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Wednesday, January 19, 2011

Academic Impressions: Academic Library Planning and Revitalization :: Institute

Columbus, OH :: March 7 - 9, 2011

OVERVIEW
How do changes in learning theory, technology, and use patterns translate into program and design choices when renovating or building academic libraries? Whether an institution is planning a renovation or a new library building, revitalizing the library as a learning space is a complex endeavor, requiring knowledge of library users' space needs and research-driven design, as well as a commitment to involving multiple stakeholders throughout the campus.

This hands-on event will provide you with an integrated and practical approach to library planning and design.

Participants will:
•Analyze the latest in library design and learning space theory
•Investigate the fundamentals of library master planning
•Explore a variety of student services found in libraries
•Uncover processes for working with project stakeholders and promoting campus involvement

A COMPREHENSIVE APPROACH TO LIBRARY REVITALIZATION
The conference will be organized by the five phases of library revitalization: vision and discovery, planning and programming, design, renovation, and operation. The most attention will be paid to the vision, planning, and design portions.

WHO SHOULD ATTEND
Library deans and directors, senior associates, and others involved in the library planning process, such as facilities or development administrators, will learn how to approach a library planning project.

Because this institute invites attendees to establish criteria for design decisions, institutions will benefit from sending a planning committee to the event. If your library planning committee has not been defined, an effective institutional team may consist of the dean or director of libraries, the primary advocate for the library project, and other stakeholders from the library, academic affairs, and facilities management.

AGENDA
http://www.academicimpressions.com/events/event_listing.php?i=1056&t=Agenda

INSTRUCTORS
http://www.academicimpressions.com/events/event_listing.php?i=1056&t=Instructors

LOCATION
http://www.academicimpressions.com/events/event_listing.php?i=1056&t=Location

PRICING AND REGISTRATION
http://www.academicimpressions.com/events/event_register.php?i=1056&t=Register

What Others Are Saying
"This institute has provided a wonderful, thought-provoking platform for developing a vision for space planning and all of the associated elements." -Michael Crumpton, Associate Dean, Administrative Services, The University of North Carolina at Greensboro

"As a 'newbie' in the library field, this conference enabled me to look at my institution's library space with fresh eyes. The vision is clear! I am well-informed to create a learning space that will entice and keep students and faculty in the library." -Fatima Barnes, Meharry Medical College

"The AI conference was great! The staff was helpful and the faculty were well-informed and spoke to the issues we're dealing with. I met people who are in the same phase and a little further into the process who helped me think differently about our project." -Julia Lisuzzo, Manager of Summer Programs, Rochester Institute of Technology

SITE VISIT
Join us on a tour of The Ohio State University to see how the ideas that you've learned have been put into practice.

Opened in August 2009, Ohio State University's William Oxley Thompson Library was chosen for the site visit because of its innovative design featuring a renovation that incorporated an older building, and to show how a project evolved over 10 years of planning and construction. The library is centrally located on Ohio State's main campus, not far from the recently opened Ohio Union (Ohio State's student center) and residence halls. The Thompson Library houses a million general-collections volumes and a quarter-million volumes of special collections and features seating for about 1,800, including 12 group study rooms and 230 hard-wired computer stations that supplement wireless access throughout the building. You will have the opportunity to tour the facility, interview staff, and hear about this project from start to finish from a variety of stakeholders.

Have questions about this event? Please call us at 720.488.6800
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Inside Higher ED: So, Students Don't Learn -- Now What?

January 19, 2011

WASHINGTON -- In the company of higher education experts and policymakers, the authors of a damning new book about higher education asserting that many college students graduate without actually learning anything acknowledged Tuesday that the tool used to reach that conclusion isn't perfect. But they all agreed that it doesn't make the findings any less "sobering."

Panelists from higher education think tanks gathered here to call attention to the strengths and weaknesses of the findings of Academically Adrift: Limited Learning on College Campuses, which was released Tuesday by the University of Chicago Press and is already generating considerable buzz. Many cast the book as a milestone in higher education that will have significant and far-reaching effects, despite some flaws. But they also grappled with how the federal government, institutions, faculty members and students will respond.

The book and its corresponding report document the findings of research that followed 2,300 undergraduates through four years of college, at 24 unidentified but academically representative institutions, to measure progress in their critical thinking and analytic reasoning skills. The measurement tool was the Collegiate Learning Assessment, which the students took during their freshman, sophomore and senior years. The book's authors, Richard Arum, a professor of education and sociology at New York University and director of education research at the Social Science Research Council, and Josipa Roksa, an assistant professor of sociology at the University of Virginia, drew many conclusions from their research, perhaps the most shocking of which is that 36 percent of students demonstrated no significant gains in critical thinking, complex reasoning and written communication over four years of college. After only two years of college, that percentage -- 45 -- is even higher.

At a time when more completion and degree attainment is the primary goal for even the federal government, it's particularly unsettling to discuss these findings, panelists said -- and many in academe probably don't want to hear them. "[The public] all assume that if you go to college, you kind of learn something," said Michelle Asha Cooper, president of the Institute for Higher Education Policy. This report shows that the assumption that completion equals success is "invalid."

Yet while lauding the report (written by the two book authors and SSRC program coordinator Esther Cho), panelists also noted the limitations of the Collegiate Learning Assessment. For instance, students who are about to graduate may not feel particularly motivated to do well on their final exam, thereby deflating scores and suggesting a greater problem. The test also does not address subject-matter knowledge, which students almost certainly gain to some degree in their respective programs.

Other causal findings that were subject to interpretation troubled the panel, as well. The book asserts that students who study in groups instead of alone learn less in college, but those students were not asked what those sessions entailed; while some students might define studying as sitting around a television with textbooks somewhere in the vicinity, others probably don't. Alexander McCormick, director of the National Survey of Student Engagement, worried that saying group studying negatively affects learning outcome "could sort of tar the whole movement toward collaborative learning," which other research has deemed beneficial. "We need to help students learn to learn ... and become more effective learners," he said.

Overall, though, the panelists and others in the room agreed that this research is invaluable and will inspire positive action -- though perhaps not by Thursday, which is the deadline jokingly given to the U.S. Education Department by panel moderator Art Coleman, managing partner and co-founder of EducationCounsel, a group dedicated to improving student achievement.

So now, Coleman asked, what next? In general, students aren't studying enough; faculty members aren't demanding enough of students; administrators aren't paying attention to student learning outcomes; and the federal government isn't awarding grant money to figure out why students aren't learning, even as it calls for more completion. "That we had to do this on our own," with the help of various foundations but without any from the government, Arum said, "is shameful and disgraceful." But students, teachers and administrators have their parts to play, as well. And while there was some concern as to whether faculty members and colleges would get behind demands for more academic rigor when there's no incentive, the panelists said that point can't be dwelt upon.

"The higher education community has and is addressing these issues," said David Paris, executive director of the New Leadership Alliance for Student Learning and Accountability. "Various efforts need to be somehow pulled together and then stepped up…. There needs to be some kind of unum coming out of this pluribus with regard to learning."

And these efforts need to be transparent and accountable. "College is not Vegas," Cooper said. "What happens in college can't just stay in college."

— Allie Grasgreen
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Inside Higher ED: Another Black College Merger Proposed

January 19, 2011

Louisiana Gov. Bobby Jindal, a Republican, on Tuesday ordered a study of the feasibility of merging two neighboring New Orleans universities that have both struggled to fill classrooms and graduate students. A combined institution might provide stronger services to the students of the universities and of another nearby institution, Delgado Community College, which lacks space for all of its students, the governor said.

Governor Jindal's statement only alluded, however, to the issue of race. He is proposing to merge historically black Southern University at New Orleans with the predominantly white University of New Orleans. Further, the governor wants to study the idea of placing the new institution in the University of Louisiana System, which oversees regional state universities. Currently, UNO is part of the Louisiana State University System and SUNO is part of the historically black Southern University System. So in a formerly segregated state, the proposal would not only merge a black college with a predominantly white one, but would remove one of the three campuses of a historically black university system.

The governor made the proposal on a day that Ronald Mason Jr., president of the Southern system, was at an out-of-state speaking engagement. He released a statement late Tuesday saying he was "shocked" by the plan. "The Southern University SYSTEM is an important entity in the state of Louisiana, and for the past 52 years SUNO has served as a critical component of the Southern University System," said Mason's statement (the all upper case "system" is from his statement). "SUNO will continue to work diligently towards meeting the urban education needs and challenges of the city of New Orleans.”

Mason is unusual among leaders of historically black colleges in that he has argued that some merger plans may enhance historically black institutions. (Generally, advocates for black students and black institutions are dubious of merger plans, which they see as tending to focus on white institutions and white students.) Last year Mason floated another approach to a New Orleans merger -- in which the University of New Orleans would join the Southern system. But that was not the plan proposed by Governor Jindal.

The LSU system released its own statement, which did not suggest opposition to the governor's idea, but also didn't endorse it: "The LSU System is proud of the accomplishments of the University of New Orleans in its 50 year history. It has emerged as a major urban public research university over those years. This success testifies to the commitment of the community of New Orleans; the faculty, staff, students, and alumni of the institution; and the state and donors during this period of growth and development. The LSU System remains firmly engaged in the support of UNO's mission, and will work closely with UNO, its many constituencies, and the Board of Regents on any proposals to strengthen and enhance the effectiveness of this fine institution."

In pushing for a merger, Jindal cited dismal statistics about both New Orleans universities, which have not fully recovered from Katrina or ever been the top dogs in their systems. (Flagship campuses for both LSU and Southern are in Baton Rouge.) The governor said that UNO's six-year graduation rate is 21 percent, while SUNO's rate is 5 percent, although some records indicate that the latter figure has gone up a bit recently. Since 2005, when many people left New Orleans and never came back, UNO has seen its enrollment drop by 32 percent, to 11,700. SUNO's enrollment has fallen by 14 percent, to 3,100. Delgado Community College, in contrast, doesn't have room for all of its would-be students.

Marybeth Gasman, an associate professor of education at the University of Pennsylvania who has written extensively on the history of black colleges, said she didn't dispute Jindal's suggestion that both UNO and SUNO are troubled institutions -- and might be stronger combined. And Gasman said that SUNO has had additional challenges because it must compete with private historically black colleges in New Orleans, Xavier and Dillard Universities.

But Gasman said that, if a merger is the way to go, it shouldn't follow the usual pattern of cutting black institutions. She said that Mason's idea of merging UNO into the Southern system "was truly innovative" and might offer the benefits of combined resources without diminishing the role of black educators and black students.

Typically, governors don't propose moving predominantly white institutions into black systems, but Gasman said that should be as acceptable as the reverse. "If we all advocate for integration, shouldn't that be OK?" she said. "I think Ron Mason's idea was better than the governor's."

— Scott Jaschik

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Inside Higher Education: 'Academically Adrift'

If the purpose of a college education is for students to learn, academe is failing, according to Academically Adrift: Limited Learning on College Campuses, a book being released today by University of Chicago Press.

The book cites data from student surveys and transcript analysis to show that many college students have minimal classwork expectations -- and then it tracks the academic gains (or stagnation) of 2,300 students of traditional college age enrolled at a range of four-year colleges and universities. The students took the Collegiate Learning Assessment (which is designed to measure gains in critical thinking, analytic reasoning and other "higher level" skills taught at college) at various points before and during their college educations, and the results are not encouraging:

45 percent of students "did not demonstrate any significant improvement in learning" during the first two years of college.
36 percent of students "did not demonstrate any significant improvement in learning" over four years of college.
Those students who do show improvements tend to show only modest improvements. Students improved on average only 0.18 standard deviations over the first two years of college and 0.47 over four years. What this means is that a student who entered college in the 50th percentile of students in his or her cohort would move up to the 68th percentile four years later -- but that's the 68th percentile of a new group of freshmen who haven't experienced any college learning.
"How much are students actually learning in contemporary higher education? The answer for many undergraduates, we have concluded, is not much," write the authors, Richard Arum, professor of sociology and education at New York University, and Josipa Roksa, assistant professor of sociology at the University of Virginia. For many undergraduates, they write, "drifting through college without a clear sense of purpose is readily apparent."

The research findings at the core of the book are also being released today by their sponsor, the Social Science Research Council. (Esther Cho of the council is a co-author on that paper.)

The main culprit for lack of academic progress of students, according to the authors, is a lack of rigor. They review data from student surveys to show, for example, that 32 percent of students each semester do not take any courses with more than 40 pages of reading assigned a week, and that half don't take a single course in which they must write more than 20 pages over the course of a semester. Further, the authors note that students spend, on average, only about 12-14 hours a week studying, and that much of this time is studying in groups.

The research then goes on to find a direct relationship between rigor and gains in learning:

Students who study by themselves for more hours each week gain more knowledge -- while those who spend more time studying in peer groups see diminishing gains.
Students whose classes reflect high expectations (more than 40 pages of reading a week and more than 20 pages of writing a semester) gained more than other students.
Students who spend more time in fraternities and sororities show smaller gains than other students.
Students who engage in off-campus or extracurricular activities (including clubs and volunteer opportunities) have no notable gains or losses in learning.
Students majoring in liberal arts fields see "significantly higher gains in critical thinking, complex reasoning, and writing skills over time than students in other fields of study." Students majoring in business, education, social work and communications showed the smallest gains. (The authors note that this could be more a reflection of more-demanding reading and writing assignments, on average, in the liberal arts courses than of the substance of the material.)
In section after section of the book and the research report, the authors focus on pushing students to work harder and worrying less about students' non-academic experiences. "[E]ducational practices associated with academic rigor improved student performance, while collegiate experiences associated with social engagement did not," the authors write.

In an interview, Arum said that the problems outlined in the book should be viewed as a moral challenge to higher education. Students who struggle to pay for college and emerge into a tough job market have a right to know that they have learned something, he said. "You can't have a democratic society when the elite -- the college-educated kids -- don't have these abilities to think critically," he said.

The book rejects the idea of federal mandates on testing or the curriculum, suggesting that such requirements rarely work. And the book acknowledges that many college educators and students don't yet see a crisis, given that students can enroll, earn good grades for four years, and graduate -- very much enjoying themselves in the process. But in an era when "the world has become unforgiving" to those who don't work hard or know how to think, Arum said that this may be a time to consider real change.

The culture of college needs to evolve, particularly with regard to "perverse institutional incentives" that reward colleges for enrolling and retaining students rather than for educating them. "It's a problem when higher education is driven by a student client model and institutions are chasing after bodies," he said.

The analysis in the book stresses that there is significant variation within institutions, not just among institutions, with students in some academic programs regularly outperforming others at the same campuses. Arum said this suggests that institutions can improve student learning by making sure that there is some consistency across disciplines in the rigor of requirements. "You need an internal culture that values learning," he said. "You have to have departments agree that they aren't handing out easy grades."

Further, he said that colleges need to shift attention away from measures of "social engagement" (everything that's not academic) and toward academic engagement, even if some of those measures of non-academic engagement help keep students engaged and enrolled. "It's a question of what outcome you want," he said. "If the outcome is student retention and student satisfaction, then engagement is a great strategy. If, however, you want to improve learning and enhance the academic substance of what you are up to, it is not necessarily a good strategy."

(If this sounds like a swipe at the National Survey of Student Engagement, Arum said it shouldn't be taken that way. He praises NSSE for asking questions that focus on the student experience, and says that many of NSSE's findings on the minimalist levels of academic work and studying are consistent with his own. Rather, he faults college administrators for paying little attention to those findings and more on NSSE measures of non-academic satisfaction.)

Arum acknowledged that the tough economy may be acting against reform, given that many professors report that increases in class size and course loads are leading them to cut down on the ambition of student assignments simply to keep up with grading. With fewer full-time positions, professors at many institutions "are overwhelmed," he said. But Arum challenged faculty members to be creative in finding ways to assign more writing and reading to students.

Distribution of the book is just starting, but there are signs it could generate buzz. The Social Science Research Council will host a panel this week in Washington featuring experts on assessment and higher education, with representatives from leading think tanks and foundations. The book will also be discussed at next week's meeting of the Association of American Colleges and Universities.

Debra Humphreys, vice president for communications and public affairs of AAC&U, said that she viewed the book as "devastating" in its critique of higher education. Faculty members and administrators (not to mention students and parents) should be alarmed by how little learning the authors found to be taking place, she said. Humphreys also said that the findings should give pause to those anxious to push students through and award more degrees -- without perhaps giving enough attention to what happens during a college education.

"In the race to completion, there is this assumption that a credit is a credit is a credit, and when you get to the magic number of credits, you will have learned what you need to learn," she said. What this book shows, Humphreys added, is that "you can accumulate an awful lot of credits and not learn anything."

AAC&U programs have in the past stressed the value of academic rigor and also of engagement of students outside the classroom. Humphreys said that she agreed with the book that some activities students enjoy may not add to their learning. But she said it was important not to view all engagement activities in the same way. It is important, she said, "not to lump together activities such as being in a fraternity or just hanging out with friends" with activities such as extracurricular activities that may in fact be quite educational and important, even if not linked to a specific course.

Students could benefit especially, she feels, from the point in the book about the variation among those at the same institution. "I don't think we are doing well enough at helping them understand that choices matter," she said. "Choices in the academic courses they take, how much they are working outside the classroom, how much they are studying, how much they are partying -- that balance is important."

— Scott Jaschik

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Academic Leader: Building a Comprehensive Professional Development Program

Date: Tuesday, 04/05/11
Time: 1:00-2:30 PM CDT
Cost: $259 ($284 after 03/29/11)

Featured Higher Education Presenter: Denise Swett, Ph.D.

In a changing world, the need for learning never stops.

That’s why making sure your faculty, staff and administrators have the skill sets they need is so important. Building a Comprehensive Professional Development Program, a 90-minute audio online seminar presented by Dr. Denise Swett on Tuesday, April 5, 2011, can give you the tools you need to keep educating the educators.

Learn how you can help your institution meet the challenges of:

Evolving technology

Accreditation standards

Multigenerational students, faculty, staff and administrators

Underprepared students

Growing emphasis on distance learning.
An All-Inclusive Approach for All Levels

Dr. Swett, an energetic and engaged presenter, will guide you through the process of building a professional development program. Full of opportunities for interaction and real world examples, this session will give you tools you can use, whether you’re expanding an existing program or starting from scratch.

Here’s some of what you’ll learn:

The key components needed to develop a high quality professional development program
How to identify the workshops and trainings your campus needs
Systems for locating and engaging presenters
Best practices for scheduling, coordinating and tracking participation in professional development programs
Strategies to encourage campus participation
Online resources to support your professional development program
How professional development programs support accreditation.

Who Should Attend

Professional development promotes the vitality of your campus community and supports long-term student success. Faculty and administrators in the following positions will particularly benefit from this seminar:
Associate Vice President, Learning
Coordinator of Faculty & Staff Development
Dean of Faculty & Staff
Dean of Instruction
Dean, Instructional & Institutional Effectiveness
Director, Faculty Development Programs
Director of Professional & Organizational Development
Executive Director, Organizational Development
Executive Director, Professional Development
Faculty Professional Development Coordinator
Human Resources Professional Development Manager
Professional Development Coordinator/Director
Staff Development Program Administrator
Staff Development Specialist
Vice President of Instruction.
About the Presenter

Dr. Swett has more than 20 years experience in higher education, as an educator and administrator. She currently manages the college-wide professional development program at Foothill College, where she also serves as the associate vice president of Middlefield Campus & Community Programs.

Help in Putting It Into Practice

Building a Comprehensive Professional Development Program gives you extra materials to support your programming, including:
Do’s and don’ts of professional development programs
Samples of marketing materials
Links to excellent examples of professional development programs
The Discussion Guide for Facilitators, to help you make professional development an all-campus project.

Take It Campus-Wide

Since Magna’s audio online seminar fees are assessed on a per site basis–not per person–you can afford to bring all your key campus players together–all for one low fee of $259.

Academic Leader helps deans, chairs, and other academic decision makers provide effective leadership within their colleges or departments and fulfill their institutions’ primary missions of teaching and scholarship.

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Faculty Focus: How to Balance Online Learner Needs and Instructor Workload

Faculty Workload Issues in Online Education

The world of distance education is changing education. But for instructors, it may not feel like it’s changing for the better. Instructors are becoming more and more frustrated with the increased workload and the expectation from students to be accessible 24×7.

Audio Online Seminar • Wednesday, February 23, 2011 • 12:00 pm Central • $249 Register today and save! (Price increases to $274 after 2/16/2011)

Audio Online Seminar
Event Date: 2/23/2011
Time: 12:00 pm Central
Length: 75 Minutes
Pricing:
Registration Price: $249
CD + Transcript: $269

Register today and save! (Price for live event increases to $274 after 2/16/2011).

Distance education has a tremendous upside, but increasingly, students and instructors are experiencing its downside too:

•Instructors’ workloads are increasing. The need to respond individually to students can be all-consuming and exhausting, and instructors are finding their workloads are becoming difficult to maintain.
•Students miss a sense of community. A classroom fosters a community, and some students feel isolated without this connection, which may negatively impact student learning.
The solution is to create a learner-centered online classroom experience, one that compels students to assume more responsibility for their education while lessening the workload on instructors.

You’ll learn how to make this happen in your distance education course by attending the audio online seminar How to Balance Online Learner Needs and Instructor Workload. Presented by two experienced online educators, the online audio seminar will help you:

•Identify and implement strategies for establishing an instructor presence while decreasing your workload.
•Discover why combining a learner-centered, interactive instructional activity with targeted instructor feedback enhances student achievement and retention.
•Develop assignments and grading strategies to increase student interaction.
•Create an inclusive, online community where students connect with other members of their class, thereby reducing their reliance on you.
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Faculty Focus: Enhancing Learning Through Vibrant Online Discussions

January 19, 2011

By: Dale Kimball and Michael Jazzar in Asynchronous Learning and Trends

The discussion board is the heart and soul of online learning. As such, the life and livelihood of online teaching and learning flows through threaded, asynchronous conversations inspired by thought-provoking questions. To maximize the potential of online discussions, these conversations need to be relevant and inspiring dialogs that empower and enlighten online learning.

The keystone of online discussions, which result in meaningful learning for the student, is vibrant discussion. Vibrant discussions which are highly collaborative in nature inspire the construction of meaningful knowledge by building and expanding learning (Schellens & Valcke, 2005). Vibrant discussions need to optimize the energy and innovation of human thought and potential.

In essence, energetic and innovative discussions are developed through the scaffolding of novel thinking, original writing, and pertinent theory to construct and support new and higher level critical thinking by the learner. In addition, using one’s own experience as a filter, these vibrant discussions inspire, support, and honor a diversity of thought through the use of probing and clarifying questions and by validating the thoughts of other students. To illustrate vibrant discussions, please consider the following school leadership post by Jonathan, one of our learners, as well as the instructor’s response which illustrates how a reply to a student posting can be constructed to further a vibrant discussion:

Jonathan: “School leaders today need to be more than managers; they must be instructional leaders. Instructional leaders focus upon student achievement and assist and support teachers in promoting the success of each student.”

Instructor: “Powerful point! You stated “Instructional leaders focus upon student achievement and assist and support teachers in promoting the success of each student.” Based upon this week’s readings of Marzano, in what ways should instructional leaders support teachers and why, Jonathan and our EDLD 8708 colleagues?

The first two affirmative words “powerful point” demonstrate the instructor’s affirmation and appreciation for Jonathan’s thoughtful posting. The quotation of Jonathan’s own words dignifies and personalizes Jonathan’s thoughts. Theory is interwoven into practice by including the research. The concluding comment personalizes Jonathan by name and extends inclusiveness to his classmates with an invitation to further expand, enhance and propel thought.

Our aforementioned example is presented to illustrate the foundation of vibrant discussions. It includes a student demonstrating understanding, comprehension, personalization, and individualization, while the instructor displays inclusiveness, even as he or she inspires higher order thinking.

Intentional implementation of this powerful technological learning strategy will enhance vibrant discussion board posts and responses that fortify and escalate the true meaning of sharing, learning and growing. Discussion boards need to be built from “the ground up” with vibrant thoughts contributed by each e-learner – thread by thread – until the very structure itself is stable and free-standing. (Edelstein & Edwards, 2002). Please give our strategy a try in your next course and watch learner engagement and achievement soar!

References
Edelstein, S & Edwards, J. (2002). If you build it, they will come: building learning communities through threaded discussions. Online Journal of Distance Learning Administration, volume V (1). Retrieved from http://www.westga.edu/~distance/ojdla/spring51/edelstein51.html

Schellens, T. & Valcke, M. (2005). Collaborative learning in asynchronous discussion groups: What about the impact on cognitive processing? Computers in Human Behavior, 21, 957-975.

Drs. Dale Kimball and Michael Jazzar have collectively served 26 years in higher education as professors, dissertation mentors, and administrators at Western Michigan University, the University of North Carolina-Charlotte, and Texas A&M University-Corpus Christi, and for several online universities. They have authored books, book chapters, journal publications, and designed and developed online courses. They may be contacted by e-mail at kimballd@live.com or mjazzar@verizon.net.
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