Tuesday, March 27, 2012
Tennessee State University News
March 12, 2012
34th Annual University-Wide Research Symposium set for March 26-30
Alumnus Dr. Levi Watkins Jr. to deliver keynote address
NASHVILLE (TSU News Service) – Every year, Tennessee State University students present their best works of exploration, research and invention to fellow students, faculty and the community at the Annual University-Wide Research Symposium. Now in its 34th year, the symposium will take place at the University March 26-30.
Since 1979, TSU has held an annual research symposium – a University forum to recognize and commemorate excellence in student and faculty research, largely science, engineering, business and humanities disciplines. The symposium serves as a foundation to provide students with authentic experiences in presenting their research before advancing to regional, national and international research symposia; and before beginning early years as professionals in life-long careers and disciplines.
The Symposium is comprised of a week of interdisciplinary presentations by students and faculty members with students seeking competitive awards for their deliberative innovation that showcases the research process from laboratory to solution.
Themed “Sustaining the Legacy of Excellence Through Research,” the Symposium will be divided into oral presentations and poster presentations. This year there will be 133 graduate and undergraduate oral and poster presentations, and 15 faculty oral and poster presentations.
Oral presentations will take place throughout the week in the Research and Sponsored Programs Building, Room 163. Poster presentations will take place in the Jane Elliot Hall Auditorium, Tuesday, March 27 through Thursday, March 29. Judging for poster presentations is scheduled to take place March 29 from 9 a.m. until noon for graduate posters and 12:30 until 3:30 p.m. for undergraduate posters.
TSU alumnus and medical pioneer Levi Watkins Jr., M.D., will be the featured keynote speaker officially opening the Symposium Monday, March 26 from 2:00-4:00 p.m. in the E.T. Goins Recital Hall, located in the Performing Arts Center on the main campus. The keynote address is free and open to the public.
Dr. Watkins is the Associate Dean of the Johns Hopkins University School of Medicine and full Professor of Cardiac Surgery. After graduating from high school, Dr. Watkins attended Tennessee State University where he majored in biology and continued the development of his political interests by becoming president of the student body. He led many student movements on that campus, and in addition, graduated with highest honors. In 1966 he integrated the Vanderbilt University School of Medicine becoming the first African American ever admitted and the first African American to graduate from that institution.
After graduating from medical school, he went on to become the first African American chief resident in cardiac surgery at the Johns Hopkins Hospital. Dr. Watkins performed the world’s first human implantation of the automatic implantable defibrillator in February 1980, and subsequently developed several different techniques for the implantation of this device. To date, more than 1 million devices have been implanted.
Other events taking place during the week include:
11:40 a.m. – 1:30 p.m.
James E. Farrell-Fred E. Westbrook Building, Room 118
School of Nursing Day with luncheon guest speaker, Dr. Susan DeRiemer, Professor of Professional and Medical Education at Meharry Medical College.
Research and Sponsored Programs Building, Basement Level
TIGER Institute Ribbon Cutting Ceremony
Robert Murrell Forum, Kean Hall
Psychology Day with guest speaker, Dr. Jeri Lee, Assistant Chair, Psychology Department, Tennessee State University.
Noon – 1 p.m.
Clement Hall, Room 165
College of Health Sciences Day with luncheon guest speaker, Dr. Iris Johnson Arnold, Associate Professor, Department of Speech Language Pathology and Audiology, TSU
College of Engineering Day
9 a.m. – 1 p.m.
James E. Farrell-Fred E. Westbrook Building, Room 118
9 a.m. – 5:30 p.m.
Research and Sponsored Programs Building
APLS (Association of Pre-Professional Life Scientists) Day
Noon – 2 p.m.
James E. Farrell-Fred E. Westbrook Building, Room 118
Awards and Closing Ceremony
For more information on the Research Symposium, visit www.tnstate.edu/research or contact Nannette Carter Martin, co-chair at 615.963.5827, or Carolyn Caudle, co-chair at 615.963.5787.
Since 1979 Tennessee State University has held an annual research symposium. It is a University forum to recognize and commemorate excellence in student and faculty research, largely science, engineering, business and humanities disciplines. The symposium serves as a foundation to provide students with authentic experiences in presenting their research before advancing to regional, national and international research symposia; and before beginning early years as professionals in life-long careers and disciplines.
Department of Media Relations
Rick DelaHaya: 615.963.5312
Tennessee State University
3500 John A. Merritt Boulevard
Nashville, Tennessee 37209
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As you are aware attendance monitoring is mandatory. We must identify those students who are not meeting the University Attendance Policy and complete the Unofficial Withdrawal Form if they have ceased attendance in class or have not obtain an approved leave of absence.
To help assist with determining if a student has not met the attendance policy, use these examples as a guide:
·The student attends a MWF class and they attended class on Monday, March 19, however; the student was absent on Wednesday March 21, Friday March 23, Monday March 26, Wednesday March 28, and Friday March 30. Based on the attendance monitoring the student has violated the university attendance policy and the Unofficial Withdrawal Form should be submitted noting the student’s last day of attendance as Monday, March 19, 2012.
·The student attends a Tuesday only class and they attended class on Tuesday, March 20, however; the student was absent on Tuesday, March 27 and Tuesday, April 3 based on the attendance monitoring the student as violated the university attendance policy and the Unofficial Withdrawal Form should be submitted noting the student’s last day of attendance as Tuesday, March 20, 2012.
Faculty roll books should reflect the consecutive missed class periods to determine the last day of physical class attendance.
You can access the Unofficial Withdrawal form on myDU by following the steps below:
Step One: Login into myDU
Step Two: Click on the Faculty Tab
Step Three: Click on Records and Registration on the left side of the page
Step Four: Click on the Unofficial Withdrawal Form
Step Five: Print and complete the form, obtain the appropriate signatures and submit to the Office of Records and Registration as soon as possible. Remember time is of the essence.
As a reminder no student should be attending class without being on the official class roster.
Please share with all adjunct faculty. If you have any questions please do not hesitate to contact me directly.
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Preview the scholarly resource that Library Journal calls "the de facto standard for institutional image repositories" by registering for an introductory demonstration to the ARTstor Digital Library. Continuing through April and May by popular demand, these webinars are scheduled so you can attend at your convenience – and the first 30 attendees will receive a free ARTstor tote bag!
• Collection highlights from more than 1.2 million interdisciplinary images
• Popular subjects and uses in research and study
• Highlights of the software, including advanced search, download to PowerPoint, tools for collaboration, and image groups
• Teaching ideas
All that is required to view these demonstrations is a computer with Internet access and audio. Register to attend by clicking on your preferred time (Eastern Daylight Time) below:
Introducing the ARTstor Digital Library
Tuesday, April 10th, 2012 – 10:00 AM – 11:00 AM
Thursday, April 12th, 2012 – 4:30 PM – 5:30 PM
Tuesday, April 24th, 2012 – 9:00 AM – 10:00 AM
Wednesday, April 25th, 2012 – 9:00 AM – 10:00 AM
Friday, April 27th, 2012 – 11:00 AM – 12:00 PM
Monday, April 30th, 2012 – 10:00 PM – 11:00 PM
Thursday, May 3rd, 2012 – 1:00 PM – 2:00 PM
Wednesday, May 9th, 2012 – 2:00 PM – 3:00 PM
Monday, May 14th, 2012 – 3:00 PM – 4:00 PM
Thursday, May 24th, 2012 – 1:00 PM – 2:00 PM
Teaching with the ARTstor Digital Library
Monday, April 16th, 2012 – 4:00 PM – 5:00 PM
Tuesday, May 8th, 2012 – 12:00 PM – 1:00 PM
Focusing on Architecture
Tuesday, May 1st, 2012 – 10:00 AM – 11:00 AM
Focusing on History
Monday, April 23rd, 2012 – 11:00 AM – 12:00 PM
Focusing on Art History and Design
Wednesday, April 18th, 2012 – 10:00 AM – 11:00 AM
After registering you will receive a confirmation email with instructions for joining the webinar.
Please note: You must register at least 24 hours before the session is scheduled to begin. Space is limited. If possible, please notify email@example.com if you cannot attend your scheduled session.
Phone (toll-free): +1 866 248 2691
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Intellectual Habits of Critical Thinkers
Fair-mindedness entails a consciousness of the need to treat all viewpoints alike, without reference to one's own feelings or selfish interests. It is based on an awareness of the fact that we, by nature, tend to prejudge the views of others, placing them into "favorable" (agrees with us) and "unfavorable" (disagrees with us) categories. We tend to give less weight to contrary views than to our own. Fair-mindedness requires us to develop:
1. Intellectual HumilityAwareness of one's biases, one's prejudices, the limitations of one's viewpoint, and the extent of one's ignorance. (e.g., Many U.S. and other Western students consider their ways of life?competition, individualism, materialism, democratic forms of government, nuclear family arrangements, work ethic?superior to non-Western values and living arrangements. Their biases have a profound impact on their understanding of important concepts in the social sciences, the arts, and the humanities.)
2. Intellectual CourageConsciousness of the need to face and fairly address ideas, beliefs, or viewpoints toward which one has strong negative emotions and to which one has not given a serious hearing; the recognition that ideas that society considers dangerous or absurd are sometimes rationally justified - in whole or in part, (e.g., Any culture has its set of taboos that also affect scientific discourse. Recent examples include stem cell research, gay marriage, Muslim radicalism or any other radicalism for that matter, global warming, atheism, affirmative action, assisted suicide, and pornography. It takes courage to openly investigate any potentiality rational roots for any of these controversial behaviors and beliefs.)
3. Intellectual EmpathyAwareness of the need to imaginatively put oneself in the place of others so as to genuinely understand them. (Old paradigms in the social sciences often treated their research "subjects" as variables that were to be looked at with no emotional involvement in order to guarantee "objectivity." Nowadays, many social scientists are taking a different approach to understanding social environments. To thoroughly understand others' behaviors and intentions, young scholars need to acquire the ability to take their research subjects' perspective, requiring a degree of personal identification previously denounced as a contamination of the research process. Similar abilities have always been considered a precondition for producing and appreciating good literature and other types of art.)
4. Intellectual IntegrityRecognition of the need to be true to one's own thinking and to hold oneself to the same standards one expects others to meet. It also means to honestly admit discrepancies and inconsistencies in one's own thought and action. (e.g., Cutting corners, plagiarizing and cheating have become pervasive not only in college, but also in graduate school and beyond. Society's expectations for accelerated output in every realm of life, including academia, can put tremendous pressure on students to impress with productivity at the expense of academic rigor and relevance. Admitting shortcomings in one's thinking requires just as much courage as fairly addressing viewpoints with which one vehemently disagrees; see point 2.)
5. Intellectual PerseveranceThe disposition to work one's way through intellectual complexities despite the frustration inherent in the task. (Many students in our current school system learn to avoid those things that seem too difficult: "Engineering is too tedious," "Math is too hard and "A PhD in Accounting doesn't pay off." Delaying gratification for the fruit of one's labor is as hard for a student as it is for a child to wait for dessert. This applies also to the daily struggle with intellectual tasks. Many students ask for simple answers and are suspicious when their discipline has not yet produced answers to difficult issues, or when those answers remain ambiguous.)
6. Confidence in ReasonThe belief that one's own higher interests and those of humankind at large will be best served by giving the freest play to reason, by encouraging people to come to their own conclusions by developing their own rational faculties; faith that, with proper encouragement and cultivation, people can learn to think for themselves. (Confidence in reason is also confidence in others. It is a pedagogical principle that good teachers live by. Students should not be persuaded to adopt their teachers' viewpoints or drilled to approach tasks in one particular way only. Complex understanding needs to be nurtured, not forced. Experiencing the freedom and encouragement to solve problems in one's own way helps create intellectual maturity. This includes the freedom to make one's own mistakes and learn from them.)
7. Intellectual AutonomyAn internal motivation based on the ideal of thinking for oneself; having rational self-authorship of one's beliefs, values, and way of thinking; not being dependent on others for the direction and control of one's thinking. (The traditional teaching paradigm of telling students what to learn through lecture and textbooks turned students into passive recipients of knowledge. Teachers were the experts whom students trusted to always have the right answers. No thinking for oneself was required. The new learning paradigm puts students in control and makes them accountable for their own learning. Learning theory has discovered diverse learning styles, and motivation theory shows that deep understanding is linked with learner autonomy. The more confident students become in finding their own direction, the more likely they are to develop an integrated understanding of the subjects of their study.)
Paul, R., & Elder, L. (2001). Critical thinking: Tools for taking charge of your learning and your life. Upper Saddle River, NJ: Prentice Hall.
This email serves as a friendly reminder that students' access to course evaluations will begin TODAY. As we mentioned earlier, students should expect to receive an ETS invitation ONLY via their DU email.
Faculty are asked to continually remind students to access and complete their evaluations at their own leisure.
Anyone experiencing any difficulty should contact me via email and I will promptly respond. The online course evaluation window closes on Thursday, April 5.
Dr. Carla L. Morelon
Director of Institutional Effectiveness and Assessment
Office: Rosenwald 301
2012 Undergraduate Research Creative Work Competition
Thursday, April 5, 2012
8:00 a.m. to 4:30 p.m. * PSB Lobby * Set up at 7:30 a.m.
Application Deadline: Thursday, March 29, 2012
***Prizes in Each Category***
Application and guidelines are attached and are @ Dillard Research Programs.
Contact: firstname.lastname@example.org or call 504-816-4446.
Lynn Y.R. Strong, MPA, CIM
Director, Undergraduate Research
Undergraduate Enrichment Programs
Administrator, IRB/Manager, HSR
Professional Schools Bldg., Rm. 250
2601 Gentilly Blvd.
New Orleans, LA 70122