Search DU CTLAT Blog

Wednesday, March 31, 2010

Dillard University: Nikki Giovanni will Deliver 2010 Commencement Address


http://www.dillard.edu/index.php?option=com_content&view=article&id=821:nikki-giovanni-named-2010-commencement-speaker&catid=42&Itemid=846

Award-Winning Poet and Writer Nikki Giovanni Will Deliver Dillard University’s 2010 Commencement Address: University President Dr. Marvalene Hughes Said University Is Honored To Host A “National Treasure’”

Poet, essayist, novelist and educator Nikki Giovanni will address the 2010 graduates of Dillard University as commencement speaker on May 8, 2010. Graduation is at 8:00 a.m. on the university’s famed “Avenue of the Oaks.” Dillard University President Dr. Marvalene Hughes points to Ms. Giovanni’s body of work as evidence of her timeless brilliance and said Dillard is pleased to play host to a national treasure.
“I am in absolute awe of her prolific writing over an extended period of time,” Hughes said. “She preserves unique ‘evolving’ cultures, with a special emphasis on the exceptional cultural evolution of young Blacks and how they influence the world. She is one of the most thoughtful, dynamic speakers in today’s circles. We are honored to have her as our 2010 Commencement Speaker.”

For over 40 years, Ms. Giovanni has chronicled in her poems and essays the real “Black Feelings, Black Talk.” Her first published book of poetry in 1968 established her reputation as a “revolutionary poet” and the voice of her generation. In the four decades since her literary debut, Giovanni has written or edited over three-dozen volumes of poetry and essays. “Gemini” earned her a National Book Award nomination, “Love Poems” and “Blues” garnered NAACP Image Awards, “The Nikki Giovanni Poetry Collection” received a Grammy nomination for best spoken-word album.

Giovanni has won the American Book Award and has received over two-dozen honorary degrees to date. She has been recognized as woman-of-the-year by numerous magazines, and has been honored by nearly three-dozen cities from Los Angeles to Buffalo. The poet has also been honored by institutions as varied as the U.S. Information Agency, the National Council of Negro Women, and the Walt Whitman Birthplace Association, as well as the states of California, Tennessee, Virginia and West Virginia. Texas Tech even named a species of bat in her honor, the Micronycteris giovanniae.

Dillard students have reason to celebrate Nikki Giovanni’s appearance as commencement speaker. After Hurricane Katrina, Giovanni shipped her personal collection of books to Dillard for use in the Will W. Alexander library. A section of the library was dedicated in 2009 in Giovanni’s honor.
Share/Bookmark

Tuesday, March 30, 2010

LISWire: Alliance Library System and Learning Times Offer Innovation for Libraries in the 21st Century!

Innovation…change, novelty, cutting edge, revolution, transformation, transition, invention pioneer. Antonym of innovation…custom, habit, old, rut, tradition, idleness, sameness.
Alliance Library System and Learning Times are pleased to announce the “Innovation for Libraries in the 21st Century!” online conference to be held May 12, 2010! More information about the conference can be found at http://www.learningtimes.net/innovation

The conference will feature dynamic and exciting keynote addresses by Rich Harwood of the Harwood Institute; Helene Blowers of the Columbus Metropolitan Library; and Kitty Pope and Kendal Orrison of Alliance Library System. “Innovation has never been more important in libraries and agencies of all kinds!” said Kitty Pope, ALS Executive Director. “When you are looking at innovation, it doesn’t get any better than Rich, Helene and Kendal! If you are looking for everything on innovation you can possibly learn in one day, this is an event to invest your time in.”

*Rich Harwood, Founder and President of the Harwood Institute for Public Innovation, will address “Why Innovation is Critical in this New World We Find Ourselves In.” He will speak about the challenges we face and the power and potential for each of us to turn outward and help making hope real.
*Helene Blowers, Director of Digital Strategy for the Columbus Metropolitan Library, will speak about “Innovation Starts With I.” Her session will explore how the I, YOU, WE, of organizational cultures are involved in responding to the needs and desire to innovate and change.
*Kendal Orrison, Director of Information Technology and the RSA at Alliance Library System will talk about “Faking Your Way to the Future: Innovation and Change Management in a Large, Multi-Location Consortia that’s Happy in the Present.” He will speak about how to move an organization towards a common goal.
*Kitty Pope, ALS Executive Director, will address “Building a Culture of Innovation.” Join Kitty as she talks about how to build a library environment that will empower library leaders to say yes to innovation and embrace change.

The conference will feature a number of other great sessions including but not limited to the following:
• “Coordinating a Social Media Presence for the Library” – Sarah Houghton-Jan, San Jose Public Library
• “Linking YOU to the World of Innovation Services” – Houston Public Library panel
• “Mayor of the Library: Foursquare and Location-Based Mobile Social Networks” – Joe Murphy, Yale University
• “Innovations in Staff Development: Technology Training Wheels” – Beth Duttlinger, Alliance Library System
• “Why Librarians Should Stay the Hell Away From Facebook” – Woody Evans, Tarrant County College, Texas

Registration for the conference is $49 per individual or $99 for a group. LIS students can register for $29. LIS students need to contact Lori Bell, Alliance Library System, at lbell@alliancelibrarysystem.com for a coupon code to register for the $29. To register, go to http://www.learningtimes.net/innovation/register
For more information on the conference, go to the conference site at http://www.learningtimes.net/innovation. If you have questions, please contact Lori Bell at Alliance Library System at lbell@alliancelibrarysystem.com or John Walber at john@learningtimes.net

The Alliance Library System is one of nine multitype library systems, cooperating to provide vital library services to the citizens of Illinois. ALS provides information, resources, delivery services and educational opportunities to all types of libraries in central Illinois. LearningTimes produces unique online events, multi-day conferences and online learning programs for education, non-profit and learning-minded organizations around the globe. Their partners and clients include groups like the Smithsonian Institution, the New York City Department of Education, the University of Hawaii, Education Development Center, McGill University, Wiley / Jossey-Bass Publishing, and public television station WHYY, among scores of others. Their overall services include a variety of offerings that take an organization’s communication and collaboration goals online, with an emphasis on human connections, person-to-person interactivity and professional networking.
Share/Bookmark

Microsoft at Work: 4 ways to take control of your e-mail Inbox


Share/Bookmark

Dillard University Natural Sciences & Public Health L A M P G A E L A Conference 2010

Check out this SlideShare Presentation:

Share/Bookmark

Campus Technology Free Webinar: Virtual Training Success at Philadelphia University

Join us for this FREE 1-hour webinar:
Date: Thursday, April 15, 2010
Time: 11 AM (PST), 2 PM (EST)
Limited by budgetary constraints and without a formal training department, Philadelphia University's Office of Information Resources (OIR) used online tutorials and assessment tools to train and develop faculty and staff. Learn how Philadelphia University's OIR department successfully used Atomic Learning as a development resource to:
• Migrate faculty and staff from Office 2003 to Office 2007
• Create a virtual training presence on campus
• Provide a training solution for not only faculty and staff, but to help desk team members as well


Hear how you can successfully integrate this virtual training solution on your campus.Bring questions for our presenters. An interactive Q&A session will follow the live presentation.


Yes! I would like to attend this FREE webinar @: http://campustechnology.com/webcasts/2010/03/atomic-learning_virtual-training-success-at-philadelphia-university.aspx?pc=e054em02&utm_source=webmktg&utm_medium=em&utm_campaign=e054em02


Thank you, Campus Technology and Atomic Learning
Share/Bookmark

Campus Technology Free Webinar: Rethinking Classroom Design for Tight Budgets

Learn how to transform your institution's classrooms into highly effective learning environments in this FREE, 1-hour webinar hosted by Campus Technology and SMART Technologies.


Register now - for FREE: http://www.1105info.com/t.do?id=4593324:19829214

Date: Wednesday, March 31, 2010
Time: 11 AM (PST), 2 PM (EST)

Hear Whitney Kilgour, director of academic technology services at College of Southern Nevada (CSN) in Las Vegas, discuss how the current budget crisis caused their campus to rethink classroom design and new product purchases to:
* Maintain state-of-the-art facilities
* Reduce costs
* Improve student interactivity
You'll gain insight into how CSN made huge strides to empower teachers and students with technology by transforming classrooms into SMART classrooms while under tough budgetary challenges. It's your opportunity to discover ideas that can help you!

REGISTER NOW: http://www.1105info.com/t.do?id=4593325:19829214

Thank you, Campus Technology and SMART Technologies

Follow Campus Technology on Twitter: http://www.1105info.com/t.do?id=4593326:19829214 
Share/Bookmark

Innovative Educators: Helping Underserved Students Gain Access to and Succeed in College

Wednesday, April 28th ~ 1:00-2:30 EDT

Webinar Description
College For Every Student (CFES) will lead a discussion on how to tackle the greatest issue facing our country today: helping underserved youth get to our colleges and to be successful there. CFES is a national leader in facing this challenge. By utilizing three core practices - Peer Mentoring, Leadership through Service, and Pathways to College - CFES has helped numerous students get to and succeed in college. Over the last four years, 95% of CFES high school seniors (more than 3,500) have gone on to college. What are the specific challenges we need to address? How can we work with students and educators at all levels (K-16)? How can we ensure that our students succeed once they get to college? Join us to learn the answers to these questions and more.

Objectives

• Participants will learn how to help low-income students move toward college success. Specifically, participants will:
• Understand the problems and needs of low-income students
• Identify the challenges we need to address
• Learn how to work with students and educators at all levels (K-16)
• Learn specific strategies their institutions can implement to ensure that students not just get to college but thrive once they get there

Who Should Attend?

• Education professionals
• College admissions representatives
• K-16 educators

Who are the Speakers?

Dr. Herbert F. "Rick" Dalton, Jr., President & CEO, CFES.
For the past 18 years, Rick Dalton has worked to make CFES a national leader in helping underserved students gain access to college and be successful there. His doctoral work at Harvard on the connection between organizational behavior and educational opportunity laid the foundation for CFES. While Director of Enrollment Planning at Middlebury College, Rick created a partnership with DeWitt Clinton High School in the Bronx that led to the creation of 120 school-college partnerships. Contact: dalton@collegefes.org

David G. Erdmann, Dean of Admissions & Financial Aid, Rollins College
David brings 30 years of admissions and financial aid experience to the task of helping underserved students succeed in college. David was the architect of the National College Counseling Project, a three-year study supported by the National Association of College Admissions Counselors that identified how exemplary practices can help low-income children get to college. His understanding of access and retention are based not only on day-to-day implementation but on research and evaluation.
Share/Bookmark

Dillard University Natural Science & Public Health Lamp Gaela Conference 2010

Check out this SlideShare Presentation:
Share/Bookmark

Call For Proposals Seventeenth National HBCU Faculty Development Symposium October 21 23 2010

Check out this SlideShare Presentation:

Share/Bookmark

2010 Faculty Resource Network National Symposium

2010 Faculty Resource Network National Symposium
"Engaging Students in the Community and the World"
Friday, November 19 and Saturday, November 20, 2010
Washington, D.C.
The deadline for proposal submission is Friday, April 9, 2010.

The 2010 National Symposium will examine how colleges and universities can effectively reclaim their vital role as educators of individuals and citizens who are knowledgeable, civically engaged, and morally and socially responsible for others - in the community and across the world. The Faculty Resource Network at New York University is pleased to announce the 2010 National Symposium on Engaging Students in the Community and in the World. The symposium will be held on November 19-20, 2010 in Washington, D.C.

We invite proposals on the topics listed in the form of:
• Individual papers for panel presentations. [Panels organized on the topics listed below will run 60 minutes and will feature 3-4 papers allowing 15-20 minutes for each presentation followed by 20 minutes for Q&A.]
• Breakout session discussions organized by a group of 2-4 individuals. [Breakout sessions will run 60 minutes. The organizers will offer a 40-minute conversation followed by 20 minutes devoted to audience participation and discussion.]
• Poster session

To learn more, see our web site at: http://www.nyu.edu/frn/programs.events/national.symposium/2010.national.symp.callproposals.html
Share/Bookmark

Faculty Focus: Interested but Noncompliant Students: Annoyance or Opportunity?


Share/Bookmark

DU 2010 UR&CW Competition Library Announement

Check out this SlideShare Presentation:
Share/Bookmark

DU 2010 Guidelines Ur&Cw Competition Presentation Format

Check out this SlideShare Presentation:
Share/Bookmark

Extend Deadline: DU 2010 Undergraduate Research & Creative Work Competition

Thursday, April 8, 2010 - Dent Hall Gymnasium


Student Researchers and Faculty Mentors:

Because of spring break, the deadline for entering the 2010 Undergraduate Research & Creative Work Competition has been extended to Monday, April 5, 2010. Students are asked to follow the lead of their faculty mentors in meeting this deadline.
Building on strategies that led to student success in previous years, the attached document explains guidelines and presentation format for this year’s event. Please familiarize yourselves with this guide as it offers students and faculty mentors useful information on the program, poster design and presentation.

Schedule
• Set-Up of student displays will be from 7:00 a.m. to 8:00 a.m. on Thursday, April 8 in Dent Hall Gymnasium.
• The program will begin immediately at 8:30 a.m.
• Judging will begin promptly at 8:30 a.m. and conclude by 12:30 p.m.
• Social Mixer and Award Presentations - 2:30 p.m.
Faculty wishing to attend the program with their classes are most welcome. Feel free to contact me should you have any questions.

Lynn Strong
Director Undergraduate Research
Dillard University
Rosenwald Hall, Rm. 203
2601 Gentilly Blvd.
New Orleans, LA 70122
T) 504-816-4446
F) 504-816-4144
lstrong@dillard.edu
Share/Bookmark

Innovative Educators Free Workshops and Resources!



Free Workshops
- Free 30 day trial of StudentLingo http://www.innovativeeducators.org/retention_p/400.htm
- Violence Goes to College: Detecting and Preventing Avenger Violence: April 15th http://www.innovativeeducators.org/retention_p/833.htm
- Free Tips, Tricks, and Technology Tools for Teachers: Free & Available On-Demand http://www.innovativeeducators.org/retention_p/768.htm

Free Training
- Student Workshop - Maximizing Your College Experience http://www.innovativeeducators.org/retention_p/400.htm
- Violence Goes to College: Detecting and Preventing Avenger Violence: April 15th http://www.innovativeeducators.org/retention_p/833.htm
- Free Tips, Tricks, and Technology Tools for Teachers http://www.innovativeeducators.org/retention_p/768.htm

Free Websites, Articles and Guides
- Increasing Student Engagement through Faculty Development: A Practice Brief Based on BEAMS Project Outcomes http://www.ihep.org/assets/files/publications/a-f/BEAMS_Increasing_Student_Engagement_Faculty_Development.pdf
- Retention Matters http://www.insidehighered.com/views/2009/11/02/matthews
- College Student Retention http://www.answers.com/topic/college-student-retention
- Success 4 Teachers http://www.success4teachers.com/index.html
- Achieving the Dream http://www.achievingthedream.com/aboutatd/default.tp

Books
- At-Risk Students: Reaching and Teaching Them http://www.eyeoneducation.com/prodinfo.asp?number=671-3
- Promoting Success With At-Risk Students: Emerging Perspectives and Practical Approaches http://www.amazon.com/Promoting-Success-At-Risk-Students-Perspectives/dp/0866569227

Free Videos - Weekly Innovations http://www.weeklyinnovations.org/
- How to Involve Faculty in Student Retention http://www.weeklyinnovations.org/main/authorization/signIn?target=http%3A%2F%2Fwww.weeklyinnovations.org%2Fvideo%2Fhow-to-involve-faculty-in-1
- A Quick Look at Financial Literacy http://www.weeklyinnovations.org/main/authorization/signIn?target=http%3A%2F%2Fwww.weeklyinnovations.org%2Fvideo%2Fa-quick-look-at-financial
- StudentZen.com Student Success in the Community College http://www.weeklyinnovations.org/main/authorization/signIn?target=http%3A%2F%2Fwww.weeklyinnovations.org%2Fvideo%2Fstudentzencom-student-success
Share/Bookmark

Innovative Education Webinar: Including Faculty Training as an Integral Part of your Student Success Plan

Tuesday, April 27th ~ 1:00-3:00pm EDT
Webinar Description

This will highlight the collaborative efforts of faculty members, student services staff, and administrators of Central Piedmont Community College (CPCC) in Charlotte, NC, in the development, implementation, and assessment of a faculty training series which serves as an integral part of a college-wide effort to improve the retention and success of at-risk students (defined as those placing into one or more developmental reading or English courses). This project, funded in large part through a Dept. of Education Title III Improving Institutions grant, resulted in significant increases in student success and retention for this student population.

The Student Success Faculty Training Series developed at CPCC included funding for part time faculty to attend (part timers from the developmental reading and English areas were required to attend at some point during the five-year grant period), which was imperative to address and resulted in significant changes to the delivery of instruction in developmental classrooms. Significant attention will be paid not only to the design and delivery of the training, but also to the research-based reasons for the design of the training series.
Additionally, an explanation of the unique assessment method used to determine the effectiveness of the faculty training program, which was the focus of Dr. McElroy's dissertation research for his Ph.D. program. In a treatment versus control assessment, students were asked to identify teaching methods used by their instructors. Both design and results of the assessment project will be covered in detail.

Objectives
Participants will:
• discover how faculty, student services staff, and administrators can collaborate to improve the retention and success of at-risk students
• learn how to develop and implement a faculty training series
• expand understanding of how to better assess the effectiveness of faculty training programs
• develop knowledge of how to implement assessment programs relating to development activities for faculty
• explore non-traditional roles of student services professional and faculty members in helping students, and particularly at-risk students, to be successful in college

Who Should Attend?
• Faculty
• Vice Presidents of Academic Affairs
• Vice Presidents of Student Affairs
• VP for Enrollment Management
• Dean/Director of Admissions
• Deans of Academic and Student Affairs
• Student Success Staff
• Retention Specialists
• Student Development Retention Coordinators
• Academic Advisors
• Directors of Enrollment Services
• Directors of Student Development Services

Who is the Speaker?
Clint McElroy, Ph.D., is Dean for Retention Services at Central Piedmont Community College (CPCC) in Charlotte, NC. He earned his doctorate in Curriculum and Instruction with a concentration in Urban Education from the University of North Carolina at Charlotte. He chairs CPCC's Retention Committee, a cross-functional group which focuses on improving student retention, and also its cross-functional Student Intake Steering Committee, which focuses on improving student intake processes. From 2003 to 2008, he served as Activity Director for a federal Title III Improving Institutions grant project focusing on improving retention of students entering the College who placed into two or more developmental courses. The success of the CPCC Title III activity in positively influencing student retention has resulted in teams from several colleges from across the United States visiting CPCC to learn about the implementation of the project and how it might be duplicated on their own campuses. The organization of the CPCC Title III activity was highly cross-functional, requiring substantial interaction among the College's Instructional, Student Services, and Information Technology Services units.
Share/Bookmark

Monday, March 29, 2010

The "5 W's" on the 7th Annual Teaching Professor Conference

Who?
The Teaching Professor Conference is the premiere event for those dedicated to the art and science of teaching. In other words, people like you. Each year the conference draws hundreds of professors from campuses around the U.S. and abroad. Colleges and universities ... large schools and small ... public and private ... four-year and two-year. It's a lively and diverse group, bound by a common interest in better pedagogy.

What?
The conference is a three-day event packed with pre-conference sessions, workshops, and plenary sessions. An outstanding lineup of presenters will address a list of topics both broad and deep. You'll get invaluable insight on issues including:
• Student participation
• Active learning
• Classroom technology
• The scholarship of teaching
• Engagement strategies
• Undergraduate research
• Mobile technologies
• Collaborative learning
• Critical thinking
• Peer-led team mentoring
• Independence, self-direction and self-regulation
• The pedagogy of trust
• Humor as a teaching tool
• Grading, communication and confidence
• And much, much more.
You'll leave with a notebook full of new ideas you can put to work right away in your classroom and across your campus.

Where?
This year's conference takes place in Cambridge, Massachusetts—an apt venue for an event celebrating academic excellence. Our luxurious host hotel, the Hyatt Regency Cambridge, is an ideal base for exploring not only Cambridge, but historic Boston, just across the Charles River. Whatever your interests—shopping, sightseeing, the performing arts or the culinary ones—Boston and Cambridge provide almost limitless possibilities.

When?
The conference dates are May 21-23, an ideal time to visit. The rowers will be out on the Charles River, the flowers will be out in the public gardens, and the vendors will be out in Cambridge's farmers' markets. You'll have time during the conference to get out and explore, so make a "to-do" list!

Why?
The easiest question to answer! Here are some reasons: Professional development. Networking. Collaboration. Consultation. The latest research. The latest thinking. New issues. New knowledge. New techniques. Renewed enthusiasm. And most of all, better teaching. Want more reasons? Visit our why attend web page for the top six reasons faculty should attend this conference.

Bonus question: How?
In these challenging economic times, that's a valid question. How do you find the resources to attend?
We've worked hard on our end to help. The modest conference fee includes all workshops, plenary sessions and presentations. It includes several meals, daily refreshment breaks, and a host of extras. We've negotiated discounted hotel rates and airfares. And we offer savings for registering early and/or for bringing a group. You'll be pleasantly surprised to discover the conference is in reach for almost any budget!
If you have additional questions, please don't hesitate to contact us at 1-800-433-0499 ext. 2. But if we've answered enough of them to get you excited about coming to the conference, sign up today!

New this year!
Maximize your conference experience! Conference attendees will have access to Teaching Professor InTouch, an online networking portal for conference attendees. Meet other attendees before the conference, start a discussion forum, share ideas, and follow up with attendees and presenters after the conference is over. It's a great enhancement to The Teaching Professor Conference, and we're excited to share it with you.

The Teaching Professor Conference
2718 Dryden Drive • Madison, WI 53704-3086 • 800-433-0499

Share/Bookmark

STEM Scholarships for 2009 & 2010 Deadline Extension thru April 30, 2010

2010 graduates of HBCUs, interested in pursuing a masters degree program in Pennsylvania, New Jersey, Delaware, or Washington, DC, in science, technology, engineering or math (STEM Program) will be interested in scholarship programs through the HBCU STEM Fellowship Program. For information, go to http://www.gradopp. org/ then go to http://gradopp.org/information.html  to fill out an application. Scholarships are $77,000 for two years!



The HBCU STEM Fellowship Program provides fellowships and stipends to graduates of Historically Black Colleges and Universities (HBCU), as determined by the White House Initiative on HBCUs, to pursue Master’s level programs in STEM areas of study at colleges and universities in Pennsylvania, New Jersey, Delaware or Washington, DC. STEM refers to the areas of science, technology, engineering, and mathematics, but does not include majors linked to medical fields. In addition to financial support we monitor your progress through the completion of the program. The fellowship program is administered by the Educational Advancement Alliance (EAA) and sponsored by the National Nuclear Security Administration (NNSA), a U.S. Department of Energy agency.

Contact Information Organization  -  Educational Advancement Alliance
Address -  5828-B Market Street, 1st Floor, Philadelphia, PA 19139-3152
Toll Free -  877-GradOpp (472-3677)
Local Number -  215-471-7170
Fax  - 215-471-9003
Website www.gradopp.org
Email info@gradopp.org

Lynn Strong, Director, Undergraduate Research
Dillard University, Rosenwald Hall, Rm. 203
2601 Gentilly Blvd. New Orleans, LA 70122
T) 504-816-4446
F) 504-816-4144
lstrong@dillard.edu
Share/Bookmark

Friday, March 26, 2010

AACU Faculty Role In HIA

Check out this SlideShare Presentation:
Share/Bookmark

LibriVox: Free Audiobooks!

LibriVox: free audiobooks
LibriVox volunteers record chapters of books in the public domain and release the audio files back onto the net. Our goal is to make all public domain books available as free audio books.
http://librivox.org/
Share/Bookmark

DU Faculty Learning Communities

Check out this SlideShare Presentation:

Share/Bookmark

DU Master Researcher Research Assessment And Scholarly Engagement Workshops 2009 2010

Check out this SlideShare Presentation:
Share/Bookmark

Thursday, March 25, 2010

Social Networking As A Tool For Learning

Check out this SlideShare Presentation:
Share/Bookmark

EBSCOHost DU Faculty Presentation Germaine Palmer March 2010

Check out this SlideShare Presentation:

Share/Bookmark

The Teaching Professor Online Seminar - Service-Learning Course Design: What Faculty Need to Know

Date: Wednesday, 04/14/10 / Time: 12:00 - 1:30 PM CDT / Cost: $239 ($264 after 04/07/10)
This web seminar is for faculty members in all disciplines who seek to invigorate teaching and learning through integrating course content with real-world experience.
Service-learning has tremendous potential to meet faculty goals for student learning while making unique contributions to addressing critical community needs. Service-learning enables students to deepen comprehension of course content, integrate theory with practice, increase understanding of the complexity of social issues, and sharpen their abilities to solve problems creatively and collaboratively.
Faculty members who enrich their teaching with service-learning explore the connections between their disciplines and the critical questions facing local and global society. Communities benefit from an influx of new energy and assistance to enhance the delivery of essential services.
President Obama has declared service to be a national priority–a commitment he underscored by signing the Edward M. Kennedy Serve America Act into law in April 2009. The First Lady speaks regularly about service-learning as a priority for colleges and universities.

Creating an effective and meaningful service-learning course requires careful planning and logistical know-how. In Service-Learning Course Design: What Faculty Need to Know, Barbara Jacoby, Ph.D. will lead participants through an enthusiastic and insightful explanation of the workings of a successful service-learning course. This energetic, 90-minute audio online seminar will cover:
• What service-learning is and what it is not
• Fundamental principles of service-learning
• Finding worthwhile service experiences
• Developing mutually beneficial partnerships with community organizations
• Evaluating service experiences and learning outcomes
• Handling logistical issues, such as risk management, transportation, and safety
• Choosing reading and reflection activities to achieve desired learning goals
• Evaluating student performance
• Preparing students for work at the service site
You'll also receive a step-by-step course design worksheet.

Experienced presenter

Barbara Jacoby, Ph.D. is Senior Scholar and Chair of the Coalition for Civic Engagement and Leadership at the University of Maryland. She also serves as Affiliate Associate Professor of College Student Personnel in the Department of Counseling and Personnel Services at UM. Nationally known for her enthusiastic speeches and presentations, she has been recognized for her outstanding work on behalf of service-learning. She is also the author of several books by Jossey-Bass, including: Service-Learning in Higher Education: Concepts and Practices, Building Partnerships for Service-Learning, and Civic Engagement in Higher Education.

Bring questions!
Dr. Jacoby will set aside time to respond to specific concerns or questions about service-learning implementation and practice during this live event.

Who should attend?
This seminar is appropriate for faculty members interested in incorporating service-learning in new or existing courses. It is also designed for faculty members who are already using service-learning, but would like to enhance its quality and depth. This seminar will benefit:
• Faculty members in all disciplines
• Teaching assistants
• Advanced graduate students
• Directors of service-learning, community service, and public service centers
• Service-learning and community service staff members
• Directors and staff of Centers for Teaching Excellence and Centers for Teaching and Learning
• Deans, department chairs, and academic officers who support service-learning
Share/Bookmark

Campus Technology Free Webinar - Get State-of-the-Art Classrooms on a Tight Budget

Learn how to transform your institution's classrooms into highly effective learning environments in this FREE, 1-hour webinar hosted by Campus Technology and SMART Technologies.


Date: Wednesday, March 31, 2010 Time: 11 AM (PST), 2 PM (EST)
Hear Whitney Kilgore, director of academic technology services at College of Southern Nevada (CSN) in Las Vegas, discuss how the current budget crisis caused their campus to rethink classroom design and new product purchases to:
* Maintain state-of-the-art facilities
* Reduce costs
* Improve student interactivity

You'll gain insight into how CSN made huge strides to empower teachers and students with technology by transforming classrooms into SMART classrooms while under tough budgetary challenges. It's your opportunity to discover ideas that can help you!
Share/Bookmark
Writing, Procrastination and Resistance: How to Identify Your Funk and Move Through It
Tuesday, April 20, 2010, 12-1 p.m. EST
http://www.taaonline.net/TAATeleconferences/schedule_spring10.html#funk
Presented by Kerry Ann Rockquemore, a speaker in the field of faculty development and leadership, and author of, "The Black Academic's Guide to Winning Tenure Without Losing Your Soul"

This one-hour teleconference is for faculty, post-docs and/or advanced graduate students who:
•Feel stuck and aren't making progress toward finishing your article, dissertation, or book
•Can't seem to produce unless a deadline is looming
•Feel like everyone else in your environment is moving forward while you're standing still
•Are experiencing a sense of dread because your third year review is around the corner and you know you haven't met your department's publication expectations
•Have recently had a critical third year review, promised yourself you would start writing more but haven't quite lived up to that promise
•Wonder regularly if you really want to be an academic
•Find yourself in a writing funk, but don't know why or how to get out of it
•Feel paralyzed because you haven't written in so long you don't know where to start
•Still can't figure out how your semesters fly by without progress on your research, writing, and publication

This teleconference will also help you:
1.Learn the behaviors that lead to writing productivity,
2.Understand the factors underlying persistent patterns of procrastination,
3.Identify individual forms of writing resistance,
4.Implement concrete strategies for moving around resistance,
5.Develop a community of support for difficult times

Participants of Rockquemore’s teleconference will receive a subscription to her weekly Monday Motivator e-mail to reinforce the concepts they learned in the teleconference and to encourage application and implementation. They will also receive access to a professional development discussion forum; a bibliography of professional development books, articles, and online resources; and access to online writing support and accountability groups.

Kerry Ann Rockquemore, PhD is an author and speaker in the field of faculty development and leadership. She spent the early years of her professional career climbing the academic ladder while writing about interracial families. She is author of Beyond Black: Biracial Identity in America (2001, 2007), Raising Biracial Children (2005), and over two-dozen articles and book chapters on multiracial youth. Kerry Ann’s research has been featured in numerous media outlets such as the New York Times and ABC’s 20/20. After Kerry Ann became a tenured professor (at the University of Illinois at Chicago), her focus shifted towards improving conditions for pre-tenure faculty by creating supportive communities for professional development, writing productivity, and work/life balance. Her award-winning work with under-represented faculty led to the publication of her most recent book The Black Academic's Guide to Winning Tenure Without Losing Your Soul (2008). Kerry Ann now provides workshops for new faculty at colleges across the U.S., facilitates a popular online discussion forum for under-represented faculty, and works with a select group of new faculty each semester in her Faculty Success Program. She can be contacted via e-mail at KerryAnn@newfacultysuccess.com
Share/Bookmark

Campus Technology - 8 in 10 Students Turn to Wikipedia for Research

http://campustechnology.com/Articles/2010/03/23/8-in-10-Students-Turn-to-Wikipedia-for-Research.aspx
Share/Bookmark

Campus Technology - Virtual Training Success at Philadelphia University


Join us for this FREE 1-hour webinar:
Date: Thursday, April 15, 2010
Time: 11 AM (PST), 2 PM (EST)

Limited by budgetary constraints and without a formal training department, Philadelphia University's Office of Information Resources (OIR) used online tutorials and assessment tools to train and develop faculty and staff.

Learn how Philadelphia University's OIR department successfully used Atomic Learning as a development resource to:
• Migrate faculty and staff from Office 2003 to Office 2007
• Create a virtual training presence on campus
• Provide a training solution for not only faculty and staff, but to help desk team members as well

Hear how you can successfully integrate this virtual training solution on your campus. Bring questions for our presenters. An interactive Q&A session will follow the live presentation.

Thank you, Campus Technology and Atomic Learning
Follow Campus Technology on Twitter: http://twitter.com/Campus_Tech
Share/Bookmark

TLT Group TGIF Upcoming Friday Live Workshops!

Upcoming Friday Live! (all on Fridays at 2 pm ET):

3/26 What we're learning and what we're trying to do about Frugal Innovation
How to keep improving teaching and learning with technology when time and money are especially scarce by matching new options with changing needs and continuing commitments.

4/9 Enhancing Faculty Development with ELIXR Digital Case Stories
Lou Zweier, Sonoma State University, Kiren Dosanjh Zucker, CSU Northridge, & Tasha J. Souza, Humboldt State University (and others)

4/23 Criteria-Driven Approach for Selecting Instructional Technologies
Jane Harris & Bonnie Canziani, University of North Carolina at Greensboro

5/7 POD Innovation Awards - Early & Mid-Career Faculty Orientations
Karen Santos & Carol Hurney, James Madison University and Cindi Young, Deb DeZure, & Allyn Young, Michigan State University

5/21 Catching the Wave? An Introductory Exploration of Google Wave
Charles Ansorge, University of Nebraska-Lincoln, Bonne Mullinix, TLT Group & Guests
Share/Bookmark

Wednesday, March 24, 2010

Free Online Searchable Database: www.OpenThesis.org

www.openthesis.org
OpenThesis.org is a searchable database of theses and dissertations. These include masters and doctoral PHD theses covering all subject areas from the humanities, social sciences and sciences.. It is independent of any individual institution, although a number of (mainly US colleges) do have their own listings pages. As it relies upon registration, the database is not comprehensive. However it can quickly reveal results with a single search and it also includes some masters materials not offered in other indexes. Most entries give bibliographical details and abstracts. Some are full text. Copyright information is displayed on the website.



OpenThesis.org is a bibliographic database. Here’s an entry for a Master’s Thesis from the University of North Carolina (http://www.openthesis.org/documents/Impact-Drought-Electricity-Supply-in-501852.html). Unfortunately, many entries don’t have as complete of an entry as this one.


Access to the database is free. Source: OpenThesis.org (via Intute)
Share/Bookmark

Five Tips For Successful Webinars

 
Good webinars don’t just happen. Beyond having a relevant topic and a great presenter, there are a number factors that affect the end result. Whether you are scheduling and producing webinars, or creating and presenting them, these tips will help you deliver a great webinar experience for everyone.



1. Write for the medium: Regardless of the webinar platform you use, tailor the lesson plan to the webinar environment. Most webinars consist of an audio feed, a chat space, and a space that allows the presenter to share a slideshow, and possibly share their desktop or a whiteboard. The webinar environment doesn’t allow for the useful visual cues that body language and eye contact provide in a f2f environment, and may not even provide audio feedback for the presenter. For these reasons, well-designed lessons that work like a charm in a f2f environment might fail to engage the audience and hold their attention in a webinar environment. You can mitigate these issues and engage the audience by building in more questions, and taking advantage of whatever interactive features are offered in your platform. Does your platform offer polling? Use it! Shared whiteboard? Use it! Hand-raising or yes/no capability for participants? Use them!!


MORE INTERACTION
I like to start webinars by posting a map of the state (or country) and asking participants to use the arrow tool in Wimba to point to where they are on the map. This communicates to the participants early on that the webinar will not be a passive experience for them–they are going to be involved. I also work with trainers/presenters to build in slides/questions that can be drawn on (literally) during the webinar, and encourage presenters to include these types of interactive activities throughout the presentation. At minimum, plan on using more questions, and using them early, to mentally engage participants and create the expectation that they will not be passive observers.


2. Know your platform: There are many good webinar platforms out there including Acrobat Connect Pro, iLInc, Elluminate, Wimba, WebEx, DimDim, and GoToWebinar. Each platform has its own benefits and its own limitations. You wouldn’t go into a f2f training without knowing the room layout and the availability of training tools such as chartpads, markers, laptop, AV, projectors, screen, etc., so don’t go into your webinar environment without knowing the layout, the tools available, and how to use them. Most webinar platforms offer some great screen-shot heavy help files and/or recorded screencasts you can use to learn the layout and the tools. Find them. Use them. Once you know your platform…


3. Test, Test Test: The most common reason a webinar tanks is technology failure. Wait, let me rephrase that. The failure is not the technology, but the failure of the webinar producer, presenter, and participants to account for the platform’s limitations, and prepare and test their computers. Each platform has it’s own requirements regarding browsers, operating systems, necessary bandwidth, and downloads/plugins recommended or required. Each platform generally offers a simple link that can be clicked to setup/test the user’s computer. Every person involved in the webinar must click the setup link prior to the webinar and make certain their computer is set up, tested, and ready to go. Send this information out early and often to the participants. And make sure the presenter has tested/setup the computer they will be presenting from, and make sure it is a wired, not wireless, connection. Let everyone know the preferred method of audio participation. Nothing beats a good noise-canceling headset. (I love my Logitech Premium Notebook Headset.) If you’re offering dial-in access, send/post the number/PIN. If participants are going to use laptop or desktop speakers, make sure they know to mute their microphones! Nothing ruins a webinar faster than feedback (which is why you also need to know how to mute participants individually or en masse–it’s a lifesaver.)


4. Practice, Practice, Practice Whether you are the webinar producer, presenter, or both (not recommended), it is imperative that you log some practice time in the webinar environment. I highly recommend that there is at least one “producer” in the webinar (i.e. someone other than the presenter who knows the webinar platform cold.) The more experienced the producer, the less time the presenter has to practice–but the presenter ALWAYS has to practice. At minimum, the presenter should know how to advance slides (if using them), and how to log out and log back in again, in case of a network interruption. Desktop/application sharing, a vital part of some webinars, adds a higher level of complication, and usually requires the presenter to master the application sharing mechanism–something that is not always simple or intuitive. The producer needs to know everything else: How to advance slides, how to mute participants, how to expand/limit control of various room features (whiteboards, control of microphone, etc.), how to toggle between various features (polls, whiteboards, slides.)


5.THE ACTUAL EVENT: So, the presenter has written a great lesson, you’ve learned your platform inside and out, everything has been setup and tested. Now there’s just the little matter of actually having the webinar! Here are a few tips that I’ve found will greatly reduce problems and add to the overall quality on the day of the event: •Arrive early: Both the presenter and producer should arrive at least 15 minutes early to get logged in and do a final test to make sure the technology is working, and do one final review of the tools/features to be used.


•Webinar Environment Review: Before the presenter begins the lesson/presentation, spend five minutes doing a brief review of the webinar environment with participants. Walk them through playing with the features that they will be using during the webinar (writing tools, pointing tools, etc.)
•Have a wingman (or woman): In webinar parlance, the wingman is the the producer’s assistant. The wingman ideally knows the webinar platform inside and out, and is available to help participants with any tech/audio issues, and keep an eye on chat for questions or problems.
•Recording: Yeah, it’s a newbie mistake, but it happens to everyone. Don’t forget to hit “record”! (I put this right into my script in 24 point bold type. But then again, I need notes to myself to remember to leave the house with my pants on in the morning. Whatever works for you.)
•Take notes during the webinar: During the course of the webinar many useful resources and/or URL’s may be mentioned by the presenter or by the participants in chat. It’s a great value-added service if you can capture these resources and post them with the recording and other handouts (i.e. the presenter’s slideshow, supporting documents) after the webinar.
•Save the chat: Before logging out, copy and paste everything in the chat into a word document and save that document… Besides being a good backup for the recording, having a text copy of the chat to share with the webinar participants after the webinar can help them quickly find useful pieces of information that may have been shared in chat. I treat the chat transcript as semi-confidential and I don’t post it–but depending on the webinar I will send copies directly to those who participated.
•Extend the Learning. Post the recording, notes, handouts: Finally, spend some time in post-production (the specifics vary with each webinar platform) and get the recording posted to a website along with related documents and the presenter’s presentation, if available.


I hope you find these five tips useful in creating or presenting your webinars. Let us know what works for you.
Share/Bookmark

Tuesday, March 23, 2010

Innovative Educators: A Collaborative Model for Student Success: Joining Instructional, Information Technology, and Student Services

Wednesday, April 21st ~ 1:00-3:00pm EDT
http://www.innovativeeducators.org/retention_p/792.htm
Webinar Description
This presentation will highlight the collaborative model Central Piedmont Community College (CPCC) used to develop and then execute a college-wide effort to improve the retention and success of at-risk students (defined as those placing into one or more developmental reading or English courses). This project, funded in large part through a Dept. of Education Title III Improving Institutions grant, resulted in significant increases in student success and retention for this student population. This session will focus on the development and implementation processes used to overcome institutional management "silos" at a large, urban college (six campuses) and to generate enthusiasm and support among faculty and staff. Focus areas will be on project development, structure and operation of cross-functional work teams, and results of the various aspects of the entire project. These aspects include: implementation of a student success center model for better ease of access to student services, implementation and rapid expansion of a one-credit student success course, development and implementation of a faculty training series targeting full- and part-time instructors working with developmental students, and development and implementation of a web-based Online Student Profile system designed to improve access to student success-related information such as results of learning style and personality inventories. Attention will also be paid to the development, implementation, and results of assessment activities.

Objectives
Participants will:
• be provided with a model for the development and execution of a college-wide effort to improve the retention and success of at-risk students
• learn how to overcome institutional management "silos" during the process
• discover strategies for generating enthusiasm and support among faculty and staff
• identify strategies to assess these retention efforts
• view a detailed description of the the different projects that make up Central Piedmont Community

College's efforts; projects include:
o improving access to student services
o development of a one-credit student success course
o development and implementation of a training series for faculty who work with developmental students
o development and implementation of a web-based Online Student Profile system designed to improve access to student success-related information

Who Should Attend?
• Faculty
• Vice Presidents of Academic Affairs
• Vice Presidents of Student Affairs
• VP for Enrollment Management
• Dean/Director of Admissions
• Deans of Academic and Student Affairs
• Student Success Staff
• Retention Specialists
• Student Development Retention Coordinators
• Academic Advisors
• Directors of Enrollment Services
• Directors of Student Development Services

Who is the Speaker?
Clint McElroy, Ph.D., is Dean for Retention Services at Central Piedmont Community College (CPCC) in Charlotte, NC. He earned his doctorate in Curriculum and Instruction with a concentration in Urban Education from the University of North Carolina at Charlotte. He chairs CPCC's Retention Committee, a cross-functional group which focuses on improving student retention, and also its cross-functional Student Intake Steering Committee, which focuses on improving student intake processes. From 2003 to 2008, he served as Activity Director for a federal Title III Improving Institutions grant project focusing on improving retention of students entering the College who placed into two or more developmental courses. The success of the CPCC Title III activity in positively influencing student retention has resulted in teams from several colleges from across the United States visiting CPCC to learn about the implementation of the project and how it might be duplicated on their own campuses. The organization of the CPCC Title III activity was highly cross-functional, requiring substantial interaction among the College's Instructional, Student Services, and Information Technology Services units.
Share/Bookmark

Innovative Educators: Creating an Inclusive Learning Environment with Universal Design for Learning

Tuesday, April 20th ~ 1:00-2:30pm EDT

Webinar Description

Universal Design for Learning (UDL) principles are a guide to effective teaching practices and accessible course materials. This session will explore UDL's three principles and how they benefit a wide range of learners, including students of different ages, life experiences, cultural backgrounds, abilities and disabilities, and learning styles. Participants will gain a deeper understanding of UDL, including what it is, who benefits from it, how it can be implemented, and how it can be institutionalized for lasting benefit.


Objectives
If you are an educator or disability service professional, this session will help you to better understand:
1. the barriers to UDL implementation that exist on college campuses
2. a definition of UDL that moves it beyond the sphere of disability services into a broader discourse on learning, teaching and student retention
3. simple and effect techniques for implementing UDL to create both inclusive classroom instruction and accessible course materials
4. techniques for promoting and institutionalizing UDL in an academic environment, including tying UDL to the strategic goals and mission of your institution


Who Should Attend?
All faculty, staff and administrators at both two- and four-year institutions of higher education.


Who is the Speaker?
Craig Spooner, ACCESS Project coordinator at Colorado State University. Craig's experience in higher education spans 16 years, and includes classroom teaching, instructional design, grant writing, and online course development. His work on the ACCESS Project involves him in research and publication regarding campus-wide issues of faculty development and student retention.
Share/Bookmark

Faculty Focus Free Report: Keys to Designing Effective Writing and Research Assignments


Share/Bookmark

TAA News Alert: Elections, Awards, Textbook Rentals, Teleconferences


Share/Bookmark

Magna Publications: New White Paper: How to Handle Disruptive Students


In a perfect world, college students would always be eager, well disciplined, and respectful.
In the real world, some students come to class late, miss deadlines, or fall asleep during lectures. Others monopolize class time, make insulting or abusive comments, and even physically threaten or intimidate other students and professors.
In extreme incidents, there is even the occasional student who poses a dangerous risk to the entire community.


Learn the most effective strategies for assessing and managing these and other classroom challenges with Coping with Seven Disruptive Personality Types in the Classroom: A Magna Publications White Paper. This exclusive white paper—the latest in our new series—explains how to recognize typical styles of troublesome behavior and exactly what to do in response. Based on a well-attended presentation by experienced college mental health counselor Dr. Gerald Amada, this 40-page white paper covers essential strategies for recognizing and containing a difficult situation in the classroom before things spin out of control.


This report takes the bewildering array of unacceptable student behaviors and classifies them into seven easy-to-recognize styles, along with recommended approaches suited to each type’s idiosyncrasies. The recommendations are based on Dr. Amada’s approaches drawn from his 30-year career at the City College of San Francisco. This is a resource you will turn to time and again!

Coping with Seven Disruptive Personality Types in the Classroom: A Magna Publications White Paper
delivers realistic, practical guidelines on:
• Red flag behaviors that may portend violence
• Dealing with passive-aggressive behaviors such as sleeping in class
• When incidents should be reported
• ADA compliance issues
• Nuisances versus threats
• Setting enforceable standards and expectations
• When to call security
• Due process requirements
• Recognizing and managing physical risks
• Handling rude, disrespectful students
• When to allow extensions and when to refuse
• Dealing with nonverbal resistance and under-the-breath comments


Cost
Coping with Seven Disruptive Personality Types in the Classroom: A Magna Publications White Paper is available in print format for $169. For pricing on multiple copies and information on Campus Access Licenses email customer service or call 800-433-0499 ext. 2. As with all our other Magna Publications products, this white paper is solution-oriented with a focus on delivering actionable steps for handling current issues of greatest concern to higher education officials. This exclusive publication is recommended for faculty members, administrators, department chairs, security personnel, judicial affairs officers, and college counselors. Learn where to draw the line and how to enforce it. Gain the answers you need by obtaining this important resource today.
Share/Bookmark