PLEASE share with your students! Introducing the IQ Center Mini-Grants for BIG Ideas!

IQ Center Mini Grants for BIG Ideas flyer. Have a project idea and need funding to bring your idea to life? Apply for anIQ Center Mini Grant for Big Ideas! Each term, two grants of up to $500 will be awarded to support a project using IQ Center equipment and resources. For more information, visit

The IQ Center awards funds for novel and innovative student projects that utilize IQ Center equipment and resources.

There are no limits on the subject – History, Art, Architecture, whatever! Recipients will be chosen by an IQ Center panel of students and staff. Projects will be evaluated on the following criteria:

  • Utilization of the IQ Center: The project should take advantage of the resources in the IQ Center.
  • Innovation: The project should not simply re-create someone else’s design.
  • Difficulty: The project should be challenging, but possible to complete by the end of the semester.

All undergraduate students are eligible to apply.

Grant Funds
Two grants of up to $500 will be awarded per term. Funds are purely for prototyping and experimenting, not for buying materials to create products for sale. No funds will be released directly to award recipients; all necessary supplies will be purchased by the IQ Center.

Project Requirements
The project must be completed within the term in which funding is granted.

Grant Requirements
Award recipients must share their experience and discuss their project, process, and the ways in which the IQ Center was used with the W&L community.

Questions? Contact Dave Pfaff, IQ Center Academic Technologist, at, 540.458.8044.


Join us for Technology and Tacos: Focus on ChatGPT and AI

Robot seated at a table, writing with a pen. Thursday, Jan 26 @ 12 PM | Leyburn 119. In this session, Associate Professor Jeffrey Schatten will give an introduction to the topic, participants will have a brief opportunity to explore the software, and the session will end with a discussion of the implications of AI and ChatGPT. Sign up at

Gray human brain situated against a background with mathematical concepts on the left (logic) and a tangle of colorful swirling lines on the right (creativity) Tuesday, Jan 31 @ 12 PM | Leyburm 119. A good defense is the best offense and grounding your teaching in good pedagogical practice can help to ensure that ChatGPT's disruption of our students' learning is minimal. Join Dr. Paul Hanstedt, Director of the Harte Center for Teaching and Learning, for a discussion of effective practices in the age of AI. Sign up at

ITS Academic Technologies and the Harte Center for Teaching and Learning cordially invites all W&L faculty and staff to our Technology and Tacos series. For the Winter Term, we’ll talk about how AI tech developments could affect our classrooms. How do we teach now that it exists? How can we use it?

ChatGPT, which stands for “Generative Pre-trained Transformer,” is a cutting-edge AI model developed by OpenAI. It has the ability to generate human-like text and has shown remarkable performance in tasks such as language translation, question answering, and even creative writing.

As a “disruptor,” ChatGPT has the potential to change the way we interact with technology and how we process information; in fact, it already is! However, it also presents a great opportunity for us to explore new and innovative ways to use AI.

Interested? Sign up online at

We look forward to seeing you there and discussing the exciting (and admittedly worrisome) possibilities of ChatGPT and AI with you.

Recap of the POGIL Training Seminar

POGIL is an acronym for Process Oriented Guided Inquiry Learning.

As a student-centered instructional approach, in a POGIL classroom, students work in small groups/teams on specially designed activities that follow a learning cycle paradigm of exploration, concept invention, and application, with the instructor acting as a facilitator.

Developed in Chemistry before expanding to fields throughout the disciplines, the POGIL approach has two broad aims: to develop content mastery through student construction of their own understanding, and to develop and improve important process skills such as information processing, communication, critical thinking, problem solving and metacognition and assessment.

Matt Tuchler and Gail Webster

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Gail Webster, Professor and Chair of Chemistry at Guilford College, and our very own Matt Tuchler, Associate Professor of Chemistry, acted as the facilitators, leading us though the organization of a POGIL course, how guided inquiry is structured in a POGIL classroom, several POGIL activities, as well as considerations for classroom facilitation.

Attendees who experienced a POGIL-based learning environment included faculty and staff members from Accounting, Biology, Business Administration, Chemistry and Biochemistry, Cognitive and Behavioral Science, Computer Science, ITS, Journalism and Mass Communications, Physics and Engineering, and the University Library. 

Many thanks to both Gail and Matt, and all who took the time to attend. We’re always thrilled to offer provide training in new teaching pedagogies and even more elated when faculty are interested and willing to learn to use these methods.

BONUS: Find the Enhancing Learning by Improving Process Skills in STEM (ELIPSS) rubrics helpful? We did, too! View and/or download all the rubrics.

  • CT = Critical Thinking
  • IC = Interpersonal Communication
  • IP = Information Processing
  • MC = Metacognition
  • MG = Management
  • PS = Problem Solving
  • WC = Written Communication
  • TW = Teamwork 

The files with “feedback” in the title — CT, IC, IP, TW — are those with suggestions for improvement. This new style is not available for all rubrics yet.

Interested in future pedagogy workshops? Sign up for the Academic Technologies once-per-term newsletter or reach out to Julie Knudson, Director of Academic Technologies, or Paul Hanstedt, Director of the Center for Academic Resources and Pedagogical Excellence (CARPE).

Why You Should Always Keep Your Browser Up To Date!

firefox, chrome, opera, safari, IE logos -- for the best experience, keep your browser up to date!

*** We recommend having both Firefox AND Chrome! ***

I know, I know, ensuring that you have the latest version of a web browser is about as exciting as watching paint dry and as important of a task as ironing underwear, BUT updates will make a considerable impact upon your browser experience. How?

Most importantly, outdated versions of web browsers make you vulnerable to serious security flaws that can allow malicious websites to potentially read your files, steal passwords, and infect your computer with viruses, trojans, spyware, adware, or other sorts of malware.  Many browser updates are issued to specifically to combat these critical problems.

Not updating your browser regularly can also lead to technical difficulties or odd behavior with web-based tools like Canvas, Digication, and more.

Every newer generation of a browser improves the speed at which you can explore and use the Internet: web sites can load faster, making the tasks you carry out on those web sites quicker, too.

Another reason to keep your browser up-to-date is to have the best browsing experience otherwise. Web sites built using new technology for their display and features will look as they should and work better.

So, please, please, please, take the time to update your web browsers. If you need assistance, you can always call the ITS Information Desk at 540.458.4357 (HELP), email, or stop by Leyburn Library!

NOTE: While making your browser more secure helps reduce the risk that a hacker will use it to compromise your computer, it is still important to employ safe computing practices! 

Lecture Capture with YuJa

W&L is transitioning from Tegrity to YuJa, an all-in-one service for recording, editing, storing and streaming multi-formatted video and audio content, including screen capture, across any device. (This transition is taking place because McGraw-Hill is discontinuing Tegrity.)

In addition to lecture capture, YuJa (pronounced “you-jah”) can be used for video management, live streaming, video conferencing and creating video quizzes. YuJa offers the same major features as Tegrity, but with additional flexibility and capabilities, and can be used from within the classroom or from a personal computer or mobile device.

It is available to all faculty, staff, and students and is integrated with Canvas

Looking for the YuJa Recording Nuts and Bolts Handout that Brandon distributed at the Fall Academy sessions, “New and Improved! Lecture Capture with YuJa”? Look no further!

Contact the ITS Information Desk at or 540.458.4357 or Senior Academic Technologist Brandon Bucy if you have any questions about using YuJa or lecture capture in the classroom!

Want to have your students blog or create a website in your Fall term course?

Excellent! ITS Academic Technologies applauds you.

Blogs can be spaces for informal or formal writing by students, and the capacity of blogs to support multiple forms of media (images, videos, links, etc.) can help students bring creativity to their communication.

Creating a website as a project allows students to interface with information in new ways, and can teach them relevant skills, such as website design, information literacy, and writing for a broader audience.

Contact Helen MacDermott (, 540.458.4561) if you’d like to have an academic WordPress site set up for your class. I can also come to your class to give students a 15 minute tutorial on how to blog or create pages within WordPress.

Transitioning from Tegrity to YuJa for course lecture capture

Washington and Lee is transitioning to YuJa as the university’s official lecture capture service.  YuJa is a recognized leader in enterprise video solutions, serving over 4 million clients at universities, school districts, and institutions around the world. YuJa is an innovator in video capture and management, and their lecture capture and media management platform is recommended for being customizable, adaptable, and reliable.
W&L has used Tegrity as our lecture capture service  since 2009. Originally Tegrity was a very innovative and responsive privately-owned company, but it was bought by McGraw-Hill several years ago and development has since stagnated.  Earlier this year McGraw-Hill notified W&L that they were suspending future licensing of their Tegrity service, which would be completely shuttered by June 2020.  The selection of YuJa was made after consideration of multiple lecture capture replacement solutions.  It was determined that YuJa offers the best pathway to preserve our existing Tegrity assets while at the same time dramatically improving the lecture capture and media management features available to faculty and students.  
YuJa will be up and running as a part of our new Canvas LMS by mid-July 2019, and will be available for all faculty and in all lecture capture-enabled classrooms beginning in the Fall 2019 term.  Beginning in the Fall 2019 term, professors who wish to use lecture capture as part of their classes will need to use Canvas and not Sakai in order to do so.  As of July 25, 2019, all Tegrity services and functionality will be terminated on campus. 
All current recordings marked for migration in the Tegrity environment have successfully been migrated over to YuJa and will be available to faculty when they log in to the new system.  Please do not use Tegrity recorder to record any further sessions between now and July 25, as newly recorded sessions will not be migrated.  
In preparation for the upcoming school year, Academic Technologies is preparing detailed documentation to assist faculty with their use of lecture capture in the classroom, and will be conducting several YuJa (and Canvas) training sessions before the start of the term during Fall Academy (scheduled for August 19-30).  Additional training opportunities will be provided earlier in August for Law School faculty, and Academic Technologies will be coordinating with Law Technology ensure a smooth transition and personal training opportunities. As always, Academic Technologies staff will also be available at any time for one-on-one faculty training and support sessions.  Please contact me directly ( or x8651), or via to ask any questions about YuJa or to request personal training.
Be on the lookout for additional information as the summer progresses.  We will continue to send updates via email and Campus Notices.  To view further details about the LMS and lecture capture transition timeline, upcoming events, and training resources, please visit our Canvas website.  We will also post additional information and updates about Canvas and YuJa on our blog page located at this site.  

Upgrading Lynda to LinkedIn Learning

On Thursday, June 6, we will be upgrading Lynda to LinkedIn Learning. As such, Lynda will not be accessible on Thursday, June 6, as data is migrated over.

All account and course information will be transferred to LinkedIn Learning. Upgrading your Lynda account to LinkedIn Learning will require activation via an email from LinkedIn Learning that you will receive on June 7. You need to use a different link to access LinkedIn Learning, but you will still use your W&L credentials to log in.

If you have any questions, please contact the ITS Information Desk at or call 540.458.4357.

Visit this website for more information on upgrading to LinkedIn Learning  or watch this short video:

About LinkedIn Learning

LinkedIn Learning, which acquired Lynda, has the same great content, but provides an even more personalized experience. And, it’s still free for you to use!

With LinkedIn Learning, you’ll experience the same things you love about like:

  • High-quality content: At the core of LinkedIn Learning is high-quality content. If you have favorite content on, don’t worry, it is still there!
  • Comprehensive data and progress: Data, including groups, playlists, assigned content, account settings, and histories were automatically migrated.
  • Learner course video page: All of the features and functionality of this page remains the same. This includes transcripts, exercise files, mobile viewing, and bookmarking.

You’ll also experience many new and improved features including:

  • A new, easy-to-use interface
  • Personalized course recommendations
  • Social curation, and more

During the activation process, you will have the option to connect a LinkedIn account to your LinkedIn Learning account. (If you do not have a LinkedIn account, you will be able to create one.)

If you choose to connect your LinkedIn account, you can rest assured that only your learning data will be shared with your employer. No other data from your LinkedIn account will be accessible or shared.  See the details of the Privacy Information.

Learners who choose to opt out of connecting their LinkedIn account will create a separate LinkedIn Learning account that is not connected to

“Tell Me a Smart Story: On Podcasts, Videos, and Websites as Writing Assignments”

Photo by CoWomen on Unsplash

Great article by Theresa MacPhail, assistant professor in the science and technology studies program at the Stevens Institute of Technology, in The Chronicle of Higher Education: Tell Me a Smart Story: On Podcasts, Videos, and Websites as Writing Assignments.

MacPhail talks about “going out on a pedagogical limb” in giving her students—enrolled in a class focused on medical topics from the perspectives of the humanities and social sciences—the option to write a traditional research paper OR create  a 45-minute podcast, 10-to-15-minute video, a website, or an interactive, digital essay (on a blog or a Word document) that used embedded videos, photos, and audio for their final project.

Here’s my best argument for trying this in your own classes, summed up in — of course — a good story.

What struck me most about that first experiment was this: A couple of the students who had turned in lackluster reading responses all semester long had clearly taken the interactive essay — with its less formal and more journalistic tone — very seriously.

A standout in this category was a male student athlete who sat in the back corner of the classroom with three other athletes. Often it was clear they hadn’t done the readings, and the quality of their reading responses reflected that — yet they seemed alert and interested during class. This particular student, however, was quiet. So quiet that I had no idea what his voice sounded like, since he had never uttered a word in class discussions.

On his final project, he had chosen to do the interactive essay. His subject was rapid weight-loss techniques used by wrestlers before “weigh-ins” for competition and their effects on mental and physical health. He deftly used videos to illustrate not only how the techniques themselves worked, but how they were shared on social media and set up a culture that normalized dangerous methods of weight loss. He applied concepts from class and used them to work out his own personal relationship to his training routines and diet.

He wrote, very movingly, about how wrestling affected his body image and sense of self. At the bottom of the essay, he wrote a short note to thank me for allowing him to write in a nontraditional, creative way. He also said that the process of doing research on the topic had fundamentally changed how he would train as a wrestler and that he would no longer participate in the more dangerous weight-loss techniques.

He would, he said, never forget the class or what he had learned. If that’s not a major pedagogical victory, then I don’t know what is.”

We couldn’t agree more that allowing students to “write” in nontraditional formats has the potential to have a major impact on our classrooms. And, remember, ITS Academic Technologies is always here to support your students with video, podcast, or website-related projects!