Tomorrow's Professor: Joining Your Department and Discipline -Negotiating Tips (Rick Reis)
Saturday, April 30, 2011
Thursday, April 28, 2011
A Message from the Chair of Dillard University's Board of Trustees: New Interim President, Dr. James Lyons, DU Board of Trustees
April 28, 2011
Message from Dr. Joyce Roché, Chair
Dillard University Board of Trustees
Dear Dillard Community:
As you are aware, Dr. Hughes announced in February that she would transition from the Presidency of Dillard University this year. Among her phenomenal achievements in six years as President during the most challenging times in the University’s history, Dr. Hughes:
•led the creative conversion of the Hilton Hotel to a residential center for students, faculty, staff and administration, and to a classroom, library and recreational community for the entire campus;
•created a strategic plan for Dillard University;
•led the rebuilding of the campus after the devastation of Katrina;
•appointed a high-quality cabinet to deliver services to the University through the Katrina crises;
•oversaw the design, construction and completion of two new qualifiable LEED® (Leadership in Energy & Environmental Design) registered buildings;
•led the SACS (Southern Association of Colleges and Schools) 10-year accreditation process;
•elevated Dillard’s national presence through several highly-rated local, national and international presentations;
•raised more than $300 million for Dillard;
•donated $150,000 to Dillard University for the 8th Grade Initiative;
•impacted federal legislation in original post-Katrina funding;
•paved the way to internationalize academic programs; and
•worked diligently on all restructuring committees, especially academic restructuring;
As a result, Dr. Hughes feels confident that the University is poised for a bright future, and the timing is right to turn over the reins to a new leader.
Over the past month, the board has been working with Dr. Hughes to determine the best time to begin her transition. After reviewing the University's calendar, and identifying key dates relating to some major initiatives that require Dr. Hughes’ oversight and leadership, the Board and Dr. Hughes have agreed on July 1, 2011 as the effective date of her transition.
As you know, the search process for the next President of Dillard kicked off about two weeks ago and is moving ahead. Although we are hopeful that the process will progress rapidly, and we expect to have a strong pool of candidates, we do not anticipate having a new president in place by the July 1st date. Therefore, the board recently voted to select an interim President, who will take office on July 1st and lead Dillard until the 7th President is selected and is in place. I am extremely pleased to announce that Dr. James Lyons, a member of the Board of Trustees, has been selected to serve as Interim President.
We are extremely fortunate to have someone with Dr. Lyons’ qualities and extensive experience to take on the role of Interim President. Dr. Lyons has served in the position of University President at three different institutions (California State University, Dominquez Hills; Jackson State University and Bowie State University) over the past twenty-three years.
He has also held numerous senior administrative and faculty positions at several institutions. He has served as a consultant for Presidential evaluations and chaired numerous commissions, including the Accountability Review Council for the Philadelphia Public School District. Dr. Lyons has chaired accreditation teams for the Western Association of Schools and Colleges, and the Middle States Commission on Higher Education. When Dr. Lyons joined the Dillard University Board two years ago, he was serving as Secretary of Higher Education for the State of Maryland. Based on his extensive experience in higher education, and his demonstrated passion for Dillard, we are extremely confident that we have chosen the right person to serve as the Interim President and that the University will be in strong, capable hands as we search for our new leader.
We are eternally grateful for Dr. Hughes’ leadership, passion and dedication, which brought the University to a place where it can proudly leap forward, we could not be more pleased that Dr. Lyons has agreed to serve as our Interim President. We are confident that he will continue to move us forward on the numerous exciting initiatives of the University.
We will have the opportunity to show our thanks and appreciation to Dr. Hughes during commencement and over the next few months. On behalf of the Board, I want to again express our heartfelt appreciation to her. I also ask you to join me and the Board of Trustees in extending a warm Dillard welcome to
Dr. James Lyons in his new role as Interim President of Dillard.
Sincerely,
Joyce M. Rochѐ
Chair, Board of Trustees
Dillard University Office of the Provost: Memo to Deans and Dept Chairs_04272011
Dear Colleagues,
Pursuant to discussions held in the Dean and Chairs meeting, it is imperative that several items of business be completed before the close of business on Thursday April 28th.
•Knowing that the President has requested that as many members of the Dillard Community can voluntarily attend the “Back to Bleu” meeting called for 9:00 a.m. Thursday morning,
•I am requesting that academic units meet at 8:00 a.m. to vote approval of the candidates for graduation. The final list of approved graduates must be in the hands of the Registrar not later than 11:00 a.m.
•Those of you that have not submitted the names of awardees for the senior awards banquet, must do so immediately in order for plaques to be ordered and delivered on Monday. Additionally, I need nominees for the Walter J. Baker award for overcoming the most obstacles.
Wednesday, April 27, 2011
There is Still Time to Register for Summer Courses in College Teaching!
Want to improve your college teaching skills or your competitive edge in the academic job market?
Consider enrolling in one of our practical, theory-based graduate courses in pedagogy for higher education.
Preparation for the college classroom involves more than a solid base of knowledge in a discipline; it requires a systematic inquiry into the pedagogies and processes that facilitate learning. The Colleges of Worcester Consortium’s Certificate in College Teaching program is grounded in the latest educational research on best practices in college teaching, and is designed to enhance the teaching and learning experiences for faculty and students at our member institutions. The primary focus of the Certificate is to prepare graduate students, adjunct and full-time faculty who aspire to, or who are currently engaged in, a career in academia. Courses carry Worcester State University graduate credit and may be taken individually or toward completion of the six-credit Certificate. A complete course schedule, full course descriptions, and sample syllabi are available on our website.
SUMMER 2011 COURSE OFFERINGS:
(All courses carry Worcester State University graduate credit.)
CT 901 - Seminar in College Teaching
(ONLINE) 2 graduate credits; no prerequisites; May 11 - June 28
The Seminar in College Teaching, the first course in the Certificate sequence, is designed to acquaint participants with basic principles and theories of education and instructional practices associated with effective college teaching. These concepts apply across numerous disciplines as the emphasis is on pedagogy, not course content. Learn the basics of college teaching: designing and developing courses, choosing and using a variety of teaching methods, and assessing student work. The foundational course Seminar in College Teaching is a prerequisite for some Certificate courses. Read what Seminar participants have said about this course!
CT 913 - Teaching with Technology
(ONLINE) 1 graduate credit; CT 901 helpful but not required; May 18-June 28
With a focus on the instructor as the primary user of technology in the classroom, this course offers participants an opportunity to deepen their thinking about effective teaching with technology and challenges them to make on-going improvements to their teaching practice. The course supports participants in creating an on-line portfolio featuring lessons or projects that exemplify effective instructor use of technology to promote student learning and demonstrated proficiencies. Teaching technologies include (but are not limited to) the following: Web pages, multimedia presentations, spreadsheet activities, desktop publishing, interactive quizzes, and learning management systems. The central focus of the course is for participants to understand a variety of roles that technology can play in supporting teaching and learning; be comfortable discussing various teaching technologies and how they apply to classroom teaching; share strategies and resources with other educators within their community of practice; and develop an on-line portfolio which demonstrates proficiency in selected teaching technologies.
CT 917 - Teaching with Writing
(HYBRID format) 1 graduate credit; CT 901 helpful but not required, Wednesdays, 4-6 p.m., May 18, 25, June 1, 8; online asynchronous in between class meetings
Examining the "writing across the curriculum" movement, we consider how writing can be used to promote learning in all subject areas. Through reading, case study and in-class demonstrations, we examine the features of effective writing assignments and a variety of classroom activities to guide students through planning, drafting and revising. We examine a range of student papers to consider the most effective ways to respond to and evaluate student writing.
REGISTRATION: Registration procedures are described on our website. Follow the appropriate link under "Course Registration" or "Certificate Application Process." When using the online pre-enrollment form (for beginning the registration process) you will have to pay by credit card. Have your card in hand.
TUITION: Tuition for Certificate courses is $299/credit for participants from Colleges of Worcester Consortium member institutions and $479/credit for external participants. In addition, there is a $75/semester pre-enrollment fee. (Because Worcester State University is the CCT program's credentialing host, WSU current students, faculty and staff pay $262/credit.) You must pay for courses at the time of registration, but you may qualify for tuition reimbursement. Consult with your adviser, faculty development center, or HR Department for details about applying for tuition reimbursement before you register for any courses.
Founded in 1968, the Colleges of Worcester Consortium, Inc. is an alliance of 13 public and private colleges in Central Massachusetts that works cooperatively both to further the missions of the member institutions individually and to advance higher education regionally.
For more information about the Certificate in College Teaching program, please visit our website or contact Susan Wyckoff to discuss how this program might meet your needs.
Susan C. Wyckoff, PhD
Vice President for Academic Affairs
Colleges of Worcester Consortium, Inc.
484 Main Street - Suite 500, Worcester MA 01608
508.754.6829 www.cowc.org
Tuesday, April 26, 2011
MMUF-Learning and Teaching Institute @ Hampton University
Dear Colleagues,
This summer Hampton University will be sponsoring a UNCF/Mellon Teaching and Learning Institute. This program was ". . .established to create opportunities for UNCF faculty to come together through workshops, seminars and/or mini-conferences to share strategies, scholarship and 'best practices' that help strengthen the teaching and learning environment" at our HBCUs (UNCF/Mellon website).
Our title for this summer's institute is “Extending a Legacy of International Presence and Outreach at HBCUs-Social Justice and Education Policy for the Twenty-First Century.” The two-day institute will take place on Hampton's campus from Wednesday, August 10th through Friday, August 12.
Please see the attached invitation and announcement. The attached communiqué provides more information about the theme for the institute and how interested individuals can apply for participation (submitting a brief statement of interest with CV). Please circulate this information among your departments and share with other colleagues on your campuses. The institute is limited to 20 participants. Invited participants--who are not members of the Hampton University community--will received room and board along with a $500 stipend.
I thank you for your time and attention to this matter. Please do not hesitate to contact me, should you have any questions or need additional information.
Sincerely,
K. Jeffrey, Ph.D.
Assistant Professor
Department of English
Armstrong Hall
Hampton University
Hampton, VA 23668
757-727-5770
Innovative Educators Webinar: Responsive Grantwriting: What Grantmakers Really Want to Know
Wednesday, May 4 ~ 1:00-2:30pm EDT
Many foundations use similar guidelines for grant applicants to follow. While these common questions save grantwriters time, do the answers convey what grantmakers really want to know in order to determine which grants to award? This Webinar will explore the trends related to what funders want to know about their applicants and how this aligns with common grant applications, using Colorado as a case study. Seventeen representatives of Colorado’s nonprofit and grantmaking communities joined together to revise the statewide common application and report form over a two-year period from 2006 to 2008. Over 250 nonprofits organizations and grantmakers provided feedback to the drafting committee throughout the process. Before this revision, Colorado’s application was very similar to those currently used in other states. In order to help grantwriters understand what funders are really looking for and how to make the best case for their organization, this Webinar will examine the reasons Colorado grantmakers changed the common application.
This Webinar will benefit attendees by teaching them techniques to develop strong grant applications that anticipate the kinds of information that grantmakers need. Participants will benefit by shifting their perception of grants as simply a fundraising tool, and learn how they can use grantwriting as a vehicle for organizational planning and assessment. The session will also help grantwriters spark conversations with their board, leadership and other staff members to position their organization to win grants.
Participants will learn:
The kind of information grantmakers really want to learn about as they review your grant proposal
Tips for writing the most compelling responses to commonly asked questions.
Intended for any grantwriter who wants to learn about what foundation program officers are interested in learning about as they read grant proposals.
Lisa Cirincione has extensive experience writing both federal and foundation grant proposals—raising over $52 million dollars for her clients. Lisa loves to share this knowledge with other grantwriters, and she regularly facilitates trainings on grantwriting. This year, she presented at the Grant Professionals Association conference in St. Petersburg, Florida. She brings to these trainings the extensive knowledge she gained working with funders on the statewide committee that revised the Colorado Common Grant Application in 2008 and as a grant reviewer and technical assistance provider for a grantmaker. In 2009, Lisa conducted 13 trainings—including a Webinar series on grantwriting—teaching over 200 people how to write successful grant proposals.
You can purchase a single presentation or a pack of 3, 6 or 12. The more you buy, the more you save. For a single presentation, add the product to your cart and follow the steps. If purchasing more than two events, add the products to your cart and enter the appropriate coupon code.
Package Deals (for our products costing $345):
3 presentations for $750 - enter coupon code 3ondemand when registering (Save $285)
6 presentations for $1395 - enter coupon code 6ondemand when registering (Save $675)12 presentations for $2140 - enter coupon code 12ondemand when registering (Save $2000)
If you are interested in ordering multiple presentations that involve our products priced at $200 or $545, please contact Val at val@ieinfo.org or call: 303-775-6004 for the multiple discount. Please note: a presentation costing $545 counts as two presentations, as these trainings consist of two sessions.
Campus Technology Establishes Forum on West Coast
Campus Technology Forum 2011: Connect, Collaborate, Innovate, Achieve
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Campus Technology FORUM 2011 CALL FOR PRESENTATIONS
September 27-30, 2011
Hilton Long Beach and & Executive Meeting Center
Long Beach, CA
======================================
BECOME A SPEAKER at Campus Technology FORUM 2011, September 27-30, 2011 in Long Beach, CA!
Are you interested in conducting a session or workshop or sharing a poster presentation with your colleagues?
Now is the time to apply!
>>NOTE: May 13, 2011 IS THE DEADLINE TO APPLY ONLINE!
* Gain exposure for your work, your research and institution in a collegiate networking environment. Join us for Campus Technology's premier west coast higher ed event!
* Help fill the information gap for faculty, CIOs and IT managers looking for innovative techniques and best practices to make the most of limited resources, while providing the best education possible. This year, we are especially seeking proposals for sessions that cover how higher education programs and instructional strategies are supported by the latest research and educational technologies. During this economically delicate time, many of our participants are looking for cost-saving strategies and technological solutions that are proven successes. IT Departments in many universities and colleges are striving to do more with less and we want to provide a platform for sharing these best practices
* Share technology-inspired classroom applications, creative IT and learning solutions, research, policies and products that show current or future promise for higher education. Presentations that fit within the broad topics of learning applications and tools, instructional design, learning space development, green initiatives and IT infrastructure are of particular interest, and we are also looking for presenters with expertise in digital media, social media, collaborative environments and other technologies applied currently in higher education environments.
Please consider these topics when submitting your proposal(s):
-Digital Media
-eTextbooks and other electronic curriculum and library resources
-IT Leadership Strategies
-Mobile learning
-Online/distance/virtual/hybrid learning
-Student Data Management systems
-Web based communication and productivity applications
Campus Technology INVITES APPLICATIONS to present from all education professionals representing universities, colleges and community colleges, in various content areas and specialties, as well as business and industry experts.
Companies, organizations and individuals representing technology-related products are invited to apply. These sessions should offer valuable facts and content to the audience and are not to be used as an "infomercial." Sales pitches are highly discouraged. Vendor presentations will be noted in the CT Program. Vendors are encouraged to have end users present with them, or preferably, for them. All vendor presenters must be exhibitors at CT Forum with a Promotion Package.
======================================
Campus Technology FORUM 2011 CALL FOR PRESENTATIONS
September 27-30, 2011
Hilton Long Beach and & Executive Meeting Center
Long Beach, CA
======================================
BECOME A SPEAKER at Campus Technology FORUM 2011, September 27-30, 2011 in Long Beach, CA!
Are you interested in conducting a session or workshop or sharing a poster presentation with your colleagues?
Now is the time to apply!
>>NOTE: May 13, 2011 IS THE DEADLINE TO APPLY ONLINE!
* Gain exposure for your work, your research and institution in a collegiate networking environment. Join us for Campus Technology's premier west coast higher ed event!
* Help fill the information gap for faculty, CIOs and IT managers looking for innovative techniques and best practices to make the most of limited resources, while providing the best education possible. This year, we are especially seeking proposals for sessions that cover how higher education programs and instructional strategies are supported by the latest research and educational technologies. During this economically delicate time, many of our participants are looking for cost-saving strategies and technological solutions that are proven successes. IT Departments in many universities and colleges are striving to do more with less and we want to provide a platform for sharing these best practices
* Share technology-inspired classroom applications, creative IT and learning solutions, research, policies and products that show current or future promise for higher education. Presentations that fit within the broad topics of learning applications and tools, instructional design, learning space development, green initiatives and IT infrastructure are of particular interest, and we are also looking for presenters with expertise in digital media, social media, collaborative environments and other technologies applied currently in higher education environments.
Please consider these topics when submitting your proposal(s):
-Digital Media
-eTextbooks and other electronic curriculum and library resources
-IT Leadership Strategies
-Mobile learning
-Online/distance/virtual/hybrid learning
-Student Data Management systems
-Web based communication and productivity applications
Campus Technology INVITES APPLICATIONS to present from all education professionals representing universities, colleges and community colleges, in various content areas and specialties, as well as business and industry experts.
Companies, organizations and individuals representing technology-related products are invited to apply. These sessions should offer valuable facts and content to the audience and are not to be used as an "infomercial." Sales pitches are highly discouraged. Vendor presentations will be noted in the CT Program. Vendors are encouraged to have end users present with them, or preferably, for them. All vendor presenters must be exhibitors at CT Forum with a Promotion Package.
University Business: Financial Controls Lacking In Southern University System, Legislative Audit Finds
The Southern University System doesn't have enough controls over its finances, according to a report from the state legislative auditor.
The Times-Picayune
The Southern University System doesn't have enough controls over its finances, according to a report from the state legislative auditor.
The 111-page document, which covers the 2009-10 fiscal year, says that the system didn't have enough control over the financial information in its annual fiscal report, and that it didn't have enough control over receivable funds.
These shortcomings have existed for four and five years, respectively, the report says.
At the Shreveport campus, auditors found that a fund containing slightly more than $1.8 million hadn't been tapped for more than two years, a shortcoming that may have cost access to some of that money because it is available for a limited period.
The Ohio State University Graduate and Professional School Opportunities
We want to take this opportunity to thank you for collaborating with us each year for our Visitation Days Program(GPSVD) here at The Ohio State University. You recall in our previous correspondence, we have renamed this program the Graduate/Professional Student Recruitment Initiative (GPS). We know that the success of our efforts could not be realized without you and your faculty and administrative colleagues. It is important that our identification and communication process begin early for this year’s GPS Program scheduled for October 9 – 11, 2011. As in previous years, we are requesting your assistance in the identification process so that we can communicate immediately with your honor students regarding this unique opportunity.
Specifically, we are asking you to consult with your institution’s Honors Directors or the Registrar to obtain contact names, email, and information, including grade point averages, of the top 15 to 20 juniors who are expected to graduate by June 2012 (If your institution will only allow submitting names and e-mails, we will work with this information). Students with a GPA of 3.5 or higher are competitive for this New GPS program; however, applicants are encouraged to review admissions criteria for their prospective department. With so many on semesters and spring commencement upcoming, if you could forward your list of prospective GPS students no later than Friday, April 15, it would be extremely helpful. For your convenience I am attaching a Form for you to utilize when submitting your list (Junior Student List doc). Once we have received your list of honor juniors, we will make contact with those students to tell them more about Graduate and Professional School opportunities here at The Ohio State University and, specifically, about our Graduate/Professional Student Recruitment Initiative Program in the fall.
For your reference, I am also attaching the new GPS Brochure and Application. The brochure includes a list of the 115 plus Graduate/Professional, 92 Doctoral and 7 Professional Degree Programs offered here at Ohio State.
Again, thank you for all of your collaborative efforts each year related to our GPS program and Graduate/Professional School recruitment efforts in general. Please contact me immediately should you have questions regarding any of the above. We will look forward to receiving your list, hopefully by April 15. Your continued support during these changing times is especially appreciated.
Sincerely,
Jackie Lipscomb
Assistant Director
Administration/Special Programs
Office of Diversity and Inclusion
The Ohio State University
Student Academic Services Building, 3rd Floor
281 West Lane Avenue
Columbus, OH 43210-1132
P 614-292-8236 or 614-292-8737
F 614-292-7889
lipscomb.3@osu.edu
Tennessee State University Completes Reorganization of Academic Programs and Colleges/Schools
NASHVILLE, TN—(April 13, 2011)—Tennessee State University President Portia Shields today announced plans for the major restructuring and reorganization of academic programs and colleges at the historic land-grant institution.
The plans will discontinue eight academic programs that are not productive or mission-essential to the University; reorganize and/or consolidate marginally productive but mission-essential academic programs; realign a number of academic programs and colleges/schools; and reorganize academic schools and colleges.
The action outlined today by Dr. Shields followed several months of extensive deliberations, consultations and input from various stakeholders at the University, and is designed to right-size the institution, bring like programs together, strengthen programs that are mission central and that have the potential to grow, support TSU’s Carnegie Research designation, position the University to meet its strategic planning goals, and strengthen its fiscal health.
Among the academic programs to be discontinued are:
• B.A. Foreign Languages
• B.S. Physics
• Ed.S. School Psychology
• M.A. English
• M.S. Mathematics
• M.S. Music Education
• B.A. Africana Studies
• Ed.S. Administration and Supervision
While degrees will no longer be offered in these programs, a minor in Africana Studies and a minor in Physics will be created; additionally, foreign language classes will be offered for students on campus, online and through partnership with the Tennessee Foreign Language Institute. Academic programs that have been retained based upon their productivity and centrality to the University’s mission will be strengthened through additional resource support. The recommendations will go to the Tennessee Board of Regents for final approval.
As part of the reorganization, the School of Agriculture and Consumer Sciences has been renamed College of Agriculture and Bio-Environmental Sciences; the College of Arts and Sciences has been renamed College of Arts and Humanities; and the School of Nursing has been merged into the College of Health Sciences. This reduces the number of academic colleges at the University from 8 to 7. A budget saving analysis will be finalized at the end of June and plans for program closure, consolidation, and re-organization will be completed at the end of summer 2011.
Monday, April 25, 2011
Deadline Extended: Call for Proposals: Fairfield University - Learning in Action June 1-3, 2011
From: Center for Academic Excellence [mailto:cae@fairfield.edu]
Sent: Monday, April 25, 2011 10:14 AM
Subject: Deadline extended: Call for proposals: Fairfield University - Learning in Action June 1-3, 2011
*** Deadline Extended: Proposals now due Fri., May 13, 2011 (decisions to go out Fri. May 20) ***
Dear Colleagues,
We are delighted to invite you to submit a proposal for our 11th annual summer conference, Learning in Action: Innovative Pedagogy & Course Redesign XI, Wed. – Fri. June 1-3, 2011.
Our theme this year is “Learning in Action.” While all submissions are welcome, we especially encourage team and cross-disciplinary presentations. We welcome you to consider presenting your own projects in concurrent paper sessions, in a panel discussion, or through a hands-on demonstration. Submit a 350 word proposal (with 50 word abstract) by Fri. Apr. 8; see flier for details:
http://www.fairfield.edu/cae/cae_conference.html
This year, we’re pleased to have keynoter Michele DiPietro, who will discuss How Learning Works: Seven Research-Based Principles for Smart Teaching as well as lead morning yoga practice before breakfast. Michele is the executive director of the Center for Excellence in Teaching and Learning at Kennesaw State University and associate professor of statistics. He is the incoming president-elect of the Professional & Organizational Development (POD) Network in Higher Education, and winner of the 2008 POD Innovation award. Michele’s interactive keynote will focus on intellectual development and metacognition, providing practical exercises and strategies to foster both.
Located amidst rolling hills and trees on the Long Island Sound, Fairfield University’s campus is one-hour by train from New York City, registration includes receptions, and we provide housing to the first 50 registrants. We hope you can join us on June 1-3, 2011. Feel free to share this announcement with others who might be interested. If you have questions about the conference, feel free to contact Cynthia Delventhal at ext. 2876 below.
All the best,
Kathy Nantz, Larry Miners, Roben Torosyan, Suzanna Klaf & Cynthia Delventhal
Center for Academic Excellence
Fairfield University, 1073 No. Benson Rd. (Library 106), Fairfield, CT 06824-5195
Tel. (203) 254-4000 x.2876 / Fax (203) 254-5575
Diverse Issues in Higher Education: Secretary Arne Duncan Says Minority Teachers Needed
April 22, 2011
NEWARK N.J. - U.S. Education Secretary Arne Duncan made several stops in New Jersey on Wednesday, pushing a program aimed at recruiting more teachers to work in urban and rural areas.
Duncan hosted a town hall meeting at a Newark youth and employment center to talk about the Department of Education's TEACH Campaign, which provides educational materials, information and job listings to encourage people to pursue teaching jobs in underserved areas. One of the primary objectives is to get more Black and Hispanic teachers especially men into the schools.
"I see this as the civil rights issue of our generation," Duncan said, arguing that he was optimistic that even "the poorest kid, from the toughest community from the most dysfunctional family" can thrive when given a good education. "But put that child in school that has a 40, 50 or 60 percent dropout rate, where the norm is to go to the streets rather than to go on to college, then we as educators, we're perpetuating poverty, we're perpetuating failure."
Newark Mayor Cory Booker, community leaders and educators at the meeting told Duncan it wasn't enough to recruit new teachers, but there needed to be effective ways of retaining them to put a stop to high teacher turnover rates in urban schools. Suggestions ranged from expanding internship programs for education majors in urban schools to alternative certification programs or more financial incentives including higher wages to persuade teachers to work in urban areas.
Revamping Newark's education system has been a priority for Booker. Facebook founder Mark Zuckerberg donated $100 million last fall toward the effort, and discussions are ongoing as to how to transform underperforming schools in the city into a nationwide model for urban education.
"There is nothing that is more important in this city's pantheon of challenges than educating our kids," Booker said. He added that the inability of America's public schools to educate children at high levels of excellence was the greatest threat to the country's national and economic security.
Duncan said a key to America's success is to have classrooms that are more reflective of the nation's diverse student body. Citing statistics that only one in 50 teachers today is an African-American man, and less than 2 percent of teachers are Latino, Duncan said schools must find ways to attract more minority teachers as well as more educators willing to work in urban schools. He also was planning to speak later in the day at Princeton University, to urge students there to pursue teaching as a way of serving their country.
The Obama administration has set a goal of recruiting 1 million new teachers in order to make the U.S. the top nation for the number of college graduates by the year 2020. Duncan said he'd been studying examples of innovative programs from around the U.S., and in other countries, on how to improve the education system when resources are scant.
At a time when the vilification of teachers unions has gained political traction across the country - including in New Jersey -both Duncan and Booker emphasized Wednesday that improving education is a bipartisan cause.
"We've got to stop focusing on personalities," Booker said, "and start focusing on progress."
Dillard University to Honor Michael Bruno, CPA, at the 2011 “Best in the Business” Awards Ceremony
(New Orleans) The Dillard University College of Business will honor Michael Bruno, CPA at the 2011 “Best in the Business” Awards Ceremony on Thursday, April 28, 2011 at 6 p.m. in the Georges Auditorium of the Professional Schools and Sciences Building. The event is free and open to the public.
Mr. Bruno, managing and founding partner of Bruno & Tervalon, LLP Certified Public Accountants, was selected because of his exceptional community service, his commitment to New Orleans and his lifelong passion for increasing minority representation in the accounting profession. Since its founding in 1978, Bruno & Tervalon, LLP has become the largest minority owned accounting firm in Louisiana and the second largest in Mississippi. Current services of Bruno & Tervalon, LLP include auditing, accounting, financial management consulting, tax and technical assistance services.
“It is with great pleasure to honor Mr. Michael Bruno of Bruno & Tervalon, LLP,” says Dean of the College of Business at Dillard University, Christian Fugar, Ph.D. “Mr. Bruno has been instrumental to our students at Dillard University in pursuit of their accounting degrees and certified public accounting licenses. He has always made himself available and shared his knowledge to ensure the success of our young accounting professionals.”
This year’s theme of the annual awards ceremony is the “Best in the Business.” Each year the awards program showcases the accomplishments of one local business leader along with the College of Business’ faculty, staff and students who have gone on to receive higher education degrees from prestigious universities such as Harvard and Columbia, and have been offered employment from Ernst and Young, Deloitte, Xerox and PricewaterhouseCoopers, one of the “Big Four” audit firms in the country.
DIllard University Nursing Pinning Ceremony is Monday, May 2nd, 2011
This is to remind you that the Nurses' Pinning Ceremony is Monday, May 2, 2011 @ 5pm in the Chapel. All are invited to attend. For more information, please call:
Mrs. Erica M. Mercadel-Hayes
School of Nursing
2601 Gentilly Blvd.
PSB 102 A
New Orleans, LA 70122
(504) 816-4717 Office
(504) 816- 4861 Fax
Dillard University Athletics to Host Annual Athletic Awards Ceremony on Tuesday, April 26th at 7pm
New Orleans, LA---The Dillard University Athletics Department will host its Annual Athletic Awards Ceremony on Tuesday, April 26th on the campus of Dillard University in The Professional Schools Building at 7:00p.m.
The night will celebrate the many accomplishments of the Dillard University scholar-athletes throughout the 2010-11 season. The ceremony will highlight a special presentation of the first two Conference Championships achieved since Hurricane Katrina to the Women’s Volleyball and Men’s Track and Field Teams. Other special presentations include the Champion of Character Athlete of the Year and Scholar Athlete of the Year awards.
DILLARD UNIVERSITY GENERAL ASSEMBLY of FACULTY April 28, 2011 2:30pm
04/28/2011
2:30PM LOCATION (TBA)
Reminders:
•Colleges are to elect their Senators.
•All graduates need to be confirmed/approved by their faculty and the lists need to be prepared for distribution.
DU CENTER FOR TEACHING, LEARNING & ACADEMIC TECHNOLOGY (CTLAT) Presents: "Know Your Faculty Handbook"
Featuring: Dr. Abdalla Darwish
When: Tuesday, April 26, 2011
Where: Kearny West
Time: 11:30 a.m. – 1:00 p.m.
Lunch will be provided through the line
Campus Technology: Best Practices for Connected Learning
Your vision is for a connected campus with efficient adminstration, top-tier safety and security, and engaged students who are drawn by the interactivity and collaboration they have grown up to expect. But how do you achieve this vision?
We'd like to introduce you to our connected learning resource portal, which is geared towards helping you realize the benefits of a connected campus.
Inside, you'll find:
•Videos of real success stories, including the University of Notre Dame
•Case studies that'll show you how real campuses cut costs by over $1 million
•The definitive guide to video education
Campus Technology and Cisco
Innovative Educators Webinar: Intrusive Academic Advising: An Effective Strategy to Increase Student Success
Wednesday, May 11 ~ 1:00-2:30pm EDT
Overview
This session will examine the concept of “intrusive academic advising”, which was formulated by Robert Glennan in the mid-1970s. Intrusive (or “proactive”) advising has been found to have a positive impact on student success. Intrusive advising means that colleges and universities—through instructional faculty, academic advisors, counselors and others—take the initiative to reach out to students to offer advice, support and assistance, rather than waiting for students to seek help. For example, intrusive academic advising expects that advisors will schedule meetings with their advisees at critical junctures, especially during the first-year of enrollment, following receipt of notifications of academic difficulty, planning academic programs, changing majors, etc.
Intrusive advising does not mean “hand holding” or the return of in loco parentis. Rather, it suggests that faculty, counselors, academic advisors and others demonstrate an active concern for students‘ academic progress and a concomitant willingness to assist students to understand and utilize programs and services that can increase the likelihood for their success. Intrusive advising programs and advisors understand that many students, especially those who may be at greater risk for dropping out, often do not seek assistance in time for the assistance to have a positive impact on their progress.
Objectives
Principles and philosophy of intrusive advising: What do we mean by intrusive advising?
How and why intrusive advising impacts student achievement, persistence and success
How to implement intrusive advising programs and interventions
Professional development for intrusive academic advising programs and advisors
Best practices in intrusive academic advising
Who should attend?
Faculty
Vice-Presidents and Deans
Advising administrators
Student affairs professionals
Student affairs leaders
University 101 instructors
Retention coordinators
Anyone interested in improving student retention and engagement
Who is the speaker?
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, was a member of the Board of Directors and Vice President of the National Academic Advising Association, and was chairperson of the Prelaw Advisors National Council.
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). He also writes an occasional column, The Advising Dean, for The St. Helena Star newspaper in California’s Napa Valley (http://www.sthelenastar.com/sharedcontent/search/index.php?search=go&o=0&l=20&s=relevance&r=Author&d1=01-06-2006&d2=01-20-2009&q=Tom+Brown)
His work is based on an integration of theories, research findings, and practical experience that makes a real difference for individuals and institutions.
A consultant to more than 350 colleges and universities in the US and abroad
Regularly invited to deliver keynote addresses at national conferences, campus colloquia, and professional development workshops for faculty and staff.
Nationally recognized author and expert in retention, academic advising, promoting the success of at-risk students, international education, and diversity/inclusivity training.
Recent publications include: “Critical Concepts in Academic Advising” in The Academic Advising Handbook, Jossey Bass, 2008; “Preparing Providers to Foster Student Success”, in Fostering Student Success in the Campus Community, 2008; “Advising Students of Color”, in Academic Advising for Student Success and Retention, 1997, 2004
Sunday, April 24, 2011
Campus Technology Live Webinar: Identity Fraud and Abuse in Distance Education
Online education delivery is growing so fast that it is out-pacing industry standards for quality and integrity. As more learning takes place online, today’s students stretch the limits, creating numerous cases of student aid fraud and academic integrity.
On April 28, join us for a webinar that will address academic integrity policies, real life on campus and online practices as well as technology solutions to ensure quality in online learning.
Live webinar: Identity Fraud and Abuse in Distance Education
When: April 28, 2011, 11:00 a.m. PT
Register now
Don’t miss this fast-moving one-hour presentation with education technology experts as they discuss:
Rationale for increasing quality in online education and the history of accreditor identity policies
Tactics for dealing with integrity in online assessments, on the web and on campus
Best practices from dozens of identity projects
Practical tips to detect and deter student aid fraud in your online learning program
This webinar has limited capacity and will fill up quickly, so register early to ensure your spot.
Identity Fraud and Abuse in Distance Education
Thank you,
Campus Technology and Acxiom
Saturday, April 23, 2011
Academic Impressions Webcast: Copyright and Faculty Rights
May 12, 2011 :: 1:00 - 2:30 p.m. EDT
Do you wish you knew more about how copyright and fair use laws apply to teaching and research?
How copyright and fair use laws apply to teaching is not always clear. The increasing ease of copying and distribution of digital materials raises the stakes even more. Faculty often do not have access to the resources and support they need to sort those challenges out.
Faculty, instructional support personnel, and other academic administrators are invited to join us online to understand the challenges and solutions of applying copyright law in your classrooms, curriculum, research, and scholarship.
FREE RESOURCE
Before the webcast, you will receive a summary of the relevant copyright statutes and regulations so that you can familiarize yourself with the law prior to participating.
WHAT YOU WILL LEARN
During the webcast our instructors will cover the following topics:
Ownership of copyrighted works
Copyright in your own works and publications
Steps to protect and manage your copyright
Publication agreements
Open content requirements
Institutional requirements and open access
Fair use - using and being used (including Google Books)
YOU MAY ALSO ENJOY
Libraries and Copyright in a Digital Age
Online :: 1:00 - 2:30 p.m. EDT :: July 26 & 28, 2011
Join us for this related webcast to discuss the limitations and exclusive rights of the US Copyright Act that apply to digitization and reproduction of library materials and archives, as well as the new challenges for libraries with emerging technologies.
REGISTER FOR THE LIVE SESSION, PURCHASE A CD
Register online or call 720.488.6800. Want to share this valuable information with your colleagues? Register your institution for a single site connection and an unlimited number of people can participate.
You can also add this event to your training library by purchasing a CD recording of the live webcast and a bound set of the presentation materials. Questions? Call us to help determine if this event is right for you.
Thursday, April 21, 2011
Campus Technology: Ramping Up E-Portfolios at U Cincinnati
Even with backers among the faculty, e-portfolio initiatives can be slow to take hold across university and college campuses. What does it take to encourage adoption? One professor who's championing a faculty-driven e-portfolio initiative at the University of Cincinnati shares some of his insights.
By Bridget McCrea04/20/11
Needed Now: A Re-Mediated Education Blueprint To Improve Retention and Employability
Higher education seems stuck in a tricky dilemma: how to move, en masse, to new learning models that seem, on the surface, to require a lower teacher-student ratio. But the dilemma is tricky only if the basic assumption about how students learn remains in the box of behaviorism. And it is tricky only if technology is seen as peripheral--handy but not transformative.
University Business: UW System Split Not Likely To Move Forward, Lawmakers Say
Lawmakers expressed doubt this week that Gov. Scott Walker's budget proposal to split UW-Madison from the University of Wisconsin System has the support to move forward.
Wisconsin State Journal
Lawmakers expressed doubt this week that Gov. Scott Walker's budget proposal to split UW-Madison from the University of Wisconsin System has the support to move forward.
"I think its highly unlikely that the Legislature at this time is ready to grant that authority," said Rep. Robin Vos, R-Rochester, co-chair of the state Legislature's powerful budget committee.
The governor's proposal would make UW-Madison into a public authority - separate from the UW System - with its own 21-member board of trustees and more autonomy on issues such as tuition, money management, purchasing and building.
"There's quite a bit of consensus, or there's quite a bit of interest, in keeping the System together at this time," said Sen. Sheila Harsdorf, R-River Falls, also a member of the budget committee.
The Chronicle of Higher Education: The Returns on an HBCU Education
April 19, 2011 By Marybeth Gasman
The Review of Black Political Economy just published a new article entitled “The Relative Returns to Graduating from a Historically Black College/University: Propensity Score Matching Estimates from the National Survey of Black Americans.” The authors include economists Gregory Price (Morehouse College), William Springs (Howard University), and Omari Swinton (Howard University). Relying on data from the National Survey of Black Americans, the paper adds to the growing literature on the labor market outcomes of higher education, specifically HBCU’s.
Price, Springs and Swinton found that HBCU’s afford their “graduates relatively superior long-run labor market outcomes.” This, they say, is in contrast to a recent study by Roland Fryer and Michael Greestone (2010), which found that the relative returns on graduating from an HBCU are negative. Unlike Fryer and Greenstone’s, this new study does not conclude that HBCU’s retard black students’ progress. In fact, Price, Springs, and Swinton found that HBCU graduates have higher earning potential relative to non-HBCU African American graduates. As a result, the authors claim that their research shows that HBCUs “continue to have a compelling educational justification.” The results of this new study also complement the recent research of Mykeresi and Mills (2008), who found that HBCU’s have a positive impact on the long-run labor market earnings of African-American males.
Price, Springs, and Swinton also found that HBCU’s have a “comparative advantage in nurturing the self-image, self-esteem, and identity of their graduates.” This finding complements previous longitudinal research conducted in the 1980s (Fleming, 1984) and 1990s (Allen, Epps, and Haniff, 1991). For decades, HBCUs have been found to enhance and build self-esteem. This is one reason why they produce so many students who pursue graduate and professional studies.
Price, Springs, and Swinton’s research contradicts the perspectives of some commentators, who have questioned the existence, mission, and impact of HBCU’s in recent months. Hopefully, these commentators will take the time to review this new research the next time they write about HBCU’s. Looking at all of the research on HBCU’s presents a richer and more complex picture of their impact on African-American students.
DIllard University Deep South Center HBCU Enviornmental Health and Safety Compliance Symposium
For Immediate Release
What: HBCU Environmental Health and Safety Compliance Symposium
When: April 25 – 27, 2011 @ Dillard University, Professional Schools Building, Room 135, 8:30 am – 5:00 pm
Who: Dillard University Deep South Center for Environmental Justice
504‐816‐4005
The Deep South Center for Environmental Justice is hosting the Environmental Health &
Safety Compliance Symposium April 25 – 27, 2011 in the Professional Schools Building,
Room 135 at Dillard University. The three day symposium will cover a variety of
environmental compliance topics and equip participants with the latest information on
environmental regulations. Dillard faculty, staff and students are invited to attend the
symposium free of charge. You must RSVP for the April 25th luncheon; available seating is
limited.
Special Guest Dr. Benjamin Chavis will be the luncheon keynote speaker
Monday, April 25th from 12:15 – 1:15 pm. Dr. Chavis and Russell
Simmons co‐founded the Hip‐Hop Summit Action Network. Dr. Chavis is
also President of Education Online Services Corporation (EOServe, Corp),
the world’s leading provider of online higher education for HBCU’s
across America. He has authored several books and publications
including Toxic Waste and Race in the United States, A National Report
on the Racial and Socioeconomic Characteristics of Communities with
Hazardous Waste Sites, and The National Agenda: Public Policy Issues, Analyses, and
Programmatic Plans of Action.
The symposium will provide information sharing and professional development opportunities.
Symposium sessions will include topics on hazardous communication, blood‐borne pathogens,
indoor air quality, green construction, and interpretation of federal regulations to ensure a
safe working environment. For more information about the symposium call 504‐816‐4005.
What: HBCU Environmental Health and Safety Compliance Symposium
When: April 25 – 27, 2011 @ Dillard University, Professional Schools Building, Room 135, 8:30 am – 5:00 pm
Who: Dillard University Deep South Center for Environmental Justice
504‐816‐4005
The Deep South Center for Environmental Justice is hosting the Environmental Health &
Safety Compliance Symposium April 25 – 27, 2011 in the Professional Schools Building,
Room 135 at Dillard University. The three day symposium will cover a variety of
environmental compliance topics and equip participants with the latest information on
environmental regulations. Dillard faculty, staff and students are invited to attend the
symposium free of charge. You must RSVP for the April 25th luncheon; available seating is
limited.
Special Guest Dr. Benjamin Chavis will be the luncheon keynote speaker
Monday, April 25th from 12:15 – 1:15 pm. Dr. Chavis and Russell
Simmons co‐founded the Hip‐Hop Summit Action Network. Dr. Chavis is
also President of Education Online Services Corporation (EOServe, Corp),
the world’s leading provider of online higher education for HBCU’s
across America. He has authored several books and publications
including Toxic Waste and Race in the United States, A National Report
on the Racial and Socioeconomic Characteristics of Communities with
Hazardous Waste Sites, and The National Agenda: Public Policy Issues, Analyses, and
Programmatic Plans of Action.
The symposium will provide information sharing and professional development opportunities.
Symposium sessions will include topics on hazardous communication, blood‐borne pathogens,
indoor air quality, green construction, and interpretation of federal regulations to ensure a
safe working environment. For more information about the symposium call 504‐816‐4005.
Diverse Issues in Higher Education: UC Davis Law Professor Creates Cartoons to Teach Copyright Law
by Lydia Lum , April 15, 2011
Keith Aoki grew up devouring comics and TV cartoons. He spent countless hours drawing and creating his own stories, eventually becoming an artist in New York City struggling to eke out a living.
Now, having traded in a nomadic existence for life as a college professor, Aoki has carved a niche in which his comics explain and explore intellectual property law. He hopes his time-consuming labor teaches and empowers not only students but also the countless artists whose creativity can be stymied by trademark and copyright laws. Aoki’s comic book characters show readers how to more easily discern the difference between piracy and public domain. The cartoons suggest, for example, how a person could make an artistic parody of a Barbie doll without copyright infringement or how to legally include fragments of a TV program in the background shot of a videotaped documentary.
“Comics are more in-your-face than scholarly articles,” explains Aoki, a University of California, Davis law professor since 2007.
His drawing style is inspired by famous artists such as Steve Ditko (Spider-Man), the late Jack Kirby (Fantastic Four) and the late Chester Gould (Dick Tracy).
Despite devoting himself to producing comic strips for nearly a decade after earning a bachelor’s in fine arts from Wayne State University in 1978, Aoki didn’t illustrate a full-length comic book until becoming a University of Oregon law professor. For three years, until 2005, he and two Duke University law faculty brainstormed, wrote, drew, laughed, tore up and re-drew their way through a collaboration. It resulted in Bound by Law? — a 78-page book starring a filmmaker planning a documentary about daily life but confused about copyright law.
Aoki portrayed the heroine, Akiko, on a riff of the iconic Marvel Comics superhero Captain America, arming her with a shield bearing a giant “C” — as in “copyright.” Aoki sketched hundreds of copyrighted works — a Budweiser beer ad, SpongeBob SquarePants and Leonardo da Vinci’s “The Last Supper,” to name a few — into the book’s narrative, a living exercise in fair use because neither he nor his co-authors obtained permission to use those images. Yet at one point, protagonist Akiko bemoans her inability to purchase a copy of the civil rights documentary “Eyes on the Prize” because it went out of circulation once its producers were unable to afford licensing fees on copyrighted music and footage.
Co-author James Boyle recounts “long, hilarious Skype calls whenever they brainstormed. “Keith’s artistry is a wonderful mixture of allusions to classic comics. It’s a kind of inspired remix — appropriately, because remix is the subject of the comics we’ve worked on together,” says Boyle, referring to the artist’s use of everyday familiar-but-copyrighted images to construct an original narrative.
Aoki, Boyle and Duke senior lecturing fellow Jennifer Jenkins hope to publish their second comic book later this year. Bound by Law? was published in 2006 by Duke’s Center for the Study of the Public Domain.
Three times longer than Bound by Law?, the trio’s second book traces the history of music borrowing, hoping to bring some perspective to today’s technology-infused music wars. Aoki has come a long way from drawing comic strips, mostly unpaid, for New York publications such as East Village Eye, an arts and culture paper. Aoki supported himself as a bike messenger, bartender and construction worker until getting married, and the desire for a stable income led him to enroll in law school. After two years of practicing technology law at a Boston firm, he moved into academia.
Aoki compartmentalizes his artistry into weekends and summers. Weekdays are confined to classroom teaching — “the Cartesian, rational, logical side of life,” he jokes. To download a free copy of Bound by Law? Visit http://www.thepublicdomain.org/comic/
Wednesday, April 20, 2011
Diverse Issues in Higher Education: UNCF Study Shows HBCUs Chosen for Small Faculty-Student Ratio, Sense of Belonging
April 19, 2011 by Amara Phillip
In the presumably post-racial age, are historically Black colleges and universities necessary? A new study from the United Negro College Fund’s Frederick D. Patterson Research Institute, attempts to answer this question. The study, “Students Speak! Understanding the Value of HBCUs from Student Perspectives,” uses first-person interviews from UNCF member institutions to uncover the reasons why many students choose to attend HBCUs.
The report was co-authored by Dr. Tammy L. Mann, executive director of the Frederick D. Patterson Research Institute; and Janet T. Awokoya, a senior research associate at the Institute.
Thirteen of the students participated in a focus group while 10 students had one-on-one interviews. Each student offered candid assessments of their secondary education, highlighting the pivotal role that individual experiences played in shaping their decisions to attend HBCUs.
“The reality is that everyday experiences of individuals continue to drive how they perceive and act on those perceptions when it comes to making major life decisions, including where they will seek a college education,” the authors write.
Among the study’s findings: students prize small student-to-faculty ratios. The typical UNCF institution enrolls an average of 1,379 undergraduates, compared with 1,908 for other four-year, private institutions. Mann and Awokoya observed that, for many of these students, smaller classrooms facilitate learning and provide a more active support system.
“Many of the comments shared by the students focuses on the need to feel connected — a sense of belonging — as an important driver influencing the decision to attend their institution of choice,” they write.
Other students chose to attend HBCUs after graduating from predominately White high schools, which, they believed, left them without a strong sense of their racial or cultural identities.
Among students, one widely expressed view was that HBCUs gave them an opportunity to be surrounded by perspectives and experiences that mirrored their own.
“I made a decision to come after the experience that I had at a predominantly [White] institution in order to embrace my own history, heritage and everything that has gone into making us who we are,” said one student.
The authors caution that the study’s small sample size makes it difficult to draw broad conclusions about its implications.
For example, at least 20 percent of HBCU students are not Black. The authors admit that there have not been “nearly enough [studies] devoted to understanding why these students find these institutions attractive.”
But the study provides enough encouraging evidence to suggest that HBCUs fare well against traditional universities when it comes to providing more engaged learning environments.
HBCUs should build upon these advantages, the authors say, by using face-to-face outreach programs and social media networks to connect with students.
Ultimately, say the authors, attending HBCUs allows students to “benefit from positive cultural experiences around being Black that they may not have received during their formal elementary and secondary education experiences.”
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