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Sunday, May 29, 2011

Turnitin Best Practices: Technology in Education: Engaging Students in the Writing Process


Good writing is the result of a multi-step process that students have a tendency to short-cut. How can educators engage students so they can learn better writing skills, regardless of the subject at hand?

Three new videos from Turnitin demonstrate how instructors across the curriculum save time while giving students insightful feedback on their written work:
Originality Check plagiarism prevention http://turnitin.com/static/videos/demo_or.html?mkt_tok=3RkMMJWWfF9wsRonv6zPZKXonjHpfsX57%2BQsXKWxlMI%2F0ER3fOvrPUfGjI4GT8B0dvycMRAVFZl5nQVIG%2FKUeIlH9%2BY%3D

GradeMark paperless marking and grading
http://turnitin.com/static/videos/demo_gm.html?mkt_tok=3RkMMJWWfF9wsRonv6zPZKXonjHpfsX57%2BQsXKWxlMI%2F0ER3fOvrPUfGjI4GT8B0dvycMRAVFZl5nQVIG%2FKUeIlH9%2BY%3D

PeerMark peer review
http://turnitin.com/static/videos/demo_pm.html?mkt_tok=3RkMMJWWfF9wsRonv6zPZKXonjHpfsX57%2BQsXKWxlMI%2F0ER3fOvrPUfGjI4GT8B0dvycMRAVFZl5nQVIG%2FKUeIlH9%2BY%3D

Help improve your students’ writing skills. View all the videos from Turnitin now @: http://turnitin.com/static/products/demo.php?mkt_tok=3RkMMJWWfF9wsRonv6zPZKXonjHpfsX57%2BQsXKWxlMI%2F0ER3fOvrPUfGjI4GT8B0dvycMRAVFZl5nQVIG%2FKUeIlH9%2BY%3D

Krystal Carrillo
Account Manager - Higher Education, Southwest
kcarrillo@turnitin.com
866-816-5046 x223
www.turnitin.com
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Thursday, May 26, 2011

Texas Southern University News: John S. Wilson, Jr., Executive Director of the White House Initiative on HBCUs Challenges Students to “Make a Difference”


Texas Southern University’s May 2011 graduates were the recipients of a powerful commencement speech delivered by John Silvanus Wilson, Jr., Executive Director of the White House Initiative on Historically Black Colleges and Universities.

Wilson challenged the graduates to go out and do something about the environment, education and poverty before, “we reach the point of no return.” He also let the May graduates know that in order for America to regain its number one status in the world in education, “We need to graduate another 8 million people by 2020. Education is the key. Do something now about education. Use your smarts to go out and make a difference.”

Wilson asked several questions to the more than 800 graduates to starred silently as he made his points. The first question was - Can you climb? He asked, “Do you think you know how to excel in today’s society? Can you create passion? Can you innovate?” One of the most thought provoking questions he asked during his speech was, “Do you happen to the day or does the day happen to you?” He challenged the students to “be a lynch pin of change.”

His next question was – Can you lift? “If you can lift, you can help someone along the way so that your living will not be in vain.”

The final question he posed to students was – Can you build? “We need builders! So many of our institutions are broken, we need builders to help repair and give back to our institutions. Our institutions need alumni to give back. Be the first class to give back 50, 60 100% to this institution.”

After concluding with the question, “Do you believe?” Wilson gave one last charge to the May graduates, “believe that we will emerge from this cell of faithlessness.” He challenged all of those in attendance to never give up and to continue to move forward.

TSU President, John M. Rudley in his commencement remarks answered the question are HBCU’s still relevant? He answered, “My answer, then and now is based upon statistics that are represented in this class. Education in a global economy requires that American Students are prepared to compete with students from around the globe. Texas Southern University as the fourth largest Historically Black College provides an immeasurable service to this nation.”

He goes on to say, “HBCU’s graduate 25% of all Black Americans who earn undergraduate degrees, the nation’s Historically Black Colleges have produced the lion’s share of black professionals. At TSU, we graduate between 12 and 14 hundred students a year. “

President Rudley also took time to share major TSU accomplishment with an audience of nearly 10,000. He pointed to the fact that TSU’s football and basketball teams won the SWAC championships this year; and 17 athletes are graduating from football, basketball, women’s bowling, “where Chantell Jefferson is graduating cum laude today and she is the 2011 SWAC player of the year; and in football, Dejuan Fulghum, an accounting major, SWAC defensive player of the year, is in the lineup; Also in football, Curtis Thomas, a communication major, 2010 First Team All SWAC, he is graduating today; In Basketball, Trevele Jones, 2011 SWAC Player of the year, is graduating today; In baseball, Brandon Mikell, is graduating with a major in mathematics.”

President Rudley also recognized and called to the stage Randy Kelley, Grammy Award winning musician and TSU student; Spring Commencement valedictorian, Ms. Elizabeth Kim Pham, Pharmacy in the College of Pharmacy and Health Sciences, graduate as Suma Cum Laude with a 3.92 GPA; and salutatorian Ms. Charla Yvette Hilton, Interdisciplinary Studies in the College of Education, graduate as Suma Cum Laude, with a 3.89 GPA.

John Silvanus Wilson, Jr. currently serves as the executive director of the White House Initiative on Historically Black Colleges and Universities (HBCUs). To accomplish the initiative's mission of strengthening the capacity of these institutions, he leads his team to work with the 105 HBCUs, the White House, 32 federal agencies, and the private corporate and philanthropic sectors. Their challenge is to ensure that HBCUs are a significant force in helping the nation to reach the goal set by President Barack Obama of having the highest proportion of college graduates in the world by the year 2020.
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Inside Higher Ed: They're Not Just Hiring Administrators


Report analyzing public college staffing trends finds overall growth in 2000s -- particularly in student-centric areas -- but shows number of employees per student dropped. MORE
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Campus Technology: Back to the Future: The Changing Paradigm for College Textbooks and Libraries


By Fred Stielow, Raymond Uzwyshyn05/25/11
The debate over electronic textbooks and ever-increasing costs for traditional textbooks continues to rage. Part of these Web-era dilemmas ironically involves the willingness to face contradictions from the university's past.

Reliance on textbooks is the rub. It can be understood as a legacy of the post-WWII GI bill. Schools needed industrial-strength solutions to handle the unprecedented waves of new students. Publishers stepped to the fore to offer a commoditized solution, albeit with the best of intentions. They would work with a select group of faculty to produce a wide variety of textbooks, they would entice other instructors with free review copies, and students would incur reasonable shipping and costs.

Yet, an escalating cycle of problems also ensued. Used book sales and campus bookstores arose to offer schools a ready flow of income. Those creations undermined the publishers' profit potential and growing sense of entitlement. By the end of the 90s, publisher redress resulted in the ever more rapid introduction of “new” editions and an inflationary nightmare for students.

Student upset after Y2K led to congressional investigations and, ultimately, the 2008 Higher Education Opportunity Act. HEOA mandated that “… students have access to affordable course materials by decreasing costs to students and enhancing transparency and disclosure with respect to the selection, purchase, sale, and use of course materials.”

And, the Web's long tail entered the scene. In the early 21st century, viable electronic alternatives appeared with pricing differentials. The Web also brought forth a new player: the online university with its asynchronous classrooms. Since these schools typically lack traditional, interactive lectures, they lend a higher premium to assigned readings.

The American Public University System went even further. Under the mantle of its original American Military University (AMU) brand, the school pioneered the underwriting of undergraduate course materials. Instead of a pass-through, textbook costs became part of a bottom-line equation and different type of entrepreneurial scrutiny. The response was led by the most traditional element of our university--the library. It questioned past university models and promoted an innovative three-part growth and diversification strategy--one with broad implications for all of higher education.

Electronic Textbooks: Given the evolving state of electronic textbooks and a largely military student clientele, we initially relied on print and mail shipments. In 2006, we transitioned to electronic bookstore operations. What was expected to be a simple electronic conversion process quickly proved to be more complex. We were thrust into incomplete technologies and the paranoid world of textbook publishers. Research revealed the reasonableness of negotiating for a 65 percent discount off print price. Although publisher finance departments squirm, that level was justified by the elimination of used book sales, warehousing, and production costs. Short-term rentals at roughly the same price seemed illogical and were dismissed as options.

Operations themselves are still unfolding. The issues of a unified reading experience and digital rights management remain. Attention also increasingly turns to the immense savings from open-access textbooks, which have been growing in both availability and quality.

Online Library: The second prong focused on the academic library. The library would be a proactive element in seeding course materials. In our analysis, the university was already paying vast sums of money to capitalize information resources. Why not use them? Research established that much of the barriers drew from a 19th-century research trope, which gave birth to the modern university. It didn’t make sense, however, to continue the divorce from the classroom for a teaching institution in the Information Age. Indeed, how could one pretend to teach advanced courses in any discipline without redress to the field's scholarly journals, articles, resources, and databases? And, to what degree do such classes even require a textbook?

Our solution was further enhanced by recruiting subject-specialist librarians. They would work in partnerships with faculty--especially as the school explored new programs. Who better to help maintain currency and quality, while uncovering treasures on the Open Web and within the library's own licensed scholarly literature?

University Press: The third, and final, element places us within the small, but growing ranks of those re-engineering financially challenged universities. Our same logic persevered with the historical roots to the same 19th-century research orientation as the library. Again, why not orient presses toward direct classroom services? Why should students pay external publishers for anthologies of materials already freely available on the Web? What’s more, why should a university or program be forced to buy back the writings of their own faculty?

The reply concentrates on niche programs. We look to programs where the faculty is strongest, external course literature weakest, and student demand makes economic sense. Our new AMU ePress then engages faculty as authors and editors along with accompanying librarians for added Web research. Their collective task is to produce the highest-quality electronic textbooks for internal consumption, coupled with flexible, print-on-demand options for students.

That is a brief overview of a dynamic electronic bookstore, online library, and e-press “mashup.” While still unfolding, results to-date have been encouraging. Quality and currency are enhanced. Textbook inflation has been stalled with annual savings now totaling in the millions. Equally important, such proactive initiatives proffer a fundamental redefinition of university course materials and herald new pedagogies for the Web Age.
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Wednesday, May 25, 2011

People Make Libraries: The Interview Process & Beyond : Table of Contents


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Smashing Magazine: Real-Time Data And A More Personalized Web


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Smashing Magazine: Desktop Wallpaper Calendar: May 2011


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Smashing Magazine: A User-Centered Approach To Web Design For Mobile Devices


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Smashing Magazine: Useful Photoshop Tools and Techniques For Your Workflow


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iLibrarian: How To: Get the Most Out of Google Reader

http://mashable.com/2011/05/20/optimize-google-reader/
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Intute: Education and research methods

Intute: Education and research methods provides free access to high quality resources on the Internet. Each resource has been evaluated and categorised by subject specialists based at UK universities.

Browse education and research methods
General education
Adult education
Educational assessment
Educational policy
Educational technology
Educational theory
Further education
Higher education
International education
Pre-school education
Primary education
Secondary education
Special education
Teaching methods
Training of teachers and educators
Vocational education
Research tools
Research methods
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The Black Caucus of the American Library Association: Cataloging Librarian II

Salary Range:$44,489.95 - $75,309.59

CATALOGING LIBRARIAN - LIBRARIAN II - Full Time - 1 position

Duties:
• Acting Department Manager in absence of Department Manager. • Train paraprofessional staff in department. • Original and descriptive cataloging and metadata creation involving resources in all formats for input into OCLC and local Integrated Library System. • Primarily responsible for original and copy cataloging of non-print materials (audio-visual materials, electronic resources, etc.). • Maintain and modify Alexandria Library ILS by adding, replacing, merging, updating and deleting bibliographic records as needed. • Electronic resource support. • Assignment of DDC call numbers and Library of Congress subject headings for input records. • Managing and maintaining authority procedures of the Library Special collection cataloging to support genealogy projects, government publications, and digital initiatives (EAD). • Creation of original authority records and importing of LC authority records for the local catalog. • Manage and maintain cataloging procedural manual. • Works cooperatively with branches and is responsive to the needs of public services in providing user centered bibliographic services. • Submits monthly and annual reports on cataloging work of departmental staff. • Willing to participate and serve on library committees and represents the library in local, regional, and national associations.

Skills & Abilities:
Good knowledge of professional library principles, theories, concepts, methods, materials and practices; some knowledge of the Library System's automated records system, databases and other specialized computer programs; some knowledge of standard bibliographic tools; skill in operating automated library systems; ability to establish and maintain effective working relationships with co-workers and patrons; ability to analyze professional and administrative problems and make recommendations for their solution; ability to supervise the work of a small group of nonprofessional subordinates; ability to establish and maintain effective working relationships with other employees and library patrons; and the ability to communicate clearly and effectively both verbally and in writing.

Schedule:
Hours are scheduled to meet the staffing needs of the department, typically either 8:00am or 9:00am to 5:00pm or 6:00pm.

Location:
Technical Services Department, Alexandria Library, 5005 Duke Street, Alexandria

Salary:
$44,489.95 - $75,309.59

Rose T. Dawson
Director of Libraries
Alexandria Library
5005 Duke Street, Alexandria, VA 22304
rdawson@alexandria.lib.va.us
Ph: 703-746-1701 Fax: 703-746-1738
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Winston-State Salem University News: WSSU to Attend AAC&U Summer Institute for Women of Color to Enhance Education in Science, Technology, Engineering and Math

May 19, 2011

A team of Winston-Salem State University (WSSU) faculty and administrators will attend a summer institute designed to provide professional leadership development for women of color in the areas of science, technology, engineering and math and to explore ways to enhance undergraduate education and research in those areas.

The team will attend the Association of American Colleges and Universities’ (AAC&U) Engaging Departments Institute at the Hotel at Turf Valley in Ellicott City, Maryland from July 13-17. The WSSU faculty members are: Dr. Jill Harp, associate professor of Biochemistry; Dr. Tennille Presley, assistant professor of physics; Dr. Lenora Campbell, Bertha M. Shelton Endowed Chair of Nursing; Dr. Denise Pearson, assistant provost for faculty affairs; and Dr. Brenda Allen, Provost.

In its third year, AAC&U holds Engaging Departments Institutes designed for teams of faculty, department chairs, and other administrative leaders. The purpose of the institute is to advance integrated and engaged learning in and across disciplines, to help institutions integrate major programs with general education, and to assess broad student learning outcomes within individual departments and majors.

This year’s project focuses on systemic reform in science, technology, engineering and mathematics (STEM) disciplines and provides leadership development for women of color STEM faculty at historically black colleges and universities. The project is funded by the National Science Foundation's Historically Black Colleges and Universities-Undergraduate Program (HBCU-UP). The Engaging Departments Institute is part of ongoing work in Liberal Education and America’s Promise (LEAP) www.aacu.org/leap/index.cfm, and is supported by the Teagle Foundation.

About AAC&U
AAC&U is the leading national association concerned with the quality, vitality, and public standing of undergraduate liberal education. Its members are committed to extending the advantages of a liberal education to all students, regardless of academic specialization or
intended career. Founded in 1915, AAC&U now comprises more than 1,200 member-institutions including accredited public and private colleges and universities of every type and size.

AAC&U functions as a catalyst and facilitator, forging links among presidents, administrators and faculty members who are engaged in institutional and curricular planning. Its mission is to reinforce the collective commitment to liberal education at both the national and local levels and to help individual institutions keep the quality of student learning at the core of their work as they evolve to meet new economic and social challenges.

About Winston-Salem State University
Winston-Salem State University (WSSU), a constituent institution of the University of North Carolina, is a public university that traces its roots back to Slater Industrial Academy which was founded in 1892 in Winston-Salem, N.C. WSSU is a historically black university that today is a recognized regional institution offering baccalaureate and graduate programs to a diverse student population. U.S. News and World Report has ranked the university among Top Public Comprehensive Colleges in the South -- Bachelor’s Category for the last ten years (2001-2010). WSSU currently offers more than 40 baccalaureate and 10 master’s degree programs to a student population of more than 6,400. For more information, visit www.wssu.edu.
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Inside Higher Ed: NCAA Academic Metric Hits HBCUs

Association's penalties for athletes' poor classroom performance particularly affect college sports' "have-nots" -- especially black institutions. MORE
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Monday, May 23, 2011

Diverse Issues in Higher Education; Report: Income Inequality Poses Obstacle for Obama College Completion Drive


May 20, 2011 by Jamaal Abdul-Alim

WASHINGTON, D.C. — The United States will not reach the Obama administration’s goal of becoming the most college-educated country in the world by 2020 unless the country eliminates the income-based inequalities that cause a gap in degree attainment between rich and poor.

Such was the conclusion of a new report released Wednesday by the Pell Institute for the Study of Opportunity in Higher Education.

“Income-based inequality must be seen as a serious problem,” Dr. Andre Nichols, author of the study, titled Developing 20/20 Vision on the 2020 Degree Attainment Goal: The Threat of Income-Based Inequality in Education, said at a panel discussion at the Capitol Visitors Center.

“There’s no way we’re going to be able to reach the 2020 goal unless we get serious and target resources toward students that need them most.”

To illustrate his point, Nichols — both in his talk and in the report — disaggregated degree attainment data in the United States in order to take a more nuanced look at how the nation ranks in comparison to other nations in degree attainment.

For example, while the United States ranks eighth in the world in bachelor’s degree attainment by age 24, according to the report, the nation would actually rank first if all Americans got a degree at the same rate — 58.8 percent — as the upper-income half of the 25- to 34-year-old population.

However, if all Americans earned a degree at the same rate of the lower income half of the population, which is 12 percent, America would trail all but Brazil among the top 36 developed nations in degree attainment, the report shows.

“If we had addressed this (disparity) we would have already reached the president’s goal,” Nichols said. “This problem is keeping us from remaining economically competitive and achieving the 2020 goal.”

The 20/20 report also took aim at federal funding formulas that reward states that spend more on students at the K-12 level, criticized Congress for even thinking about scaling back the Pell Grant program and recommended setting and tracking goals around reducing income-based inequalities on “key educational outcomes.”

Though the stated purpose at Wednesday’s forum was to get a clearer picture on what obstacles lay in the path of the administration’s college completion agenda, one of the not-so-subtle aims was to increase support for the recently decimated federal TRIO and GEAR-UP programs, which provide academic support to low-income students.

Through the final 2011 budget bill, TRIO programs were slashed by $25 million, to $828.4 million. GEAR UP was cut by $20 million, to $303 million, according to published reports.

“In reality, the Obama administration and Congress did not target TRIO and GEAR UP for public policy reasons,” Stephen Burd wrote in a recent post on “Higher Ed Watch,” a blog he writes for the New America Foundation’s Higher Education Initiative. “They were merely the victims of last-minute budget dealing that was, in the area of higher education policy, focused almost entirely on finding the money to keep the $5,550 maximum Pell Grant in place.”

Be that as it may, the 20/20 report calls for increasing funding for TRIO and GEAR UP supplemental college access and support services.

“Instead of investing additional resources, as we recommend, the decision to decrease funding for these programs will directly take supplemental support services from the students and communities that need the most support,” the report states.

Similar plugs for TRIO were interspersed throughout the panel discussion, which was moderated by Dr. Chandra Taylor Smith, director of the Pell Institute for the Study of Opportunities in Higher Education.

In some ways, the TRIO advocacy was to be expected. The Pell Institute is the research arm of the Council for Opportunity in Education, which advocates for TRIO programs.

While no one questioned the call to increase funding for TRIO programs, belief in the effectiveness of TRIO programs is hardly universal.

The Pell Institute report states that research and evaluation of TRIO programs has shown that the programs are effective. A federally commissioned evaluation from 2009, however, found that one TRIO program, Upward Bound, had “no detectable effect on the rate of overall postsecondary enrollment or the type or selectivity of postsecondary institution attended for the average eligible participant.”

Such data, which COE previously has sought to debunk, were absent from Wednesday’s discussion.

Panelist Tom Mortenson, a policy analyst at the Postsecondary Education Opportunity as well as a Pell Institute Senior Scholar, noted that TRIO reaches about 5 percent of the eligible low-income population.

“We ought to be ashamed of that record,” Mortenson said. “TRIO ought to be 20 times the size that it is today.”

The report and discussion went beyond the merits of TRIO.

Mortenson also lamented the overall drop in the relative value of Pell Grants, arguing that if the grants today bought the same thing they did in years gone by, they would be $12,000.

“And we’re taking some credit for increasing the maximum Pell grant award to $5,500,” Mortenson said. “I don’t understand. We ought to be ashamed of ourselves for allowing the Pell Grant to lose so much purchasing power.”

Dr. Wendell D. Hall, the assistant director at the VSA Association of Public and Land-Grant Universities, said he appreciated the 20/20 report. However, he questioned the study’s suggestion to make Pell Grants available only to students who meet certain criteria, such as achieving a certain GPA for juniors and seniors, or placing more stringent credit-hour requirements per semester.

“Intuitively that makes a lot of sense,” Hall said of imposing GPA requirements on Pell Grants. But making that a federal mandate is “a different conversation. We have to be very careful with the alternatives we propose.”

Richard Kahlenberg, a senior fellow at the Century Foundation and a Pell Institute Advisory Board member, highlighted the portion of the report that says low-income students should not be tracked primarily into two-year and for-profit institutions, where statistics show they will be more likely to drop out.

“We need to find ways to essentially provide some affirmative action for low-income students to go to four-year institutions, because they are, all things being equal, much more likely to graduate than if they attend a for-profit or a community college,” he said.

He also said efforts to bolster TRIO and GEAR UP “makes a lot of sense.”

Panelist Zakiya Smith, a senior Advisor for education for the White House Domestic Policy Council, called the recommendations of the 20/20 report “spot on.”

“We have to do a better job at each piece of the pipeline to get to the 2020 goal,” she said of the report’s recommendations to address disparities at both the K-12 and postsecondary levels. “We have to make sure we don’t create a system where all middle class kids get bachelor’s degrees and everyone else gets something else.”
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Saturday, May 21, 2011

Free Report - The Scientific Basis of Turnitin: Research on Effective Writing Pedagogy and Practice


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Friday, May 20, 2011

Campus Technology Webinar: Changing Demographics in Higher Education: The Case for Personalized Learning



Within the past five years, the learning management system (LMS) has become a mission-critical application for higher education institutions. Yet, as the demographics of today’s classrooms change, expectations of the LMS continue to grow and create new challenges for the instructors using them.

How can instructors effectively leverage LMS technology to better serve students, both now and in the future? Join this discussion as education technologists address the shifting demographics of today’s higher education campuses and reveal how schools can personalize learning within the LMS environment.

Presented by:

Robert Johnson, executive director, Louisiana Community and Technical College System Online
Phil Miller, vice president of product strategy, Moodlerooms
Moderated by: Dian Shaffhauser, contributing editor, Campus Technology

Date: 06/07/11
Time: 1:00 PM CT
Duration: 1 hour
Sponsored By Moodlerooms, Dell
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Campus Technology IT Trends: Android Takes Top Slot Among Smart Phones



IT Trends from Campus Technology is a weekly electronic complement to Campus Technology, the only monthly publication focusing exclusively on the use of technology across all areas of higher education. Campus Technology serves as a complete resource for administrative and academic IT leaders and provides in-depth, aggressive coverage of specific technologies, their uses and implementations on campus. Featured topics include advanced networking, administrative systems, portals, security, electronic publishing, communication solutions, presentation technologies, course management systems, technology infrastructure, and strategic IT planning -- all the important issues and trends for campus IT decision-makers.
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Diverse Issues in Higher Education: Empowering Women for Academic Leadership Roles


May 3, 2011 by Dr. Marybeth Gasman

This past week, I had the pleasure of attending a session on empowering women for academic leadership roles. The event was held at the University of Pennsylvania and featured female academic leaders — our president, deans, center leaders and department chairs. Together, these impressive women offered advice to all of the women in the audience. I firmly believe in passing on valuable information to others so I am including what I learned below.

First, to be an academic leader you must be a superb scholar and thought leader. If you want to advance and have the respect of your faculty colleagues, you need to earn that respect by conducting rigorous research and by speaking out on important issues.

Second, rather than merely ticking accomplishments off their list, women need to take time to enjoy their success. They need to enjoy it while it’s happening. Women also need to share these accomplishments with younger women, detailing how they accomplished their goals.

Third, colleges and universities need to think deeply about the impediments that stand in the way of women earning tenure, as earning tenure is the pathway to academic leadership. Current leadership needs to examine these impediments and work to remove them. For example, what kind of family leave policies are in place and are these policies embraced and actualized by current academic leadership? When are meetings held? This is a simple question, but meetings that are held early in the morning and in the evening disadvantage women who still bear the majority of child-rearing responsibilities. Not being able to attend important meetings can disadvantage women.

Fourth, colleges and universities should establish leadership training programs that disproportionately prepare women and people of color for leadership roles. These programs can provide mentors and also demystify the pathway to academic leadership.

Fifth, presidents of institutions of higher education need to charge their deans with advancing more women and minorities in leadership positions at the school and college level. This expectation should be linked to performance appraisals for deans.

Lastly, male faculty members and administrators need to be made aware of the “facts” pertaining to women within academe — both nationally and within their college or university. Often, men operate with inaccurate information about the success of women and are unaware of the gender disparities that continue to exist. Women benefit when men are informed and can offer their support to the advancement of women.

A professor of higher education at the University of Pennsylvania, Dr. Gasman is the author of “Envisioning Black Colleges: A History of the United Negro College Fund” (Johns Hopkins University Press, 2007) and lead editor of “Understanding Minority Serving Institutions” (SUNY Press, 2008).
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Campus Technology Live Webinar: Performance Analytics: Transforming Data into Actionable Intelligence


With increased enrollments, tighter budgets, and heightened public accountability and reporting requirements, today's institutions are facing mounting pressure to demonstrate value and contain costs. That's why many of today's institutions are turning to performance analytics software—keeping critical information at the fingertips of decision-makers.
On June 2, join us for a webinar in which you'll learn about a new performance analytics software that is changing the way higher education institutions are gaining insight into operational performance and strategic planning.

Live webinar: Performance Analytics: Transforming Data into Actionable Intelligence

When: June 2, 2011, 1:00 p.m. CT

Register now or save time and register for multiple webinars.
You will learn:
•What new technology is transforming data into actionable intelligence
•How to derive information and context based on data from across campus and systems
•How to gain new insight into operational performance and strategic planning
This webinar has limited capacity and will fill up quickly, so register early to ensure your spot.
Performance Analytics: Transforming Data into Actionable Intelligence

Campus Technology and Campus Management
________________________________________
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Thursday, May 19, 2011

Diverse Issues in Higher Education: First Lady Welcomed at Spelman College



May 17, 2011

ATLANTA — First lady Michelle Obama was welcomed with thunderous cheers and told the 550 students graduating from historically Black Spelman College that no matter where they go, they need to bring the school’s ideals to the world.

The graduates welled with pride upon her arrival, even as she clapped enthusiastically for their achievements. In Obama, the young women see the essence of the successful, Black career women many of them hope to become. But her message of service to others and helping the underserved also reflected her roles as first lady and a major campaigner for her husband.

Obama delivered four commencement addresses this season, and her choices were politically strategic as the president gears up for his reelection campaign. She was in Iowa last week and in coming weeks will speak at Quantico Middle High School in Virginia to students whose parents serve at the Quantico Marine Base.

“Find those folks who have so much potential but so little opportunity and do for them what Spelman has done for you,” Obama told the HBCU students during her speech. “No matter where you go in the world, you will find folks who have been discounted or dismissed, but who have every bit as much promise as you have. They just haven’t had the chance to fulfill it. It is your obligation to bring Spelman to those folks. Be as ambitious for them as Spelman has been for you.”

Obama’s appearance was a coup for the 130-year-old college, which competed with institutions across the country for her to appear as commencement speaker.

Her popularity, which rivals her husband’s in the Black community, was built on her image as a strong, supportive wife and mother accomplished in her own right as a lawyer and corporate professional. That image changed some two years ago when she took on a much scrutinized role as matriarch of the country’s first Black first family.

“I felt like Spelman stands for all that she stands for,” said Lindsay Alston, 21, of Los Angeles, who graduated with a degree in fine arts. “Being the first lady just adds to her esteem. She’s even more powerful, even more of a role model.”

Others in the audience shared similar sentiments.

“She definitely is a representation of what African-American women are about and what we are: believing in yourself and believing in your dreams, being proud of who you are,” said Terrolynn Perry-Ponder, who got a coveted graduation ticket from her sister-in-law. “We believe in giving back, making the world a better place, providing an opportunity for other people to achieve their dreams. Her role has changed, but she can empower more people.”

As first lady, Obama has continued to stick to the issues that carried her professionally for years — including health care and families — but she does not force her way into the policy arena, unlike an equally accomplished Hillary Clinton during her years in the White House.

In many ways, her changing responsibilities still speak to Black women like Shandria Stanley. The 36-year-old Atlanta educator and her husband run a nonprofit after school and summer camp program focused on academics and athletics.

“Her mission for kids is our mission as well,” Stanley said, adding that her opinion of Obama has only gotten better. “She has a major role now. People are always watching her. It takes a special person to deal with everything it takes to be first lady.”

Marian Mereba, who graduated with an English degree, said Obama is still a working mother who is using her position for the greater good.

“She’s still a beacon of strength and intelligence,” said Mereba, 23, from Philadelphia. “She’s an amazing mother, which is also what a lot of us aspire to be. She shows that you can change the world and still raise a family.”

In speaking at Spelman, Obama talked directly to the members of her husband’s most loyal electorate. Turnout at the polls among Black women in 2008 was 68 percent — making them the single largest voting bloc that helped Obama become the country’s first Black president.

Many in this generation liken the Obamas to the real-life version of the fictional iconic Black couple, Cliff and Claire Huxtable, the doctor-lawyer duo who, along with their family, represented the African-American version of the American dream on “The Cosby Show.” Actress Phylicia Rashad — who played the role of Claire — shared the stage with Obama on Sunday, receiving an honorary doctorate.

While Rashad gracefully declined to comment directly on the comparison, she called Obama “a great lady who represents many of the ideals of womanhood as powerful, dynamic, creative and nurturing.”

Perry-Ponder has heard Obama speak twice before and hopes to one day meet her to say thank you.

“She has moved from a state, to the nation, to the world,” said Perry-Ponder. “I get goose bumps just saying that.
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Campus Technology: The Classroom Is 'Distance Learning'; the Web Is Connected Learning


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Inside Higher Ed: Laboratory for Legal Scholarship


A new law journal is actually a collection of would-be journals -- incubating experiments in nontraditional topics and formats in search of a market. MORE
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AHRC Email Alert - May 2011


The Arts and Humanities Research Council [AHRC] supports world-class research that furthers our understanding of human culture and creativity.
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ResourceShelf: Print Isn’t Dead, Says Bowker’s Annual Book Production Report


May 18, 2011 15:08

From the press release:

Bowker, the global leader in bibliographic information, released its annual report on U.S. print book publishing, compiled from its Books In Print database. Based on preliminary figures from U.S. publishers, Bowker is projecting that despite the popularity of e-books, traditional U.S. print title output in 2010 increased 5%. Output of new titles and editions increased from 302,410 in 2009 to a projected 316,480 in 2010. The 5% increase comes on the heels of a 4% increase the previous year based on the final 2008-2009 figures.
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Smashing Magazine: Optimizing Emotional Engagement In Web Design Through Metrics


Think about what keeps you coming back to your favorite store, your favorite person or even your favorite website. It’s not just a mindless buy-go, hug-go or click-go relationship. It is a complicated, emotional connection. It is what makes relationships with people and brands intoxicating. User engagement must have an equally complex emotional connection. It must affect the user in mind, body and spirit. Anything less is a 1990s brochure website.

You can create strong storytelling strategies based on user personalities and segmentation. However, it seems almost impossible to measure those efforts, let alone know how to optimize them, without access to a neuroscience laboratory. In fact, emotional engagement can be optimized, and quite effectively, using something already at your disposal: performance metrics. MORE
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Faculty Evaluation of the College Deans at Dillard University Spring 2011


Dear Faculty Members: The Provost, Dr. David Taylor is requesting that you complete an evaluation survey of your College Dean. Please click on the link below and complete the survey.

Your assistance in completing the survey is appreciated as the information provided is a necessary component of our institutional assessment of effectiveness.

Again, thanks for completing the survey.

http://skylight.wsu.edu/s/b9207aff-562d-4d19-a475-3cf9d40463cd.srv

Keith M. Wismar, Ph.D.
Interim Coordinator of Academic Assessment and Institutional Effectiveness
Dillard University
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iClicker Spring Pedagogy Webinars


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Campus technology Webinar: Suffolk University: Communication, Collaboration, and Self-Service via the Cloud


Moving students toward academic success means giving them tools that enable them to easily access information as well as connect and collaborate with others across their campus.

Attend this June 9 webcast to see what Suffolk University is doing to foster communication and collaboration at their institution. Tune in to hear how CampusCruiser’s cloud-based, single sign-on portal enabled Suffolk University to:

Integrate systems Blackboard, Datatel, CAS, email, and other third-party systems

Create a virtual campus where users can quickly and easily access information

Cut costs and improve efficiencies with SaaS

Presented by: Geert Kinthaert, director of Web services, Suffolk University
Moderated by: Dian Shaffhauser, contributing editor, Campus Technology

Date: 06/09/11
Time: 1:00 PM CT
Duration: 1 hour
Sponsored By CampusCruiser (formerly TimeCruiser)
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Best Practices: Technology in Education Best Practices: Technology in Education


As new technologies are developed, it’s difficult to analyze just which ones have a solid, scientific basis.

The Scientific Basis of Turnitin: Research on Effective Writing Pedagogy and Practice examines key research in writing instruction and summarizes the educational conclusions drawn from them. This body of knowledge is the scientific basis for the development of Turnitin, a powerful instructional tool to support written work across the curriculum.

Download your free copy of The Scientific Basis of Turnitin: Research on Effective Writing Pedagogy and Practice or request a quote to get Turnitin at your school.

Regards,
Krystal Carrillo
Account Manager - Higher Education, Southwest
kcarrillo@turnitin.com
866-816-5046 x223
www.turnitin.com
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Apple Education Seminars and Events Free Webcast: Made for every learner. Ready for everything.



Wednesday, June 1 2011 12:00PM to 1:30PM Central Time

In this webcast, you'll hear from educators who have successfully integrated Apple products into their institutions to help diverse learners. They'll share their stories, from the challenges they faced to the results they achieved.

As technology becomes more widely available in the classroom, educators have the ability to engage students in new and exciting ways, resulting in enriched learning across all subject areas. Apple products like iPad, iPod touch, and MacBook provide platforms that can be uniquely tailored to each student's needs and abilities, including those with sensory or learning challenges.

In this webcast, you'll hear from educators who have successfully integrated Apple products into their institutions to help diverse learners. They'll share their stories, from the challenges they faced to the results they achieved.

This event is designed for K12 and HiED faculty and administrators including, special education directors, coordinators and teachers.
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Noel-Levitz: Higher education consulting for enrollment and student success


About Noel-Levitz
Higher education consulting for enrollment and student success A recognized leader in higher education consulting, Noel-Levitz is committed to helping institutions meet their goals for enrollment and student success.

During our 38-year history, more than 2,700 campus clients throughout North America and beyond have invited Noel-Levitz to collaborate with us.

Our clients include:
•private, nonprofit colleges and universities
•two-year public colleges
•four-year public universities
•graduate and professional schools
•Canadian institutions
•career colleges and universities
•systems and consortia
Why Noel-Levitz?
Because no other firm offers our combination of experience, capabilities, and commitment. See seven reasons why campuses choose us when they want to reach and exceed their goals.

Strategic Alliances
Noel-Levitz has aligned with like-minded firms. Meet our partners.

Noel-Levitz News
What's happening with Noel-Levitz, our campus clients, and the larger world of higher education? Find out now:

•Regular e-mail updates: receive our latest trend reports and papers via occasional e-mail updates.
•Noel-Levitz news releases: read our latest releases for higher education media.
•National higher education research: read about the information we share at little or no cost.
•Career openings: become a member of our team.
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Campus Technology 2011 18th Annual Education Technology Conference


Seaport World Trade Center Boston, MA July 25-28, 2011

Conference Exclusive!
Executives from Apple, Google & Microsoft to
Lead Sessions in New Bonus Track!


Register now and guarantee your seat in one of three Conversation with the Future sessions, this year's debut special seminar series at no additional cost!

Don’t miss your opportunity to learn from one of three influential technology executives, each of whom will lead an intimate, 90-minute interactive conversation offering insights into advances and changes in technology that you won’t hear anywhere else!

Alfred Spector, Vice President of Research and Special Initiatives for Google Cameron Evans, National and Chief Technology Officer for Microsoft
Bob Trikakis, Apple Education Development Executive
(Don't delay—each session is a free ticketed event limited to the first 100 attendees to register online, and space is filling rapidly. )

Register before June 24 and save $100 with our Early Bird Discounts on conference, conference + workshops, and conference / hotel combo options! Special group rates are also available!
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From TLT Group World Headquarters! The Center Column - "Holy ****, you're actually listening to me" Student-faculty collaboration to improve courses


Successful in several courses over several years at Elon University: Faculty invite students to help improve next offering of course…. Collaboration initiated by experienced faculty who believe students who recently took a course were not learning something important - not learning it easily or well enough. 1 faculty + a few students per course, all volunteers, meet 6-8 times before course begins again. Students encouraged to share expertise on student experience, attitudes. Faculty encouraged to share expertise in subject, course, teaching.
Students read work of previous students, observe current class, provide peer view of student learning; privacy, confidentiality honored. Students like being listened to by faculty: "Holy ****, you're actually listening to me"

Join FridayLive! tomorrow 5/20 at 2:00pm to hear more from faculty and students at Elon University.
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Wednesday, May 18, 2011

Sloan-C View Perspectives in Quality Online Education Volume 10 Issue 5 May 2011


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Academic Impressions Conference: Best Practices in Blended Course Design


San Diego, CA :: July 25 - 27, 2011

OVERVIEW
In light of the increased demand for high-quality blended courses and programs, instructional designers and course developers are facing new design challenges. To ensure the development of effective courses and a high level of engagement for a variety of learners, course developers must effectively use the online and physical classroom environments, establishing measurable learning outcomes and the means for achieving them.

Discussion topics will include:
•Developing instructional designs that are aligned with course objectives
•Facilitating interactivity in online and face-to-face environments
•Constructing instructional strategies
•Utilizing technologies to support learning
•Implementing and evaluating course delivery

WHO SHOULD ATTEND
Whether your institution is already offering blended courses or just getting started, instructional designers, course developers, instructional technologists, and anyone involved in the design and development of blended courses will benefit most from this conference.

CONFERENCE FORMAT
The conference is structured to balance information sharing, targeted learning activities, group work, and collaboration with colleagues. Through the use of case studies and collaborative work, you will be able to directly apply the knowledge that you have gained during the conference with guidance from the instructors.

WHAT TO BRING
Required materials and equipment for the course are:
•An actual course syllabus from your institution. You will have the opportunity to design a section or chunk of your course into the blended format.
•A laptop with wireless connectivity. Conference proceedings will be available online or on a flash drive.
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EDUCAUSE: 7 Things You Should Know About LMS Evaluation


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Dillard University Hosts NYU Journalism Institute May 2011


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Diverse Issues in Higher Education: U.S. Higher Education Confronts Historic Financial Challenges, Part II

May 12, 2011



WASHINGTON — Despite a nascent economic recovery, education advocates, policymakers and other leaders continue to sound concerns over U.S. higher education’s long-term viability and productivity.



Foremost among current worries is the financial stability of colleges and universities, particularly now that federal stimulus support has dried up.

Even while President Obama talks about boosting U.S. college completion rates to increase the nation’s global competitiveness, private and public institutions continue to struggle economically.



On March 18, Diverse: Issues in Higher Education convened an expert panel to answer the question “How Can Higher Education Solve Its Financial Problems?” Diverse co-founder Frank Matthews and former Diverse editor Toni Coleman moderated a nearly two-hour roundtable discussion among seven panelists held at the headquarters of the Association of Public and Land-grant Universities (APLU) in downtown Washington, D.C.



While its theme centered on higher education’s financial health, the wide-ranging conversation touched upon issues as varied as the institution accountability movement, federal involvement in higher education and the future of minority serving institutions.



Participants were Lezli Baskerville, president and CEO, National Association for Equal Opportunity in Higher Education; Kevin Carey, policy director, Education Sector; Dr. Lorenzo Esters, vice president, Office for Access and the Advancement of Public Black Universities, APLU; Steve Graubart, managing director of finance, University of the District of Columbia; Dr. Marshall Grigsby, president, Grigsby and Associates, LLC; Cheryl Hitchcock, vice president of institutional advancement, Morgan State University; and Jane Wellman, executive director, Delta Project on Postsecondary Costs, Productivity and Accountability. The following are highlights from the second half of the discussion:

Diverse: What are some of the major areas of waste, or areas for cost savings, that exist in higher education?



STEVE GRAUBART: Well, I can focus mostly on UDC. I’m relatively new to the higher education sector, having spent most of my work in entrepreneurial ventures or technology companies, managing and consulting, so it’s kind of interesting coming to this environment from a very different world and coming into UDC, which is going through a rapid transformation. We looked at all the studies, then we created a database of 150 potential ideas of things that we could improve in every area: academic affairs, procurement, student affairs. Coming from the private world, where you have a $150 million, $160 million business, you’d have three to four product lines. At the university, it’s 50 product lines. So we’re trying to work through efficiencies of that.



LEZLI BASKERVILLE: There are a large number of areas in which universities can engage in collaborative purchases that would reduce significantly their costs. Most HCBUs are smaller institutions, and so by aggregating their (buying power) we’re able to purchase more books at a lower cost and purchase only those sections of a book that the student will use. We’ve got collaborative purchasing in technology, in food services, in health and retirement benefits.



CHERYL HITCHCOCK: It seems like every recommendation that I make involves spending money, but you’ve got to spend money to raise money. You’ve got to spend money to try to save money. We have to invest in technology. We’re trying to go where our potential students are, and they’re on their phones and on their computers. We’re looking to do a number of things through social networking, through apps. We’re proud to say we have an iPhone/iPad app and an Android one soon to come. It’s allowing us to contact more of our younger alumni who respond to electronic communications more so than writing a letter or picking up the phone. It’s a way to reach more alumni, to reach more potential students, to market the university in a more positive light and tell our story.



JANE WELLMAN: One has to look at both efficiencies and effectiveness, and I think the standard needs to be whether the resources are going into those areas that pay off in teaching, learning, student access. We need to be thinking about academic performance and not just how we balance budgets. The budget balancing mentality has been part of the problem in fiscal management. We need to be spending probably more money in some areas to increase performance and taking some money out of other areas.



MARSHALL GRIGSBY: I strongly agree with Jane’s and Steve’s emphasis on looking at data and making decisions based on hard data. In a couple of years we are going to a whole new way of calculating student loan default rates. Based on the preliminary data, nearly 50 percent of all HCBUs are at 15 percent or higher; a full quarter of them are above 25 percent. They’re right on the threshold of creating real problems because the new ticking clock is 30 percent, and 40 percent is the automatic trigger. We also are looking at some hard data with respect to graduation rates. President Obama is talking about greatly expanding the college graduation rate, becoming number one again. And the reason for that is enhanced competitiveness in a global environment, enhanced strengthening of the economy by virtue of greater tax revenue and enhancing the strength of the military because we would have a more educated populace. Those are public benefits. Those aren’t private benefits.

Diverse: If governments establish college graduation rates as an institution’s accountability benchmark measure, can they do so in a way that’s fair to the wide variety of U.S. higher education institutions? In other words, can governments be fair to minority-serving schools, which enroll disproportionately higher numbers of low-income students?



KEVIN CAREY: I think it can. Graduation rates have to be accurate. They have to be looked at in context, and there are ways to do that. Every institution has a set of peer institutions that it competes with that it benchmarks itself against. We can look at change over time and look at how institutions are able to improve based on their own past performance. I think a smart thing to do from a policy standpoint is to set goals for institutions to graduate a certain number of students who come in needing Pell Grants or from a place of economic diversity because that means you can’t just raise your rate by not admitting students like that. We don’t want to create incentives for the institutions to shut their doors to the students who most need that access.

JANE WELLMAN: I think presidents, leaders of governing boards — the people who are responsible for trying to set higher education policy — know that they’ve got to do things differently. Are we doing it differently? We’re not. The polls tell us that the public values higher education and actually has a fairly high degree of trust in the institutions. The public gets it. They get that higher education is increasingly required for a decent life. But they’re increasingly critical of the values of the institutions. They see the institutions as being more willing to protect their own bottom lines than to pay attention to student access and success. They assume that the reason the tuitions are going up is because the institutions are spending a lot of money, and they don’t see the value of that. We do a pretty bad job of being transparent about where the money comes from, where the money goes, and what we buy with it. We’ve got to be much more evidentiary. We’ve got to be smarter about how we deal with legitimate public perceptions rather than say, ‘The public doesn’t get it.’ The public gets it fine.



LORENZO ESTERS: APLU has been working with our member institutions and partnering with the Association of State Colleges and Universities to develop our own voluntary system of accountability. Institutions volunteer to be accountable for certain outcomes and to make those transparent to the public. One of the things we have to do is a better job of telling our story.

Diverse: The possibility of HBCU mergers and closures seems to be an ongoing issue for these institutions. In this economy, are closures or mergers inevitable?



LORENZO ESTERS: Well, I think that in this economic downturn the conversation centers on HCBUs when you talk about mergers. I believe that we have to protect the mission of historically Black colleges and universities as well as other minority-serving institutions because of the unique demographic that they continue to serve. We have seen continued attacks, in my opinion, on the mission of HCBUs, and I think that’s primarily centered around underperformance. There is no reason why the conversation should be centered on HCBUs. We’re not hearing about mergers of other types of institutions.



JANE WELLMAN: And on that point, I think that looking at mergers, looking at program closures, looking at consolidations is inevitable, and it shouldn’t by any means be about underperformance as it’s perceived to be only in one sector. The Minnesota state college system is a perfect example of a place where there’s a whole lot of colleges that have high-cost centers because they don’t have critical mass. They’re small, and they’re never going to grow. So it’s a legitimate conversation and an inevitable one. The issue should never be on academic performance only. It’s got to be about institutional viability and whether the structure is there.



MARSHALL GRIGSBY: And as Jane points out, it’s not new. There have been mergers. UDC is a merger. Clark-Atlanta University is a merger. There have been lots of mergers that have taken place and will take place in the future. The real question is how do the two, three, or whatever number that got merged in fact end up being a stronger institution and keep the focus on the mission of the institution. I think those are important factors. It’s not just that merger is a bad word per se.
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Inside Higher Ed: Let Them Surf May 12 2011



A Danish university has adopted an unusual strategy to tackle cheating: allowing unfettered internet access, even during examinations.



Lise Petersen, e-learning project coordinator at the University of Southern Denmark, said that all handwritten exams were being revised and transferred to a digital platform wherever possible, with a completion date of January 2012. She said administering exams via Internet software would allow lecturers to create tests that were aligned with course content rather than "trivia" quizzes. MORE
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UB Web Seminars: Lecture capture: What's in it for instructors?



Thursday, May 19, 2011 at 2-3pm, ET

Join a panel of college and university instructors from across the country and learn what makes them so passionate about the use of lecture capture. You'll discover not only what their students think about the technology, but also what's in it for them as instructors. Furthermore, they will talk about the different ways they are each using lecture capture to achieve the common goals of improving academic performance and enhancing the learning experience for their students.

Topics to be discussed include:
• What's in it for the instructor.
• Specific use cases in different disciplines.
• Impact on grades.
• Student feedback.
• How lecture capture improves pedagogy.
• Learning curve for instructors.

Who will benefit:
Presidents, chancellors, chief academic officers, academic deans, department chairs, professors, CIOs and IT directors. Anyone may attend.

Critical Insights. Timely Information. Free Registration

University Business produces web seminars on topics of special interest to higher education leaders. Moderated by UB's Web Seminar Editor, JD Solomon, each web seminar features presentations by higher education leaders and industry experts. These online events are underwritten by our sponsors so that you may view them for free.

Speakers:
Chris Mizell - Mathematics Professor, Northwest Florida State College, Niceville, Florida, and the producer and star of a YouTube video about lecture capture (http://mail.educatorsportal.com/response/redirect.aspx?muid=3087&cuid=f342efae-471f-4b9c-9833-a5e6a81ee0e5&linktext=YouTube%20video%20about%20lecture%20capture&targeturl=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3D_iUnOpPEg0w%26amp%3Bfeature%3Dyoutu.be)

Wendy Cowan - Assistant Professor, Athens State University College of Education, Athens, Alabama

Nigel George - Associate Professor of Math and Physics, Upper Iowa University, Fayette, Iowa

Deb Ramirez - ESL Assistant Professor, Pierce College-Puyallup, WA
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Dillard University Commencement Spring 2011 in New Orleans Times-Picayune Newspaper





http://www.nola.com/education/index.ssf/2011/05/dillard_university_honorary_do.html
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Inside Higher Ed: Redefining Colleges' Costs and Benefits


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Academic Impressions 4-part Webinar Series: MAKING THE SHIFT FROM CLASSROOM TO ONLINE COURSE DESIGN



September 7, 12, 21 & 26, 2011 :: 1:00 - 2:45 p.m. EDT



Learn the essential components of designing effective

online courses.



Join us for a four-session online course that will teach you the step-by-step process of transforming a face-to-face course to an online delivery format. Our expert instructors will share information and advice on re-mapping your course, organizing content, using Web 2.0 technology, and integrating learning design.



Session 1: (Re)Mapping Course Design

Wednesday, September 7, 2011 :: 1:00 – 2:45 p.m. EDT



Session 2: Course Organization

Monday, September 12, 2011 :: 1:00 – 2:45 p.m. EDT



Session 3: Web 2.0 Technology Design

Wednesday, September 21, 2011 :: 1:00 – 2:45 p.m. EDT



Session 4: Interactive Learning Design

Monday, September 26, 2011 :: 1:00 – 2:45 p.m. EDT



COURSE FORMAT AND SIGNATURE PROJECT



This four-part program uses a blend of synchronous and asynchronous components to model an effective online course. During the synchronous sessions, you will be invited to contribute ideas, make decisions, and ask questions about the course (re)design process.



Between sessions, you will have the opportunity to practice the process through the creation of a signature project that is specific to your work and your institutional setting. Your project for this course will involve converting components of one of your own face-to-face courses to the online format.



Note: If you purchase the recordings of this event only, you will not have access to instructor feedback on your signature project. You will, however, be able to view other participants' completed projects and the online discussion threads.







REGISTER FOR THE LIVE SESSIONS, PURCHASE A CD



To ensure maximum interactivity and personal attention, enrollment will be limited. Take advantage of this unique opportunity while space is still available!



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 webcasts and a bound set of the presentation materials. Questions? Call us to help determine if this event is right for you.
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Inside Higher Ed: Long Reads May 12 2011



To a college freshman, the poetry of John Milton's Paradise Lost can seem daunting. Thousands of lines and long sections chronicling fallen angels can turn off even the most ambitious aspiring scholar, especially in an era of constant distractions and 140-character tweets.



So when Hamilton College professor Margaret Thickstun wanted her students to examine the text for a second time, she sought an approach other than the standard reading homework. She became one of a number of professors across the country to assemble her class for a day and read a great work out loud. MORE
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Dillard University to Host Four 2011 Summer Youth Enrichment Programs


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Tomorrow's Professor: Tomorrow's Graduate Students and Postdocs


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Dillard University Summer 2011 Class Schedule


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Salem Press Library Blog Awards 2011

Salem Press Library Blog Awards


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EduComm is higher ed's premier technology and leadership event!


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SMART Whitepaper: How new interactive learning spaces facilitate better collaboration in higher education


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Campus Technology Webinar: Faculty Voice in Online Education: Enhancing Relationships Between Faculty and Students for Learning Success


In an online learning environment, what you say is not as important as how you say it. When your “online voice” positively affects the relationship between faculty and learners, student retention in online education is greatly enhanced.

Join us on March 31st for a free webinar that will help you identify your online persona and ways to improve it. You’ll learn how to apply an active listening model that strengthens relationships between all members of the online learning community and improves the learning experience, overall.

Talking points include:

Is your language positive or punitive?
What color and font size should you use to communicate?
How does your persona come through in teaching?
Presented by: Dr. Ronnie Kramer, president, Communication Dynamics, Inc.

Moderated by: Matt Villano, senior contributing editor, Campus Technology

Original webinar air date: March 31, 2011
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Campus Technology Online Resources


Increase Quality In Online Education
Sponsored by Acxiom
http://campustechnology.com/webcasts/2011/03/acxiom_identity-fraud_abuse_distance-education.aspx
As more learning takes place online, today's students stretch the limits, creating numerous cases of student aid fraud and academic integrity. Join us for a webinar that will address academic integrity policies and techology solutions to ensure quality in online learning.

How to Finance New Classroom Technology within a Small Budget
Sponsored by Panasonic Solutions Company
http://campustechnology.com/webcasts/2011/03/panasonic_long-term-investment.aspx?pc=e236nl01&utm_source=webmktg&utm_medium=E-newsletter&utm_campaign=e236nl01
Funding is scarce in education. In fact, a statistic from The Center of Digital Education says that 41 states have implemented cuts to higher education, which means educators are left to fend for themselves, including using sub-par technology solutions, if any at all. So how can you finance new technology in the classroom while staying within your budget? Join us for a free webinar to hear how a Panasonic customer used projectors to deliver a quality educational experience while addressing bottom-line needs.
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TheBestColleges: 10 Popular Online Degrees


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Monday, May 16, 2011

The University of Chicago Library - Crerar: “We’re Teaching, But How Do We Know If They’re Learning?" Assessment of Library Instruction Activities


2nd Biennial Kathleen A. Zar Symposium - Friday, June 3, 2011
The John Crerar Library at the University of Chicago

About the Symposium
-- How do we evaluate the effectiveness of our library’s instruction programs?

-- What kinds of tools and techniques may be used to provide evidence that library instruction contributes to positive learning outcomes?

-- Should I partner with faculty or other groups on campus in doing this kind of assessment?

-- How can the assessment of instruction programs be helpful in demonstrating the library’s value to your community?

Invited and contributed presentations will provide a framework for thinking about library assessment, as well as describing practical approaches for measuring learning outcomes. Successful presentation proposals may cover topics such as evidence based librarianship in library instruction, managing effective, sustainable, and practical assessment programs, examining the role of the library in learning outcomes, demonstrating the value to and impact of library instruction on institutions, describing methods and tools for assessing learning in library environment (e.g., rubrics, use of clickers or other interactive tools, pre- and post-tests, grades or other curricular performance measures).

The symposium series is made possible through the generous support of Howard Zar.

Keynote Presentor:
We are thrilled to announce the keynote speaker for the symposium will be Megan Oakleaf. Megan is an Assistant Professor in the iSchool at Syracuse University where she teaches “Reference and Information Literacy Services” and “Planning, Marketing, and Assessing Library Services.” Her research interests include outcomes assessment, evidence-based decision making, information literacy instruction, information services, and digital librarianship. She is on the faculty of the ACRL Institute for Information Literacy Immersion Program. Megan's CV and biographical information is available at http://meganoakleaf.info/

♦ Program schedule
♦ Register for the symposium (Deadline May 20, 2011)
♦ Hotel Information
♦ Parking, Maps, and Directions

If you have additional questions, please contact the symposium organizers:

Session organizers contact information:

Andrea Twiss-Brooks / 773-702-8777 / atbrooks@uchicago.edu

Barbara Kern / 773-702-8717 / bkern@uchicago.edu

Previous symposia:
For more information on the 2009 Kathleen A. Zar Symposium

Persons with disabilities who need an accommodation in order to participate in this event should contact Andrea Twiss-Brooks at 773-702-8777 or email atbrooks@uchicago.edu for assistance.
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