Search DU CTLAT Blog

Monday, February 27, 2012

Campus Technology: Faculty Project Offers Free Online Courses

Joshua Bolkan / 01/30/12

Udemy has launched the Faculty Project, a new Web site designed to offer free college-level learning to people from around the world.

The courses, available to students on demand, include discussion boards for interaction with other students and professors, videos, PowerPoint presentations, PDFs, articles, and other resources. According to information on the project's Web site, "The content will be available for free, forever, to anyone who wishes to consume it."
The subjects covered were chosen by the faculty members teaching them. They include:
"We couldn't be more proud of the educators that have agreed to participate in this truly unique endeavor. Each is participating without pay, simply because they are interested in bringing knowledge to the global community," said Tim Parks, director of The Faculty Project. "Their knowledge, teaching skills, and passion for their respective subjects are truly exceptional."
"This project creates an incredible and unprecedented opportunity to share lessons that empower and inspire people to improve their lives and change their worlds," said Glenn Katz of Stanford University's Department of Civil & Environmental Engineering and educational solutions specialist at Autodesk. "The Faculty Project brings together a critical mass of educators and topics that will help prove the effectiveness and demonstrate the value of this new learning approach, while providing valuable feedback and insights about how to enhance and continue improving it."

More information is available at


May 21-23, 2012 San Antonio, TX



LaPrensa: 2012 U-M Women of Color Task Force (WCTF) Conference: 30 Years of Leadership, Legacy, and Change
DATE: Friday, March 2, 2012, from 8:00 am to 5:00 pm.

 EVENT: The WCTF annual conference is the largest professional development event at the University of Michigan and will take place on Friday, March 2, 2012 from 8:00 to 5:00 pm. This year’s keynote speaker will be Dr. Johnetta B. Cole, director of the Smithsonian Institute’s National Museum of African Art. The conference will include thirty-six (36) workshop sessions, a networking luncheon, and a vendor marketplace featuring local businesses. The workshop sessions will offer insight in topics such as professional & leadership development, leadership, work-life balance/personal development, and financial education. On average, more than 600 women and men attend the conference.

Dr. Cole is the immediate past president of Bennett College, Greensboro, NC and was the first African American woman to serve as president of Spelman College, Atlanta, GA. The topic of her speech will be “The Business Case for Diversity & Inclusion in American Higher Education.”

This event is open to the public, but registration is required. You many register online at or onsite the morning of the conference.
U-M Staff, Faculty and non-U-M Attendees: $100.00. U-M Students and U-M Retirees: $60.00 (Please visit our website for more registration information).
LOCATION: Michigan League, Rackham Auditorium, and the Modern Languages Building
Central Campus map:

U-M SPONSORS: Center for the Education of Women (CEW), University Human Resources, U-M Health System Human Resources Office, Office of the Provost.

CORPORATE SPONSOR: TIAA – CREF (Platinum – Plus Level)

WEB LINKS: for more information about the WCTF and CEW’s programs, see:


Tomorrows-Professor Digest, Vol 61, Issue 5: The Power of Mindful Teaching

Working up five presentations for my September trip to Saudi Arabia in a few short weeks posed a challenge both exciting and daunting. In hope of saying somethings other than the usual tired, if valuable, thinking on the topics I?d been given, I started to review material I?d found especially exciting and thought provoking. So, I picked up my copy of Ellen J. Langer?s The Power of Mindful Learning (1997) and thought that skimming through my extensive underlinings would surely guide me toward some fresh ideas about ?critical thinking? and ?effective teaching.?

That didn?t work. Langer writes so fluidly and engagingly that I couldn?t stick to my underlining. By noon I?d reread half the book and emailed Langer saying, ?I?m not sure just what the focus might be at the moment, but I?d like the chance to interview you again. Your books ignite fireworks in my brain.? I?d interviewed Langer once before in 2003 after first reading The Power of Mindful Learning and then eagerly reading her earlier book, Mindfulness (1989). After a couple of email exchanges and one short phone call, we set a date for a longer conversation after my return from Riyadh.

Langer, the first tenured woman professor of psychology at Harvard, does a lot of interviews. Her thinking, her research, have more than begun to reach a popular audience. A movie starring Jennifer Aniston (as Langer) about some of her most provocative research showing the power of the mind?s assumptions over the realities we experience is in development. When I tell her how much I admire her books and how stimulating to my own thinking they have been, she laughs and thanks me saying, ?flattery is always welcome.? She?s being what I would call happily ironic. One of what she calls the ?one-liners? through which she encapsulates some aspects of her brand of ?mindfulness? is: ?If you don?t take the compliment, you?re not vulnerable to the insult.? She does take the compliment of course, but only as something pleasant, not as proof of anything. That?s what I mean by ?happily? ironic. Langer?s skeptical detachment from common ways of looking at things has nothing cynical, nothing negative about it. She sees?and study after study she and collaborators have conducted confirms?positive possibility in simply embracing the uncertainty that embraces us and in continually questioning the implied answers and choices that automatic (or as she calls it, ?mindless?) thinking commonly pushes us toward. For good reason many regard her as the mother of the positive psychology brought to prominence by Martin Seligman, professor of psychology at the University of Pennsylvania and author of Learned Optimism and Authentic Happiness.

So, what?s your bottom line?? Langer asks me as we begin to talk. I tell her that I suppose if I had to boil it down it would be something like ?the power of mindful teaching.? Her book on mindful learning had debunked or at least seriously brought into question the validity of a number of myths about learning. For example, that

? the basics must be learned so well that they become second nature

? paying attention means staying focused on one thing at a time

? delaying gratification is important

? rote memorization is necessary in education

? forgetting is a problem

? intelligence is knowing ?what?s out there,? and especially that

? there are right and wrong answers

I'd written about this before (NTLF 12/2) and most of the faculty I knew still bridled at the notion that most of these ideas weren?t more fact than myth. Still, the conversation about teaching has been changing. The effectiveness of various pedagogies other than traditional lecture and fact-focused learning has begun to open up faculty thinking about the possibilities for increasing student learning. If confronting sacred bovine commonplaces had bruised faculty thinking, perhaps talking about some fundamental processes of mindfulness as they might improve teaching could offer the new health that college teaching is longing for.

The Central Myth in Teaching
Most all of us approach teaching with a variety of assumptions both about learning and about its compliment, teaching. Some of these, as experience shows, prove ill-founded, but it?s often hard to resist commonplace, automatic thinking. In part because it is so commonplace, we see it as true without thinking about it. I asked Langer which of these common assumptions looming over teaching she found the most difficult to confront.

I think it?s the simple notion of fact,? she replied, ?for people not to realize that facts are situated understandings that a particular group of people have at a particular time, and that when you add back in this person notion, then people recognize that, well, the facts might have changed, and that at the same time, if other people had been considering the situation, they might have come up with something quite different.?

Langer likes to illustrate her points with stories from her personal experience, stories that model mindfulness in operation and show how homely and yet profoundly liberating this habit of mind, of simply reflecting on experience rather simply accepting it unthinkingly, can be. To illustrate her point about ?facts,? she recounts being at a horse event with a friend who asked her to look after his horse while he went to get the horse a hot dog. ?Horses don?t eat meat,? she thought, ?period.? The idea ?flew in the face of the facts,? she thought. But then the owner returned with a hot dog and the horse ate it eagerly.

And so the ?fact? was wrong at least today in this context, and that prompted lots of questions in Langer?s mind. ?Which horses [hadn?t eaten meat]? When? How hungry were the horses? What kind of horses? [There are] a bunch of questions,? she says, ?that once we ask them, we see that this information we?ve been given is probably probabilistic. Indeed, research only gives us probabilities and we transform those probabilities into absolute facts. When you know something is absolute then there?s no reason to think about it anymore. But when you know something in this conditional way, then it almost primes thinking of counter instances. There are hidden decisions that go into any research program ? What breed of horse? What kind of hot dog??and once you reveal these hidden decisions, you begin to see how situated and contextual what we accept as facts actually are. One of the cultural myths is a belief in the absolute nature of science, but science itself is based on probability.

Probability, Possibility, and Engagement
It's this quality of engagement from students higher education has been talking about wanting to cultivate, but has done with mixed results. Perhaps the primary limiting factors have been attitudes toward certainty on the one hand and uncertainty on the other. Students often find uncertainty fearful and threatening. And faculty feel enormous pressure to convey accepted understandings. Langer believes real learning gets lost somewhere in between. She sees uncertainty not as fearful, but as an inviting canvas of possibility, a learning adventure waiting to be had (as well as a fundamentally honest appraisal of our existential condition). But how might faculty get there without appearing not to know what students expect them to know and without frightening students with such fluid notions of how protean knowing and knowledge can be?

To go back to your original question,? Langer continues, ??How do you get a teacher steeped in these myths to teach more mindfully?? One way would be for the teacher to begin most of his or her sentences with ?In my view? or ?From one perspective.? By doing that they make clear to themselves that this information is situated, which means it?s true sometimes but not in all contexts and certainly not necessarily over time. And it also sets the student up with the same understanding.?

In essence a mindful approach invites students to the party. It tacitly conveys an honest picture of the known and the unknown that implies respect for students as fellow (if somewhat junior) learners in an ongoing saga of inquiry. Indeed, real learning is always a shared inquiry, not a top down delivery of information. The insights often go both ways. While beginning sentences with a conditional touch fully reflects Langer?s thinking, she picked up the specific habit from a student:

I actually had a graduate student about 20 years ago who, in our lab meetings, would begin almost every sentence with ?In my view? and I thought ?Gee, that?s charming.? And when you do that even if you are vehemently disagreeing with somebody it doesn?t have any harshness.?

But Then There's Grading
Teaching, mindful or not, will never be easy, and mindful grading may be the most painful part of it. ?For me, from the beginning, it was the most painful thing. I would read their papers and based on information in a sense?that is, a sense that this is an A, this is a B and so on? [I?d come to one assessment], and then I?d read them again and think ?Well, for the student, this is an A,? and then reading them again I would think that this person is going to be devastated and not really helped with this particular grade and so on. I prefer giving qualitative responses rather than grades.

Now I do this thing in my seminar where they write a short paper every other week and rather than a grade or words that are easy to translate into a grade I give them qualitative comments. But grading is always hard for me. When The Power of Mindful Learning came out, it would happen that a student would raise his hand and say ?Are you going to give us a final?? because on page whatever I make the point . . ., and I say to them that I agree completely, that there is something lacking in the system that requires this, but I can?t fight all battles. ?So, yes, I am going to give a final and grade you. I can?t imagine that any of you are going to fail, but . . . .?

I think that if we change the whole business of the way we teach, [grading] would be less of an issue. Right now we start off with the notion of limited resources. If you have limited resources then you have to figure out how to divvy up the ones you have. Whereas resources really aren?t limited. Everybody can win. Then with that there?s less need to define people?A students, B students, and so on.?

While the system currently requires grades, it doesn?t require unmindful teaching, Langer believes. ?If one is engaged in mindful teaching, so that it?s conditional, it allows the C, D, B, and A student each to go with the information in a way that is personally relevant. So if I say to you ?One cause of the Civil War was X? rather than ?The cause of the Civil War was X,? the A student is going to come up with many different possibilities, the B student maybe fewer, and so on; so teaching mindfully can encourage thinking and growth. It?s when you?re teaching these absolutes that some people know and some people don?t you?re going to be boring the people who already know. But if you are not teaching facts as absolute truths, then you don?t have that problem in the first place.?

In short, mindful teaching engages everybody or at least invites everybody to become engaged.

More Reasons for Hope
Things are always changing, says Langer, and while that means in some ways things are always uncertain, it?s our mindsets, she?s found, that cause us to see this flux at times as fearful. She?s optimistic about the future of education. ?I think that it?s going to evolve in spite of (it would be nice if it were because of) but in spite of the current modes of education because of the computer. Today?s kids are learning and having fun with what they are learning and being creative in ways that they are not getting and never did get from the classroom.?

Moreover, today they see more color and difference in the world, she says: ?Part of this evolution as I see it comes from [a growing awareness of diversity]. Years ago in this country we had White Supremacy, and then at some point in the ?60s we had Black is Beautiful, and then all of a sudden we realize there are Latinos, and so on. And then what happens? Because the world is so much smaller now, we see whole countries behaving differently than we do, which means that there are choices. And so I think that is one of the countervailing forces against the mindless education that so many of us have had and perpetrate.


Inside Higher Ed: The New MCAT

February 17, 2012 - 3:00am
New sections on the social sciences and on critical thinking will be added to the Medical College Admission Test in 2015, representing the first major revision in the exam since 1991 and one of the largest ever since it was introduced in 1928.
The changes have been under consideration for three years and were first formally released to the public in draft form a year ago. On Thursday the board of the Association of American Medical Colleges, which runs the MCAT, approved the changes. Leaders of the association also said that they are embarking on efforts to encourage medical schools to embrace a more "holistic" approach to admissions, and to consider new ways to attract students with broader undergraduate training -- not just those with backgrounds in stereotypical areas as biology and chemistry.
"We haven't abandoned the foundational emphasis on the natural sciences," but "emerging social and behavioral sciences are equally relevant to medicine," Darrell G. Kirch, president of the medical school group, said in a phone briefing for reporters. More health issues in the future will require understanding of why people act as they do, of the conditions in which they live, and their behavioral patterns, he said, and the best physicians in the years ahead will be as educated on such issues as they are in genetics or anatomy.
The changes, Kirch said, should motivate many more pre-meds than has been the case to take courses in psychology or sociology or health behaviors or all kinds of interdisciplinary classes. "I think someone who is a psychology major or even a major in cross-cultural studies should have as much chance of medical school [admission] as a physics major," Kirch said. He said he wants undergraduates to know that one of the best ways they can prepare for medical school and for being a physician is "to read broadly" and "to be knowledgeable about the world at large."
The writing test that has been part of the MCAT is being dropped. Kirch said that admissions officers at medical schools reported that it added little. The total time for the test will grow from 5.5 to 6.5 hours, but Kirch said that previous iterations of the MCAT were that long, so he was not concerned about the endurance of test-takers being a problem.
The AAMC has been encouraging medical colleges to admit more underrepresented minority students, and has been making modest progress in this regard. But large gaps remain in the MCAT averages of different groups. In 2010, the median scores were 26.0 for white students, 25.7 for Asian students, 21.3 for Latino students and 19.7 for black students.
Kirch said that it was hard to predict whether the new MCAT would narrow those gaps. But he said that he didn't see the changes "working against this goal of having a more diverse group of students." He said that he thinks the changes will support the effort. Generally, he said, it was time for medical schools to embrace "an admissions process less bound by test scores," and to rethink all parts of their admissions procedures -- including letters of recommendation, interviews and the applications themselves. He said it was important to "move toward greater diversity."
Charles H. Hauck, pre-medical coordinator at the University of Iowa and president of the National Association of Advisors for the Health Professions, said that the AAMC has been working to "get the word out" about the changes so that he and his colleagues can help new students pick college courses that will prepare them for the MCAT. Hauck said he thought many more pre-meds than in the past would be enrolling in sociology, psychology and related fields.
Hauck said his only concern was about whether pre-med students would simply be adding those courses to an already full schedule of pre-med requirements, limiting their ability to explore other fields. "That's going to be the challenge," he said. "What we don't want to happen is create a premedical curriculum that is too difficult to fit in."
Robert Schaeffer, public education director of the National Center for Fair and Open Testing, which has periodically criticized the existing MCAT, said that the changes are "good as far as they go." He also applauded the AAMC's encouragement of medical schools to place less emphasis on test scores in the admissions process. Currently, he said, there is "a heavy overreliance" on MCAT scores.
The question going forward, he said, is whether medical schools will follow the advice they are getting from the AAMC. "It's all in the doing," he said.

Read more:
Inside Higher Ed

Alabama State University News: February White House Executive to Speak During Opening of HBCU Conference

February 15, 2012

John Silvanus Wilson Jr. will deliver the keynote address at the opening session of the national HBCU Entrepreneurship Conference, which will be held on ASU’s campus March 5-7.

This year’s conference theme is “Entrepreneurship: Transforming Education, Government and Industry.”

Silvanus works with the 105 HBCUs, the White House, federal agencies and private and corporate sectors to ensure that HBCUs are a significant force in helping the nation reach President Barack Obama’s goal of having the world’s highest proportion of college graduates by the year 2020.

Deborah Scott Thomas, president and CEO of Data Solutions & Technology Incorporated and conference event coordinator, said she is excited to have a member of President Obama’s White House address participants.

“Mr. Wilson is carrying out an important mission as executive director of the White House Initiative on HBCUs. He has spent a large part of his career in higher education and understands the need for the continued growth of HBCUs and the importance of improving corporate and higher education partnerships,” Thomas said.

Before working with the White House, Wilson was an associate professor of higher education in the Graduate School of Education at the George Washington University.  

He also spent 16 years at the Massachusetts Institute of Technology, where he served as director of foundation relations and as assistant provost.

Wilson received a bachelor’s degree from Morehouse College, a Master of Theological Studies from Harvard University, and both a master's and a doctoral degree in administration, planning and social policy, also from Harvard University.
For additional information on the second annual HBCU Conference, visit the conference website at or watch for updates on Twitter and Facebook.


Call for Paper for Vol.1, Issue 1...International Journal of Engineering Innovations and Research

International Journal of Engineering Innovations and Research
(ISSN : 2249 - 071X)

Submissions open for Volume 1,Issue 1, Jan. 2012 - Feb. 2012
Dear Researchers,

Let me introduce about IJEIR.
International Journal of Engineering Innovations and Research (IJEIR) is an  international academic online journal which gains a foothold in India, Asia and opens to the world and approved by National Science Library (NSL), National Institute of Science Communication And Information Resources (NISCAIR), Council of Scientific and Industrial Research, New Delhi, India., Asia and indexed by many international body.

All submitted articles should report original, previously unpublish.d research results, experimental or theoretical, and will be peer-reviewed. Articles submitted to the journal should meet these criteria and must not be under consideration for publication elsewhere. Manuscripts should follow the style of the journal and are subject to both review and editing.

    Frequency: 6 Issue per year
    Status: Published Online
    Subject Category: Computer Science & Engineering, Information Technology, Electronics & Communication, Electrical & Electronics, Electronics and Telecommunication, Mechanical Engineering , and Civil Engineering.

Kindly visit our website for more details.

Send your paper at E-mail: ,

(It is mandatory for authors to send their papers to both above mentioned email addresses)

Final Paper Submission should be done at E-mail:,
Reviewer Response should be done at E-mail:
Any Query response should be done at E-mail:

For any query,please feel free to contact.
Submissions open for Volume 3,Issue 1,Jan. 2012 - Feb. 2012
With Regards

ISSN : 2277 – 5668
Send your paper at E-mail: ,
For any query E-mail:

Not interested any more?Unsubscribe

FREE WEBINAR: [Webinar] Mobile Learning Made Easy!

Discover 10 ways your students can use mobile devices to learn at this FREE upcoming online session:

 During this session, you'll discover how easy it is to:
* engage your students using cell phones and tablets
* spice up your lessons with new activities and fresh ideas
* make learning fun for you AND your students

Join us on Wednesday, February 29th, at 12pm Eastern Time, USA. 

Registration is easy and free.

This session, led by expert educator Shelly Terrell, is full of practical advice and know-how that'll give you ideas to use with your students the very next day!

Register here:


On top of all that, SimpleK12 has opened up more sessions on the same day as a part of their "Day of Learning".  This means you can learn even more ideas and practical advice from other expert educators!  

Check out this full list of sessions, and register for as many as you like for FREE:

* 10 Ideas for Using Mobile Devices Offline to Motivate Learners

* 3 Student-driven Projects: Using a Blended Learning Model

* 10 Techie Tools for Teachers

* Making a Difference for Our Most Struggling Readers

* A Digital Tour Guide Project: Using Video to Foster Creativity

* Reaching Out to Make Global Connections

Whether you attend one or attend them all, I look forward to connecting with you at our upcoming "Day of Learning"!

Don't keep this to is limited, but registration is free for all!  So forward this email to your Principal, friends, colleagues, and anyone else who you think would
enjoy these free online sessions!


Webinar: Bring Learning to Life with Kinect – Learn more 03/28/12 webinar

Bring Learning to Life with Kinect Webinar

Bring Learning to Life with Kinect
Wednesday, March 28, 20122:00pm EDT / 11:00am PDT
Duration: 60 minutes
Engagement is the key to unlocking the magic that lies within each student.Capturing students’ interest and making concepts come alive is an educator’s and institution's greatest challenge. Microsoft Kinect™ for Xbox 360® is helping transform classroom activities, from academics to physical education. Educators are enhancing traditional lesson plans, physical education, school communications and after-school programs with extraordinary immersive, body-moving experiences that help students get engaged and stay on task.

Join us to learn how Loudoun County Public Schools is using Kinect to get students engaged and inspired. They’ll share examples and learning from their experiences with:

• Kinect in Physical Education
• Classroom lessons and activities
• Communications and collaboration
• Kinect for Special Needs - Physical and Social-emotional Development
Don’t miss this opportunity to see how Kinect can help you get students actively involved in learning and enter for a chance to win an Kinect bundle for you school!
John Halpin, Vice President Strategic Programs, Center for Digital Education
Adina Popa, Technology Resource Teacher/International Ambassador, Loudoun County Public SchoolsCameron Evans, Chief Technologist, US Education, Microsoft


The New Orleans Center for the Gulf South: Ira Berlin Lecture @ Tulane University 022912 - The Inaugural Sylvia R. Frey Lecture Series

A public lecture by historian Ira Berlin will take place 6 p.m. Wednesday, February 29, at Tulane's Freeman Auditorium in the Woldenberg Art Center.  Berlin will discuss "Atlantic Creoles in the Lower Mississippi Valley: Slavery's Long Evolution."

Berlin is Distinguished University Professor at the University of Maryland and the award-winning author of Many Thousands Gone: The First Two Centuries of Slavery in Mainland North America and, most recently, The Making of African America:  The Four Great Migrations

His talk kicks off the New Orleans Center for the Gulf South's Sylvia R. Frey Lecture Series and caps off Tulane's inaugural Graduate Student Conference on the Global Gulf.

For more information, visit

I hope you will be able to attend this event, and thank you in advance for forwarding this message to faculty, staff, and students in Dillard's Department of Humanities.


Campus Technology March 12 2012 Webinar: Secrets for a Successful eTextbook Adoption

An institution that has successfully "gone digital" shares their experience in this exclusive March 12 webinar: Digital Course Materials: Successful School-Wide Adoptions.

Colleges and universities know that adopting digital course materials can help control costs and improve retention. Yet, despite years of talk, there aren't many institutions that have successfully achieved this goal.

Herzing University did it. Find out how they accomplished their migration to eTextbooks. On March 12, they share their secrets for a successful migration, including:

n Determining the best approach for migration and establishing a change management plan
Working with publishers on textbook conversions and assisting with textbook adoptions as needed
n Assessing student and faculty readiness and providing training

Don't be left out of this practical discussion to help you along the path towards digital course material adoption. Register today.

• Sarah Riddlebarger, Vice President of Client Services, ED MAP, Inc.
• Todd Rickel, Vice President of eLearning and President, Herzing University Online
• Bret Ammons, Dean of the College, Madison Media Institute
• Eric Kuennen, Business Development Manager, Pearson Learning Solutions

• Linda Briggs, contributing editor, Campus Technology

Campus Technology and ED MAP, Inc.


Dillard University Student Employment Announcement February 27, 2012


Due to Mid-Term Examinations, all work-study students are not allowed to work from March 1-7. Students can resume working on Thursday March 8, 2012.

Questions or concerns should be direct to Ms. Hortense Lockett, Student Employment Coordinator at (504) 816-4865 or


Mr. Roland Keller, Jr.

Financial Aid Counselor, Students S-Z

Dillard University

Office (504) 816-4679

Fax  (504) 816-5456

Follow us on twitter @dufinancialaid




Recent ICPSR updates and additions: New Releases through 2012-02-26

Below is a list of new data collection additions to the ICPSR data archive along with a list of released data collections that have been updated:

New Additions

29654 Hispanic Established Populations for the Epidemiologic Study of the Elderly (HEPESE) Wave 6, 2006-2007 [Arizona, California, Colorado, New Mexico, and Texas]

33021 Transatlantic Trends Survey, 2010

33206 CBS News/60 Minutes/Vanity Fair Monthly Poll #2, November 2010

33441 Census of Population and Housing, 2010 [United States]: Redistricting Data (Public Law 94-171) Summary File

33442 Census of Population and Housing, 2010 [United States]: National Summary File of Redistricting Data

33443 National Longitudinal Study of Adolescent Health (Add Health),

1994-2008: Biomarker Data [Restricted Use]


4469 National Survey of Substance Abuse Treatment Services (N-SSATS), 2005

21600 National Longitudinal Study of Adolescent Health (Add Health),


25501 National Health and Nutrition Examination Survey (NHANES), 1999-2000

25502 National Health and Nutrition Examination Survey (NHANES), 2001-2002

25503 National Health and Nutrition Examination Survey (NHANES), 2003-2004

25504 National Health and Nutrition Examination Survey (NHANES), 2005-2006

25505 National Health and Nutrition Examination Survey (NHANES), 2007-2008

26344 Integrated Fertility Survey Series, Release 5, 1955-2002 [United States]


Dillard University 2012 Undergraduate Research & Creative Work Competition

Undergraduate Research and Creative Work Competition

Thursday, April 5, 2012

PSB Lobby

Students are invited to submit research and creative work for the annual Undergraduate Research Competition scheduled Thursday, April 5.  The competition offers an opportunity for students to highlight exemplary research and creative projects based on qualitative and quantitative analysis, and creative strength.  Criteria are based on quality of work, creative or scientific and technical merit.

If your major is in the Arts, Humanities, Behavioral or Social Sciences, STEM, Business, Mass Communications, Nursing, or Public Health, we want to see your work.

Entry forms and competition guidelines are attached.  Students are encouraged to submit entry forms before the March 29 application deadline. Entries after this deadline will not be included in the program booklet.  Incomplete applications, including those without a faculty advisor signature, will be returnedForms and additional program information may be obtained on the Undergraduate Research website.

If you have questions, please contact the Undergraduate Research Office, PSB 250, (504) 816-4446,

Lynn Y.R. Strong, MPA, CIM
Director, Undergraduate Research
Undergraduate Enrichment Programs
Administrator, IRB/Manager, HSR
Dillard University
Professional Schools Bldg., Rm. 250
2601 Gentilly Blvd.
New Orleans, LA  70122
Tel:   504-816-4446
Fax:  504-816-4313