Congratulations to the winners of our Spring 2020 Driven to #AchieveMore contest!  Below are names of the winners and links to all their submissions:   Student: 1st Place - Rebecca Whitney 2nd Place - Steven Blodgett 3rd Place - Erin Steckler   Faculty: 1st Place - Padmini Shankar 2nd Place - Kimberly Allen 3rd Place - Polly Zimmermann   If you want to learn more about the contest and submit your own inspirational story, visit our website! ... View more

JULY 30 | 2:00 PM ET With fall 2020 plans still a work in progress, it may be hard to focus on student retention. However, the issue is more important than ever to our students and our institutions. While a new approach may seem impossible right now, our webinar will discuss how you can work fast and light with respect to short timelines and small budgets this fall to support student retention. We've been working with campuses using this approach both prior to and during COVID-19. We'll share what we're learning and how you can make it work for you this fall, regardless of your situation and how it may evolve.     Register today to save your seat! REGISTER HERE ... View more

The University of Memphis is a public four-year research university offering undergraduate and graduate degrees. The institution serves over 22,000 students with one main campus in Memphis, Tennessee. Two administrators from the Student Academic Success department and seven instructors from various departments chose to participate in this study. View the attached case study to learn more. ... View more

In spring 2019, Skyfactor conducted a national study about academic initiatives as part of the ACUHO-I/Benchworks Resident Assessment. The study focused on both academic-related learning outcomes and efforts commonly used by housing professionals to drive learning. Combined with data from the national assessment, the results highlight key insights on how housing can support student success. View the attached infographic to learn more. ... View more

The CARES Acts provided Department of Education assistance to higher education to respond to pressing student and institutional needs that have arisen due to the quick pivot from traditional classes to remote learning. Understandably, students have been academically impacted. However, almost every aspect of students’ college experiences have been impacted. Understanding intervention priorities, as well as the ultimate impact to student and institutional outcomes, is critical to colleges and universities.  This Spring iClicker Insights offered  two free surveys to help administrators quickly move beyond anecdotes, to efficiently gather data on how their students are faring. Developed by Macmillan Learning’s Analytics and Research experts, these surveys were developed to identify students’ most pressing needs and inform both intervention planning and forecasting potential ramifications to student retention. So what’s the difference between the two?  Determining Most Pressing Intervention Needs The Intervention Needs survey identifies students who may be struggling in the online environment, as well as potential retention issues due to the quick transition to remote learning. Topics include: managing coursework, motivation, feelings of connectedness, as well as students’ plans to return. Assessing Impact to Student Retention:  The COVID-19 Student Outcomes survey evaluates how the quick transition to remote learning impacted students’ experience - and potential flags for student retention. Survey items include: satisfaction with academics and campus services; interactions with peers, faculty and staff; sense of belonging; overall perceptions of the institution; and plans to return.  Below are best practices from our Analytics & Research teams for using these two assessments:  Administer the Intervention Needs survey ASAP after the start of the term, or after a pivot to online classes. This survey will help identify which students are most in need - and focus interventions on the most pressing student needs.  Administer the Student Outcomes survey 1-2 weeks prior to the end of the term. This survey will help you to determine how  moving or being online impacted students' experiences.  Communicate to stakeholders in other departments your intentions to deploy the survey(s) so that students won’t receive multiple requests from different departments for the same survey Share your findings with internal stakeholders. Check out this webinar recording for ideas on how to visually present data for improved clarity and impact.  If you are interested in learning more about these COVID-19 student insights surveys or how the iClicker Insights analytics dashboard can help you identify and intervene as early as possible with the students who most need it, visit iclicker.com/insights or sign up for one of our 45-minute office hour sessions being held throughout July and August.  ... View more

JULY 20 | 2:00 PM ET Whether you’re an instructor or administrator, you’re probably staring down your institution’s class start date and have lots of questions. Teaching online and contemplating how to keep students from zoning out on video calls? Delivering your course asynchronously and want to keep students engaged with your video lectures? Committing to a hybrid format and evaluating the myriad of options available? Or maybe you’re an administrator that’s wondering how to support all of these different formats. No matter your role or where you are in planning - we’re here to help. Join this webinar to hear from our student engagement pros on how they are tackling their Fall plans. Solina Lindahl (California Polytechnic University) and Matt Evans (University of Wisconsin-Eau Claire) will offer an instructor’s perspective on planning for engagement in hybrid and online course formats, while Grace Tuttle (Boise State University) will share how she’s navigating her university’s needs as an administrator.     Register today to save your seat! REGISTER HERE ... View more

As campuses moved quickly to transition instruction and services online due to COVID-19, Skyfactor partnered with Pharos Resources to develop the Benchworks Student Impact Survey. The survey was designed to (1) help students reflect on and anticipate how they were going to handle these transitions, (2) help campuses quickly identify specific students who needed support, and (3) help campuses understand the prevalence of key issues for their students during a unique situation. More than 13,000 students from 33 U.S. colleges and universities responded to the survey between March 27 and May 25. Here are four concerns they raised. View the attached infographic to learn more.     ... View more

As campuses moved quickly to transition instruction and services online due to COVID-19, Skyfactor partnered with Pharos Resources to develop the Benchworks Student Impact Survey. The Survey was designed to (1) help students reflect on and anticipate how they were going to handle these transitions, (2) help campuses quickly identify specific students who needed support, and (3) help campuses understand the prevalence of key issues for their students during a unique situation. Between March 27 and April 21, more than 5,800 students from 26 U.S. colleges and universities responded to a question asking what they would miss most about being on campus. View the attached flyer to learn more. ... View more

JULY 15 | 2:00 PM ET Start how you want to finish. There are few courses more important to ensuring students develop the skills and habits to do well in colleges than First Year Experience and College Success. In this interactive webinar, participants will be introduced to easy-to-implement methods for First Year Experience and College Success courses to encourage and evaluate student engagement for better learning outcomes. From tracking attendance to gauging students' conceptual understanding, student engagement opportunities are endless, yet within reach with the ubiquity of mobile devices. The session will explore and demonstrate engagement, survey and analytics tools that enable community college faculty, course coordinators and administrators with pre-built teaching resources and class activities to get quickly and affordably get started using student engagement tools in College/Student Success courses.     Register today to save your seat! REGISTER HERE   Presented by:  Mandy Shaffer has over 17 years of experience in education with a focus on student success, engagement, and technology. She is the Director of Institutional Initiatives at Macmillan Learning. Mandy holds a Bachelors in Sociology and a Masters in Elementary Education from The Ohio State University. After teaching in the classroom, she turned her passion for teaching and learning to writing and editing textbooks, developing educational technologies, presenting and training on pedagogy/technology/retention platforms, and consulting with institutions on retention, student success, and engagement. An Ohio native, Mandy now calls Orlando, Florida home. ... View more

JULY 23 | 2:00 PM ET This Fall, instructors will be tasked with engaging students in a variety of different formats—while delivering courses online, in-person, at a scheduled class time or even asynchronously. No matter if your classroom is virtual or face-to-face, though, we’re here to help keep active learning at the forefront with our new Assignments functionality. iClicker’s new Assignments feature allows you to engage students with pre-authored questions that they can work through at their own pace. Instructors can use assignments to gather feedback, promote participation, and provide lightweight student assessment. Best of all, students can still feel like they are an active participant in their courses from various locales and on their own time. Join this webinar for a tour of the new Assignments functionality and learn how simple it is to start using immediately.     Register today to save your seat! REGISTER HERE   Presented by: Lindsay Johnson - Executive Product Marketing Manager Kristina Treadway - Director of Product ... View more

In the midst of COVID-19, Andrew Lehr, the Director of Student Success at Anderson University, used data from the Benchworks Student Impact Survey to: spot a campus-wide concern quickly, identify students who needed immediate support, and inform a systematic approach to outreach. View the attached case study to learn more. ... View more

Brittany Nackley The support of my family and my desire to bring new understanding to people and their challenges drives me to achieve more. My Journey to #AchieveMore Our warm home should have been comforting on that cold October Saturday, but my nerves were too frazzled to notice. I had signed up to compete in The Nutshell Games that evening, and I was subjecting my husband and our two children to my fretful rehearsals. As one of thirty scientist-competitors, I would have 90 seconds on stage to explain my research to 300 people and 10 judges including two 7th graders. If the youngest judges couldn't understand the presentation, you wouldn't win. Finally, having a 7th grade son of my own could be an advantage to this aging mom-turned-graduate student. He and my 4th grade daughter pushed me to simplify my message as my husband drove us to the event. But when they dropped me off I was filled with trepidation – why had I taken on something so far outside my comfort zone? An hour later when my moment finally came, I surprised myself and my family! I didn't win the competition, but I delivered a performance I could be proud of. The experience made a fitting metaphor for my journey to achieve more. Ever since returning to school in my forties, I have been working outside my comfort zone. After a pivotal experience with therapy when my mom had cancer, I was driven to study psychology and learn how certain therapies can transform lives even during heartbreak. So I started an eight-year journey as a middle-aged undergraduate, followed by a Master's program, then two years applying to PhD programs –0/8 acceptances my first try, before a success the second year. Every step required unrelenting patience, conviction, and a thick skin. Every step my family supported me, needed me, and kept me grounded. I am a scientist mom and I am driven to change lives through psychological understanding.           What Drives You to #AchieveMore? View Current Winners   See All Stories   Submit Your Story ... View more

In October 2018 EdSurge released the research study, "Measuring Up: How Community Colleges Define, Measure and Support Student Success", which revealed important trends in student success initiatives, current practices for institutional analytics and early indicators of student success at community colleges in the United States. In this interactive webinar, highlights from the study will be presented alongside five easy-to-implement methods that can be incorporated in College Success courses to encourage and evaluate student engagement for better learning outcomes. From tracking attendance to gauging students' conceptual understanding, student engagement opportunities are endless, yet within reach with the ubiquity of mobile devices. The session will explore and demonstrate analytics tools that enable community college faculty, course coordinators and administrators to understand how to get quickly and affordably get started using student engagement tools in College/Student Success courses.     Access the recording today! Watch Recording   Presented by: Vance Gray is the former dean of social sciences at Atlanta Metropolitan State College (University System of Georgia) and instructor of political science at Spelman College. Dr. Gray currently serves as the Consultant to the Office of Academic Affairs, Student Success & Completion for the University System of Georgia. Dr. Gray was the former director of the First Year Experience Program at Atlanta Metropolitan and served as the the USG point of Contact for the Momentum Year and Gateways to Completion efforts. He participated in the intelligence community program with the Office of the Director of National Intelligence’s Center for Excellence in National Security Studies in 2010, and the 2015 and 2018 Council on Foreign Relations Educators Workshops. Dr. Gray holds degrees in English literature from the University of Washington, Seattle, and an MBA and PhD (international politics/economics, urban politics, public administration, and American government) from Clark Atlanta University. ... View more

Erin Steckler Despite the loss of my Mom, I did not let this stop me from becoming successful and maintaining a positive lifestyle. My Journey to #AchieveMore My name is Erin Steckler, and I am a Sophomore at Rowan University. In June 2009, I lost my Mom to Splenic Marginal Zone Lymphoma. The loss was devastating, and it left my Dad with the full responsibility of raising four children all under the age of 10, managing a career, and providing for our household. Therefore, I spent a majority of my childhood helping to raise my siblings. Although the loss of my Mom provided financial and emotional challenges, I did not let this stop me from becoming successful and maintaining a positive lifestyle. Despite the loss of my Mom, my Dad created a memorable childhood experience, and I owe much of my success to him. I know my Mom would be extremely proud of me, as I am following in her career footsteps, studying Elementary Education, English, and Special Education. My Dad is a single father of four, and he has taken the responsibility for financially supporting all four of his children in our college educations. Although I do not have the opportunity to live on campus, I commute to school and help my Dad out whenever needed. As a full-time college student, I also work as a part-time daycare teacher at Free To Be Me Preschool, helping me pay for my personal and college expenses. Despite the challenges which the loss of my Mom provided, I would not be where I am today without my support system. Although I am loving my experience at Rowan, I do not want this financial burden to fall on my Dad. I am confident that I will be a positive role-model for my future students, and with the help of the "Macmillan Learning Scholarship," I wish to alleviate some of the financial burden regarding my college expenses.           What Drives You to #AchieveMore? View Current Winners   See All Stories   Submit Your Story   ... View more

Steven Blodgett The new perspective that I've gained in life from my experiences with bone cancer and as an amputee drive me to #AchieveMore. My Journey to #AchieveMore When I was nine years old, I was diagnosed with osteosarcoma. On the heels of this devastating diagnosis came nine months of intense treatment. My leg was amputated to stop the spread of the bone cancer and the harsh chemotherapy damaged my hearing; my life would never be the same. The scars of this harrowing time are etched upon my body, and my prosthetic leg and hearing aids serve as constant reminders of the trials I have endured. My experience with cancer gave me more than a broken body: it gave me perspective. It gave me empathy for others who are going through trials of their own. By forcing me to relearn how to walk and perform other tasks, it taught me how to be persistent. My hearing loss actually improved my communication skills by forcing me to truly listen to people, not just hear what they are saying. I learned to ski—on one leg—something that I had never tried before my amputation. Now I am an advanced skier and love to ski difficult runs with my friends. My experience with cancer taught me gratitude for each moment that I live. These experiences and lessons have made me a better person and a better student. I embrace life to its fullest and have developed a grateful attitude. The gratitude for my life extends to school and learning; I have never taken schoolwork or my learning lightly. My hard-earned perspective will be a driving force throughout my life to enable me to make a positive impact on the lives of those I work with and serve in my career and family.           What Drives You to #AchieveMore? View Current Winners   See All Stories   Submit Your Story   ... View more

Rebecca Whitney I choose to heal myself and others by preserving culture and language for generations to come. My Journey to #AchieveMore I am a writer, American Indian, linguist, and bookworm. I choose to heal myself and others by preserving culture and language for generations to come. It was Dr. Judith Maxwell, my linguistics professor, who suggested that I attend a program called Breath of Life, which caters specifically to Native Americans seeking to study their tribal languages. In today’s English-centric world, minority languages are fast disappearing, including my own heritage language, Quapaw. When language dies, culture—and by extension, identity—dies with it. When I attended Breath of Life, for the first time in my life, I was surrounded by a community with the same goals, doubts, fears, and setbacks as me. I realized that it was my calling to help revitalize my heritage language, Quapaw. As an undergraduate, I completed an honors thesis in which I translated four of ten Quapaw stories that were collected in the 1890s. They have since faded from tribal memory, so inntranslating these stories, I sought to return a piece of the past to my people. At the University of Arizona, I am pursuing an M.A. in Native American languages and linguistics. For my master’s thesis, I will finish the collection of stories and format them in a way that is accessible to the community: an illustrated collection of tribal stories in English and Quapaw. One of the major reasons that American Indians continue to suffer today is because their culture and languages are still under attack. Those who work in language revitalization seek to reverse that process. Our people need healing, and health is a multifaceted enterprise, birthed partly through community, artistic expression, language, and culture. It is through these avenues that I can best serve my community, my world, and myself.           What Drives You to #AchieveMore? View Current Winners   See All Stories   Submit Your Story   ... View more

Polly Zimmermann Growing the next generation of nurses for their benefit and the good of society. My Journey to #AchieveMore My name is Polly Gerber Zimmermann. I am a registered nurse. After 20 years of clinical practice, I started teaching student nurses 22 years ago. I had enjoyed providing small educational in-services to nurses at my job. After receiving my master’s degree in nursing, I made the leap into the full-time education of future nurses. Despite paying less than clinical nursing, I had a desire to help bring the next generation of nurses into the profession. The daily satisfaction is worth it. I want the same impact that my nursing educators had on me over 40 years ago. Many of my students are recent immigrants or the first from their family to attend college. It is a delight to help them prepare for and begin a new career, not just a job, that fulfills them and does good in society. Through various higher institutions of learning over the years, I have helped prepare students to give quality, safe care, along the “tricks of the trade” I had learned from my own practice. It is satisfying when graduates, now nurses, thank me for the influence I played in their educational process. It has come full circle when I, or my family members, now receive excellent nursing care from my former students. Teaching at higher education enhances my ability to keep mentally challenged and up-to-date over with the field’s developing knowledge, trends, and issues. The opportunity to create is ever present. There are meaningful relationships with your students and colleagues., I look forward to each day I teach and the potential effect and influence I can have. Teaching in higher education lets me make a difference today and the years to come.       What Drives You to #AchieveMore? View Current Winners   See All Stories   Submit Your Story   ... View more

  Kimberly Allen Accessibility matters—helping students access quality education is my passion and life's work in academia. View her video here! What Drives You to #AchieveMore? View Current Winners   See All Stories   Submit Your Story   ... View more

Padmini Shankar | I wanted to #AchieveMore to make my parents, teachers, and my child proud! My Journey to #AchieveMore About 30 years ago, I came to the United States with four small suitcases and a four-year old child. With a broken marriage behind me, I came to this country to seek a new life for my child and myself. With the blessings of my parents and the tremendous support of many kind people here, I succeeded in completing my Master’s and Doctoral degrees. It was a huge challenge to be a full-time student, work campus jobs to earn money, and take care of a young child. But the sacrifices of my parents and the future I wanted for my child kept me focused on my academics. In the beginning I did not have a clear vision regarding my career, but the brilliant mentorship, unfailing support, and vast kindness of my PhD faculty advisor inspired me to pursue a career in teaching. I vowed to make a difference in the lives of students just as she has in mine. As a professor today, the joy and pride I feel when teaching and mentoring students are indescribable. My goal is to equip my students with relevant knowledge and skills, so they can be successful in any career path they choose. I encourage my students to aim high and work tirelessly towards that goal. And I tell them it is totally fine if they fail; like the GPS that recalculates to get us back to our destination, they too can reevaluate their situation and strategies, and get back on track and confidently head towards their goal. I believe it takes dedication and tenacity to make it work against all odds. I know, because I only have to look at my frayed brown suitcase to realize what an incredible journey it has been to #achievemore!           What Drives You to #AchieveMore? View Current Winners   See All Stories   Submit Your Story   ... View more

The administrators at the University of Memphis planned to use iClicker Insights to identify students with troubling attendance patterns so that they could attempt to intervene before the student fell too far behind in their course(s). They also planned to review iClicker attendance data at the end of the semester to identify student attendance patterns associated with poor class performance and develop a plan to proactively address in future semesters.  View the attached case study to learn more. ... View more

Connecting with students online is easy when you’re doing something fun together. With iClicker, you can host online games that will help build a sense of community in your classroom while helping students master key concepts. Join iClicker training specialist Lindsey Thomas for a demonstration of the many different types of games you can play with your students during your live class sessions. We hope you join us with a cold beverage, a tasty snack, and will take the opportunity to participate as a “contestant” (aka student) using iClicker Reef.     Access the recording today! Watch Recording ... View more

In the Fall of 2016, we asked 59,434 first-year college students from 54 U.S. institutions to provide feedback on the behaviors that they feel helped them be successful in their first year of college. Of the students who responded this year, 64% earned a 3.00 GPA or higher. Here are student-tested first year study skills that lead to success. ... View more

Co-Sponsored by eRezLife  Housing professionals need solid strategies to make sense of assessment data, put results into context, and drive action to improve the residential experience. Benchmarking is one powerful option. Benchmarking involves making comparisons to identify best practices and opportunities for improvement. While making comparisons to other institutions is the most recognized form, it is only one form; to focus solely on that narrow definition means missing other opportunities. This webinar will describe the various types of benchmarking and use housing-specific examples from both Skyfactor and eRezLife to demonstrate its value.   Access the recording today! Watch Recording   Presented by: Matt Venaas is a Research Manager at Skyfactor, a Macmillan Learning company. In this capacity on the Analytics & Research Team, he is responsible for survey design and content for over 50 national benchmarking assessments. He also is responsible for analyzing data from these assessments to build educational content and conduct national studies. Since 2015, he has presented over 50 educational sessions at national higher education conferences on a wide range of topics related to student affairs assessment, student success, and retention. He is currently a member of the Directorate Board for ACPA’s Commission for Assessment and Evaluation and has twice served on faculty for the Student Affairs Assessment Institute. He has a M.S.Ed. in Adult and Higher Education and a B.A. in Political Science from Northern Illinois University. Cate Morrison joined eRezLife Software in 2018 after enjoying 13 years as a Student Affairs professional at the University of British Columbia in Canada. Responsible for Community Engagement and Outreach at eRezLife, Cate is an active member of the ACUHO-I community, sitting on numerous committees and workgroups, including the Academic Initiatives Program Planning Committee and serving as a faculty member for ACUHO-I's STARS College. Cate appreciates the ability to connect, work, and learn with student affairs professionals across North America and the UK over their shared passion for Student Affairs and improving the student experience. Cate completed her B.A. in Family Studies and Psychology at the University of British Columbia and holds a Student Affairs and Services Certification from the University of Manitoba. ... View more

The First-Year Seminar Assessment allows institutions to evaluate the overall experience of first-year seminar participants by providing insights into key topics related to satisfaction and student learning.  View the attached flyer to learn more. ... View more

JULY 28 | 1:00 PM ET   Cosponsored by Skyfactor and eRezLife We know that there is no one type of student that makes the perfect RA. We know our RAs reflect the diversity of our residents and are required to complete a range of complex and sometimes disparate tasks. So, it can be difficult to define success in the role. What if we use data to assist in this process? This webinar will apply a framework related to the Peter Principle to discuss ways to use data to assess common traits and trends in the RA role and how to apply these insights to our work with RAs. Register today to save your seat! REGISTER HERE   Presented by: As the Director of Analytics and Research at Skyfactor, Sherry Woosley drives the content strategy for the Mapworks Student Retention System and more than 40 Benchworks program assessment products. As one of the original creators of Mapworks, Sherry spent more than 10 years working in the area of assessment at Ball State University, where she also founded a graduate level academic program in institutional research. She has published articles in the College Student Journal, The Journal of College Student Retention, The Journal of College Student Development, The NASPA Journal, and Assessment Update. Sherry has also delivered more than 100 presentations at national conferences. Nationally recognized for her work in assessment, college student transitions, and predictive analytics, She holds a Ph.D. in Educational Leadership and Organizations from University of California, Santa Barbara. Cate Morrison joined eRezLife Software in 2018 after enjoying 13 years as a Student Affairs professional at the University of British Columbia in Canada. Responsible for Community Engagement and Outreach at eRezLife, Cate is an active member of the ACUHO-I community, sitting on numerous committees and workgroups, including the Academic Initiatives Program Planning Committee and serving as a faculty member for ACUHO-I's STARS College. Cate appreciates the ability to connect, work, and learn with student affairs professionals across North America and the UK over their shared passion for Student Affairs and improving the student experience. Cate completed her B.A. in Family Studies and Psychology at the University of British Columbia and holds a Student Affairs and Services Certification from the University of Manitoba. ... View more

Ottawa, ON. and Springfield, MO. June 1, 2020. Today, eRezLife Software and Skyfactor, a Macmillan Learning Company, announced a new partnership, which brings together Skyfactor’s student affairs and residence life assessment expertise and eRezLife Software’s diverse and comprehensive data collection capabilities and knowledge of student housing and residence life processes. The partnership will focus on delivering joint materials to student housing and residence life professionals, to help them communicate the value of their efforts to their various constituents.   See the full announcement in the attachment.  ... View more

Colleges and universities continue to focus considerable effort on supporting first-year students on their journey to academic success. Many campuses look to academic indicators like midterm deficiencies to flag students in need of support. But, changing the trajectory of a first year student’s academic performance in the second half of a term can be difficult. What insights are available on earlier indicators of academic issues?   This research note highlights insights on early course struggles using a national survey administered three to five weeks into the academic year. The findings are drawn from a national dataset of responses from nearly 11,000 new college students at eight U.S. colleges and universities to the Benchworks New Student Assessment during fall 2019.   Access Research Note ... View more

Natalie Dougall, Faculty Advocate and iClicker Trainer, discusses best practices for onboarding your students with iClicker in a virtual classroom. She shows how you can incorporate iClicker into your course with minimal fuss, provides methods for getting students started with the iClicker Reef app, and shares some icebreaker activities that get students comfortable in your class and using iClicker.     Access the recording! Watch Recording ... View more

ON-DEMAND Instructors who had been using iClicker Classic in face-to-face classes can seamlessly transition to a virtual classroom without having to switch to a new software. Senior Client Relationship Specialist Kelly Morrow shows iClicker Classic users how to enable Reef in their course settings and explain to students the steps to switch from physical clickers to the iClicker Reef web/mobile app.     Access the recording today! Watch Recording     Lindsey Thomas   Training and Documentation Manager   Kelly Morrow   Senior Client Relationship Specialist ... View more

ON-DEMAND iClicker Learning Solutions Specialist Alana Craig hosts a special iClicker Cloud instructor training webinar, which covers the nuts and bolts of setting up your iClicker Cloud account and course, downloading the software, and using the software for polling, quizzing, and attendance in a virtual classroom.     Access the recording today! Watch Recording ... View more