​Electronic Health Records – this will come after students finish HCTM […]

interoperability-begins-home-three-lessons-community-hospitals

Future Outlook for Interoperability

Below are two tutorials developed by the HCTM […]

Step 1: Go to the original Canvas course, which you are going to be copying from, and select “Settings” in the left menu bar.

 Step 2:  You should see a page similar to the example image below. In the right hand menu select “Export Course Content” button.

Step 3: On the next page choose the type of content to export. If you want to export all the content in a course (images, pages, assignments, quizzes, etc…) then select “course”. If you want to export only the Quizzes then select “Quiz”.

Step 4: Canvas will download the entire course content in the form of an imscc file. You don’t need to be concerned about how to use the file or what the extension means. Simply download the file to your computer, re-upload it to your new Canvas site, and Canvas will do all the work for you .

Note: it may take a few minutes, or even up to 20 minutes, to download the file. This depends on your Internet connection speed and the size of your Canvas course.

Step 5: Go to your new Canvas course. Choose “settings” in the left hand menu bar.  Select “Import Content…” from the right hand menu.

Step 6:  Select “Content Type” and choose Canvas Course Export Package.  Upload the imscc file that you downloaded from the previous Canvas course. It will take a little bit of time for Canvas to un-archive the imscc file. After a few minutes your old course content will be copied. You should see all the modules and pages that were in the old course site.

TITLE IX

“No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.”

Legal Citation: Title IX of the Education Amendments of 1972, and its implementing regulation at 34 C. F. R. Part 106 (Title IX)

In accordance with the requirements of the Title IX Education Amendments of 1972 BC’s designated Title IX Coordinator, Rachel Wellman and Deputy Coordinator, Aaron Hilliard, VP of Human Resources shall be responsible for coordinating the College’s effort to comply with and carry out its responsibilities under Title IX.

 Complaints can be made directly to:

 Rachel Wellman, Title IX Coordinator
Aaron Hilliard, Deputy Title IX Coordinator, VP Human Resources

Bellevue College, Rm A220
Bellevue College, Rm A201

425-564-2441
425-564-

rachel.wellman@bellevuecollege.edu
aaron.hilliard@bellevuecollege.edu

Complaints may also be filed with:

U.S. Office of Civil Rights, Region X, 701 Fifth Avenue, Suite 1600, MS – 11, Seattle, WA 98104
Voice Phone (800) 368-1019, TDD (800) 537-7697
U.S. Equal Employment Opportunity Commission, Federal Office Building, 909 First Ave, Suite 400, Seattle, WA 98104
Voice Phone (800)669-4000, TTY (800)669-6820

Rachel
Rachel Wellman | Compliance & Title IX Coordinator
Bellevue College | 3000 Landerholm Circle SE, RM A103, Bellevue, WA  98007

After I was hired as the E-Learning Specialist in spring of 2014, we added to what was already built the previous year. By September we had designed a robust online orientation including information about student learning styles, college culture, research methods, and much more.

While I’m proud of the work we accomplished my main point here is to bring attention to the orientation itself as something your program might consider creating.  Aspects of the orientation that I think will prove the most useful are:

An excellent library orientation created by Lisa Lapointe, a Baccalaureate Librarian at the college.
Kim Hassell’s description of  how much work is in a  college “credit.” I doubt most students give this much thought, and my guess is that many faculty don’t realize how much time or homework is recommended for a 5 credit course.
Pam and I utilized the online tool Softchalk Cloud  to build a medical terminology module. With further planning it may eventually work as a 1 credit course.

The orientation was released to new HCTM students  two weeks before the quarter began. They were notified of our expectation that they complete by the 2nd week of the quarter.  Yes- the orientation was a lot of work, but we see it as an investment. We welcomed our students to the program while also setting a tone of high expectations.

Your  program/division could start by developing a simple module with a few pages in a Canvas shell. Maybe include a self-check quiz to assess students’ understanding. This can be scaleable, and your program could add content periodically over the next few quarters.  Eventually you could have an orientation for students that  could last for years, and give them a sense of place as they start their new educational journey.