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Thursday, August 19, 2010

Textbooks on Your iPad


From Publishers Weekly: CourseSmart, a consortium of major textbook publishers that offers cheaper digital versions of their textbooks, has launched eTextbooks for iPad 2.0, an upgraded version of its iPhone and iPod Touch app that is optimized to run on the iPad. The CourseSmart iPad app is free to download and offers access to more than 7,000 digital textbooks from 5 major publishers at discounts of up to 60% of the print editions.



The digital textbook provider has launched a web site with more info on the new CourseSmart iPad app as well as a contest to give away an iPad-a-Day beginning today. CourseSmart claims to offer students the ability to access more than 90% of higher education textbooks in digital format on any device, mobile or PC. The new CourseSmart site also integrates social media into its functionality including Facebook Connect.
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LISWire: Wordnik.com Launches New Online Thesaurus

August 16, 2010 -- San Mateo, CA -- WORDNIK.COM, the online dictionary and language resource, today launched a new, smarter online thesaurus that shows related words in context to help writers find the right word quickly and accurately.



Traditional online thesauruses show related words, but ignore context. They don't tell you that people like brownies that are moist but not brownies that are damp, or that it doesn't make sense to moisten your enthusiasm.


Wordnik's thesaurus lets you see words in real-world sentences drawn from a vast and constantly updated collection of texts. Whether a word was coined by Shakespeare or Sarah Palin, you'll find high-quality sentences to help you understand how that word is used by others, and how to use it correctly yourself.


Wordnik is also the first online thesaurus to let you compare words side-by-side. Want a more nuanced understanding of 'vacant' vs. 'void'? Viewing their definitions and example sentences next to each other reveals that they're not interchangeable: 'vacant' is often applied to jobs and properties, and 'void' often refers metaphorically to emptiness. Those nuances are missing from traditional online thesauruses and dictionaries.


The Wordnik.com thesaurus launched on August 16, 2010, and is available now at http://www.wordnik.com/thesaurus . Screenshots can be viewed at http://www.wordnik.com/preview/thesaurus . Wordnik CEO Erin McKean is available for interviews.


ABOUT WORDNIK
Wordnik's mission is to gather as much information as possible about as many words as possible and to share that information with as many people as possible. The company has information for more than nine million English words. Founded by Erin McKean, the former editor in chief of The New Oxford American Dictionary, Wordnik’s team includes experts in search engine architecture, social networking, computational linguistics and library science. For more information visit http://www.wordnik.com , follow us on Twitter (
(http://twitter.com/Wordnik ), or email feedback@wordnik.com
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The IDEA Center: IDEA Paper 46, "Effective Lecturing"


William E. Cashin, professor emeritus • Kansas State University
 

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The Bottom Line: Managing Library Finances: Building an academic library fundraising program “from scratch”

http://www.emeraldinsight.com/journals.htm?articleid=1876435&show=abstract
Purpose – The purpose of this review is to advocate for establishing development programs founded on clear goals and priorities tied to strategic planning and resulting in compelling cases for support.
Design/methodology/approach – Five recent authors' perspectives cover hiring a professional development officer, a team strategy including fostering a synergistic relationship with development staff, and building a donor base prior to successful fundraising rooted in customer service, outreach and marketing.
Findings – Public university libraries without development programs should attempt to start such programs. Library deans should expect to be more involved in advocacy and fundraising, and to develop the necessary skills. Staff should understand it as intrinsic to the library environment. There will be a continuing demand for fundraising professionals in libraries.
Originality/value – Libraries that have not previously established their own fundraising programs will minimize their disadvantages in competing for donors and alternative funding with institutions that have by beginning programs prior to a sustained economic recovery.
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Emerald | Bottom Line: Managing Library Finances, The | Building an academic library fundraising program “from scratch”

Emerald Bottom Line: Managing Library Finances, The Building an academic library fundraising program “from scratch”: "Bottom Line: Managing Library Finances, The"
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Innovative Educators Webinar: The Connection Between Learning and Teaching Styles: How to Create an Engaging Classroom Atmosphere

Wednesday, September 22 3:00-4:30pm EDT
$345.00
"As an instructor I found once I understood the different learning styles of my students I could embrace those learning differences by developing strategies that helped me teach to each style more effectively."

~ Dr. Jennifer Hurd Webinar Presenter



Overview
While we all have some of every learning style, we tend to have a dominant learning style. Knowing what that dominate style is can help us understand how we relate to others. This session will help instructors understand the different learning styles of their students and how this affects the way they process information. This information can also be helpful to the instructor when planning for group discussion or group projects. If instructors understand their teaching style, they can modify their teaching to present information that addresses all the learning styles. With this understanding instructors can create a learning environment that students will find engaging.
Participants will receive a detailed copy of the PowerPoint that will include instructions for all activities presented in the webinar. Participants will also receive any handouts needed to use these activities in their class immediately.


Objectives
By the end of this session participants should:


Be able to identify different styles of learning.
Know the difference between learning styles and learning modalities.
Be able to help your students understand their style and how it relates to others.
Be able to help students understand an instructor with a teaching style that is different than their learning style.
Be able to use learning styles to help groups work effectively.


Who should attend?
New and veteran teachers at 2 and 4-year, public and private institutions


Graduate Teaching Assistants
Department Chairs
Instructional Deans


Speaker
Dr. Jennifer Hurd began her college teaching career at Arkansas State University-Beebe. At this community college she designed the Developmental Reading Program and taught Developmental English. Jennifer was instrumental in creating the Freshman Seminar Course at ASU-Beebe, and she wrote the Freshman Seminar text. She served on the Developmental Education committee appointed by the Arkansas Legislature to develop the cut-off scores and requirements for the Developmental Education program in Arkansas. The work of this committee produced the law that controls Developmental Education in Arkansas. Prior to joining Houghton Mifflin and now Cengage Learning, she worked at Harding University with the TRIO Student Support Services Program as the Academic Coordinator. In this role she coordinated a peer-tutoring program, taught a study skills course, and served as the Accommodations Coordinator. In the role of Accommodations Coordinator she wrote individual action plans for students with disabilities and coordinated their accommodations with the instructors. She also developed a learning community program and a peer-mentoring program called CAPS (Coaches and Players). In both of these positions Jennifer was a leader in curriculum development and project management.




While working at Harding, Jennifer was asked to be a part of the team to develop questions for the Accuplacer test for English and reading. She was one of only two reading professors on the team. She understands the test and knows the parameters used to create it.


An active member of several professional organizations, Jennifer is President of the Association for the Tutoring Profession. Jennifer served as president of the Arkansas Association for Developmental Education, conference chair for the 1996 NADE conference. Jennifer is the Past President of the Arkansas Tutoring Association.


Jennifer is Program Manager for College Survival at Cengage Learning. She coordinates two national conferences a year and presents College Survival training workshops for clients across the country.


Jennifer earned her Ed.D. at Memphis State University in Curriculum and Instruction (Reading). She earned her B.A. in Elementary Education and her M.Ed. in Reading at Harding University. She is also qualified to teach English, reading, research, education, and study skills. She is the author of Campus Companion, an orientation text to help students transition to a college campus. Her depth of knowledge and experience serves her well in her capacity as a College Survival Program Manager.
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Libraryassessment.info: EDUCAUSE Learning Initiative (ELI) – “Seeking Evidence of Impact”

libraryassessment.info is a blog for and by librarians interested in defining library values & impact, library assessment, evaluation and improvement supported by the Association of Research Libraries. See the list of contributors so far. If you would like to join us, please contact: Stephanie Wright at swright@u.washington.edu


The definition of library assessment used here is very broad and covers all types of libraries. We’re interested in discussions about:
“….any activities that seek to measure the library’s impact on teaching, learning and research as well as initiatives that seek to identify user needs or gauge user perceptions or satisfaction with the overall goal being the data-based and user-centered continuous improvement of our collections and services….”
Pam Ryan, 2006

We’re also looking to share information about local research and good practice, post notices about assessment and evaluation-related research, presentations and publications as well as announcements of conferences and other professional learning opportunities. Martha Kyrillidou, ARL
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Views: Back to Elementary School - Inside Higher Ed

"Back to Elementary School
August 19, 2010
By Shaun Johnson"

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Issue Update: The Teaching Professor - August 1 2010


Students Identify Behaviors That Convey Political Bias
Any number of recent books have accused academe of a liberal bias. There are now two websites (No Indoctrination at http://noindoctrination.org and Students for Academic Freedom at www.studentsforacademicfreedom.org on which students can post accusations of bias. What's missing from the literature is information on how students define bias. To remedy that omission, Craig Tollini (a sociologist) constructed a survey that asked students to indicate which of 26 behaviors they considered indicative of bias in the classroom.


An Innovative Way of Analyzing Critical Thinking Skills
The goal of most majors is to develop the kind of critical thinking skills students will need to address the not clearly defined and conceptually complicated problems that most professionals regularly face. The Finance Department at Seattle University wondered if they were preparing their majors to solve these kinds of problems. As described in their first article, they gave senior students enrolled in a capstone course an ill-defined problem (financial issues and options facing an about-to-retire couple) and asked them to write a two-page memo that offered advice to these clients.


Final Fitness and the Louisiana 2 Step
It has always bothered me, as a student and now as a teacher, that students seldom get feedback on their final exam performance. In most college courses, the final is scheduled after classes have ended so there is no "next" class to return the exam and discuss the results. Posting exam solutions on the course website may interest some students, but most just scan for answers rather than analyzing the solution process and comparing it to their own. More often than not, a student thinks about the final exam only in terms of how it affected the final grade.


Heart, Head, and Hands: The Importance of Coaching through Meaningful Conversations
In a time when the emphasis is on content delivery in formats other than face-to-face, meaningful conversations between teacher and student become increasingly important. A variety of educational theorists recommend that faculty adopt a coaching philosophy for these conversations—one that can influence the heart, the head, and the hands of the adult learner. These conversations can lead to deep understanding, reflection, and positive action on the student's part. Jim Knight, in his book Instructional Coaching, writes, "When you see the world through partnership glasses, you come to understand human relationships in new ways".


Music in Political Science
Music plays a role in politics now. Politicians from presidents to local leaders select campaign songs and make entrances before speeches with "their music" playing in the background. Beyond that, students connect with music. Article author Christopher Soper cites research documenting that students (the sample was drawn from California) consider music and fashion more important than religion, race, and ethnicity in their identity formation.


Music in the Chemistry Classroom
As faculty, we want our students to achieve, but more than that, we want our students to see, at least in some way, that what they are learning in class is related to life outside the classroom. In the sciences, this is especially challenging but extremely necessary. Most introductory science students find the idea of relevant science foreign. They enroll in science classes because they are required, either for their major or just to graduate. On a recent student feedback form, I (that's Patricia, the faculty member) even had a student say that he or she thought that our school made students enroll in chemistry class to increase school revenues.


Solutions for Student Incivility
In my workshops and presentations to faculty on engaging Millennial learners, I have been surprised how frequently the topic turns to student incivility. It seems everyone can tell a story of flagrant student disrespect. I have trouble relating to these experiences. In any given semester, I have approximately 200 students, and the vast majority of them are extremely cooperative, conscientious, and excited about their learning. In my 18 years of teaching, I have experienced what I would describe as uncivil student behavior in class on only two occasions.


What I Learned from the CAR
Ensuring that students understand information presented in lectures is the most important goal of teaching. Like most instructors, I constantly ask the proverbial question, "Does everyone understand?" and usually get lots of head nods indicating "yes." However, the accuracy of those responses comes into question on exams. Even with the active learning and formative assessment activities I use to involve students in the learning process, I look at their test responses, and I am amazed at what some of them don't understand. Where do some of those answers come from?


Magna Publications
2718 Dryden Drive • Madison, WI 53704-3086 • 800-433-0499
© Copyright 2010 Magna Publications

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Issue Update: Online Classroom: August 1 2010


Assessing Student Performance in Online Classrooms
Assessment in online classes presents significant challenges for both students and teachers, especially for teachers like me who place a lot of importance on evidence gathered throughout the course by performance tasks.


Don't Sue Me, I'm Just the Professor
Let's say you've been teaching college courses online for a few years. Maybe it took you some time to warm up to the idea, but eventually you came around, completed the training classes, got the approval of your department chair, and launched your own Web-based courses. Now you enjoy the freedom and flexibility teaching online gives you. You're good at it. You're comfortable.


Incorporating Synchronous Web Conferencing Sessions into Your Online Course: 5 Tips for Beginners
Incorporating a synchronous communication component into your online course can help students feel that they are a part of a learning community rather than individuals navigating through your online course. There are several Web-conferencing programs that can be adapted for academic use; however, effective use of such programs can be an added challenge to your role as online instructor.


PowerPoint for Online Courses, Part 5: Useful Charts and Graphs
PowerPoint is often given a bum rap as an instructional tool, but I say it's how we use the tool that's the problem, not the tool itself! In this series of articles, I'm discussing how to improve your use of PowerPoint as an online teaching and learning tool. Although there are plenty of other tools to use for creating online content, PowerPoint is widely used. So it's important that we use it well.


Teach Online Like It's 1990 ... and Refresh Your Teaching Prowess!
Facebook, tweets, texting, email, NanoGong, Curriki, audio clips, video streaming—the list of technological add-ons to enhance our teaching efforts seems to be endless and growing. And this is good, of course, because they allow us to use so many more applications with our online teaching. Yet as these add-ons continue to grow in use, a problem has also begun to surface: the online instructor who relies on these "cool" apps and software so heavily that he or she begins to neglect the basics of teaching—and once those basics are minimized or neglected, soon thereafter the class will begin to die. Not only should this never happen, it does not ever have to happen.


Tips from the Pros - How Can You Avoid Potential Lawsuits in Your Online Classes?
Know the law. Make sure you're well-acquainted with federal guidelines regarding copyright, fair use, and so forth. State and local laws may also apply to issues like defamation and work for hire.


Magna Publications
2718 Dryden Drive • Madison, WI 53704-3086 • 800-433-0499
© Copyright 2010 Magna Publications

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Diverse Issues in Higher Education: ACT Scores Dip, But More Students College-ready

August 19, 2010 by Eric Gorski, AP Education Writer

Average scores on the ACT college entrance exam inched downward this year, yet slightly more students who took the test proved to be prepared for college, according to a report released Wednesday.


The findings sound contradictory. But the exam's authors point to a growing and more diverse group of test-takers and, though many are likely scoring lower overall, more are also meeting benchmarks used to measure college readiness.


Last spring's high school seniors averaged a composite score of 21.0 on the test's scale of 1 to 36, down slightly from 21.1 last year and the lowest score of the last five years.


In Texas, the number of seniors who took the test increased, but the average composite score of 20.8 remained the same since the previous year. Texas scores improved slightly on science and math but slid on reading and English scores.


At the same time, 24 percent of ACT-tested students met or surpassed all four of the test's benchmarks measuring their preparedness for college English, reading, math and science. That is up from 23 percent last year and 21 percent in 2006.


The number of Texas seniors who met or surpassed all four of the ACT's benchmarks for college readiness improved to 24 percent. That's up from 22 percent in 2009 and 18 percent in 2006.


Although the national scores show three in four test-takers will likely need remedial help in at least one subject to succeed in college, ACT officials are encouraged to see improvement as ever-larger numbers of students take the exam.


"It's slow progress," said Cynthia Schmeiser, president and chief operating officer of ACT's education division. "We are headed in the right direction."


Schmeiser highlighted slight gains in math and science readiness, traditional weak spots for U.S. students. The number of students prepared for college-level biology, for example, has risen from 21 percent to 24 percent in five years.


On the not-so-encouraging front, ACT-takers prepped for college English have dropped from 69 percent to 66 percent in that span. Still, English remains a strong suit for ACT test-takers compared to other subjects.


To measure whether students are ready for college, the ACT sets minimum scores in a subject area test to indicate a 50 percent chance of getting a B or higher or about a 75 chance of getting a C or higher in a first-year college credit course. The courses include English composition, algebra, biology and introductory social science courses like Psychology 101.


The ACT report found a combined total of 43 percent of test-takers met either none (28 percent) or only one (15 percent) of the four college readiness benchmarks.


A record 1.57 million students, or 47 percent of this year's high school graduates, took the ACT. That's a 30 percent increase from five years ago.


The SAT remains the most common college entrance exam, though the rival ACT has nearly caught up in popularity. Most colleges accept either, and a growing minority no longer requires either one. SAT results are due out Sept. 13.


The ACT is growing as more states require it for all high school seniors, meaning test-takers are not just the college-bound.


Schmeiser noted that the ACT's test-taking population “now includes virtually all students in eight states, many of whom might not have considered taking a college and career readiness assessment years ago.” The ACT says another three states—Arkansas, Texas and Utah—either have been or soon will make state-financed ACTs available to all districts.


One result: a more diverse pool. Ethnic and racial minorities this year made up 29 percent of all ACT test-takers, up from 23 percent in 2006. Most significant was a near doubling of Hispanic graduates tested, to almost 158,000 students.


The average composite scores for Hispanics dipped slightly to 18.6 this year after holding steady at 18.7 the previous three years.


Because some states mandate ACTS but others do not, state-to-state score comparisons can be misleading. States requiring all students to take the ACT typically see average scores go down, at least initially.
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August 1, 2010 Issue of Online Classroom - Magna Publications

August 1, 2010 Issue of Online Classroom - Magna Publications
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