You are currently browsing the category archive for the ‘Resources’ category.

students standing at top of mountain

I wrote this post a couple of years ago and I want to share it again because the resources are so valuable.

Getting students in gear for learning is really about preparing students to become active agents in their own learning—both engaged in and accountable for the process.

As with creating courses, the course objectives are the first step. Before we go there, here are some guiding questions:

  1. How do you know if your students are understanding, comprehending, and learning their course reading material?
  2. How do you get your students to do the readings?
  3. How do you know your students are learning and absorbing content?
    Guess what? They may not know either!
  4. How do I help students be accountable for their learning process? I propose that with consistent assessment and evaluation deeper learning can happen.

So how do we do this? Remember, as mentioned above:

Evaluation needs to connect to learning objectives.

As you start this process, ask yourself, why are you evaluating?

  • To make sure that students prepare for classroom discussion? (formative)
  • To prepare students to succeed on class exams? (summative)

Here are a few tools for evaluating student learning:

  • Anonymous quizzes for "just in time teaching" (JiTT) – formative assessment
  • Readiness assessment tests (RATs) or online mid-semester and end-of-year survey (ungraded) – formative assessment
  • Pre- and Post- exams (graded) – formative and summative assessment
  • Using iClickers in the classroom – formative assessment

Examples and resources for preparing students to succeed and help them get to know their learning process:

Reader's Guide
http://www.facultyfocus.com/wp-content/uploads/images/readers-guide.pdf
Developed by Tiffany F. Culver, PhD, this reading guide is a great tool that you can adapt and give to students as a road map to help them understand what they’re reading. It’s broken down into three parts: Planning (preparing students to focus), reading (how to read – techniques to help with retention), and evaluating (promoting critical thinking). This 1-page guide (2-sided) is helpful to all students and makes reading accessible and efficient. It also makes me wish I had something like this when I was in college!

Reading Strategies
http://www.mindtools.com/rdstratg.html
In this blog post, MindTools authors provide helpful tips and resources for pulling out the important information when reading (including info on mind-mapping for active reading). What I like about this post is that it breaks down the process of "reading efficiently by reading intelligently" and looks at how reading techniques change based on the type of material that is being studied.

Using Reading Prompts to Encourage Critical Thinking
http://www.facultyfocus.com/articles/effective-teaching-strategies/using-reading-prompts-to-encourage-critical-thinking/
In this article on Faculty Focus, Maryellen Weimer, PhD reviews highlights from Terry Tomasek's book, The Teaching Professor and takes a look at using reading prompts to help students read and write more critically. The prompts in the book are organized into six categories: making connections, interpretation of evidence, challenging assumptions, making application, and mechanics.

Making the Review of Assigned Reading Meaningful
http://www.facultyfocus.com/articles/effective-teaching-strategies/making-the-review-of-assigned-reading-meaningful/
In this article, Sarah K Clark, PHD gives us four strategies to promote meaning-making when reviewing assigned readings. I really appreciate her candid writing about the importance of engaging students. Sarah shares techniques and ideas that have been helpful to her in her class: “the top ten,” secondary sources, journaling, and divide and conquer (for larger size classes)

Key Terms: Assessment
http://blog.bokcenter.harvard.edu/2012/02/08/key-terms-assessment/
In this blog post from the Bok Center at Harvard University, assessment is highlighted and examined. This post offers some assessment-related tips. Here is another from the Bok blog that speaks directly to the question "How Do We Measure Learning?" http://blog.bokcenter.harvard.edu/2012/03/05/how-do-we-measure-learning/

Authentic Learning
A Primer_ Diagnostic, Formative, & Summative Assessment.pdf
Marilyn M. Lombardi talks about the important role of assessment in relation to successful teaching and learning in this Educause Learning Initiative paper – Making the Grade: The Role of Assessment in Authentic Learning.

On-campus Help
And remember the Writing Center at UVM (http://www.uvm.edu/wid/writingcenter/), and the UVM Learning Co-op in Living/Learning (http://www.uvm.edu/learnco/). These are helpful resources on campus to share with your students to help enhance their writing skills and to get assistance with studying.

Next Steps:

If you would like to sit with a member of the CTL to talk about ways to use these tools to assess your students, request an appointment by emailing ctldoc@uvm.edu. If you would like to contact me (Henrie Pazamor) directly, send me a note at hpazamor@uvm.edu.

It’s that time of year when “senioritis” runs rampant and many students are either avoiding the need to search for a job or they’re not sure how to begin. Tomorrow, April 11th, we’re spring blossoms from 2013 offering a workshop in collaboration with the Writing in the Disciplines Program called Writing your Cover Letter or Resume/Vitae.  The two-hour workshop—from 9:30-11:30 in Room 303, Bailey/Howe Library—is open to UVM graduate students and faculty who are interested in these topics.
» Read more here.  

If you are unable to join us tomorrow, but are interested in sharing some resources with your students, then take a look at the UVM Career Center website or, better yet, send your students to the workshops and walk-in hours at the NEW Career HUB at the Davis Center.

The undergraduate/graduate student job search resources are:

Also, a new academic planning tool is available to help with the current round of student advising! The 4 year plan is a wonderful tool on the Career Center site to help faculty advise students throughout their time at UVM and also assist with the plans for a future career.

There is a great set of resources on the Career Center site to help graduate students with their future planning as well.  Example CVs are available and information about searching for an academic career.  

Good luck on your searches and be sure to take advantage of all the great resources available on campus.

 

 

booksBooks upstairs, books downstairs, books in the office, books from the library, books I read long ago, books I’ve winnowed out to donate to the local book sales…I’ve always wanted to catalog them. When Goodreads came along a few years ago it seemed like the perfect answer: enter a title or ISBN and it searches the web and downloads the data. But even that seemed too cumbersome. The introduction of the Goodreads app for iPad helped as you can at least scan an ISBN UPC code, but creating new entries any other way requires use of the website version. The data it collects, or allows me to add manually after the fact, is not quite the type of data I wanted to be recording. (Do I really care if the tech manual I’m reading is written in 1st, 2nd or 3rd person perspective–probably not.)

Enter Book Crawler. It’s an iPad/iPod/iPhone app that may finally make the project of cataloging the library practical. It has a built-in scanner (using the iPad’s camera) but also offers several ways to enter data if the ISBN barcode is not available. You can type in a title, author, ISBN, LCCN or OCLC code and it will search Google Books and Worldcat to find the rest of the data. You can even add an author’s name and see a list of all their works, then select the ones you choose. It has a good range of data fields including one for whether or not you currently own the book, as well as several customizable fields. For example, I added a ‘location’ field to record whether the book was shelved at home, at work, or from one of several libraries.

You can put your book in Collections that you create, then sort your library based on those Collections. You can also create and associate Tags.

It is Goodreads ‘aware’ so once a book is added you can see any Goodreads reviews of the book, transfer your library to Goodreads and the reverse, and share your activity if you choose. If you care to share your activity with Facebook and Twitter there are options for that as well. You can backup your library to Dropbox, send it as an email attachment, or import and export the library as a .csv file.

And how practical is it to create a library? It took 8 minutes to take the books off the shelf, scan them , and put them back. It took an additional 5 minutes to type in OCLC codes or manually enter the 6 older books that did not have ISBN bar codes to scan, then to select the ‘at work’ location field for all 54 books. Maybe this weekend will be the true test–cataloging the home library!

A bit more about Goodreads: Goodreads was designed as a social media system with the main intent being sharing with others your reactions about what you are reading. You can write reviews and read others’ reviews, see what your friends who use Goodreads are reading, even see what’s being reported as read in your local community. The data that you add about each book tends towards things like tone, genre, pace, subjects, writing style, etc. Unlike Book Crawler, there is an Android version. Also, storage of your library is on Goodread’s own site which means if you are offline it will show you a list of your books but no details. Book Crawler does not need to be online to access your library or add books manually. It requires a Dropbox site if you want to make backups, although you can send your entire library as an email attachment. Neither Goodreads nor Book Crawler can automatically collect cataloging information from your Kindle, iBooks, or other ereader libraries, though Goodreads will give you access to a selection of free ebooks that you can download and store in its “My eBooks” area.

It often feels like there are not enough hours in our days to get everything done. To make life a bit more manageable, we need some system(s) and process(es) to help take the stress out of the workload.

Here are a few ways to help you manage your projects, large and small, and ultimately allow you to become more efficient:

Note: All links below will open in a new tab (or window, depending on your browser settings).

  1. Make a list of your priorities. Here are a few ways to do that:pencil and paper
    • Do a “brain dump.” Take a few minutes and grab a stack of sticky notes and write each task that comes to mind
    • Organize tasks by categories (e.g. home, work, class)
    • Choose a project to focus on
  2. To-do listSet some goals for yourself, organize your lists…
    • by priority (H-high, M-medium, L-low)
    • by project or location (work, home, school)
    • by deliverables (what is due first)
    • by importance (what matters most)
    • by time needed (how long will each task take to accomplish)

    Write down the tasks associated under each priority.

  3. Schedule your day! Follow this resource to learn how.
  4. For projects, plan out the pieces and parts – here is a resource to get you started.
  5. checking things off the list Read this blog post to find some resources to help get organized
  6. Cross off tasks as you complete them.
    • Keep your lists close by and easy to find
    • Use paper or find a program that helps keep you organized
    • At the beginning of each week update your plan and set some goals for the week
    • Every morning review your list to see what needs to be done (this also helps me get grounded for the day of work)
    • Delegate, schedule and, re-schedule anything that does not get accomplished

Resources to learn more:

Learn how to prioritize in 12 steps
http://www.wikihow.com/Prioritize

Prioritizing Projects in 3 steps
http://www.wikihow.com/Prioritize-Projects

Time Management for Students
http://www.cob.sjsu.edu/nellen_a/time_management.htm

Time Management: Tips to reduce stress and improve productivity
http://www.mayoclinic.com/health/time-management/wl00048

CTL Blog Post on Time Management (with links to task management tools: Wunderlist, Got Milk, Google Keep)
http://blog.uvm.edu/ctl/2012/12/17/time-management-resources/

Additional Task Management Tools:

We love Google books but, for research, often find its limitations frustrating. We love the many and varied digital collections that abound throughout the web but wish they could be used in a more seamlessly interconnected way. The vision of a national online library is as old (older?) than dpla-logothe web itself and in the last two years working towards that vision has been the goal of the Digital Public Library of America (DPLA), a group of people from libraries both public and academic, technology companies, government agencies, publishers and funding institutions.

Launching this week* the DPLA (http://dp.la) , according to well-known digital historian and current director Dan Cohen, plans to connect “the riches of America’s libraries, archives, and museums so that the public can access all of those collections in one place; providing a platform, with an API [application programming interface] for others to build creative and transformative applications upon; and advocating strongly for a public option for reading and research in the twenty-first century. The DPLA will in no way replace the thousands of public libraries that are at the heart of so many communities across this country, but instead will extend their commitment to the public sphere, and provide them with an extraordinary digital attic and the technical infrastructure and services to deliver local cultural heritage materials everywhere in the nation and the world.”

The DPLA is built on a growing number of service and content hubs, institutions that already have large collections of digitized materials. It seeks to go beyond becoming yet another digital repository however, by offering services to increase the size and uses of the collections. For example, it will provide transparent access to its code and metadata so that developers can create additional capabilities. Its hubs may also offer services to local heritage organizations to help them digitize and curate their collections. [See also Palfrey, John “What is the DPLA?“]

Given the experience and track record of its leaders, this project promises to be the kind of digital library we have been waiting for. Read more about the DPLA and it’s vision for the development of this ambitious and amazing resource at http://dp.la

 

*The public beta launch was scheduled for April 18, 2013 at the Boston Public Library. Given the tragic events in the area adjacent to the library, the launch has been postponed. Check the website for news of rescheduling.

We’ve recently had fun expanding our Media Resources page. There are new links to image collections, organized by Agriculture and Natural Resources, Art, History, Science, and General Collections. There are more video links, too. Read about copyright and fair use, and then go forth… as a kid in a candy store: www.uvm.edu/ctl/mediaresources.

Grid of four images

» Make a comment

It seems like we hear this more and more: “I’ve been crazy busy!” So, in the interest of getting to “sane busy,” I’m listing here what I think are some of the best work tools and techniques for time and task management:

  1. To-do List Apps: Write down everything you need to do for a particular list, prioritize your list, assign dates, take action, and then cross them off when done. Be sure to prioritize your workload. Work backwards from project due dates to set your deadlines and prioritize your tasks. For more help prioritizing your workload take a look at: http://www.wikihow.com/Prioritize-Projects.

    Here are some apps/websites to try:


    Remember The Milk

    Remember the Milk. Share lists, syncs across computers, tablets, smart phones (iphone & android), google calendar, gmail, outlook and twitter!


    Wunderlist. It has a simple and clean interface, ability to share /email your lists, and syncs with all of my computers and devices. Smart lists and notes here too.


    Toodledo

    Toodledo. A powerful tool when you are looking for robust task manager. Includes hotlists, filters, sorting, scheduling, notes, file attachments, sharing, time tracking, imports lists, alarms, and more. Syncs with multiple devices.


  2. Timers to help you stay on task. The Pomodoro Technique is a simple, effective approach to time management that chunks the work into “pomodoros” (or tomato, in Italian)—25 minute periods of focus—followed by short breaks. This is effective for projects that take a good deal of focused energy to complete. The method is based on the idea that frequent breaks can improve mental agility. A Google search for pomodoro timers or pomodoro technique will yield a lot of results, but here’s one site that’s all about the simple timer: Pomodoro Timer.

    There are five basic steps to implementing the technique:

    • After creating your to-dos, decide on the task to be done;
    • Set the pomodoro (timer) to 25 minutes;
    • Work on the task until the timer rings; record with an x;
    • Take a short break (3-5 minutes); and
    • Every four “pomodoros” take a longer break (15–30 minutes)
  3. Get(ting) Things Done is a time-management methodology, as described in the book with the same title by productivity consultant David Allen, often referred to simply as GTD. The Getting Things Done method rests on the idea that a person needs to move tasks out of the mind by recording them externally, so the mind is free from the job of remembering the tasks that need to be completed. One can then concentrate on performing the tasks, instead of remembering.

    I read this book in a moment of panic earlier in the semester and it has been a serious stress reducer. It’s full of ideas to help you, well, get things done.

    The David Allen Company lists many tools to help you manage your time more efficiently like TheBrain and EverNote. Richard Winters wrote an article reviewing 3 apps he uses to get things done including the low-tech index/notecard.

     

This semester I had the privilege of presenting the workshop “Building Your Stress Toolbox: Minimizing the Impact of Stress on Your Life & on You.” I held the workshop twice, once for the Womyn@Noon program offered through the Women’s Center and again at the Center for Teaching & Learning.

The presentation was about managing stress to minimize the impact it has on our lives, a topic that affects us all. Stress is all around us, but what is stress? There are many definitions out there, but for this article, I like this definition I found at Mountain State Centers for Independent Living:

“Stress is your body’s way of responding to any kind of demand. It can be caused by both good and bad experiences. When people feel stressed by something going on around them, their bodies react by releasing chemicals into the blood. These chemicals give people more energy and strength, which can be a good thing if their stress is caused by physical danger. But this can also be a bad thing, if their stress is in response to something emotional and there is no outlet for this extra energy and strength. This class will discuss different causes of stress, how stress affects you, the difference between ‘good’ or ‘positive’ stress and ‘bad’ or ‘negative’ stress, and some common facts about how stress affects people today.”

Because stress comes from everywhere, we can’t get away from it. My recommendation: Plan for it.

Here is an excerpt from the collection of resources I have collected related to stress management:

Build Resilience

When feeling the effects of stress it is important for us to be able to:

photo of trees and clouds

  1. Recognize the stress and its impact on us. Identify what and how stress affects us.

  2. Reorient the perspective back to “me.” Focus on self-care.

  3. Realize and utilize the resources around to help manage or minimize stress and its impact.

Recognize Stress

There are a few different levels of stress, categorize your stress into: low stress, mid stress and extreme stress to plan for each. Ask yourself the question, “What stresses me?” This helps us to zone-in on the causes of stress in our lives. Make a list for yourself in a journal or a document that you will keep in your stress toolbox.

To mitigate the impact of stress in your life, it is important to recognize the signs of stress in and around you. We each have a variety of ways of responding to our stress. Some ways help us to move through it, while other ways just have us moving in circles and creating additional stress. Writing these out can help us begin to plan what tool to use when we are feeling overwhelmed and it becomes too hard to think.

Reorient the Perspective

So often when stress takes a hold of us, we resist checking in with ourselves and our needs. We just try to “get it all done.” This added distracting inner voice compounds our stress response. Maybe it’s that we are used to taking care of others’ needs first and forget about our own needs. Self-care is critical to success. Having a plan helps us when it is the hardest to see ourselves. Planning helps us to focus on self-care.

Utilize the Resources

It is important to have many different ways to take care of ourselves when stress takes over. Start building your toolbox. This is important to do for ourselves because stress is personal, specific, and individual.

Universal Design for Learning (UDL) is an educational framework, based in cognitive neuroscience, that encourages the design of flexible learning environments to accommodate a variety of learning styles and differences. This post focuses on one of the three core principles in UDL: multiple means of representation.

This means moving beyond textual representation by presenting information and conceptual knowledge to students in a variety of formats, e.g., images, video, and audio. Not only does research indicate that this practice can enhance student understanding and retention of course content, it can also be used to engage students and prime discussion. Students responding to an image, song or movie clip can spark reflection and debate. 

Effective use of multimedia in your teaching is non-trivial. It takes time to find the right image or clip and prepare it so that is accessible and available to all students. Fortunately, UVM has some resources to help you every step of the way.

Step 1: Finding Multimedia

There are so many sources of multimedia, and so little time. To help you get started, CTL has collected a list of websites where you can find images and videos film strip of flower applicable to many disciplines. Check out this link for information about copyright, fair use, and using multimedia in your courses, as well.

Additionally, Bailey/Howe Library has several new, searchable databases for streaming media that provides access to licensed documentaries with relevance across the curriculum.  Features for some of these databases include synchronized, searchable transcripts, editing capabilities to make video clips, and an embeddable video player that can be used in Blackboard courses. 

Step 2: Making Multimedia Accessible

Multimedia used in class or on the web needs to be ADA compliant. Video/audio content needs to be captioned. Captioning not only benefits the deaf or hard of hearing student, but can also benefit students for whom English is a second language, and individuals with learning disabilities (hearing and reading at the same time can improve comprehension). For information regarding captioning services on campus, please see the ACCESS offices captioning website.

Images on the web also need to be accessible and take into consideration not only people with blindness, but also those low vision, color-blindness, or cognitive disabilities. For a comprehensive discussion on effective and appropriate use of images to facilitate comprehension, see Creating Accessible Images on the WebAIM website.

Step 3: Making Multimedia Available on the Web

If you want students to access your own audio/video content on the web, or if the content falls within Fair Use copyright guidelines, use the UVM Media Manager tool to upload the files to your UVM server space, also known as your “zoo space.” The Media Manager makes it simple to share your media by broadcasting it, linking to it, or embedding it on a webpage such as a Blackboard course page. See Media Manager directions here.

Another way to add media to your Blackboard (Bb) course is to use the Bb “MashUp” tool. This tool allows you to search YouTube, Flickr, and SlideShare (a site for viewing and sharing PowerPoint-like presentations), select content, and then embed this content directly into your Bb course. While the media content resides on their respective websites, students view the media content without ever leaving the Bb course. View this tutorial on the Bb MashUp tool

Interested in Learning More?

For more information about the Filmmakers Library Online, attend the upcoming CTL Sound (Teaching) Bite on “Teaching with Streaming Media” facilitated by Daisy Benson of the B/H Library, on October 9, 12:00 – 1:00 pm. Visit this page for information and to register.

For more information about the Media Manager, attend the upcoming CTL Sound (Teaching) Bite, “From DVD to Blackboard” on October 3, 12:00- 1:00 pm. Visit this page for information and to register.

For my first post to the CTL blog, I wanted to share some resources with the larger UVM community as a follow-up to my Sound (Teaching) Bite this week that offered a few strategies and tools for educators to help students assess their own learning styles and abilities to read, comprehend, understand, and learn course materials.

soundbite image

The focus on getting students in gear for learning is really about preparing students to become their own active learning agents—accountable for and engaged in the process of learning.

As with creating courses, the course objectives are the first step. Before we go there, here are some guiding questions I shared to help with this discussion:

  1. How do you know if your students are understanding, comprehending, and learning their course reading material?
  2. How do you get your students to do the readings?
  3. How do you know your students are learning and absorbing content? 
    Guess what? They may not know either!
  4. How do I help students be accountable for their learning process? I propose that with consistent assessment and evaluation deeper learning can happen.

So how do we do this? Remember, as mentioned above: 

Evaluation needs to connect to learning objectives.

As you start this process, ask yourself, why are you evaluating? 

To make sure that students prepare for classroom discussion? (formative)

To prepare students to succeed on class exams? (summative)

Here are a few tools for evaluating student learning: 

  • Anonymous quizzes for “just in time teaching” (JiTT) – formative assessment
  • Readiness assessment tests (RATs) or online mid-semester and end-of-year survey (ungraded) – formative assessment
  • Pre- and Post- exams (graded) – formative and summative assessment
  • Using iClickers in the classroom – formative assessment

Examples and resources for preparing students to succeed and help them get to know their learning process:

Reader’s Guide
http://www.facultyfocus.com/wp-content/uploads/images/readers-guide.pdf
Developed by Tiffany F. Culver, PhD this reading guide is a great tool that you can adapt and give to students as a helpful roadmap to help them figure out what they are reading. It is broken down into 3 parts: Planning (preparing students to focus), Reading (how to read – techniques to help with retention), and Evaluate (promoting critical thinking). This 1 page guide (2 sided) is helpful to all students and makes reading accessible and efficient. It also makes me wish I had something like this when I was in college! 

Reading Strategies
http://www.mindtools.com/rdstratg.html
In this blog post, MindTools authors provide helpful tips and resources for pulling out the important information when reading (including info on mind-mapping for active reading). What I like about this post is that it breaks down the process of “Reading Efficiently by Reading Intelligently” and looks at how the technique for reading efficiently changes based on the type of material that is being studied and provides tips along the way.

Using Reading Prompts to Encourage Critical Thinking
http://www.facultyfocus.com/articles/effective-teaching-strategies/using-reading-prompts-to-encourage-critical-thinking/
In this article on Faculty Focus, Maryellen Weimer, PhD reviews highlights from Terry Tomasek’s book, The Teaching Professor and takes a look at  using reading prompts to help students read and write more critically. The prompts in the book are organized into six categories to assist students connect to and analyze what they are reading. Here are the categories: Identification of problem or issue, Making connections, Interpretation of evidence, Challenging assumptions, Making application and Mechanics.  

Making the Review of Assigned Reading Meaningful 
http://www.facultyfocus.com/articles/effective-teaching-strategies/making-the-review-of-assigned-reading-meaningful/
In this article, Sarah K Clark, PHD gives us 4 strategies to promote meaning making when reviewing assigned readings both in the classroom and at home. I really appreciate her candid writing about the importance of engaging students, especially when it comes to assigned readings. Sarah shares techniques and ideas that have been helpful to her in her class: The Top Ten, Secondary Sources, Journaling, and Divide and Conquer (for larger size classes)

Key Terms: Assessment
http://blog.bokcenter.harvard.edu/2012/02/08/key-terms-assessment/
In this blog post from the Bok Center at Harvard University, assessment is highlighted and examined in reference to student learning. This post offers some assessment-related tips to get you started in measuring student learning.
Here is another from the Bok blog that speaks directly to the question “How Do We Measure [Student] Learning?”
http://blog.bokcenter.harvard.edu/2012/03/05/how-do-we-measure-learning/

Authentic Learning
http://net.educause.edu/ir/library/pdf/ELI3019.pdf
Marilyn M. Lombardi talks about the important role of assessment in relation to successful teaching and learning in this EduCause Learning Initiative paper – Making the Grade: The Role of Assessment in Authentic Learning.
Here is a clip from the abstract that captures the heart of this paper, “Educators who strive to bring authentic learning experiences to their students must devise appropriate and meaningful measures to assess student learning and mastery of concepts at hand.” 

More information about Assessment—Formative and Summative by Richard Swearingen at Heritage University, take a look at
http://slackernet.org/assessment.htm

*Don’t forget about the
Writing Center at UVM
http://www.uvm.edu/wid/writingcenter/, and the
UVM Learning Co-op in L/L
http://www.uvm.edu/learnco/
These are helpful resources on campus to share with your students to help enhance their writing skills and to get assistance with studying. 

By providing students the tools and resources to guide their learning, they can begin to assess their own process, making themselves active agents in their own learning process. Which in-turn helps students by giving them a sense of what skills they may need support to strengthen in order to succeed. 

Next Steps:

If you would like to sit with a member of the CTL to talk about ways to use these tools to assess your students, request an appointment by emailing ctldoc@uvm.edu. If you would like to contact me (Henrie Menzies) directly, send me a note at hmenzies@uvm.edu