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Sunday, September 12, 2010

Innovative Educators Webinar: Helping UnderPrepared Students Succeed: How to Influence Student Engagement, Learning and Persistence

Thursday, October 7 ~ 1:00-2:30 EDT $345.00
***If you cannot make this date and time, you can watch the recording.
The recorded version is included and available for 1 year. ***



This session will describe the challenges that students who are underprepared confront in their quest to move in, move through, and move on successfully from college. It will examine issues of under-preparedness and how being “underprepared” is often the result of multiple factors, such as being first-generation, from a low socio-economic background, and being undecided. It will also consider how students’ being underprepared combines with institutional characteristics to influence student engagement, learning, and persistence. While understanding student qualities and characteristics that place them at risk for not succeeding in college is essential, it is equally important to define the individual and collective roles and responsibilities that institutions and individuals play to create campus environments wherein students are more likely to achieve their goals.



The session will identify the emotional, cognitive, and behavior barriers that hinder student learning, engagement, and success. Finally, it will offer the 0-100% Teaching, Learning, and Advising method as a strategy that can enable educators and students to share the responsibility for learning and student development in college.

In addition to being provided with a wide range of information regarding factors contributing to students being underprepared for college, participants will be provided with strategies that will allow them to:

· Understand the characteristics, challenges, and strengths of students who are academically, socially, or psychologically underprepared for college level work.
· Develop and utilize appropriate individual and programmatic interventions based on theory and effective practices that can transform underprepared students into “High Potential” students.
· Assist faculty, staff and students to shift attributions from ability to background as a critical element in student success.
· Assist students to shift from being ego involved to becoming task involved.
· Assist students and faculty to employ the 0-100% Teaching and Advising Method as a means for promoting greater student responsibility for learning.


Instructional faculty

Educators working to support student engagement, learning, and success beyond the classroom
counselors
academic advisors
coaches
administrators
resident hall staff

Thomas Brown--a lifelong student and academic affairs educator with an impressive record of effectiveness in creating academic and student affairs programs that promote increased learning, achievement, and success. Tom served as Dean of Advising Services/Special Program at Saint Mary’s College of California, where he developed and implemented the High Potential Program, a highly effective initiative that provided access and support to students who were from first-generation, low socio-economic, and historically under-represented minority backgrounds that put them at greater risk for dropping out of college.



Tom Brown served as Vice-President of the National Academic Advising Association (NACADA), and he has presented extensively on this topic as a consultant to numerous two- and four-year campuses, as well as having delivered keynote addresses, workshops, and concurrent sessions at a wide range of professional conferences (e.g., Noel Levitz, FYE, NACADA).


Tom is currently Managing Principal of a consulting network that assists campuses to increase student success, build inclusive communities, and manage change (www.tbrownassociates.com). His work is based on an integration of theories, research findings, and practical experience that makes a real difference for individuals and institutions.


His recent publications include:
· “Critical Concepts in Advisor Training and Development,” in The Academic Advising Handbook, Jossey Bass, 2008;
· “Preparing Providers to Foster Student Success”, in Fostering Student Success in the Campus Community, Jossey-Bass, 2007 (co-authored with Lee Ward);
· “From Diversity to Inclusivity,” in Foundations: A Reader for New College Students, Wadsworth, 2010.
· Fulfilling the Promise of the Community College: Increasing First year Student Success (co-editor, forthcoming spring 2011)







 
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Stanford University Center for Teaching and Learning (CTL)

Effective Teaching
Effective Learning
Effective Speaking

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Tomorrow's Professor Mailing List: Stanford Center for Teaching and Learning


Tomorrow's ProfessorSM Mailing List Links

This annotated list of links should be of value to a wide range of academics across disciplines, levels and types of institutions. Links focusing on a particular discipline are generally not included (you are assumed to already have them), except in cases where they provide information that can be used across fields and levels.


Links are listed under the five categories used to classify postings on TomorrowÕs Professor Mailing List:
Tomorrow's Academy - http://www.stanford.edu/dept/CTL/Tomprof/links.html#academ
Tomorrow's Graduate Students and Postdocs - http://www.stanford.edu/dept/CTL/Tomprof/links.html#forum
Tomorrow's Academic Careers - http://www.stanford.edu/dept/CTL/Tomprof/links.html#careers
Tomorrow's Teaching and Learning - http://www.stanford.edu/dept/CTL/Tomprof/links.html#telearn
Tomorrow's Research - http://www.stanford.edu/dept/CTL/Tomprof/links.html#research


Please send comments and suggestions for additional links (particularly from outside the United States) to Reis@stanford.edu
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Faculty Focus Special Report: Strategies for Teaching Large Classes


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Faculty Focus Alert: Setting the Stage for Learning

Live Online Seminar
Date: Thurs., Oct. 14, 2010
Time: 12:00 p.m. Central
Length: 90 minutes
Cost: $249 ($274 after 10/07/10)
***The fee for this seminar is per site, not per person. Invite your colleagues to join you and it won't cost a penny more. Plus, the seminar comes with a no-risk guarantee. If you're not satisfied, for any reason, we'll gladly refund your payment.***

Teaching is, in many ways, a performance art. When you approach the podium, you are much like an actor taking the stage. You’ve memorized your lines, so to speak, but what you’re really hoping for is a little group improvisation. Of course, you never know how students are going to respond to the material, so you have to be both in the moment and aware of the moment … sensing when to go with the flow, and when to help shape the flow.


Faculty Focus invites you to attend Teaching & Learning Rhythms: Tools to Enhance Student Engagement, a new online video seminar coming Oct. 14. During this 90-minute seminar, award-winning professor Alex Fancy will show you how to set the stage for learning so that teaching seems effortless and students are actively involved in their learning.

This video online seminar will cover:

• Ways to resolve ongoing issues of “flow” in the classroom
• Finding the right balance between information and reflection, repetition and variation, and low and high energy in your classroom
• Engaging students as “co-managers” of learning
• Shaping rhythms to provide a sense of engagement
• Teaching as a dramatic performance and energy exchange
• Analyzing your course structure with attention to short and long-term rhythms
• Why rhythm and balance are essential to shaping classroom communities
• The six-act approach to teaching
• Ways to manage a disengaged student
• Working with natural ebbs and flows in the teaching dynamic
• Centering yourself in the college classroom
• Mindfulness and reflection on your teaching process
You also will receive a brief white paper outlining the theory behind this recommended approach to teaching, along with 100 questions for self-assessment of your teaching performance.


About the PresenterAlex Fancy is a long-time professor in the Modern Languages and Literatures Department at Mount Allison University in Canada. He has been recognized for his teaching across campus, regionally, and nationally.
Professor Fancy has received multiple awards for his experimentation, passion, and involvement with teaching. He was the first recipient of Mount Allison’s Herbert and Leota Tucker Teaching Award and the Association of Atlantic Universities’ Distinguished Teaching Award. He also has earned the coveted 3M National Teaching Fellowship.
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SpringerLink Training Webinars for Librarians, Administrators and Users

http://www.springer.com/librarians/training?SGWID=0-1719713-0-0-0&cm_mmc=other-_-Enews-_-CLM13007_V2-_-CHANNEL_1719713


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The Chronicle of Higher Education: An Online HBCU Degree?

September 5, 2010 By Marybeth Gasman

Anyone who knows me well, knows that I'm not a huge fan of for-profit higher education nor online education. I am somewhat traditional about the dissemination of knowledge. I'm guessing that I'm like this because it worked well for me and I love teaching in the classroom—I get a high from interacting with students regardless of their age. And OK, I also teach at an institution that has been around for quite some time!


Last week, The Chronicle of Higher Education ran a story about Tom Joyner's new effort to help HBCU's start online education programs. Joyner has a terrific reputation in the HBCU community; he not only attended Tuskegee, but he has given millions of dollars to HBCU's—and, more than that, he has highlighted HBCUs on his radio show. He shines a spotlight on the accomplishments of HBCU's weekly. Not too long ago, Joyner talked about the trend of African-Americans attending for-profit institutions (especially the University of Phoenix) on his radio show. He wondered why HBCU's couldn't offer the same conveniences that for-profits did, but with more academic rigor and a historic foundation on which to base the degree.


When I first heard this discussion on Joyner's radio show, I was uneasy. I wondered how the HBCU experience could be replicated in an online program. However, after months of thinking about this topic and digging around for research on African-Americans and online programs, I would much rather see HBCU's offer online degrees to African-American students than to have them attend for-profit institutions that have little expertise in educating African-Americans. I worry about the low graduation rates, high loan-default rates, and immense debt accumulated by African-Americans who attend for-profit institutions (see data from the National Center for Educational Statistics). This is not to say that some HBCU's don't have their own problems in this area. And I do acknowledge the success that some for-profits have had with African-American students.


If Joyner can create a sound program that is easily adaptable to the HBCU environment and is built upon the traditions and ethos of an HBCU education, I think he may be on to what many struggling (and some not-so-struggling) HBCU's need. With online programming, HBCU's could attract students who crave flexibility and increase their enrollments. The key to success will be to offer degree programs for which there is a clear market and readily available jobs. In addition, Joyner and the HBCU's will have to advertise the online programs in nontraditional ways—much like for-profit institutions do. Advertising at bus stops, in grocery stores, in shopping malls, on the Internet, and on television is a staple of for-profit education, and it works with nontraditional students and adult learners who crave flexibility and convenience.


The biggest strength that Joyner has going for him is his reputation. He is highly respected among African-American communities as well as among white business communities. He has a brand that has been successful. Hopefully, he can bring this success to the online education community and enhance the livelihood of HBCU's across the nation.
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