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Christi Boggs
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Super fun conference in Knoxville! Didn't expect much BUT amazing run followed by a secluded pool in the Smoky Mountains & then an early morning swim in a quarry! Oh! And the conference was great too!!!
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6/20/16
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In you are in Laramie be sure to help us keep items out of the landfill!


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To ask questions during the event email cboggs@uwyo.edu or text 307-760-7150.

Course Description and Goals: Combining location (abroad) with academic study leads to higher achievement of global citizenship learning outcomes (Tarrant et al. (2014)). The first dimension of global citizenship is social responsibility which can be defined as, “concern for others, for society at large, and for the environment.” (Tarrant, 2014, p. 143). Winn (2006, p. 124) notes that global citizenship includes “behaviors associated with the global issues of environmentalism, social justice, and civic participation.” In fact, Tarrant et al. have further found that abroad courses with a sustainability emphasis enhance environmental citizenship. Thus, this experiential, action-oriented and integrated class aims to couple travel abroad to compete in an international event with an academically-driven, grant-funded ecological footprint research project.    In this course, students will conceptualize and collaboratively write a grant proposal. They will travel internationally to compete in the World University Games while at the same time engaging in immersive learning about environmental and health (biological – fitness affecting) impacts of climate change. They will contextualize their learning to the abroad region and collect on-site data and observations to address the objectives / test the hypotheses of the grant-funded proposal. While competing and interacting with athletes from around the world, they will write reflectively and actively both in a journal and blog. Upon returning to the United States, the students will write a collaborative project summary that addresses all aspects of the grant-funded research. Additionally, they will do an oral presentation that integrates visual and written media to communicate the full story of the integrated abroad experience.    



Funding & Support for the international racing experience and the course was provided by: The Haub School of Environment and Natural Resources Student & Creative Activities Grant, Maggie Bourque, Campus Recreation & Club Sports, Outreach School Winter Break – Innovative Course Grant, International Programs, Dick and Lynne Cheney Study Abroad Grants, College of Agriculture and Natural Resources SEND Grant, Joe Rovani - Western Research Institute, Anna Scofield, Cycle Wyoming, Cheyenne Ski Club, Maggi & Nick Murdock, Ava Bell, Melissa Gangl, Ferne Watson and Dick & Evelyn Boggs.



These amazing student-athletes have completed their research projects and will be presenting their findings at a presentation on Friday, April 24 at 4pm  in Business 127. We want to thank you for your support by inviting you to attend this event. You will be amazed by these phenomenal young people!  

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Every week, I create a video overview for my students that wraps up the previous week's discussion, introduces the current week's topic, and summarizes the expectations of that week. Based on feedback from my students, these videos are helpful in keeping them on task and engaged in my courses.

This semester, I've added a new twist in that I segment each video so that what used to be 8-12 minutes long is now comprised of four, shorter clips of only 2-4 minutes each. The first video is a menu, of sorts, that links to the other videos in the overview. At the end of the other three videos, there is a similar navigation menu.

All of these videos are created in Camtasia and hosted on YouTube. Each week, I can pull up the previous weeks files, use the built in tools to swap out images (in most cases PPT slides), and simply record this week's audio. I then upload the videos and use the YouTube annotation tool to add the links.

A quick review of my video manager analytics confirms what my students are telling me...this method allows them more flexibility and greater control over the content. For the students who are juggling full time jobs with full time enrollment, they have expressed appreciation for being able to skip straight to the segment they need most, when they need it.

Register Here: https://docs.google.com/forms/d/1-KZ3pgWBMxPKE3jLGw8rpdeoxUA5rLXCi5qHOomDpGc/viewform?edit_requested=true

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Every week, I create a video overview for my students that wraps up the previous week's discussion, introduces the current week's topic, and summarizes the expectations of that week. Based on feedback from my students, these videos are helpful in keeping them on task and engaged in my courses.

This semester, I've added a new twist in that I segment each video so that what used to be 8-12 minutes long is now comprised of four, shorter clips of only 2-4 minutes each. The first video is a menu, of sorts, that links to the other videos in the overview. At the end of the other three videos, there is a similar navigation menu.

All of these videos are created in Camtasia and hosted on YouTube. Each week, I can pull up the previous weeks files, use the built in tools to swap out images (in most cases PPT slides), and simply record this week's audio. I then upload the videos and use the YouTube annotation tool to add the links.

A quick review of my video manager analytics confirms what my students are telling me...this method allows them more flexibility and greater control over the content. For the students who are juggling full time jobs with full time enrollment, they have expressed appreciation for being able to skip straight to the segment they need most, when they need it.

Register Here: https://docs.google.com/forms/d/1-KZ3pgWBMxPKE3jLGw8rpdeoxUA5rLXCi5qHOomDpGc/viewform?edit_requested=true

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Every week, I create a video overview for my students that wraps up the previous week's discussion, introduces the current week's topic, and summarizes the expectations of that week. Based on feedback from my students, these videos are helpful in keeping them on task and engaged in my courses.

This semester, I've added a new twist in that I segment each video so that what used to be 8-12 minutes long is now comprised of four, shorter clips of only 2-4 minutes each. The first video is a menu, of sorts, that links to the other videos in the overview. At the end of the other three videos, there is a similar navigation menu.

All of these videos are created in Camtasia and hosted on YouTube. Each week, I can pull up the previous weeks files, use the built in tools to swap out images (in most cases PPT slides), and simply record this week's audio. I then upload the videos and use the YouTube annotation tool to add the links.

A quick review of my video manager analytics confirms what my students are telling me...this method allows them more flexibility and greater control over the content. For the students who are juggling full time jobs with full time enrollment, they have expressed appreciation for being able to skip straight to the segment they need most, when they need it.

Register Here: https://docs.google.com/forms/d/1-KZ3pgWBMxPKE3jLGw8rpdeoxUA5rLXCi5qHOomDpGc/viewform?edit_requested=true

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Totes rad new shoes!

I'm wearing them with my fancy presentation outfit today!
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4/8/15
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Learn and share how faculty across campus are integrating social media into their classrooms. Applications include Snapchat and Instagram, Twitter, Pinterest, Wikis, and Facebook.
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