Visiting with our daughter on Guam is an exciting adventure; from “Boonie Stomping” to photographing the local scenery and people. Recently my husband, Tom, and I decided to try our hand at ocean fishing. On our first venture into the Philippine Sea we had the good fortune of catching two large Wahoo (or ‘Uno’ as the Hawaiians call them). Here we are with “Captain Jeff” holding the 37 and 42 pound Wahoo.
I had a recipe too :) -
"Grilled Wahoo"
Ingredients:
4 fillets wahoo, about 1/2 inch thick
1/2 cup butter, melted
1/2 cup extra-virgin olive oil
6 cloves fresh garlic
1/3 cup parsley
2 Tbsp lemon pepper seasoning
1 lemon, juiced
lemon wedges for garnish
Instructions:
1. Spray grill with nonstick spray - Preheat on high for about ten minutes. 2. Puree all remaining ingredients except lemon wedges in a blender to a smooth sauce. 3. When ready to cook, brush both sides of fillets with sauce. 4. Place fillets on grill and cook, turning once or twice. Brush on more sauce as needed.
Fish is done when it flakes easily (about 5 minutes). Squeeze on fresh lemon and serve hot. This recipe is good for a variety of fish fillets. Can also be cooked on a non-stick fry pan with tasty results.
Submitted by Marsha Devine, GD Adjunct Faculty
Spy Cameras in Distance Learning?
The Chronicle of Higher Education July 24, 2008 Tucked away in a 1,200-page bill now in Congress is a small paragraph that could lead distance-education institutions to require spy cameras in their students’ homes. It sounds Orwellian, but the paragraph — part of legislation renewing the Higher Education Act — is all but assured of becoming law by the fall. No one in Congress objects to it. The paragraph is actually about clamping down on cheating. It says that an institution that offers an online program must prove that an enrolled student is the same person who does the work.
I do have a link to a very interesting artist's site.
I received an email about this artwork and thought I would pass it along to you. Back when I was a kid, I can recall having an "Etch a Sketch" and I bet many of you did as well. Honestly, I never realized that one could draw such detailed illustrations with this simple device. Check out the work of artist George Vlosich III, who started using the "Etch a Sketch" when he was 10 yrs old (with impressive results even then!).
For those of you who have attempted contour drawings, you will related to these images as they, too, are one continuous line:)
Calling for entries: The Learning Centers are looking for student art for their galleries. The Illustrator,Photoshop,and InDesign are looking for student's work to put in their student art galleries. Students must fill out a permission slip in order to enter work in the centers. Permission slips are located in each learning center under student gallery. We are excepting artwork currently.
Thanks,
Kelly Hess
This may be old news to the campus but this link is very helpful for anyone who teaches/uses Photoshop on a regular basis...They have some great interviews too. http://www.psdtuts.com and http://www.vectortuts.com
Another useful/popular site is the kuler tool by adobe. I share this with my students and warn them that bad color schemes in their work should be a thing of the past... http://kuler.adobe.com/
Best regards,
Nathan Pieratt
Sketches by Joe Podlesnik! (click to enlarge)
Blackle –It's the new google search page that saves power on CRT monitors because it emits black instead of white.
Here is a link that the drawing teachers are sure to appreciate! I think it goes under the category of humor (One person posted under this video on youtube "Dude PLEASE stop posting videos!!!!!" - jp) This video presents a student describing the gist of Betty Edward's book "Drawing on the Right Side of the Brain." Instead of a "talking head" it's a talking torso and hands.
In the linked PDF (click here) you will find an upcoming exhibition and walking tour that I have work in:
Windows on Main Street Beacon, NY August 9 – September 7, 2008 www.beaconarts.org
I've additionally attached one of the images to be included as part of this showing.
- Jennifer Price
Woman in Chinese Hat 1.0, Pigmented Ink Print 20" x 30" 2008
I'm walking 60 miles in the Philadelphia 3-Day for Breast Cancer Research...October 17-19. Right in the beginning of the fall semester...thank goodness for internet cafes. My web page is at http://08.the3day.org/goto/gayle
Gayle Hendricks Adjunct AIO
Teaching
FACILITATE THE GROUP LEARNING technique!
Grouping students together to answer questions in dqs
Why this needs to be implemented in the course –
By grouping students together to answer questions you are facilitating group learning and group problem solving.
During the last two days of each week, it is good practice to look at the summations of each answer and make sure that the students have solved the problem or come to a consensual conclusion regarding the answer.
Finally, create your own conclusive statement regarding the discussion question.
EXAMPLE:
In many courses there are exercises within the discussion questions sections, for example in Digital Image Manipulation 2.
In week 3, dq3, students are asked the following question: “Other than the example given in the lecture, describe a situation where it would be advantageous to create a separate layer from an existing layer style.
Study the photo below. Identify what you think is wrong with the photo. Describe the steps you would take to retouch this photo to improve it. HOWEVER, I go further and request the students to try the steps they are writing about and post the before and after of the image.
__________________________________________
Here is a response I posted to ALL students in the course to look at a specific students work and attempt the steps that he has taken,
ALL, TAKE A LOOK AT BROCKS METHODS HERE,
Brock has some other methods for helping clean up this image of the boy...... please try them if you haven't already.....more tools to add to your Photoshop tool belt guys and gals! thanks brock!
Here is an additional reply to a peer, by this student to another student regarding the steps he took and further suggestion for her to take. Melinda
I got rid of the grainy by using the "reduce noise" filter... it smoothes everything over quite nicely and you can control how much! Try that!
Another cool thing is the "hightlight/shadow" option under adjust color... it will inject light into dark areas and vice versa. This worked nicely on the boy's hair and skin tones.
In summation, this prods students to learn from each other by trying the steps in which this particular student attempted to fix the above photograph.
IDEAS for connecting with students ….
BIOGRAPHY assignment:
In the biography section of each course it is important to reply to each student and make a connection with them.
Then, throughout the first week make sure that you keep replying to them.
Upload your own professional work in the Doc sharing section as this will help them see your credentialed to teach them and will be a way for them to see what to strive for in their own portfolio in regards to organization of a portfolio and the professional look that they need to strive for throughout their AIOP tutelage.
ANNOUNCEMENTS
Another way to connect with students is to create announcements each week that summarizes the weeks work. Discuss what students need to work on in general whether it be better communication and/or further expectations on an ongoing “course composite” project.
Summarize, briefly, what each student did or their ideas for a project in the announcements. This gives them a sense of pride that they are being recognized specifically by yourself and also by their peers, outside the classroom assignments.
TAKE NOTES:
Take notes on the students biographies so that you can refer back to them throughout the course. It is a quick way to refer to students backgrounds, software experience/knowledge and/or a way to connect once again throughout the class, individually.
Marnie Michels
The New Drawing Learning Center
Are you teaching Graphic Illustration, Digital Imaging, or other computer imaging courses? Do you spend more time helping students with basic skills such as perspective, figure drawing, proportion, foreshortening, sighting, or shading than on your class assignments? Then you will find the New Drawing Learning Center a valuable instructional tool!
The New Drawing Learning Center (DLC) offers students from all courses Tutorials, “Live” Workshops, and “One-on-One” Tutoring to address those foundation skills! Certainly students in Drawing, Perspective, and Life Drawing will gain insight and assistance with their drawing skills and techniques. So, too, students who are ready to take on the application of foundation drawing skills into CG applications will appreciate the critiques and advice that will improve their underlying drawing skills when working on finished illustrations and designs.
During Summer I, Live Workshops on Perspective, Line & Tonal Values, Shading & Shadows, and Figures & Portraits are scheduled for your students. These offerings are being expanded for the Summer II and Fall I & II sessions.
The New Drawing Learning Center tutors, Judith Marquez and Marsha Devine, invite you to direct your students to the DLC as a supplemental resource to your classroom instruction. Both Marsha and Judy are interested in hearing from faculty and students on what drawing topics are of specific interest. Graphic Design Department
(Communicator)
Hi everyone-
I wanted to take a moment to introduce our new faculty/advisor communication system, aptly named Communicator.
What is Communicator?
Communicator is an interactive database that allows advisors and faculty to share information regarding student concerns and track student processes such as confirmation, suspension, and holds.
Why are we introducing it?
Both faculty and advisors face challenges with communicating about students. Faculty must rely on e-mail to communicate with an advisor and may not always know if or when a concern was addressed. Advisors have a huge number of students to work with and so must manage huge volumes of e-mail daily. To make this communication more effective, we have created a tool that allows both sides to identify and track open and unresolved issues effectively.
Uses
Faculty can use the system in three ways: To identify student issues such as holds, failure to pre-confirm for the next session, and updated student information (phone and e-mail). To note initial contact details and update student phone numbers and e-mails. To log concerns that they either want an advisor to take action on or that they want to record in case it becomes a problem at a later date.
Accessing Communicator
To access Communicator, please visit the following link:
https://www.edmc-online.com/fads/
To log in, please enter the username and password provided to you for the Course Scheduling system when you accept your classes. If you forget your password, you may use the "administrator" link to request the information.
Support Questions / Issue Resolution
To receive support or log issues regarding Communicator, please email:
ohecommunicator@edmc.edu
In your email, please be as specific as possible.
When reporting an issue, include these pieces of information: · Application Area (ie. Course Summary, Student Detail, etc.) · Sub-Area (ie. Concerns, Initial Week 1 Contact, etc.) · Issue Description (Screen X is not display Y data, I got the ABC Error). · Screen shots are always helpful.
Training
Training on Communicator can be found in the Faculty Development Training Center in eCollege:
Faculty Development Term FDTC UA Faculty Development Training Center
The Communicator unit in the FDTC provides information and demonstrations for the following objectives: · Introduce the major components of the Communicator system · Address common ways that Communicator can be used to enhance interaction between faculty and advisors · Identify precautions to take to assure compliance with both ADA and FERPA · Offer an opportunity to discuss next steps and enhancements
Looking Ahead
Please consider the remainder of this current session as a training/learning period for Communicator. Go through the provided training information and explore the system. Try entering student concerns if any arise during this last week of the session. Please note however that the information in Communicator is live, and any information you put in the system will be logged for students.
Starting Summer Session 2, we will start using Communicator in an official capacity. The link for Communicator will reside in the Instructors Resources topic in the Course Home unit of every course. You will use it to note details of your initial calls to students during Week 1, to log any student concerns during the session, and to process attendance suspensions.
It is our hope that this system will allow you to more effectively interact with Academic Advising and to enable you to better resolve student issues when they arise.
Thanks!
- Jeff Davis
Click to enlarge
I am taking a landscape design course at the local college to diversify my design chops and break into new creative territory. It was interesting hearing the same design terms we use in class for our 2d works applied to this scape: The bush in the back was chosen because the smaller leaves (scale) contributed to the illusion of distance and depth and made the space seem bigger. The same-sized stones were repeated and placed to provide visual movement and directional flow and to reference a stream.
We could use a diverse gallery of real life designs for students who are wondering "why are we learning this"? Examples would demonstrate that what they are learning will indeed come in handy in both designing and discussing their work with peers, colleagues, superiors, and clients (:
- Jeff Prentice
The answer to last newsletter's WHODUNNIT (below) is: Willem DeKooning :-)
Photoblog
Going out on summer/autumn nights with a flashlight and looking for the soon-to-be-huge garden spiders.
- Jeff Prentice
About
This newsletter is produced by Jeff Prentice and Marnie Michels for faculty in the department of GD and foundations, part of AIPO. It is not an official EDMC document or publication - it is for general communication between faculty.
