Dillard University CTLAT Blog: 03/09/10

Tuesday, March 9, 2010

THE CENTER FOR TEACHING, LEARNING AND ACADEMIC TECHNOLOGY COMMITTEE (CTLAT)

http://www.ductlat.blogspot.com/

Friday, March 12, 2010 12 noon Rosenwald Room 114

Rubric Development & Use
Everyone’s talking about rubrics! What are they? Are they really that much work? Presenters will answer these questions and provide some short cuts. Participants are encouraged to bring a rubric that they use (or one will be provided) as you develop one through the use of technology.

Friday, March 12, 2010 12 noon Rosenwald Room 114
Classroom Assessment Techniques
Participate in a very interactive session on various methods of assessment in the classroom. Never again miss an assessment moment! Learn about and engage in the implementation and analysis of students in higher education.

IDEA Papers - Center for Faculty Evaluation and Development - Division of Continuing Education @ Kansas State University

IDEA Paper No. 22 - Student Ratings of Teaching: Recommendations for Use, Cashin http://www.theideacenter.org/sites/default/files/Idea_Paper_22.pdf
IDEA Paper No. 24 - Improving Instructors' Speaking Skills, Goulden
http://www.theideacenter.org/sites/default/files/Idea_Paper_24.pdf
IDEA Paper No. 25 - Improving Student Writing, Smit
http://www.theideacenter.org/sites/default/files/Idea_Paper_25.pdf
IDEA Paper No. 26 - Improving Student Reading, Maleki and Heerman

*This paper is not available for download. Please contact The IDEA Center @: http://www.theideacenter.org/ to request a hard copy.*
IDEA Paper No. 27 - Writing a Syllabus, Altman and Cashin
http://www.theideacenter.org/sites/default/files/Idea_Paper_27.pdf
IDEA Paper No. 28 - Periodicals Related to College Teaching, Cashin and Clegg

http://www.theideacenter.org/sites/default/files/Idea_Paper_28.pdf
IDEA Paper No. 30 - Readings to Improve Selected Teaching Methods, Cashin

http://www.theideacenter.org/sites/default/files/Idea_Paper_27.pdf
IDEA Paper No. 31- Answering and Asking Questions, Cashin
http://www.theideacenter.org/sites/default/files/Idea_Paper_31.pdf
IDEA Paper No. 32 - Student Ratings of Teaching: The Research Revisited, Cashin
http://www.theideacenter.org/sites/default/files/Idea_Paper_32.pdf
IDEA Paper No. 33 - Developing an Effective Faculty Evaluation System, Cashin
http://www.theideacenter.org/sites/default/files/Idea_Paper_33.pdf
IDEA Paper No. 34 - Focusing On Active, Meaningful Learning, Stalheim-Smith
http://www.theideacenter.org/sites/default/files/Idea_Paper_34.pdf
IDEA Paper No. 36 - Appraising Teaching Effectiveness: Beyond Student Ratings, Hoyt and Pallett
http://www.theideacenter.org/sites/default/files/Idea_Paper_36.pdf
IDEA Paper No. 37 - Helping Your Students Develop Critical Thinking Skills, Lynch and Wolcott

http://www.theideacenter.org/sites/default/files/IDEA_Paper_37.pdf
IDEA Paper No. 38 - Enhancing Learning-and More! - Through Cooperative Learning, Millis
http://www.theideacenter.org/sites/default/files/IDEA_Paper_38.pdf
IDEA Paper No. 39 - Establishing Rapport Personal Interaction and Learning, Fleming
http://www.theideacenter.org/sites/default/files/IDEA_Paper_39.pdf
IDEA Paper No. 40 - Getting Students to Read: Fourteen Tips, Hobson
http://www.theideacenter.org/sites/default/files/Idea_Paper_40.pdf
IDEA Paper No. 41 - Student Goal Orientation, Motivation, and Learning, Svinicki
http://www.theideacenter.org/sites/default/files/Idea_Paper_41.pdf
*IDEA Paper No. 42 - Integrated Course Design, Fink - For additional information on this topic see Dee Fink's book "Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses" available from Jossey-Bass at www.wiley.com or www.amazon.com*
IDEA Paper No. 43 - The Technology Literate Professoriate: Are We There Yet?, http://www.theideacenter.org/sites/default/files/Idea_Paper_43.pdf Madigan: Online Resources - http://www.theideacenter.org/sites/default/files/Idea_Paper_43OnlineResources.pdf
IDEA Paper No. 44 - The Learning Portfolio: A Powerful Idea for Significant Learning, Zubizarreta
http://www.theideacenter.org/sites/default/files/IDEA_Paper_44.pdf
IDEA Paper No. 45 - Assessing Your Program-Level Assessment Plan, Hatfield
http://www.theideacenter.org/sites/default/files/IDEA_Paper_45.pdf

Download IDEA Online Connector Building Block @: http://www.theideacenter.org/content/download-idea-online-connector-building-block

Call For Proposals: Teaching With Technology (Radical Teacher)

http://www.radicalteacher.org/

Teaching today, from K-12 through graduate school, is ubiquitously tied to digital technology. from K-12 through graduate school, today's classroom is increasingly digital., and the call to make it more so grows. Institutional resources are increasingly directed toward classroom digital initiatives, libraries are merged with academic computing departments, and the instructional technologist has begun to occupy a central role on many campuses. New degree programs are popping up, and digital humanities is a newly, yet nebulously, defined discipline. As economic crisis continues to hold the country in its grip for a second year (at least), teachers and students are subjected to additional pressure to make themselves “competitive” as workers in a narrowly defined marketplace that demands technological skills as an end rather than a means to education. Much has already been published about the use of technology in the classroom, including a 2002 cluster of articles in Radical Teacher. It is unlikely that we will see any real decoupling of technology from teaching and learning in our future or lifetime, any more so than it is likely that we see it in any other aspect of our society. or culture at large. Given the fact that ignoring or rejecting technology wholesale is not a viable or palatable option for most of us, we must therefore continue to actively think about use the its use, of it, insist on approaching it with a critical eye, and ask questions at every turn about whose interests are being served, who benefits from our implementation of technology, and why when we choose to engage with technology in teaching and learning.

Radical Teacher, the independent magazine for educational workers at all levels and in every kind of institution focusing on critical teaching practice, the political economy of education, and institutional struggles, solicits articles for an upcoming special issue devoted to teaching and technology. We welcome articles that focus centrally on critiques of teaching and technology, problematizations of technology, both in the classroom and at a macro, the institutional level, and articles that contribute to an increasing understanding of how to use technology for radical political change and resistance in a range of settings. We are especially interested in discussions of ways such work, when addressed in educational contexts, deepens students’ understanding of the social realities that affect their lives and shapes their willed ability to intervene in these realities. Focused on teaching and anchored in concrete examples, articles may concern an entire course, a unit within a course, or a project that takes place outside the traditional classroom. We especially invite submissions from contingent faculty, graduate students, librarians, and academic technologists who are often particularly marshaled in support of digital teaching initiatives. Possible topics might include:

• Classroom deployments of digital tools such as blogs and microblogs (e.g., Twitter), wikis, video, and other digital and new media technologies to enhance or encourage radical teaching.
• The implications of changing forms of digital labor in the academic environment, including demands to build technology skills, learn software packages, contribute intellectual material to university-owned and/or commercial databases, creating and populating online learning environments, etc.
• How to harness technologies for their empowering potential, including supporting and training students to be active users of technology.
• Commodification of intellectual material, including the modularization and “just in time” delivery of teaching material via commercial courseware on university-owned servers.
• The surveillance and control of teachers and students when learning takes place in digital environments.
• The ethical implications of the underlying political and ethical logics we teach when we use technology in our instruction and research.
• Limitations on material and other types of access; or when “One Laptop Per Child” is simply not enough.
• Demands on instructors to provide vocational training for careers to students; training them to use commercial software packages and delivering a labor force that skilled in technology, as opposed to having support, space and resources for the teaching of academic material.
• The lopsided funding of technology projects over all else in academic institutions over the past decade and a half, and the collusion of academic institutions with high-tech business on joint ventures and for-profit activities.
• The relationship between contingent labor and on-line teaching.
• The relationship between technology and assessment.
• Classroom and institutional use of open source and noncommercial softwares (e.g., Drupal) as alternatives to privatized and for-profit technologies.

Inquiries, proposals, and drafts should be sent to ----
Emily Drabinski, J. Elizabeth Clark and Sarah Roberts, editors, at emily.drabinski@liu.edu Completed submissions are due September 15, 2010. Essays for Radical Teacher should be approximately 4,000 to 5,000 words and written in accessible prose. For more information, see "Submission Guidelines," www.radicalteacher.org Radical Teacher is published by the University of Illinois Press.

Campus Technology Resources

http://campustechnology.com/whitepapers/list/whitepapers.aspx

TAA Textbook & Academic Authoring Workshops

Textbook Workshops

Textbook Writing 101 presented by Michael D. Spiegler - http://www.taaonline.net/workshops/textbook_workshops.html#writing101

Developing a Textbook Proposal presented by Mary Ellen Lepionka - http://www.taaonline.net/workshops/textbook_workshops.html#textbook_proposal

Academic Workshops

Publish and Flourish: Become a Prolific Scholar presented by Tara Gray - http://www.taaonline.net/workshops/academic_workshops.html#publishandflourish

Writing for Publication presented by Kenneth Henson - http://www.taaonline.net/workshops/academic_workshops.html#writingforpub

Writing Grant Proposals presented by Kenneth Henson - http://www.taaonline.net/workshops/academic_workshops.html#writinggrants

Academic Publishing Workshop presented by Dr. Robert Ginsberg - http://www.taaonline.net/workshops/academic_workshops.html#academic

Destination Dissertation: Practical Strategies for Writing the Thesis or Dissertation; Sharing Results: Crafting an Article; Individual Coaching to Facilitate Writing Progress presented by Dr. Sonja Foss and Dr. William Waters - http://www.taaonline.net/workshops/academic_workshops.html#dissertation

EDUCAUSE: 7 Things You Should Know About E-Readers

http://net.educause.edu/ir/library/pdf/ELI7058.pdf
The folks at Educause have put together 7 Things You Should Know About E-Readers. This brief guide details the essentials about these portable devices such as:
1. What is it?
2. How does it work?
3. Who’s doing it?
4. Why is it significant?
5. What are the downsides?
6. Where is it going?
7. What are the implications for teaching and learning?

Report: A New Preprint:The Academic Library Impact on Student Persistence

http://www.ala.org/ala/mgrps/divs/acrl/publications/crljournal/preprints/crl-074.pdf

Authors: Mark Emmons, Frances C. Wilkinson

Accepted: March 4, 2010

Anticipated Publication Date: January 2011

From the Abstract:

What impact does the academic library have on student persistence? This study explores the relationship between traditional library input and output measures of staff, collections, use, and services with fall-to-fall retention and six-year graduation rates at Association of Research Libraries member libraries. When controlling for race/ethnicity and socioeconomic status, a linear regression finds that a change in the ratio of library professional staff to students predicts a statistically significant positive relationship with both retention and graduation rates. (revised)

Source: ACRL Insider, C

Online Exhibition: NAACP: A Century in the Fight for Freedom

http://www.loc.gov/wiseguide/mar10/index.html

A new online exhibit (based on the complete exhibit) at the Library of Congress. You’ll also find a few interesting facts in the paragraph directly below this one.

From an Overview Page
Founded in 1909, the NAACP celebrated its centennial in 2009. Its records are the cornerstone of the Library’s unparalleled resources for the study of the U.S. Civil Rights Movement. They are the largest single collection ever acquired by the Library and the most heavily used. The records were given to the Library in 1964 and are periodically augmented. They cover issues and history from the period 1842-2003. Included are manuscripts, prints, photographs, pamphlets, broadsides, audio tapes, phonograph records, films and video recordings.

The pictorial portion of the collection includes 4,500 photos, prints, drawings and posters on microfilm. The pictures depict victims of police and mob violence, segregation in schools, and civil-rights marches. Others document African American men and women in the armed services during World War II, reflecting the NAACP’s campaign to integrate the military.

A selection of these can be found in a new online exhibition,“NAACP: A Century in the Fight for Freedom.” The site features nearly 70 treasures from the NAACP’s storied history, including the “Call,” Oswald Garrison Villard’s manifesto that launched the NAACP; the organization’s constitution and bylaws; photos of such key events as the New York Silent Protest of 1917, the Marian Anderson concert at the Lincoln Memorial in 1939 and Rosa Parks’ 1955 arrest; documents about investigations of lynchings; President Harry Truman’s executive orders barring discrimination in the federal government and military; the Supreme Court decisions on discrimination; the Voting Rights Act of 1965; and background on seminal figures in the NAACP. The online exhibition will expand to eventually feature some 150 items.

The overview continues with information about other NAACP materials LC holds as well as, “the personal papers of major figures in black American history.

Access the Library of Congress

Exhibition: NAACP: A Century in the Fight for Freedom

Source: LC (via LC Wise Guide)

The IDEA Center Student Ratings Pilot Program - Survey 25 classes for free!

http://www.theideacenter.org/node/13

The IDEA Pilot Program allows campuses to gain firsthand experience with the IDEA system to assess its fit with the campus culture and needs.

Implementing a new student ratings of instruction instrument is one of the most important processes undertaken at colleges and universities. In order to facilitate faculty and administrator trust, we recommend piloting the IDEA instrument prior to adopting its use. The following information will be helpful for planning the pilot details.

Pilot Offer Details
Survey 25 classes free using paper forms or IDEA Online. Survey materials include:
•25 Faculty Information Forms
•25 Directions to Faculty
•Student Survey Forms (paper or online) needed to survey 25 classes (Diagnostic, Short, or a combination)
•An additional 275 classes can be included for a reduced fee. Contact the Center (http://www.theideacenter.org/contact) for pricing information.
Processed Materials include:
•2 copies of each class report
•A CD with a PDF copy of each class report
•A Group Summary Report including results from all classes in the pilot
•An Aggregate Data File in an Excel spreadsheet format

Now Accepting Registrations for the IDEA Users Group Meeting Focusing on the Use of Student Ratings of Instruction

http://www.theideacenter.org/helpful-resources/news-and-events/00460-now-accepting-registrations Now accepting registrations for the upcoming IDEA Users Group Meeting scheduled for May 30, 2010, preceding the Association of Institutional Research (AIR) Annual Forum in Chicago. The meeting will run from 8:00am to 12:00 noon and its purpose is to further develop on-campus expertise in the use of IDEA among faculty, administrators, and staff. Attendees will have the opportunity to learn about best practices from others using IDEA on their campuses and from IDEA Center staff.

The meeting will be interactive and provide participants with a number of resources about the use of student ratings of instruction. We hope to see you in Chicago!

DU ADVISING: Faculty Calling Potential Admits (DUFAAN)

When: Wednesday, March 10, 2010 1
2:00 PM-1:00 PM CST

Where: Rosenwald 114

Greetings!
According to the Office of Enrollment Management, you have indicated an interest in helping with the recruitment process. I have asked Mr. Roberto Diaz del Valle to faciliate a session providing information about the best way to proceed. Please plan to participate on Wednesday of this week at noon in Rosenwald 114. Thank you in advance for your time. Have a great week!

Carla Morelon-Quainoo, PhD
Director of Institutional Effectiveness and Assessment/Advising
National Director, Global Issues Honors Consortium
LOCATION: Dent Hall, Room 109
PHONE: 504-816-4788
cmorelon@dillard.edu

Welcome to the Dillard University Center for Teaching, Learning and Academic Technology Blog!

The Dillard University Center for Teaching, Learning and Academic Technology (DUCTLAT) http://www.ductlat.blogspot.com/ is essential in helping faculty effectively manage technology on and off campus. An important aspect of this initiative is achieved by bringing groups of faculty members together to learn the technology necessary to develop electronic resources for their courses and themselves, while planning and beginning the development of shared curricular materials. Cultivating faculty success at all levels reinforces the University's commitment to build premier faculty learning communities. All faculty, deans and academic administrators play a critical role in creating competitive and productive academic units in which expectations for faculty performance are clearly articulated and professional achievements are recognized and rewarded.

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