been “flipped?”

On January 18, about 20 faculty and staff members met in Stokes 102 for to discuss these questions during a round-table hosted by ITT. Elizabeth McCormack, Chair Professor of Physics, Bryn Mawr College, “flipped” her sophmore level Physics class and led the discussion by sharing her research and experiences.

For those that might not be familiar with the term “flipped classroom”, Wikipedia has a helpful summary.

Flip teaching (or flipped classroom) is a form of blended learning which encompasses any use of technology to leverage the learning in a classroom, so a teacher can spend more time interacting with students instead of lecturing. This is most commonly being done using teacher-created videos that students view outside of class time.

Although Wikipedia and others defining the flipped classroom discuss how technology can change the dynamic, the idea of flipping is primarily about pedagogy and culture rather than technology. The central question is about what works best in the classroom, what works best outside of the classroom, and how to restructure a course to make the most effective use of time together. These questions are not new, but technology provides new tools (i.e. lecture capture, screen capture, podcasts) for delivering information to students. Meanwhile, both students and teachers have strongly held ideas about what works best in the classroom versus what works best at home that feed the current norm of lecturing during class and doing problem sets outside of class.

The January 18 round-table explored how flipping a class can work. When McCormack decided to try flipping her class, the main flipping she did was to have students was to listen to podcasts and then to work on problem sets during class. She found that flipping is not a straightforward process, and that students appreciate some lecture to highlight the context and main points to a lesson. “There was a lot of push-back from students.” McCormack said. Her students asked, “‘Professor McCormack, how would you feel about lecturing?”

The process of flipping her class led McCormack to a number of discoveries. In addition to finding that many students want some amount of lecture, she also found that students often need help understanding a text. Reading a Physics text is hard and students need help understanding the text. Students “had trouble understanding what they did not understand.” said McCormack.

As she became more aware of how her students were learning, McCormack started thinking in terms of not just what to teach in the class versus assign for outside work, but what students should learn individually versus learn in groups. For optimal learning, her students needed to work both independently and in groups; they need independant work to grapple with the issues initially, but then through group work they can deepen their understanding. This issue of what to have students work on independently versus what to work on in groups became a key part of how she structured her course. She came up with guidelines for what to do in groups versus individually, and what to do in class versus out of class.

She found herself looping between individual and group work, as well as learning about what works best in and out of the classroom. There was much discussion about this issue. Some felt that too much group work dilutes learning for weaker students, as the weaker students can lean too much on more fluent peers. There were also a lot of different ideas about how assignments can be structured to encourage students to tease apart what they know from what they think they know. Still, this notion about individual work versus group work was a key element of McCormack’s findings.

Individual vs. Group

Overall, what did McCormack learn from flipping her sophomore Physics class? A number of things.

  • Flipping is a lot of work for the instructor and the students.
  • Ideally, the instructor will record videos of what would be the lecture. McCormack found some ready made podcasts on the materials she taught.
  • Flipping the class better let her see how students learn. Just having them read the textbook is not enough to have them understand content. They need to understand how to interpret that content.
  • Students learn best by a mix of individual work, group work, and whole class work.
  • Given her limited experience, she is not in a position to say if students learn better in a flipped classroom than a more traditional classroom, but her flipped sophomore physics class did at least as well, overall, as other classes she has taught.

The round table was almost entirely focused on pedagogy, but methodology is important. McCormack used her iPad with Doceri for her class presentations. Doceri is an app that helps you present from an iPad, by providing a way mirror the iPad screen to a projected computer and also letting you annotate your iPad display.

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Say hello to your personal videographer: SWIVL!

Posted on February 15, 2013 by Nick Costa

Have you ever presented in front of an audience and have to go through the troubles of finding someone readily available to operate a camera?  Or do you find yourself wishing you were able to archive your presentation/lecture as you walk about the room?  Well ITT would like to introduce you to your new pocket-sized personal videographer: SWIVL!

video provided by SWIVL

SWIVL is a device that gives users the ability to connect a video camera to a base that will track your movements as you move about the classroom, removing the need of camera operators!  Simply clip the remote/microphone to your clothes, and SWIL will follow you as you move about the classroom.  SWIVL can be used for student presentations, guest speakers, digital storytelling and even with our lecture capture system, Panopto.

video provided by SWIVL

SWIVL can be used with users iPhone (4/4s, 5 with 30 pin/lightning adapter), iPod Touch, or handheld camcorder (FLIP, or similar).  Users can also use the Panasonic HDC-TM40 camcorder available for checkout as a stand-alone recorder, or as a USB camera when connected to any classroom iMac running Panopto.

If you’re interested in using SWIVL, e-mail the ITT Group !

For more info on SWIVL, visit SWIVL’s support page.

 

Recently SWIVL has successfully funded a Kickstarter campaign for SWIVL 2.0, a new and improved SWIVL that will also support iPad, DSLR cameras, as well as give users the ability to control the base via a mobile device app via Bluetooth or WiFi connectivity!  We think that SWIVL 2.0 will improve the number of Panopto users, strengthen the ever-growing tablet device initiative(s), as well as become a new tool for our population heavily involved in Video Production.  SWIVL 2.0 will be available to consumers Q3 of 2013.

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Lecture Capture Roundtable

Posted on January 24, 2013 by Sharon Strauss

On January 18, ITT hosted a roundtable discussion about our Panopto lecture capture system. The roundtable was attended by a mix of faculty and support staff, some who have currently using Panopto and some just considering it for future classes or other applications. During the hour long conversation, attendees shared their ideas, successes, and difficulties regarding lecture capture.

Fran Blase, Associate Professor of Chemistry, has been using Panopto for three semesters It was her Teaching with Technology proposal in Spring 2011 that brought lecture capture software to campus. Blase and co-teacher Joshua Schrier, Assistant Professor of Chemistry, present ideas and drawings to chemistry students via an interactive pen tablet. During each lecture, their words and keystokes are recorded using our Panopto lecture capture software. Students can then review lectures at any time via their Moodle course site.

Blase started using the lecture capture system after students came to her office hours with totally incorrect lecture notes. Lecture capture resolves this issue. Students become more relaxed about taking notes because they know they can always review her lecture recordings if they needed to. Blase observed that attendance has not dropped at all since she started recording her lectures. However, for student that must miss lecture due to illness, sport meets, or other reasons, the recorded lessons are a huge help. Blase is a big proponent of lecture capture, and has share her experiences at several technology forums and other venues–including this ITTerations blog post profiling Blase.

While Blase and Schrier use the traditional lecture capture idea of recording lectures for students, Heidi Jacob, Associate Professor of Music, turned the camera on her students so they could see and hear themselves playing music. Jacob talked about how Panopto makes it easy to record students and give students access to those recordings. Students can then watch themselves and see how they want to modify their works. While it is difficult to judge exactly what impact these recordings have had, Jacob believes they made a big difference. She talked about how some students that struggled with the music early on had improved considerably by the end of the semester. She felt these students improved far more than other students she had taught in the past, that seemed to have similar difficulties mastering the music.

Jacobs observed, “Without tapings, students are too busy playing to hear themselves. This (recording students) really has improved their performances.”

Although students were resistant to get recorded at first, they soon came to demand access to the recordings. If Jacob took longer than usual to post the recordings, students would ask her for them.

Blase and Jacob came to the round-table as experienced Panopto users. However, others came just to learn more about the subject and get new ideas. A few potential uses included sharing lecture recordings (from Blase and other Chemistry courses) with the Chemistry Questions Center, creating tapes for use in a “flipped classroom” so that students view lectures at home and do “homework” in class–and even reusing lectures from year to year, and recording math “chalk talks” in much the same way Jacob recorded student performances. Each of these scenarios posed unique challenges, which the group discussed and sought to resolve. For example, the “chalk talks” require a good video of the chalkboard, and might require a person–possibly another student in the class–to shoot the video.

Our license allows anyone on campus to use the Panopto lecture capture system. If you are interested in learning more, see our web page about lecture capture or contact the ITT group.

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Summer & Fall 2012 ITT activity summary

Posted on January 10, 2013 by Hiroyo Saito

During summer & fall 2012, we made a lot of changes to improve every aspect of our services; Classroom & Instructional Technology, Digital Media, and AV services. It is the IITS practice to write a report for each semester. This time, we are sharing our report via our blog. There are separate blog articles for LMS (Moodle), Digital Media, and AV services with more information.

CLASSROOM & INSTRUCTIONAL TECHNOLOGY
iPad wireless projection
This fall, with help from the Client group, all the classroom computers got a program called “AirServer” that allows you to wirelessly project your iPad. Ken Kolton-Fromm and Mark Schofileld are two of the faculty members who used the technology. They shared their experiences at this fall’s Teaching with Technology Forum on Dec. 19th, 2012. Recordings of their presentations are available on our blog. We will continue to work on improving this service.

Clickers
We continued to offer clickers – student response system – to faculty who wanted to incorporate them into their classes. This fall 2012, Bret Mulligan (Classics, 18 clickers), Joey Ochoa (Physics, 51 clickers), Alex Norquist (Chemistry, 118 clickers), Ellen Gasparovic (Math, 49 clickers) used them. On Oct.23, 2012, we had a clicker roundtable discussion session to share experiences and tips. Clickers were also used at the monthly faculty meetings.

Panopoto - lecture capture system
This past fall was the third semester we used Panopto. As we wrote in our previous blog post, Panopto was used across disciplines for multiple purposes this fall.  There were 907 views (142 were unique views), and over 3,311 minutes viewed throughout the Fall 2012 semester. Fran Blase and Joshua Schrier’s Chemical Structure and Bonding course had the most views with 196. See who used Panopto and how it was used in a separate blog article.

Blackboard to Moodle
This past summer, Haverford completed our two year migration to Moodle. Thanks to everyone, the transition went smoothly. This fall, about 50% of academic courses in Moodle were made available to students. See the separate LMS report for more detailed information.

DIGITAL MEDIA
New Equipment
To support digital media projects, we purchased many video cameras, still cameras, and accessories.

New Media Equipment Check-out System
To streamline the check in/out process, with help from Magil Library, we entered all the publicly loanable media equipment to the Library’s Tripod system. Now you can see which equipment is available from the IITS website and you can stop by in the ITC (Stokes 205) to check in/out the equipment.

New Video Platform- Kaltura
To make it easy to share video materials for classes, we added the video platform, Kaltura to Moodle. It allows faculty and students to share video materials very easily.

ITC (Instructional Technology Center)
This past fall, we expanded the ITC hours. We extended the ITC hours until midnight, instead of 11pm from Sunday to Thursday. We also opened the ITC on Saturdays from 2pm-7pm. We did this to accommodate the students who wanted to edit their videos using FinalCut Pro and also give more hours for our patrons to check out/in the media equipment.

We also added a few software programs that our students requested: Toast 11, TV Animation Pro, Adobe After Effect CS6, and DVD Snap 3. See the separate Digital Media report for the digital media projects, media equipment usage date, and ITC usage data.

AV SERVICES
During summer and fall 2012, we upgraded/ installed AV systems in some classrooms, dormitories, and offices. We also supported 259 events that involved AV. Please see the separate AV report for the details of the AV installations and upgrades, and event support.

We are always looking for ways to promote the use of instructional technology. This past fall, we started planning roundtable discussion sessions and this blog to share ideas, practices, and services.  As of today, we had 248 unique visitors for this blog.  We organized our semi-annual Teaching with Technology Forum focusing on the use of tablets in teaching on 12/19/2012 and we had more than 50 people at the event. We hope to continue to improve our service to better serve the community.  If you have any feedback on our services, please let us know.

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Summer & Fall 2012 ITT activity summary – Digital Media

Posted on January 10, 2013 by Corey Chao

OVERVIEW
Last semester, the ITT group supported a broad range of digital media projects, from individual trainings for small-scale independent student projects, to course presentations and office hours, to implementing a wholesale overhaul of our video production infrastructure.  The following is a summary of that work, and of the use of our resources by others on related projects.

INSTRUCTIONAL TECHNOLOGY CENTER
The Instructional Technology Center is a public computer lab that provides access to a broad range of equipment and software, particularly to digital media production tools not available elsewhere on campus.  This semester, the ITC saw an average of over 380 users per week, with Monday, Wednesday and Thursday seeing the most usage. Generally, the hours of 11am-1pm and 2pm-4pm were the busiest.

FIGURE 1. Attendance in the ITC was measured, more or less on the hour, by ITC student workers, then averaged here. The shade of blue indicates the number of measurements made (and thus the accuracy of the average). The size of the text is a visual aid corresponding to the relative size of the measured attendance.

The lab was a frequent working site for classes, too.  Over the semester, 9 separate courses made repeated use of the space, leading to an average of 24.5 classes per month in the ITC.  Those classes spanned many disciplines and made use of a range of programs. These data do not include course-specific work outside of class time, nor do they reflect the demand on our facilities by Haverford students taking specialized classes at BMC or SC.

FIGURE 2. This graph indicates the number and names of classes held each month in the ITC.

Figure 3 shows the software use, by hour, over the past semester. Generally, the use of internet browsers far surpassed the next heaviest used application (iTunes).  Interestingly, multimedia software (~460 hrs) was more heavily used than the Microsoft Office Suite (~300 hrs), and registered more than twice the time as PDF reading and previewing programs (~160 hrs, without data for Preview).

FIGURE 3. This figure includes most applications installed on the ITC computers. Total and Average Usage Time are measured in HOURS:MINUTES:SECONDS.

INFRASTRUCTURE IMPROVEMENTS
We purchased three new tiers of video and still cameras for general circulation.  The basic tier provides a durable image and minimal manual control, intended for quick, beginner video/photography endeavors.  The intermediate tier includes video cameras with expanded manual controls, a DSLR camera and detachable lenses, and Sony A1U camcorders recently retired from our course reserve.  The advanced tier, intended primarily for courses focusing on video production, now includes 5 Panasonic HMC-150 cameras.  This upgrade was accompanied by our implementation of a new check-out system.  With help from Magil Library, our loanable gear is now managed and borrowed through the Tripod system (see the following section for more information).

The acquisition of these cameras (none of which, except the A1U’s, use video tapes) and, as described later, a pair of Teaching with Technology grants prompted us to equip our lab to accomodate students working with tapeless video.  The “renovations” mostly included a rethinking of workflow (Where and how many times should students save this fragile digital media? How will that change with a larger/smaller class? With collaborative projects?), but also included some technical improvements: a public, read-only hard drive in the lab, more memory in our video storage server, and a collection of loanable hard drives.

We also added a few programs requested by students and faculty: Roxio Toast 11, TV Paint Animation Pro, Adobe After Effects CS6, Treeform, and DVD Snap 3.

To make it easier to share video materials for classes, we added the video platform, Kaltura to Moodle.  This powerful add-on allows instructors to add video resources to their course Moodle pages, and to create “video assignments,” through which students may submit videos they’ve produced or found online.

LOANABLE EQUIPMENT
This past summer, we entered a large pool of our equipment into the Tripod lending system, and trained our student workers to manage check-outs and returns. Loans to students made up only 60% of the total, indicating, interestingly, a large demand by faculty and staff on our resources.  Video cameras and accessories (including those held in Course Reserves) made up about half of our total loans, followed by audio recorders, PC mics and cameras, and still cameras.  The following two figures categorize our 284 equipment loans last semester, first by patron type, then by equipment type.

.  

The Course Reserve category includes gear set aside for use only by students enrolled in specified class.  In this case, the loans in that category included the new Panasonic HMC-150 video camera kits, and were lent entirely to students in Professor Maris Gillette’s Visual Anthropology class.

TEACHING WITH TECHNOLOGY CONSULTATIONS
Three faculty TWT proposals requested equipment and infrastructure for digital media projects.  We consulted each, to varying degrees, and have helped install and manage many of the awarded equipment/software.  Awards included a DSLR; new video production equipment, primarily cameras, mics, field recorders, and lights; animation software; an ink plate printer; and a Sony NEX-FS video camera.

CENTER & COURSE COLLABORATIONS
Many of the digital media projects we facilitated were connected to particular assignments or campus Center initiatives.  In some cases, our involvement was limited to a single class info session and individual support for interested students; on other occasions, we led several technical workshops and held focused office hours to produce a very specific assignment; and in one instance, we provided frequent technical support, in-class and out-of-class tutorials, and individual critiques.

Course: Bodies of Injustice, Carol Schilling
Demonstrated several presentation tools, including Prezi, Storify, and Digital Storytelling, and led discussion of their particular narrative strengths.

Course: Visual Anthropology, Maris Gillette
Designed a video post-production workflow to accomodate tapeless shooting and editing.  Provided training on Final Cut Pro 7 software and various professional video equipment. Hosted frequent night and evening office hours, and participated in class critiques.

Course: Origins of the Global South, James Krippner
Designed a set of assignments that facilitated the production of archive-rich videos.  Provided training on iMovie software, accessing creative commons audio and video resources, and using digital video cameras.  Hosted additional night and evening office hours, and participated in class critiques.

Course: Elementary German, Imke Brust
Provided training on iMovie software, accessing creative commons video resources, and using digital video cameras.

Course: History of German Colonialism in Africa and Afro-Germans, Imke Brust
Provided training on iMovie software, accessing creative commons video resources, and using digital video cameras.

Course: Astronomical Ideals, Beth Willman
Provided training on Audacity software, accessing creative commons audio resources, and using digital audio recorders.

Course: American Autobiographies, Theresa Tensuan
Co-demonstrated several presentation tools with Magil’s Digital Scholarship group, including Prezi, Omeka, digital video, and an online comic creator, and led discussion of their particular narrative strengths.

Course: History of the Jewish Image, Ken Koltun-Fromm
Co-demonstrated several presentation tools with Magil’s Digital Scholarship group, including Prezi, Storify, Omeka, digital video, and an online comic creator, and led discussion of their particular narrative strengths.

Our collaborations extended beyond the classroom.  Earlier in the summer, we co-led an intensive digital storytelling workshop for students returning from Center for Peace and Global Citizenship sponsored internships.

We also co-launched an initiative we’re calling SAVE AS:, along with the Library’s Digital Scholarship group, Tri-Co Digital Humanities, and the Hurford Center for the Arts and Humanities, that engages practical, technical, artistic and scholastic issues sprouting from the growing use of digital technologies in the academy.  We led a series of short lectures (“Lightning Talks”), a wide variety of workshops, and a guest lecture by Peter Decherny, a professor of copyright law.

Apart from these projects, we had a pleasant variety of impromptu meetings and individual trainings over the course of the semester, which we continue to encourage.

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Summer & Fall 2012 ITT activity summary – AV services

Posted on January 10, 2013 by Roger Hill

I. AV Event Support

From June 1, 2012 – December 31, 2012, we supported 259 events. We divided them into 6 categories:

  • Audio setup:  An event where public address equipment must be delivered, set up, and broken down because the room does not have sound capability installed.
  • Projector Deliveries:  An event where a projector must be delivered, set up, and broken down because the room does not have a permanent projector installed.
  • Taping; Events which required a technician to set up a video camera and videotape the event.
  • Onsite projector Support:  An event in self-service classroom where a technician was requested be present at the beginning of the event to ensure that the projector and classroom computer or laptop is functioning properly.
  • Complex AV support:  Technically complex events requiring one or more technicians to be present for the event and where 2 or more technologies are in use:  multiple microphones, audio mixing, lights, videotaping, and/or projection for multiple presenters.
  • Other:  Miscellaneous activities in support of an event

Number of AV event requests by Category (Total: 259 event from 6/1-12/31,2012)

Audio Setup by departments

Audio Setup by Locations

Projector Delivery Requests by Departments

Projector Delivery Requests by Locations

Videotaping Requests by Departments

Videotaping Requests by Locations

Onsite projector/computer support requests at the beginning of the events by Departments

Onsite projector/computer support requests at the beginning of the events by Locations


Complex AV support requests by Departments


Complex AV support requests by Locations

Miscellaneous AV support requests by Departments

Miscellaneous AV support requests by Locations

Events by Month (Note: This report is only from June 1, 2012 – Dec. 31, 2012)

Events by Day of Week

Average Duration (hours) of AV support by Category

II. AV Installations, Upgrades, and Repairs 

During summer and fall 2012, we upgraded or installed AV systems in some classrooms, dormitories, and offices. Here is the list of AV installations and repairs.

AV New Installations
New AV system installation: Woodside Cottage, Stokes 004 training room, KINSC H110 Lab, Union MacCrate, and KINSC L310.
2 Flat-screen TV installations:  OAR offices
12 Flat-screen TV and 8 DVD player installations:  Kim and Tritton dormitories
1 Flat-screen TV and DVD installation:  Lunt dormitory lounge
Cable TV installation/activations: Kim, Tritton, and Lunt dormitories

Major Repairs/Renovations/Upgrades: 
Replaced Hall 6 screen, KINSC H108 projector, DVD players in Hall 7 and Gest 101, power conditioner in GIAC Arena.

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