   Startup files sh,ksh: /etc/profile (out-of-the-box login shell settings) /etc/profile.local (addtnl. local system settings) ~/.profile (addtnl. user customized settings) ~/.kcshrc (non-login shell user customization) bash: /etc/profile (out-of-the-box login shell settings) /etc/bash.bashrc (out-of-box non-login settings) /etc/bash.bashrc.local (global non-login settings) ~/.bash_profile (login shell user customization) ~/.bashrc (non-login shell user customization) ~/.bash_logout (user exits from interactive login shell) csh/tcsh: /etc/login (out-of-the-box login shell settings) /etc/csh.login (non-login shell customizations) /etc/csh.login.local (global non-login settings) ~/.login: (login shell user customizations) ~/.cshrc: (non-login shell user customizations) ~/.cshrc.logout: (non-login shells at logout) ~/.logout: (read by login shells at logout)
View full slide show




Student Guide Links to the WebAssign Student Guide are available on your Login page and after logging in. The Student Guide explains how to: • Access and open assignments. • Answer various types of questions. • Ask your teacher for help. • View scores and grades. • Find additional resources.
View full slide show




Student Guide Links to the WebAssign Student Guide are available on your Login page and after logging in. The Student Guide explains how to: • Access and open assignments. • Answer various types of questions. • Ask your teacher for help. • View scores and grades. • Find additional resources.
View full slide show




Student Guide  Links to the WebAssign Student Guide are available on your login page and after logging in. Please read over the guide so you are familiar with:  How to access and open assignments  How to submit answers to various types of questions  How to ask your teacher for help  How to view scores and grades  How to find additional available resources
View full slide show




Student Guide  Links to the WebAssign Student Guide are available on your login page and after logging in. Please read over the guide so you are familiar with:  How to access and open assignments  How to submit answers to various types of questions  How to ask your teacher for help  How to view scores and grades  How to find additional available resources
View full slide show




Writing Intensive Course Rubric 2=Acceptable 1=Unacceptable Writing assignments are incorporated as an integral, ongoing part of the course, and the writing assignments are effectively integrated, structured, and sequenced in a way that clearly articulates how it helps students improve their writing Writing assignments are not incorporated as an integral component of the course, writing assignments are not structured and sequenced in a way that can help students improve their writing in any clear way From the course syllabus and course assignments, it is clear that students have many opportunities to receive constructive criticism on drafts, and the opportunity to revise their work, particularly drafts of longer projects. From the course syllabus and course assignments, it is unclear whether students have many opportunities to receive constructive criticism on drafts, or the opportunity to revise their work, particularly drafts of longer projects. From the course syllabus and course assignments, it is clear that assignments and course planning devote ample time for students to reflect on their writing and their intellectual growth. From the course syllabus and course assignments, it is clear that assignments and course planning do not devote any time for students to reflect on their writing and their intellectual growth. As stated in the course syllabus, written assignments are a major component of the course grade. The course syllabus clearly and amply explains the writing-intensive nature of the course and contains a detailed schedule for writing assignments and revisions. Written assignments are not a component of the course grade. The course syllabus does not explain the writing-intensive nature of the course and does not contain a schedule for writing assignments and revisions. The Writing Intensive Course has at least one rubric created for grading writing assignments and the rubric is distributed to the students before the writing assignments are due. The Writing Intensive Course has no rubric, and thus no rubric is distributed to the students before the writing assignments are due.
View full slide show




Discussions Changes Cont.  The Topic Score Details screen now has a more consistent appearance everywhere you can access it: ◦ ◦ ◦ ◦ ◦ Assess Student link in the context menu of a thread or reply post. Topic Score link on the Users tab of the Access Topic area. Student link on the Assessments tab of the Access Topic area. Submissions button in the Grades tool on the Enter Grades grid. Submissions button in the Grades tool on the Grade Student page. The Top Score Details screen is available when you click the student’s name from the Enter Grades area. ◦ Submissions button from the Grade Category page, available when you click Grade All from the context menu of a category from the Enter Grades or Manage Grades areas. ◦ Submissions button from the Grade Item page, available when you click Grade All from the context menu of a grade item from the Enter Grades or Manage Grades areas. ◦ Note: There is one Topic Score Details screen that didn’t change, when you select a post from a topic, then select More Actions -> Assess, and access it from here.
View full slide show




Consolidation Collate info from many customers to discern patterns. SUBMISSIONS Consolidated Work Models Merge the work models to reveal common strategies and individual differences. It’s sometimes unclear whether assignments have been successfully posted to student drop-boxes. The size limit for submitted assignments sometimes makes it difficult to submit program files using databases or images. Instructors are not consistent about assignment deadlines, with some permitting late assignments and some forbidding them. Some instructors post assignments on the system, but most still provide hard copies in class. SECURITY Having assignment grades posted on the system as soon as they’re ready is convenient, as long as it’s secure. Separate logins are not required when students shift from one course’s dropbox to another’s. USABILITY Many icons are provided, but they’re small, often obscure, and have long delays before tool-tips appear. Students may use drop-box to submit early assignments, but must notify instructor by e-mail of having done so. Instructor may toggle descriptions on (making interface crowded) and off (hiding info from users). Users may post profiles that include a photo, a list of interests, and contact information. NOTIFICATIONS Instructors may input settings so graders are notified when students submit assignments. Grade screens use Student may access extremely small font, schedule of all events allowing display of (including due dates) large classes without occurring in the next much scrolling, but two weeks for all of damaging readability. student’s classes. Team assignments are Calendar arrangement System automatically Most pages include now permitted, but of due dates is logs out students and help documents it’s confusing whether confusing, allowing instructors after explaining the team members can instructor to list fifteen minutes of purpose and usage of overwrite each assignments above inactivity. the fields on those other’s submissions. their due dates. pages. Student profiles list first and most recent access times, but do not log all uploads and downloads. CS 321 Lesson Two Understanding Interaction Page 11 CONSISTENCY Students report increased levels of interrupted service when uploading assignment files from off campus. Affinity Diagram Instructor may post announcements to individual students, project teams, and entire classes. Calendar of upcoming assignments may be displayed for one class or for all classes. Instructors may retrieve logs of every participant’s access to their account for a particular class. Chart a hierarchical diagram (often wall-sized) to reveal the scope of the problem across all customers.
View full slide show




Module 2: NEST Menu Instructions: Select the question buttons to learn more. Introduction What is NEST used for? Who uses NEST? Do I need to request access to NEST? How do I access NEST? staff andusing students can access NEST instantly with theirLearning University •Faculty, If you need help check outfor our learning resources. Students NEST is the primary portal Montclair State It is resources a You can access NESTacademic byNEST going to montclair.edu/nest and University. logging in with The Student Lifecycle •NetIDs can be found on the Learning Resources web page. Users also contact the IT Faculty single-sign portal that provides access to many different student, your Univeristy NetID and password. and on passwords. You may need to request access forcan additional • Staffand Service Desk for applications. assistance: 973-655-7971 or [email protected] faculty staff NEST features to be added to your NEST portal. Some of these features will Students will use First-time NEST for everything fromaccess registering classes, require training. students must NEST for with their CWIDs Banner accessing their degree audit, paying their tuition bill, accessing their and PINs aid theinformation first time they log in. After paying their student deposit, financial and more. 25 Live first-time students can then sign up for their University NetID and Faculty will utilize NEST to view their class rosters, attendance Degree Works password. After the students NetIDs, this becomes verification and input grades have at theregistered end of thetheir semester. Recruiter their primary login for NEST. Employees will have varying uses for NEST depending on their role. Employees can use NEST as the access point for applications such TouchNet as Banner, 25 Live and Degree Works with more functionality being added ODS and Cognos as time goes on. Need help using NEST? Test Your Knowledge Next Steps previous next
View full slide show