Monday, March 12, 2012
Faculty Development at the University of Colorado Denver
The Online Education Database a great resource of Open Courseware Collections, Podcasts, and Videos, which includes links to the following categories:
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- Open Courseware – University
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Washington Center for Improving the Quality of Undergraduate Education Faculty Development Scholarship of Teaching and Learning Resources
Scholarship of Teaching and Learning
In 1990, Ernest Boyer, then President of the Carnegie Foundation for the Advancement of Teaching, wrote a special report that focused on faculty work, specifically the priority assigned to teaching within the academy.
In Scholarship Reconsidered: Priorities of the Professoriate, Boyer asked, "Is it possible to define the work of faculty in ways that reflect more realistically the full range of academic and civic mandates?" He went on to say that the tired debate about teaching versus research should be laid to rest, and in its place we should give the honorable term of 'scholarship' a far broader meaning to encompass the full scope of academic work.
Boyer recast educators' understanding of scholarship to include four distinct yet overlapping notions of scholarship: discovery; integration; application; and teaching. The conception of teaching as scholarly work resonated with faculty in universities and community colleges, and fuelled early work on faculty teaching portfolios.
In 1998, The Carnegie Foundation founded its Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) based on both Scholarship Reconsidered and the 1997 follow-up study, Scholarship Assessed: Evaluation of the Professoriate.
International Journal for the Scholarship of Teaching & Learning
This international, peer-reviewed eJournal was launched in January 2007. Published twice a year by the Center for Excellence in Teaching at Georgia Southern University, the journal includes articles, essays, and discussions about the scholarship of teaching and learning (SoTL) and its applications in higher education.
The Journal of Scholarship of Teaching and Learning (JoSoTL)Carnegie Academy for the Scholarship of Teaching and Learning (CASTL)
This e-journal, founded and sponsored by Indiana University at South Bend, provides a publication outlet for SOTL research, as well as an on-line forum.
This website includes programs for K-12 and Higher Education, an eLibrary of articles and essays available for download, information on new SOTL publications, updates on SOTL clusters from across the country, and multimedia examples of teaching and learning.
Articles and Books
Toward a Pedagogy of Substance
This article presents the case for the substance of teaching and learning: "What we see in great teaching ... (is) someone who really understands the subject deeply and understands how exquisitely complex it is to make knowledge accessible to the knowing processes of those who do not yet understand."
Shulman, L. S. 1989. "Toward a Pedagogy of Substance." AAHE Bulletin. 41(10): 8-13.
Teaching as Community Property: Putting an End to Pedagogical Solitude
This article argues that teaching is undervalued because "the way we treat teaching removes it from the community of scholars" (i.e. the disciplines and inter-disciplines faculty pursue). To connect teaching to this community requires documentation and evaluation by peers.
Shulman, L. S. 1993. "Teaching as Community Property: Putting an End to Pedagogical Solitude." Change. (Nov/Dec).
Scholarship Reconsidered: Priorities of the Professoriate
This book argues for a broader conception of scholarship, encompassing not only basic research (the "scholarship of discovery"), but also the scholarship of teaching.
Boyer, E. L. 1990. Scholarship Reconsidered: Priorities of the Professoriate. Princeton, N.J.: Carnegie Foundation for the Advancement of Teaching.
The Reflective Practicioner
This book introduces the idea of reflective conversation which "spirals through stages of appreciation, action, reappreciation" as critical to the development of professional knowledge-in-action.
Schon, D. 1983. The Reflective Practicioner. New York: Basic Books.
Creating a Reflective Space: The Teaching and Learning Academy at Western Washington University
This article describes a forum for faculty, student affairs personnel, classified staff, administrators, and students that meets informally and regularly to study issues related to teaching and learning. Carmen Werder, one of the authors, is a 2005-06 Carnegie Scholar.
Werder, C., P. J. Redmond, J. Purdue, and K. Patrick. 2003. "Creating a Reflective Space: The Teaching and Learning Academy at Western Washington University." Washington Center News. Washington Center for Improving the Quality of Undergraduate Education. Fall: 38-40.
Brief SOTL Bibliography
Selected SOTL titles from classics to current publications.Washington Center. 2005.
Annotated SOTL Bibliography
This bibliography includes examples of SOTL projects and resources for faculty who want to begin SOTL work.
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Games are fun and educational. But can they be used in First-Year Composition?
It’s been seventy-one days since we made New Year’s resolutions. For those of us who resolved to learn something new this year, “lifelong learning” has never been easier.
The hardest part about sitting down to write is the actual beginning of making the clackity sound on the keyboard. I can get myself in the chair. I can turn on my machine. I can cruise around on the Internet, and type up a blog post or two about being in graduate school. But when it comes to getting into the nitty gritty of writing the dissertation, starting is the hardest part.
Study shows sharp upturn in proportion of campus leaders older than 61 and those coming from outside higher ed -- and continued dominance of white men.
Private colleges outpaced publics in size of salary increases, but both lagged inflation, study of four-year institutions finds.
Who would win the NCAA men's basketball tournament if it were based on classroom performance? It's not who you might think.
Project links pregnancy planning with finishing degrees, and brings edgy course content to two-year college curriculums.Reasons Not to Go to Grad School
Blog provides regular jumping-off point for debates about wisdom of pursuing a Ph.D. in the tough job market.
ISSN 2219-1933 (Print), 2219- 6021 (Online)
International Journal of Business and Social Science (IJBSS) is a monthly peer reviewed journal published by Centre for Promoting Ideas (CPI), USA. It covers the areas of business and social science such as management, marketing, finance, economics, banking, accounting, human resources management, international business, hotel and tourism, entrepreneurship development, business ethics, international relations, law, development studies, population studies, history, journalism and mass communication, corporate governance, cross-cultural studies, public administration, psychology, sociology, women studies, social welfare, anthropology, linguistics, education and so on.
IJBSSpublishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes, and book reviews.
IJBSS is indexed with and included in Cabell, DOAJ, EBSCO, Ulrich’s , ProQuest, IndexCopernicus International,Gale and Journalseek.net. Moreover the journal is under the indexing process with ISI, ERIC, Scopus, and Econlit.
For more information, visit the official website of the journal www.ijbssnet.com
Dr. Nozar Hashemzadeh
Editor, International Journal of Business and Social Science (IJBSS)
Professor, Department of Economics, Radford University, USA
19th Annual HBCU Faculty Development Network Conference Proposal Deadline Extended to March 26, 2012!
54 Travel Grants!
Available to presenters at the HBCUFDN 2012 Annual Conference
Submit proposal to be eligible!
Deadline has been extended to Monday, March 26, 2012!
19th Annual HBCU Faculty Development Network Conference
October 18-20, 2012
Theme: Innovating and Inspiring in a Global World
We cordially invite you to participate in the 19th Annual HBCU Faculty Development Network Conference to be held in Orlando, Florida on October 18-20, 2012. With this year’s conference them: “Innovating and Inspiring in a Global World,” we invite and challenge our HBCU Faculty Development Network colleagues to develop new ideas and ways of thinking about innovation in teaching and at the same time inspire our students to perform to their optimal level of scholarship. For most of our students, the traditional approaches of teaching and learning may be outdated. Although the role and responsibility of the college professor remains the same, the classroom environment, the students, and the tools needed to engender more impactful teaching and learning outcomes have drastically changed. Indeed, when this generation of students comes into the classroom, they seem to expect an environment that mirrors their world.
Aquatica Water Park by SeaWorld: This attraction is a unique twist on the traditional
water park, and it has something of interest for everyone. Vacationers from the United
States and from around the world come to splash, slide and take the plunge.
Discovery Cove, Orlando: This is another great Florida family attraction from the
creators of SeaWorld as here you can actually swim with the Dolphins. Interactions with
the dolphins and other animals is carefully supervised and controlled for the safety of
both sea creatures and people.
Walt Disney World: Its family of theme parks include Animal Kingdom, Epcot Center,
MGM Studios, plus a complex of resorts, nightlife, water parks, and other family
attractions. This complex gave birth to Orlando as a family vacation center.
Universal Studios Florida: A real, working film and TV production facility with rides,
shows, and movie sets.
We look forward to seeing you in Orlando this October!
Jeton McClinton, Conference Coordinator, (email@example.com
Laurette Foster, Conference Co-Chair (firstname.lastname@example.org)
Steve Rozman, Conference Co-Chair and Executive Director (email@example.com)
Eugene Hermitte, President (firstname.lastname@example.org)
Barbara Albert, Program Coordinator (email@example.com)
Strands of the HBCU Faculty Development Symposium
Active Learning and Engagement
Curriculum Design and Revision
Diversity and Globalization
Learning Across the Curriculum & Learning Communities
Assessment and Evaluation
Civic Engagement and Social Justice
Special Topics in Health, Natural and Engineering Sciences
NOTE: See strands link on the HBCUFDN website for detailed descriptions:
All proposals are due on or before Monday, March 26, 2012. Notifications of acceptance of proposal will be sent by May 11th, 2012. All proposals should be submitted using the form provided via the Call for Proposals link. Please submit your completed form online beginning Tuesday, January 31st on the HBCUFDN website at http://www.HBCUFDN.org. The deadline for receiving proposals will be midnight (Central) on Monday, March 26, 2012.
The Network welcomes proposals for a variety of session types, including the following:
1. Pre-conference Workshops:*
3-hour interactive workshops
2. Concurrent Sessions:
75-minute interactive sessions
75-minute roundtable discussions
For all session types, proposals should describe work that is systematically designed, implemented, and assessed, and make clear how participants might apply, extend, or adapt the ideas they learned. Specific information about the different session types follows.
Pre-conference workshops emphasize learning-by-doing and provide participants the opportunity to explore topics in depth through a combination of hands-on activities, reflection, and discussion. As such, proposals should include a detailed outline describing the types of learning activities and interaction you are planning. Additionally, proposals should indicate the maximum number of participants and any special room set-up you might need. Audio-visual equipment, including a LCD projector, flipchart, and wireless internet access, may be requested. Computer laboratories are not available and presenters must provide their own laptops. The vast majority of pre-conference workshops are three hours in length. These workshops will take place the morning of Thursday, October 18th. Pre-conference workshops are advertised in the conference registration materials. We will notify you of pre-registration numbers before the conference and request that you be prepared for and accommodate on-site registrants as well.
Concurrent Sessions :
75-minute interactive sessions:
These sessions combine brief presentations or panel discussions with methods that engage all participants. We recommend that your sessions be interactive, collegial sessions—not of lecturing or reading papers to passive audiences. Session leaders are encouraged to incorporate meaningful activities as appropriate, selecting from a variety of methods such as presentation, demonstration, discussion, application, feedback, group and individual work, and role playing. We encourage you to creativity model exemplary teaching! Audio-visual equipment, including a LCD projector, flipchart, and wireless internet access, may be requested.
Roundtable discussions provide an opportunity for various kinds of interactions in a smaller group setting such as discussion of a concept, approach, program, issue, case study, or reading. This format is ideal for getting to know people who may be facing similar issues to you, for exploring new ideas, and sharing practices. It is contrary to the spirit of a roundtable discussion for the facilitator to make a formal presentation. No audio-visual equipment is available for roundtable discussions and none may be used by presenters in this format.
The poster session provides an ideal format for presenting your research, program, or work-in-progress in a context where you can engage in many one-on-one discussions with colleagues. Attractive posters using large, readable fonts and illustrative graphics will attract conference participants and invite conversation about your work.
Each poster presenter will have a 4x8 foot poster board, a supply of thumbtacks, and a small presenter’s table. The poster board can easily accommodate large format posters or individual 8½”x11” sheets. The presenter’s table is ideal for displaying materials, handouts, business cards, etc. Note that the poster session site has no multi-media support, no guaranteed wireless internet connection, and no power outlets. Personal laptops may be used during the poster session, but we recommend bringing an additional battery, a backup laptop, and/ or paper handouts.
Guidelines for Proposals
All are welcome to submit a proposal. Once a session is accepted, each presenter and co-presenter must agree to be a member of the HBCUFDN and be a paid registrant at the conference.
Number of proposals per person
Each attendee may propose up to one pre-conference workshop as either the primary or co-presenter.
Each attendee may also propose up to two concurrent sessions but he/she may be the primary presenter for only one of these sessions. For the second session, he/she must be listed as a co-presenter. Interactive sessions, roundtable discussions, posters presentations, and joint HBCUFDN sessions are included in this two-session limit.
Example #1: An attendee may submit one concurrent session proposal as the lead
presenter and a second concurrent session proposal as co-presenter.
Example #2: An attendee may submit two concurrent session proposals as co-presenter.
Example#3: An attendee may submit one pre-conference workshop proposal as the
lead presenter, a concurrent session proposal as lead presenter, and a second
concurrent session proposal as co-presenter.
Sale of materials and the solicitation of consulting work
To avoid the possibility of a conflict of interest, the Network does not permit in any conference session the sale of materials before or during the conference nor the solicitation of presentation materials after the conference. Furthermore, The Network does not allow presenters to solicit consulting work during any session listed in the program. Session presenters are permitted to use materials they have created and to refer to consulting work that they do, but neither materials nor services may be offered for sale during the session. Pre-conference workshops may receive permission to charge an additional fee for materials (such as books), to be collected with the conference registration fee.
Because the Network recognizes and values the expertise of its members, the conference schedule includes a Vendor Exhibit, a specific time when materials can be sold and consultation work can be solicited. Questions about this conference practice should be addressed to the Executive Director or the Conference Chairs.
Proposals may be submitted online beginning Tuesday, January 31st on the HBCUFDN website at http://www.HBCUFDN.org and will be due by midnight (Central) on Monday, March 26, 2012.
Detailed submission instructions are provided on the website.
Before you prepare a proposal, please ensure that you have read the guidelines for
proposals. Failure to follow these guidelines may lead to the rejection of a proposal.
Components of the Proposal
(Note: All proposals are blind-reviewed in accordance with the guidelines described
Session title (no more than 10 words)
Session abstract (no more than 100 words)
Designation of the strand.
Please select the type of session best suited for your proposal. Be sure that
there is a fit between what you intend to accomplish and the type of session you
Session description (no more than 500 words)
o State expected outcomes for session participants.
o Outline the session activities and plan for interaction (please model
exemplary teaching and learning practices) For poster presentations,
focus on the manner in which you plan to present your work rather than on
the type of interaction you anticipate.
theme: Innovating and Inspiring in a Global World.
Barbara M. Albert, Executive Assistant to the Provost
Dillard University, Office of Academic Affairs
Program Coordinator, HBCU Faculty Development Network
(504) 816-4216 (office)
(504) 816-4144 (fax)