Tegrity Blog

Captured Thoughts on Lecture Capture and Learning.

Tegrity Remote Proctoring Helps Combat Student Cheating

In our last post, we announced the release of McGraw-Hill Tegrity Remote Proctoring. This innovative tool provides time and cost savings to students and institutions alike; however, the benefits of Tegrity’s proprietary technology do not end there. As institutions explore their remote assessment options, administrators and IT personnel are realizing that McGraw-Hill Tegrity Remote Proctoring provides a degree of security that ensures the integrity of remote exams– a feature that is absolutely essential to meeting government accreditation standards.

Gigaom.com recently published an article outlining five emerging technologies with which colleges and universities can arm themselves to prevent students from cheating in the online learning environment, helping to dispel the myth that online education is less credible than the traditional classroom environment. Ranked among these solutions is McGraw-Hill Tegrity Remote Proctoring, which is often used in conjunction with LockDown Browser software, creating an unparallelled level of security.

Read the full article here!

To learn more about how your institution can take full advantage of Remote Proctoring, watch Tegrity’s recent webinar featuring Laramie County Community College and Blinn College.

McGraw-Hill Higher Ed Announces Launch of Tegrity Remote Proctor!!!

We’re thrilled to share with all of our readers that on October 1st, McGraw-Hill Higher Education issued a press release announcing the launch of McGraw-Hill Tegrity Remote Proctoring, a valuable solution that enables students to take exams in a secured proctoring environment while simultaneously providing time and cost savings for students and institutions alike.

To help meet the needs of today’s busy students, many colleges and universities now offer online and hybrid courses and programs. Despite the convenience and benefits such courses can provide, come exam time, students are often forced to return to campus or make special trips to off-campus proctoring sites, spending a lot of time and money to do so. The additional costs in particular can be a real burden to most students. These on-site test-taking practices and requirements often stem from the institution’s need to comply with government standards for proctored exams. Security during the test-taking process is an understandably serious concern.

McGraw-Hill Tegrity Remote Proctoring alleviates this burden on students by enabling schools to securely administer exams from any location. Within a secure environment, students log in, authenticate themselves by taking a photo of their student ID, and take and submit their exam from the comfort of their home or any location with an internet connection.

The security and integrity of the McGraw-Hill Tegrity testing environment is ensured through its innovative and proprietary technology, which prevents students from pausing during the exam and immediately uploads the video to the instructor’s instance once the recorder is stopped. Security is taken a step further when seamlessly integrated with leading “lock down” browsers such as Respondus LockDown that prevent students from opening, copying, or printing any other content or applications during the exam.

So what’s in it for instructors? They enjoy flexibility in reviewing their students’ exams thanks to Tegrity Remote Proctor’s ability to play back recorded test video at up to eight times the original speed. This conveniently allows instructors to check for suspicious activity without spending hours watching each full test recording.

Thanks to McGraw-Hill Tegrity Remote Proctoring, students as well as institutions are finally liberated from the geographic and economic limitations of traditional proctor sites.

Read the full press release here!

To learn more about McGraw-Hill Tegrity Remote Proctoring, click here. We also welcome you to download a recent case study on Laramie County Community College’s use of Remote Proctoring and watch an archived webinar featuring Athens State University.

New Case Study: Campbell University

Hot off the presses! We have another case study for you! Click here to read how Campbell University School of Law was able to re-establish an engaging and interactive classroom dynamic with McGraw-Hill Tegrity.

Here’s a sneak peek:

Several years ago, Campbell University School of Law professor Woody Woodruff began noticing an alarming decrease in student engagement and participation during his lectures. The main cause for this seemed to be the furious typing and writing of students anxious to capture every word. He began searching for a solution that would help eliminate this issue and ultimately found that McGraw-Hill Tegrity Campus best fit his needs. His students favored its simple interface and advanced features such as its ability to search and bookmark content and take notes.

Professor Woodruff has been using McGraw-Hill Tegrity for more than six years and has since spearheaded the use of the solution in the University’s Law School. With McGraw-Hill Tegrity, he along other law professors at Campbell are able to create the interactive and challenging dynamic necessary in today’s law school classrooms.

Webinar Recording and Q&A: Promoting Excellence at UCF

This month, we’re featuring University of Central Florida. On August 21, Don Merritt and Beth Nettles presented on UCF’s multi-pronged approach to their use of Tegrity. The webinar was hosted and moderated by Campus Technology. As with all of our live webinars, there are questions asked during the Q&A portion of the live event that are unable to be addressed due to time constraints. We’ve posted responses to those questions below. Enjoy!

Q: What is your take on the drop from 86% in Summer 2010 to 79% in Summer 2011 in those V courses in the use of Tegrity?

A: I’m sure there are several factors influencing the numbers. The same courses aren’t taught every summer; so we may not be comparing the same level of course difficulty.  Summer 2011 is the first semester after the university changed its modality designations and definitions. That might have had an influence.  I pulled the numbers and you can see that the number of “V” courses decreased but the registrations decreased proportionally. I am curious to see the numbers for this past summer semester.


Summer 2010

Summer 2011

V sections










Q: In terms of video classes at UCF, the transition from ITV to Tegrity lecture capture is mainly due to the budgetary cut and other managerial factors?

A: Overhead was certainly a concern, but there was also growing interest in on-demand, asynchronous video delivery (recordings). That was not offered as part of the ITV system except in extreme cases. The intent there was synchronous delivery (live broadcasts of the class). The transition to Tegrity was a change in modalities as well as cost savings.


Q: The IDV development program is in addition to IDL6543 for those who plan to teach online?

A: The IDV Essentials course is designed for faculty who are teaching courses with a modality designation of Video Streaming (V) or Video Streaming/Reduced Seat Time (RV).  The course covers specific pedagogical, technical, and logistical issues that need to be addressed when delivering content via video streaming.  IDL 6543 course is for faculty who want to teach a fully online (W) or mixed mode (M) course.  While some topics are similar in both courses.


Q: Can someone not in UCF take the IDV courses?

A: No, IDV Essentials is not open to the general public. You have to authenticate as an UCF employee to take the course. The majority of our professional development courses are not currently open to the general public.


Q: Will you be demonstrating a sample course in this webinar?

A: The format of the webinar didn’t lend itself to demonstrating the video streaming course or the IDV Essentials professional development course. But I wish I had included screen shots of the different learning objects. But I created a presentation with screen shots of the IDV Essentials course to include with this forum. (See UCF_IDV_Essentials_ScreenShots).


Q: You mentioned “flipping the classroom”, which sounds like an interesting concept. Are there courses where this works better?

A: There are entirely separate strategies for flipping a classroom. It is a significant change in how the course content is delivered. Lecture capture systems like Tegrity just facilitate that modality change. The Chronicle did an article in February on flipping the classroom (http://chronicle.com/article/How-Flipping-the-Classroom/130857/).


Q: Do you train in Tegrity on Tegrity?

A: There are some example Tegrity recordings for faculty to review in UCF_IDV_Essentials_ScreenShots.


Q: I noticed in your classroom set up you only have a revolabs xtag, how do you deal with capturing questions from the students in-class?

A: There are ceiling-mounted microphones to capture student conversations. I’ve attached a signal-path diagram that goes into greater detail about what is in our integrated Tegrity rooms.


Q: What other systems did you consider before deciding on Tegrity?

A: We were familiar with MediaSite, Panopto, Adobe Connect. However Tegrity already had a large presence on campus in the College of Computer Science and Engineering.


Q: Other than scanning the paper sheets, how are you getting the document camera output captured into Tegrity?

A: The document camera is captured live as part of the recording. (See also the Standard UCF Tegrity Design)


Q: Can the Tegrity recordings be transferred from your old LMS to Canvas, or are they all lost and need to be redone?

A: The Tegrity recordings exist independently of the LMS. There are links in the LMS courses that point to the Tegrity server. This semester (Fall 2012) we move from an on-premise instance of Tegrity to a hosted solution. We did not automatically move the locally stored recordings to the cloud service. Faculty were notified earlier in the summer that they needed to request that their existing recordings be moved, or they were provided tools to do so themselves.  For those who did not, we are keeping the locally stored files for about a year and an administrator can assist them in getting access to the older recordings.


Q: How did you develop the touch panel? Does that come with a Tegrity license?

A: The touch panel is part of the Crestron multimedia control system. OIR has Crestron programmers and installers on staff who are responsible for designing and installing all of our multimedia systems. (See also the Standard UCF Tegrity Design)


Q: Is it possible to get a look at the professional development modules described (“IDV Essentials”)?

A: I have created a presentation with screen shots of the IDV Essentials course. (See UCF_IDV_Essentials_ScreenShots) Send me an email and I will send you something more detailed.


Q: In your classrooms what kind of robotic camera system do you use?

A: Elmo (See also the Standard UCF Tegrity Design.)


Q: One issue is the use of flash for the output, which is not supported by Apple products – is there an option, now or coming, for alternative formats that would be accessible through portable devices like iPhone or iPad?

A: Tegrity maintains native iOS and Android applications. Tegrity does not actually record video in Flash – that was a reference to some items in the faculty development material.


Q: Are all faculty supplied with web cameras to record sessions?

A: No, access to Tegrity accounts require completion of IDV Essentials. Once that is done faculty can request to teach in a classroom specially equipped with cameras and microphones. If they choose to do recordings on their own computers we give them recommendations for what to purchase to get the best results and will work with them on best practices and troubleshooting.


Q: What do you find to be the major reasoning for instructors not participating in Video Capture sessions?

A: I am not sure why instructors might not want to teach using Video Capture session. Perhaps they think it would require a great deal more of their time. Perhaps it’s not knowing how to use the technology or appreciating the benefits of using video capture.


Q: Dr. Nettles, what is your email address?

A: Beth.Nettles@ucf.edu


Q: As a faculty at NYU – they use an online system that does not seem as robust as yours. What other systems did you review?

A: We were familiar with MediaSite, Panopto, Adobe Connect. However Tegrity already had a large presence on campus in the College of Computer Science and Engineering

To watch the presentation on-demand and hear the questions answered during actual Q&A, click here!


Tegrity and the Flipped Classroom in the News!

Check out the recent KTVI (St. Louis FOX affiliate) news segment featuring Dr. Debra Lohe, Director of the Reinert Center for Transformative Teaching and Learning at Saint Louis University. The segment was a general discussion of the flipped classroom model and how SLU implements this learning style on campus. Watch the full news segment here!

It comes as no surprise that institutions that are “flipping the classroom” are capturing media attention.  The flipped classroom is an increasingly popular model in which students watch their course lectures outside of the classroom in order for scheduled class time to be spent engaging in more interactive activities, such as group discussion. Saint Louis University is currently experiencing positive student and instructor feedback as a result of this shift.

In addition to the St. Louis feature, Dr. Bobbi Jo Carter, Distance Learning Coordinator at Calhoun Community College in Alabama was recently featured on WHNT-TV (a CBS affiliate in Huntsville, AL), discussing exploration of the flipped classroom on her campus. View the full story here!

To learn about how institutions are implementing this model in greater detail, view the recent web seminar featuring Calhoun Community College.  Presented by Dr. Carter and Dr. Alice Yeager, the webinar addresses possible implementation strategies as well as best practices for using Tegrity to create content for the flipped classroom model.

New Case Studies: University of New Hampshire and NWFSC

We’re delighted to announce the official release of two new McGraw-Hill Tegrity case studies!

The University of New Hampshire (UNH) has found a powerful learning tool in McGraw-Hill Tegrity Campus. As the largest university in the state, UNH offers more than 100 majors and its programs span two campuses in Durham and Manchester, New Hampshire.

In the fall of 2011, UNH deployed Tegrity, enabling more than 50 professors to record their lectures and share class materials with students. Today, more than 125 courses are integrated with lecture capture. The university offers hundreds of online and hybrid courses and with Tegrity, and now plans to create new programs offered exclusively online. Since its Tegrity implementation, UNH faculty and students have reported a positive impact on their teaching and learning experience.

Read the full case study here!


Northwest Florida State College (NWFSC) is known for educational excellence and community involvement. Its student body is made up of more than 20,000 students, many of whom are considered non-traditional. To help meet the needs of its diverse student body, about one-third of the college’s course offerings are hybrid or online. As part of its online learning environment, NWFSC uses McGraw-Hill Tegrity as its lecture capture solution.

Since its deployment, over half of the faculty at NWFSC have begun using Tegrity. The solution has also played a major role in the development of the school’s distance learning program.

To learn more about NWFSC’s innovative use of McGraw-Hill Tegrity Campus, download the full case study here!

To view the entire library of McGraw-Hill Tegrity case studies, click here.

Webinar Recording and Q&A: Remote Proctoring at Athens State

For the first time on the Tegrity blog, we are giving readers the opportunity to catch up on what they may have missed in recent web seminars. This month, we’re featuring Athens State University, which presented on its use of Tegrity’s remote proctoring feature on July 19, 2012. The webinar was hosted and moderated by University Business. Responses to questions submitted during the live event are provided by webinar presenters Mark Gale and Linda Hemingway, Athens State University; and Erin Blaze, McGraw-Hill Marketing Specialist.

Q: ­who is reviewing the recording?­

A: Faculty or TA who is grading the exam.


Q: ­how many times does the download fail?­

A: Out of 140 students over two semesters, we only had 5 upload failures.


Q: ­How long does it generally take to grade all the exams especially with having to go through the video of each student?­

A: You definitely want to incorporate methods to reduce the time load associated with watching the videos.  First, the orientation quiz is the only test where we watch every video.  We purposely made that quiz easy and short (5 questions).  It takes maybe 30 seconds to watch those and respond with feedback to the student.

Outside of the orientation quiz, we usually scan the thumbnails of each student to look for anomalies such as them getting up from the computer, opening a new browser window, etc.  Scanning the thumbnails takes about 30 seconds per student.  If we find an anomaly, we will go in and investigate that certain thumbnail in more detail.

We proctored a midterm and final in the two classes and had about 70 students in each class.  We randomly looked at about 2/3 of the students on the midterm and 2/3 of the students on the final, making sure every student was viewed at least once.  This helped get a good sample and lighten the load as well.  This is why we still require Lockdown Browser on the exams even with the Tegrity proctor it gives us the added security.


Q: ­Did you have any hesitance from the faculty having to offer their courses via this method? Are all distance education courses offered in Tegrity or a hybrid of others?­

A: Eventually, we hope to expand this to all distance courses, but for now it is only being used in our accounting classes.  With those faculty, there was slight hesitation, but we used one of their old arguments against them.  A lot of faculty still are hesitant to do distance because they are worried about test security.  So rather than focusing on learning the new technology, we focused on a way to solve their concerns.  This made them much more accepting.


Q: ­Have you caught cheating or questionable behaviors among any of your students?­

A: Since this was the first year of using this in one class I think they were too taken back by the experience to cheat.  They did not have time to figure it out yet.  I have talked with other schools and in one the student was trying to use his smart phone under the desk.  They could see his posture and hear the clicking of the phone even though he had turned his volume all the way down. 


Q: ­Do instructors actually watch the recording of individual students taking tests?­

A: Yes, but the video is not live.  Each student is recorded taking their test and then the instructor reviews the videos as part of the grading process. 


Q: ­Why does the upload process take such a long time? ­

A: A large portion of our students are from rural Alabama, so they are on dial-up connections.  In the metro areas where students have access to high speed, the upload time is pretty quick.


Q: ­What do you do if students flub an exam and don’t upload or record correctly?  What percentage of students have tech problems with proctoring.­

A: We give an orientation test and make sure we watch each of the videos from that test and give individual feedback to the students.  The test has unlimited tries, so usually if they are doing something wrong in the process, we can catch it there and correct them.

As for the flub, we put a lot of weight behind our threat.  Usually, we tell them your test will not be considered for grading if you do not use the proctor system.  Chances are that we’d probably let them retry using a new question pool, but as of now, we haven’t had a flub outside of the orientation quiz.

We also have great support and if the video does not upload correctly the students can report that to the systems person and systems person has been able to get the Tegrity to upload.  


Q: ­Why did you implement remote proctoring when you were already using respondus lock down browser?­

A: Respondus helped us minimize the possibility of students opening a new web browser for information; however, we were hearing too many stories and possibilities of students using books, having a second laptop, mobile device, or a classmate helping them.  Respondus Lockdown couldn’t cover these situations.  With Tegrity Remote Proctor, we felt it enhanced the integrity of the test because we could now watch for these areas.


Q: ­How long does it take for a “typical” exam to upload assuming an average high-speed dsl connection?­

A: For an hour exam on high-speed, it took less than 10 minutes. 


Q: ­Can you explain a  little more about the “Annotation” option.­

A: Annotation is an option on Tegrity Lecture Capture for faculty, not the Remote Proctor Product.  Essentially, faculty members can use their mouse to “draw” on their screen.  Therefore, they can draw on websites, powerpoints, or any other software they pull up on their screen.  Many of our faculty are using tablet computers so they actually have a pen the serves as the mouse.


Q: ­Does the student’s ability to submit a lecture integrate with Blackboard’s Grade Center? If not, how/where do the students submit their lectures?­

A: The student lectures or presentations are stored in Tegrity under the Student Recordings tab.  We have gotten around this by creating an assignment in Blackboard and asking a question related to the presentation (such as “Do you have any suggestions on how to improve the instructions on how to record your lecture?”).  The answer to the question doesn’t equate into their grade at all, but it creates a column in the gradebook and serves as a reminder to the faculty member that a student has a new recording they need to go view.


Q: ­Does Blackboard enforce the use of the proctoring software in order to access a test?­

A: No. They could still technically start the test without starting remote proctor.  We have heavy weight behind our threat though and basically tell the students that your test will be counted as a zero unless it is completed with remote proctor.  I don’t know if we’d stick to that because we haven’t had it happen yet, but it seems to encourage most people to do it the right way.

Additionally, having the orientation quiz set up to use the proctoring system reinforces to them the requirement.


Q: ­Do you have students do any no-stakes “practice” test to make sure they understand how to get through the process once, before it’s graded?­

A: We have an orientation quiz that has a minimal point value associated with it (we’ve found a no-stakes test doesn’t get many takers).  However, the test has an unlimited number of tries and only accepts the highest grade, so it is essentially a freebie and just there to make sure they get it right.


Q: ­Is there a problem with student collaboration if the test is available over a period of time, and some students who have taken it cue others prior to their attempts?­

A: We have built in a number of questions into our pools to counter this.  Therefore if a student wants to memorize 5 questions and answers out of the 500 question pool, it will hopefully not be very effective for his peers.


Q: ­Is it fairly easy to tell if a student appears to be referring to anyone or anything outside of the camera’s view?­

A: Yes.  Most of the time, the student will be focused and staring at one area of the camera (because they are focused on the screen).  Therefore, you’ll see their head and face peer away from that area they’ve been staring at.  You’ll just need to determine if it is a quick stretch or if they are looking away for an extended period of time or the same area a lot in a small period of time.


Q: ­Did you look at any other proctoring solutions?  If so, what was the process for choosing Tegrity over other proctoring solutions?­

A: Tegrity Remote Proctor was a free update, so we gave it a try first because of that.  It met all of our expectations, so at that price, we didn’t feel we needed to look elsewhere.


Q: ­Does the “Form Better Relationships” methodology include the student perplexity factor (which I do by seeing student faces and watch the eyes fro that glazed over look).?­

A: Unfortunately, as far as we can tell,  they’ll be watching your recording and if they are confused, you won’t know.  You’ll need to incorporate other mechanisms in the course such as small quizzes or discussions or something similar to make sure they are understanding the content and then intervene.


Q: ­How do you ensure the student does not copy from the internet?­

A: We incorporate Respondus Lockdown Browser as well, so they literally cannot open another internet window.  However, if you don’t use Respondus, Tegrity Remote Proctor records both their webcam video and a video of their screen at the same time.  So if they open Google, you’ll see it.


Q: ­So an instructor needs to verify the ID of each student?  Wouldn’t this preclude giving a test simultaneously to a large class (say of 25 students?)­

A: The online classes, even if there are 25 students, will take their tests on their own schedule within a block of days.  If you are going to use it in a face-to-face scenario, the faculty member would check IDs as the students came in the door, eliminating the need to check the IDs later with the proctor system.


Q: ­you mentioned BlackBoard. We have Desire to Learn…is it compatible with Tegrity? What about Moodle?­

A: Both Desire2Learn and Moodle are compatible with Tegrity.


Q: ­When do you use the Respondus Lock-Down Browser since you use the Remote Proctor for tests?­

A: We use both on the tests.  Using Respondus actually helped manage the amount of time required to view the video of the students when we had larger classes.  With Respondus running too, we no longer had to scan the video of the student’s screen, we could solely focus on the webcam video since we knew Respondus wouldn’t let them open any new windows.


Q: ­I know you may have mentioned this, but is the remote proctor mandatory or can students still use live proctors at testing facilities if they wish?­

A: In the classes it is implemented in, it is mandatory.  The student is still allowed to come to campus to take the test, but they will be placed in a lab that has the remote proctor on it and they will still have to go through the process of using remote proctor – just now on our campus instead of using it at home.


Q: ­Lets say you have a class of 150 students.  Does that faculty member review in detail all 150 recordings?­

A: You definitely want to incorporate methods to reduce the time load associated with watching the videos.  First, the orientation quiz is the only test where we watch every video.  We purposely made that quiz easy and short (5 questions).  It takes maybe 30 seconds to watch those and respond with feedback to the student.

Outside of the orientation quiz, we usually scan the thumbnails of each student to look for anomalies such as them getting up from the computer, opening a new browser window, etc.  Scanning the thumbnails takes about 30 seconds per student.  If we find an anomaly, we will go in and investigate that certain thumbnail in more detail.

We proctored a midterm and final in the two classes and had about 70 students in each class.  We randomly looked at about 2/3 of the students on the midterm and 2/3 of the students on the final, making sure every student was viewed at least once.  This helped get a good sample and lighten the load as well.


Q: ­can the faculty contact the remote student during a test? (what are you looking, can you turn up your volume, adjust your webcam, etc.)?­

A: No.  The recording is not synchronous.  The instructor watches the video as part of the grading process after completion of the test.



Q: ­Have you had any privacy issues come up with the remote proctor?­

A: No.  We have a limited sample since we are still piloting it, but for the most part, students seem more than happy to give up any privacy issue for the convenience of not having to drive to campus or find a live proctor.


Q: ­The LMS doesn’t matter does it when using this proctoring format with Tegrity?­

A: No, LMS does not matter. If you are using Tegrity, you can use the remote proctor feature.



Q: ­Do you dedicate technical support people to online classes and if so, how many courses per staff member? ­

A: We have two people supporting most of the online courses right now as well as a 24/7 help desk outsourced to Blackboard for generic questions.  Our staff is 1 system admin and me – instructional design by trade.


Q: ­How can you ensure that cheating does not occur if you do not review all the recordings in detail?­

A: It is a balance between integrity and time management of the faculty member.  We make sure that at least on recording of the student is watched throughout the semester outside of the initial orientation video. 

That is why we view the orientation video as essential for reviewing everyone and giving individualized feedback.  When the student gets that note about the instructor seeing something (like a pet or child) in the video on the orientation video, it leaves that sense in a students mind that they MAY watch me again.



Q: ­how long will tegrity store these videos for? 1 week after the test? 30 days after the term?­

A: We have control of how long we store them.  We hold on to videos for two semesters after the end of a course.


To watch the presentation on-demand and hear the questions answered during actual Q&A, click here!

New Case Study: St. Louis University Expedites Implementation of Tegrity to Meet Growing Demand

We’re proud to announce the release of a brand new case study! Recently we interviewed Kyle Collins, Associate Director of Academic Technologies at Saint Louis University, as well as Debra Rudder Lohe, PhD, Director of the Reinert Center for Teaching Excellence at SLU. We discussed their search for the right lecture capture technology based on their institution’s unique needs, as well as how Tegrity is being received and used across campus. Here’s a sneak peek:

Saint Louis University (SLU), a Catholic, Jesuit institution located just minutes from the city’s iconic Gateway Arch, is the oldest university west of the Mississippi River.  Yet instructional technology at the 194-year-old institution is rooted firmly in the 21st century.

The decision to implement a lecture capture tool at SLU came in late 2010 when faculty, Center for Teaching Excellence (CTE), IT personnel, and even some students came together to identify instructional needs that could be enhanced with lecture capture.

After discussing the pros and cons of the four systems considered, the team chose Tegrity Campus, which is currently being used to record lectures and supplementary course content to enhance learning for more than 13,000 students.  Kyle Collins says his team recognized a number of advantages that Tegrity had over the other systems they reviewed, including full-text indexing.  ”Tegrity will index everything on the page,” Collins explains, “making it all searchable”.

In the first semester of deployment, SLU adopted the technology in 75 of its 275 classrooms, captured 2,100 lecture hours of content, and saw 133,000 views of captured content with an average view time of 27.5 minutes per view.  ”That’s a lot of load to put on a new system,” says Collins, “but Tegrity has done extremely well.”

Click here to read the full case study!


Tegrity Campus Takes Home Two CODiE Awards!

Today we proudly announce that Tegrity has won two 2012 SIIA Codie Awards in the Education Technology   category. Winners were announced on May 7th.

Tegrity won in the Best Post Secondary Enterprise Solution category as well as one of the top three overall Ed Tech awards, the Best Postsecondary Education Solution Award!

The CODiE Awards are organized by the Software & Information Industry Association (SIIA), the primary trade association for the software and digital content industries. As a winner, Tegrity Campus is being recognized as one of the “best non-instructional business management applications or services that support education enterprises in the postsecondary market”. Tegrity Campus was the only lecture capture solution being considered for the CODiE Award.

This is a great achievement for the Tegrity Team. We would also like to give a shout-out to the products and teams at McGraw-Hill that were winners, finalists, and/or nominees for CODiE awards this year. We have a lot to celebrate and be tremendously proud of!

To view the full press release, distributed by PR Newswire, click here.


Record Numbers and Exceptional Achievement at TUC 2012

This just in from the Sixth Annual Tegrity User Conference in Seattle, Washington! We had an incredibly successful event this year, hosting the largest TUC to date with over 200 attendees and nearly 80 different institutions in attendance. The conference was hosted by the Hyatt at Olive 8 in downtown Seattle. The Olive 8 is the first Leed-certified hotel in the city, boasting an array of innovative, environmentally friendly and energy-saving features.

Conference participants included administrators, eLearning professionals, instructional designers, IT staff, and faculty from institutions of Higher Education nation-wide, all of whom currently use Tegrity lecture capture to improve student achievement. This year’s theme, Unlocking Tegrity’s FULL Potential in the Classroom and Beyond, spoke to the creative ways in which Tegrity lecture capture is being used at institutions across the country, as well as the many facets of Tegrity that are available to greatly enhance the student and instructor experience.

Break-out sessions included such theme-centered topics as Tegrity lectures: Tips and tricks to better impact your students, Advanced editing: Making corrections and importing video, Deploying a lecture capture program for student athletes, Tegrity and mobile devices, Tegrity + Tablets: A win-win for connected instructors, Tegrity remote proctoring: A quality solution for distance testing, Closed captioning best practices, and Professional development training made easier with Tegrity.

The conference was jam-packed with sessions led by 40 client speakers and 8 Tegrity speakers. Each one delivered content on how to maximize Tegrity use in the classroom as well as throughout the institution in order to help increase student satisfaction, retention, and graduation rates. SBCTC administrators, eLearning professionals, and faculty led general sessions which covered topics such as, Summer 2012 Service Update, Improving Student Outcomes Across Washington, and Tegrity and Beyond: Transforming Learning in the Digital Age. The conference also hosted a student panel entitled, What Do Students Really Think?, in which six different students from across Washington state were candidly interviewed on their own individual experiences using Tegrity.

One of the highlights of the conference was our awards dinner. This special event atop Seattle’s iconic Space Needle not only provided spectacular views of the city but also hosted the annual Customer Appreciation Awards. We were delighted to honor particular institutions using Tegrity with certificates of achievement for their success in the areas of recording, online viewing, and student achievement. Administrators and institutions were also recognized for their leadership in Tegrity implementation across their campuses.

Student Achievement Award: Presented to a Tegrity client institution that has achieved outstanding success and has achieved the highest total volume or number of student views during the past year.

  • Winner: University of Central Florida
    • Largest Number of Online Views:  734,247
    • Largest Total Duration of Online Views: 1,597,083 hours

    Don Merritt, University of Central Florida

Faculty Champion Award:Given to an individual at a Tegrity client institution that has made a significant impact in inspiring other instructors to use Tegrity and thereby positively impact student success.

  • Winner: Dr. Ann Garnsey-Harter, Director of eLearning at Shoreline Community College

    Dr. Ann Garnsey-Harter, Shoreline Community Colllege

Innovator Award: Presented to an individual at a Tegrity client institution who has been a true catalyst for positive change within their institution, who is an acknowledge champion of technology on campus, and who has found innovative new uses for Tegrity on campus.

  • Winner: Dr. Bobbi Jo Carter, Distance Learning Coordinator at Calhoun Community College, the largest institution in the Alabama Community College System.

Rapid Response Award: Awarded to a new Tegrity client institution that has implemented Tegrity, trained their faculty, and made themselves fully operational in the shortest period of time. This award is also known as the “fastest launch”.

  • Winner: Saint Louis University
    • Customer since 6/22/2011
    • Full campus: 13,000 FTE (more than 8,100 undergraduate and 5,100 graduate students)

      Kyle Collins, Saint Louis University

Outcomes Assessment Award: Granted to a Tegrity client institution that has demonstrated through first-hand research Tegrity’s proven, quantified student impact on student outcomes during the previous academic year.

  • Winner: Arkansas Tech University

    Rebecca Callaway, Arkansas Tech University

Customer Champion Award: Awarded to an individual at a Tegrity client institution who has consistently presented the “voice of the customer” throughout the previous year, contributing time and expertise to influence and enhance the quality of Tegrity offerings.

  • Winner: Mr. Steve Clark, Athens State University

    Steve Clark, Athens State University

Shared Vision Award: Presented to a Tegrity client institution that has engaged students across the entire institution to use Tegrity and in so doing, has positively impacted the lives of students at their institution.

  • Winner: University of Missouri – Columbia
  • Boden Lyon, University of Missouri-Columbia

Provost Award: Given to a senior academic leader at a Tegrity client institution who has advocated Tegrity adoption campus-wide, as well as to the institution itself for achieving an exceptional degree of instructor usage during the past year.

  • Winner: Dr. Guy Westhoff, Washington State University

President Award: Awarded to a senior executive (VP or higher) of a Tegrity client institution who has demonstrated exemplary vision and leadership through successful implementation of Tegrity at their institution. This individual is generally recognized within the academic community as an accomplished leader who has impacted the lives of his/her students and colleagues.

  • Winner: Dr. Joel Hartman, University of Central Florida

Other institutions accepted Certificates of Achievement for their notable accomplishments in recording and online viewing numbers including Sam Houston State University, Blinn College, University of Louisville, John Marshall Law School, Saint Mary’s University of Minnesota, Philadelphia College of Osteopathic Medicine, University of Missouri – Kansas City, and University of Alabama.

Audrey Wick, Blinn College

Congratulations are in order for all of our winners, as is a big thank you to all of our participants at this year’s TUC. We look forward to seeing familiar as well as new faces at next year’s event! Stay tuned to the Tegrity website for future updates!