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.

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

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

http://www.innovativeeducators.org/retention_p/783.htm\

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.

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

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

http://www.facultyfocus.com/private/pdf_products/report-effective-writing.pdf

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

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

http://www.TAAonline.net/TAANewsAlert

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

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

http://www.magnapubs.com/catalog/publications/603320-1.html?s=cj&p=email

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.

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

Elluminate: Intelligent Integration: Moodle Course Management System

http://www.elluminate.com/products/integration/moodle-cms.jsp?mkt_tok=3RkMMJWWfF9wsRogua7fLqzsmxzEJ8r47%2B4rWLHr08Yy0EZ5VunJEUWy3YEI

Elluminate: Intelligent Integration: Moodle Course Management System

Innovative Educators: Identifying and Reaching Unprepared Students: Strategies for Creating Success in the College Classroom

Thursday, April 15th ~ 1:00-2:30pm EDT

http://r20.rs6.net/tn.jsp?et=1103203481232&s=111728&e=0018d8NujNVCGR_nr8_JykoQKp88qRfgrCyHiN3vNgR-f4wjIt30XbtXsJJE0y3vD53iUa35RL2674lrmvbYg38XIGqwhy2M7F1a9rcWafo495VB3Rhiy4E62lPhJc-Xi7pMnLQTvEmCUbxdq8LvFUsQSASr2h5qZ2c

Webinar Description

Many students enter college unaware of the expectations and unprepared for the academic rigors of college. Their initial enthusiasm and excitement is often replaced in a matter of weeks by varying degrees of discouragement. For many students, this first year of college is the "make or break" year. A national research study found that almost half of first-time students who leave their initial institutions by the end of the first year do not return to higher education. Identifying and engaging with these students is crucial to their persistence. Participants in this session will learn teaching strategies and techniques for engaging unprepared students, allowing them a better chance at success in the college classroom.

Objectives

By the end of this session, participants will be able to:
• recognize characteristics and/or behaviors of unprepared students.
• describe best practices to engage learners.
• identify techniques that can be incorporated into their classes that will lead to student success.


Who Should Attend?

• Faculty (all categories-- adjunct, full time, tenure track, lecturers)
• Graduate teaching assistants
• Directors of support programs
• Department chairs
• Instructional Deans
• College educators who are interested in teaching and learning and student success

Who is the Speaker?

Debra Runshe is an Instructional Design Consultant for the Center for Teaching and Learning at Indiana University - Purdue University Indianapolis. She works with faculty on instructional issues such as course design, online course development, learning objectives, classroom management, active learning, learning theory, and assessment methods. Her dedication to quality teaching, has led to her involvement in many national endeavors. Debra was a member of the Carnegie Foundation's CASTL Program: Scholarly Inquiry about Active Pedagogies. As a member of this cluster group she explored active learning pedagogies in universities across the nation and presented the findings nationally. She was also a member of the core team for the FIPSE grant: Promoting Strategic Teaching to Enhance Academic Competencies of Student in Transition Courses, which resulted in a professional development program for university instructors. She has presented the results of this grant in a number of venues.

Innovative Educators: Identifying and Reaching Unprepared Students: Strategies for Creating Success in the College Classroom

Campus Technology: Student Tech Purchase Programs Deliver Institutional Benefits

Making the Case for a Student Technology Purchase Program

http://campustechnology.com/microsites/hp-informed/home.aspx?pc=e078em01&utm_source=webmktg&utm_medium=em&utm_campaign=e078em01

Campus Technology and HP invite you to visit the HP InformEd Resource Center - a site dedicate to exploring student technology purchase programs and other topics related to IT in higher education.


Implementing the right student technology purchase program takes a thoughtful, strategic approach to meet the unique requirements of your institution.


Visit the HP InformEd Resource Center now to:
• Evaluate program and product options to make informed, smart decisions that serve the needs of your campus
• Download case studies, view informative videos and read insightful articles and blogs on:
o Student technology purchase programs
o Pen-based computing
o Green IT initiatives
o Campus security


Discover how you can transform education at your institution!
Thank you,
Campus Technology and HP

Campus Technology: Student Tech Purchase Programs Deliver Institutional Benefits

A STUDENT TECHNOLOGY PURCHASE PROGRAM: Is it right for your campus?

http://campustechnology.com/microsites/hp-informed/home.aspx?pc=e078em01&utm_source=webmktg&utm_medium=em&utm_campaign=e078em01

A STUDENT TECHNOLOGY PURCHASE PROGRAM: Is it right for your campus?

EBSCO Publishing Acquires Expert PublishingExPubChemical Hazard Information for Environmental Health & Safety Professionals

http://liswire.com/node/599/ 

IPSWICH, Mass. — March 5, 2010 — EBSCO Publishing (EBSCO) has acquired Expert Publishing (ExPub), the premier provider of up-to-date, decision-support chemical information for the global environmental health & safety (EH&S) community. ExPub databases provide access to millions of documents containing comprehensive human and/or environmental hazard data needed to manage the impact of chemicals in the workplace or on the environment. ExPub databases offer EBSCO a variety of options for enhancing existing databases and creating new resources, as well as offerings that are complementary to current EBSCOhost® databases.

The global implications of recent changes in European chemical regulations, legislative and regulatory efforts in Congress to reform American chemical regulatory polices, and consumer fears about chemicals in consumer products—as evidenced by the recent BPA scare—emphasize the importance of having access to comprehensive and authoritative information on the potential hazards of chemicals.

ExPub provides more than 120 databases containing millions of documents from government and licensed sources covering more than 400,000 unique substances and accessible via 2.25 million chemical names and synonyms. Databases include: ChemEXPERT™, ReproEXPERT™, ListEXPERT™, DrugEXPERT™, and MSDSonline®.
• ChemEXPERT—continually-updated data on thousands of potentially hazardous chemicals
• ReproEXPERT—human reproductive risk data for EH&S professionals who are responsible for managing reproductive hazards in the workplace
• ListEXPERT—regularly-updated data on the over 100,000 chemicals included on hundreds of regulatory and advisory lists from around the world
• DrugEXPERT —environmental health & safety-oriented data on thousands of pharmaceutical substances
• MSDSonline—decision support when trying to understand and manage the impact of introducing new chemicals into the workplace

Companies and agencies that use or regulate chemicals are able to access the latest, up-to-date documents on chemical hazards and toxicology. ExPub databases are designed for organizations that need to research and understand the human health hazards associated with chronic and acute exposures to chemicals in the workplace and the environment. The databases can also be used by those responsible for developing chemical regulatory and trade policies and controls. In addition, the resources are of value to organizations tasked with homeland and facilities security and border control.


Matt Timberlake, president of ExPub says fast, reliable access is essential to the professionals using these databases. “Our users include Hazmat/Emergency Response Personnel, toxicologists, industrial hygienists, physicians, product stewards, safety managers, and other risk assessment professionals. ExPub databases include essential information for emergencies like responding to fires, spills, or chemical explosions, as well as more day-to-day needs like creating and maintaining healthy and compliant workplaces, MSDS authoring, product labeling, regulatory submissions, and developing site safety plans.”


EBSCO Publishing Vice President of Business Development, Mark Herrick says the acquisition is, as with all EBSCO acquisitions, designed to provide for the further support and development of EBSCO databases. “Having ExPub as part of EBSCO will allow us to create even more superior products and give our users access to more content, including some content from the former Environmental Chemistry Information System (ECIS) which we acquired when we purchased the NISC databases. There are also additional plans to develop new resources and provide ExPub content alongside or within existing EBSCOhost databases.”


About EBSCO Publishing
EBSCO Publishing is the world’s premier database aggregator serving the content needs of corporations, associations and organizations of all types. EBSCO offers a suite of nearly 300 full-text and secondary research databases providing content from tens of thousands of full-text journals, magazines, books, monographs, reports and various other publication types from renowned publishers. Databases provide information for areas ranging from research & development and corporate learning to departmental and industry-specific topics. EBSCO’s product lines include proprietary databases such as Business Source® Corporate, Business Book Summaries™, Learning Centers™, Business Basics™, Academic Search® R&D, Nonprofit Organization Reference Center™, and Health Library™ as well as dozens of leading licensed databases. Databases are powered by EBSCOhost®, the most-used for-fee electronic resource in libraries around the world, and may be integrated into corporate intranets, portals and learning management systems. For more information, visit the EBSCO Publishing Web site at: www.ebscohost.com, or contact: information@ebscohost.com. EBSCO Publishing is a division of EBSCO Industries Inc., one of the largest privately held companies in the United States.

About Expert Publishing
Expert Publishing (ExPub) aggregates and optimizes chemical hazard information for Environmental Health & Safety (EH&S) professionals. Tailored for the Global EH&S community, Expert Publishing's single-point access to millions of documents is used when comprehensive human and/or environmental hazard data is needed to manage the impact of chemicals in the workplace or on the environment.

For more information, please contact:
Kathleen McEvoy
Public Relations Manager ext. 2594
kmcevoy@ebscohost.com

EBSCO Publishing Acquires Expert PublishingExPubChemical Hazard Information for Environmental Health & Safety Professionals

JSTOR Current Scholarship Program Reaches 100 Journals

We are very pleased to announce that seven new publishers have recently joined the Current Scholarship Program. While work continues to sign additional publishers and titles to the Program, with these new partners, libraries will be able to license and provide their users with access to the current issues of at least 100 journals on the JSTOR platform beginning in 2011.


The publishers that recently joined the Program include:
Association for the Study of African American Life and History
Michigan Historical Review, Central Michigan University
Historical Society of Pennsylvania
Massachusetts Historical Society
Omohundro Institute of Early American History and Culture
University of Nebraska Press
Western Historical Quarterly, Utah State University

These publishers bring a wealth of ground-breaking scholarship to the Program. Titles include The William & Mary Quarterly and The Journal of African American History, as well as other core publications in African American Studies, Feminist Studies, and History.

We are very excited to have these publishers working with us to improve access to current journal content. Librarians and users tell us consistently that adding current issues to JSTOR is important to them, and we know that more is better. Reaching 100 titles is a first step, and we continue to strive to grow the Program with partners who share our commitment to serving the needs of libraries, faculty, and students.

A final list of publishers and titles that will be available in the Current Scholarship Program for the 2011 subscription year will be coming soon, and pricing for the current issues of these journals will be available in early summer. In the meantime, as you begin your collection development planning for next year, a presentation from ALA Midwinter about the Program benefits for libraries and details about how your institution will be able to license titles in the Program is available online. You can also contact us directly.

JSTOR Current Scholarship Program Reaches 100 Journals

Innovative Educators: Maximizing the College Experience to Prepare for the Future

Maximizing the College Experience to Prepare for the Future

On-Demand Student Success Workshop

Register for Free Trial!

http://www.innovativeeducators.org/retention_p/400.htm

Workshop Overview
Today's college students need to seek "stretch experiences", seek feedback, and accelerate their career exploration to best connect class work to their future. This lively and engaging presentation will help students "live large" and actively engage in maximizing their college experience so they can succeed after graduation.


Objectives
Students will:
• Learn about a metaphor which gives them permission to experiment and gain experiences which will shape their internal motivation
• Gain four key insights about navigating one's college experience
• Gain two key insights about the new workplace
• Experience a self-reflection activity which reviews the key points of the session
• Gain access to five key resources useful beyond the session


Who Is the Presenter?
Rich Feller works to make presentations engaging, interactive and personally meaningful. He believes faculty needs to honor others, inspire investments in lifelong learning, and promote hope in changing times. Having received numerous teaching awards, Rich is one of twelve University Distinguished Teaching Scholars at Colorado State University where he teaches within the Counseling and Career Development, and the Organizational Performance and Change graduate programs. Having completed projects and presentations in China, Japan, Sudan, Thailand, Australia, Canada and 49 states he's consulted with groups ranging from NASA, NSF, and the United Nations to the Asian Development Bank, Japan Institute for Social and Economic Affairs, and South Carolina ETV. His publications include: Career Transitions in Turbulent Times, Knowledge Nomads and the Nervously Employed, and A Counselors Guide to Career Assessment Instruments; two film series Tour of Your Tomorrow and Making the Most of Your Abilities; the www.stemcareer.com website, and co-authorship of the Career Decision Making System, and the CDMInternet program used by over 20 million users. In 2009 he received NCDA's Eminent Career Award. Most importantly he is famous for holding basketball "Hall of Famer" Julius Erving to only 45 points in the first half of a college basketball game.
__________________________________________________________________
What is StudentLingo?
StudentLingo is a series of interactive on-demand workshops, action plans and valuable resources focused on helping students achieve their academic, personal and career goals. Workshops can be purchased individually or in packages.


What Workshops are Available?
• Maximize Your College Experience
• What Makes a Successful Student
• Find Your Passion & Choose a Major
• Interviewing & Resume Writing
• Time Management
• Motivation & Procrastination
• Financial Literacy
• Stress Management
• Discover Your Learning Style
• Study Tips & Note-Taking
• Test-Taking Strategies
• Avoiding Plagiarism

Who will benefit from StudentLingo?
• Students: Workshops cover a wide variety of topics that impact student success and retention.
• Faculty: Faculty can use the workshops as resources in class or as a supplemental tool.
• Student Support Staff: Your learning center, tutoring department, career center, advising office, student life and other student services can use the site to reach all students and support on-campus programming.
• Advisors and Career Counselors: Encourage students to watch workshops prior to appointments and bring completed action plans for more focused, productive sessions.
• First Year Experience Program: Include the workshops as part of your FYE course or simply make them available to the faculty and students in the program.
• Orientation Directors: Use these workshops during orientation sessions or encourage students who can't attend orientation to watch the workshops.
• Online Learning: Post StudentLingo workshops in your course and students can access valuable resources without having to come to campus.
• Parents: Parents can access the workshops, reinforce what is being taught, and support the educational process.


Why StudentLingo?
If you answer yes to any of these questions, StudentLingo can help you save time and money and can help your students succeed.
• Are you unable to provide a wide variety of activities that support student success for all students due to lack of time, lack of funding, or lack of resources?
• Do you have students who cannot attend on-campus workshops because they are in class, working, or studying?
• Do you have online students who want to participate in workshops and activities but cannot come to campus?
• Do you wish you had more time to teach your students time management, note-taking skills and other strategies that will help them succeed in our class?
• Do you want to increase student retention rates and help your students achieve their educational goals


Benefits of StudentLingo
o Accessible: Students, faculty, staff and parents can access the site 24/7 from the dorm room, classroom, home or office.
o Cost-Effective: Workshops serve all students for one low price and is also a resource for faculty, staff and parents.
o Engaging: Students participate in interactive workshops, complete online activities, and access updated resources.
o Efficient: We find the experts, schedule the workshops, and maintain the interactive website.


How does StudentLingo work?
It's easy! After you purchase access to StudentLingo, you will receive a link and a password. This grants your institution unlimited access to StudentLingo workshops for 1 year. Forward it, post it to your website and/or send it to faculty to use in class. After students watch a workshop, they will have access to an action plan and additional resources that will allow them to reflect on the information they learned and discover the specific steps they can take to achieve their academic, personal and career goals.

Innovative Educators: Maximizing the College Experience to Prepare for the Future

Inside Higher Education: Health Care and Higher Ed

http://www.insidehighered.com/news/2010/03/23/health

Inside Higher Education: Health Care and Higher Ed