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Thursday, August 9, 2012

Dillard University FALL 2012 FACULTY/STAFF INSTITUTE

The following message is being sent on behalf of Provost Phyllis W. Dawkins: (Attached please find the Fall 2012 Faculty/Staff Institute Program)


 
OFFICE OF THE PROVOST AND SENIOR VICE PRESIDENT FOR ACADEMIC AFFAIRS

August 8, 2012

Dear Colleagues:

Welcome back to another year of encouraging and strengthening teaching, providing support for faculty research, and enhancing our teaching mastery through discipline-based pedagogy. Last semester was tough on all of us, and I thank you for all of your hard work and support thus far. I invite you to become more engaged this year as we embark on another challenging academic year and chapter in providing professional development opportunities through the Center for Teaching Learning and Academic Technology sponsored by the Andrew Mellon Foundation.

This year, we will again provide opportunities for faculty mini grants, support for faculty travel, faculty sabbatical, learning communities, hybrid and campus workshops, seminars and other opportunities that promote the scholarship of teaching and learning.  Applications for mini grants, travel, sabbatical, etc. will be posted on the DUCTLAT Blog.  It is our goal this year to have the majority of our faculty as members of the DUCTLAT Blog community.  The book we are asking faculty to read (some of you may already have it) is the “Oz Principle.”  For those of you who do not have a copy we will provide you with a copy on August 16th.

The Faculty Institute will cover three days: August 14, 15, & 16 2012. The Quality Enhancement Plan Faculty (QEP) will meet on August 14th in DUICEF 106 (Computer Lab) at 9:00 a.m.  Live Text Training will begin at 1:00 p.m.   This workshop is for faculty teaching general education courses in English, Math, AWS and Biology.

On August 15 & 16, 2012 all faculty are expected to be present for meaningful dialogue and presentations by excellent presenters as follows:

August 15, 2012
2:30 p.m.  Dr. Anthony DePass, an Independent Consultant, Asst. Vice President for Faculty Research Development at Long Island University, “Effective Grant Writing.”

August 16, 2012
10:15 a.m.   Dr. Virginia S. Lee, Senior Consultant,  Former President, Professional & Organizational Development (POD) Network in Higher Education, Inquiry-Guided Learning. “New Directions for Teaching and Learning”

1:00 p.m.   Dr. Jay Caulfield, Independent Consultant, Associate Dean, College of Professional Studies, Marquette University, Blended Teaching and Learning Hybrid and Blended Courses

A continental breakfast, lunch (Wednesday only) along with coffee/snack breaks will be served.  Kearny Dining Hall will be open during this time so we ask that you make arrangements for lunch on your own on Thursday. 

I look forward to seeing you there.

Sincerely,


Phyllis W. Dawkins


Phyllis Worthy Dawkins, Ph.D.

Provost and Senior Vice President for Academic Affairs



Barbara M. Albert

Executive Assistant to the Provost

Office of Academic Affairs

(504) 816-4216 (office)

(504) 816-4144 (fax)

balbert@dillard.edu

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Inside Higher Ed: The Pulse: Blackboard World 2012 Report

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The Pulse: Blackboard World 2012 Report
August 9, 2012 - 3:00am
In this month's edition of the Pulse podcast, Rod Murray shares highlights from the 2012 Blackboard World users' group meeting.

Among the topics: Project xpLor, Blackboard's new cross-platform learning object repository, recent advances in the company's Learn platform, and changes in its mobile applications.
The Pulse is Inside Higher Ed's monthly technology podcast, produced by Murray, executive director of the office of academic technology at University of the Sciences.


Read more: http://www.insidehighered.com/news/2012/08/09/pulse-podcast-discusses-highlights-blackboard-annual-meeting#ixzz234volYWY
Inside Higher Ed

The Pulse

Rodney B. Murray, executive director of academic technology at the University of the Sciences, is charged with advancing all aspects of educational technology on campus. His goal is to provide the teaching and learning platforms and services that will move USciences forward in classroom learning, hybrid and distance education. He earned his Ph.D. in pharmacology from Temple University School of Medicine. Prior to joining USciences, Rod created the Office of Academic Computing and taught pharmacology at Thomas Jefferson University, where he helped bring about significant advancements in the areas of instructional technology, e-learning application development, and Jefferson’s Internet presence. At USciences, he promotes the latest e-learning technologies, including Web 2.0 applications, social media, blogs, wiki's, e-portfolios and podcasts. He has become a recognized expert in this area, producing his own podcast on educational technology since 2006.
Rodney B. Murray, executive director of academic technology at the University of the Sciences, is charged with advancing all aspects of educational technology on campus. His goal is to provide the teaching and learning platforms and services that will move USciences forward in classroom learning, hybrid and distance education. He earned his Ph.D. in pharmacology from Temple University School of Medicine. Prior to joining USciences, Rod created the Office of Academic Computing and taught pharmacology at Thomas Jefferson University, where he helped bring about significant advancements in the areas of instructional technology, e-learning application development, and Jefferson’s Internet presence. At USciences, he promotes the latest e-learning technologies, including Web 2.0 applications, social media, blogs, wiki's, e-portfolios and podcasts. He has become a recognized expert in this area, producing his own podcast on educational technology since 2006.


Read more: http://www.insidehighered.com/thepulse#ixzz234wByO6Z
Inside Higher Ed
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Insider Higher Ed: Insider Update - August 2012


   August 2012


Welcome to your August 2012 Insider Update -- the newsletter for readers of Inside Higher Ed. Once a month we send a quick rundown on what's happening at Inside Higher Ed: events, accomplishments and a bit of fun.

IN CASE YOU MISSED IT

Josh Kim's Technology and Learning blog post titled "6 Ways the iPhone Changed Higher Ed" lit up the social networks and inspired lots of comments -- even a poem! Daniel J. Myers' essay positing that professors need to care a little more about their sartorial style garnered some plaudits and many brickbats, but made for a lively discussion. And Scott Jaschik's coverage of a proposal by two male philosophers of a boycott of conferences that don’t have female keynoters inspired more comments than any other story we published last month.

BOOK WITH BUZZ

A university administrator's new book looks at students who were motivated by creativity, not grades, to think deeply and impact others. Click here to read Elise Young's story about the book (as well as all Inside Higher Ed's books coverage).

INSIDE HIGHER ED NEWS

College and university business officers are still surprisingly upbeat about their institutions’ financial health but they are taking steps to alter their business models, reflecting a more privatized and market-oriented approach than before. Read more in Kevin Kiley's article on the 2012 Inside Higher Ed Survey of College & University Business Officers, the latest in our series of surveys of senior campus officials about key, time-sensitive issues in higher education. The survey report can be downloaded here.

Inside Higher Ed collaborated on this project with Kenneth C. Green, founding director of the Campus Computing Project.

The Inside Higher Ed survey of business officers was made possible in part by the generous financial support of ARAMARK, Ellucian, Inceptia and TIAA-CREF.

OUT AND ABOUT -- On August 9-10, ACE and the National Association of College and University Business Officers (NACUBO) will bring together teams of CAOs and CFOs for an annual two-day workshop to address how to build effective partnerships here in Washington, DC. Scott Jaschik and Doug Lederman will be presenting a session of the results of our 2012 Survey of College and University Business Officers and the 2012 Survey of Chief Academic Officers.

Scott Jaschik and Serena Golden travel to Denver for the annual conference of the American Sociological Association, taking place August 17-20.

Paul Fain heads to Tampa to cover the Republican National Convention August 27-30.

Serena hits the road again on August 30, heading to New Orleans for the annual meeting of the American Political Science Association.

STAFF NEWS -- Inside Higher Ed bids farewell to reporting intern Elise Young, who's heading back to the University of North Carolina at Chapel Hill to finish her degree. In her short two months with us, Elise has covered everything from alumni giving to flexible engineering degrees to wildfires in Colorado.

Welcome to Kacey Cox, who joined Inside Higher Ed last month as an advertising associate. Kacey will be working with community colleges, private sector institutions and our clients in the Western states and outside the U..S. Since graduating in 2008 from Elon University with a B.A. in English, she has pursued a variety of professional and academic interests.

RECENT VISITORS -- Things get a little quiet in DC in July. Nevertheless, we hosted several great visitors last month, including folks from Macalester College, Palm Beach Atlantic University, the Campaign for College Opportunity, HigherOne, and Concordia College (MN). We're always happy to host higher education leaders in our DC offices. Contact Scott at scott.jaschik@insidehighered.com or Doug at doug.lederman@insidehighered.com to plan a visit.

INTERACTIVE

FREE WEBINAR

Join us Wednesday, August 29 at 2 p.m. Eastern for a free webinar reviewing the results of Inside Higher Ed's 2012 Survey of College and University Business Officers. Editor Doug Lederman will discuss the survey with R. Gavin Leach, Vice President for Finance and Administration and Treasurer and Northern Michigan University.


The Inside Higher Ed survey of business officers was made possible in part by the generous financial support of ARAMARK, Ellucian, Inceptia and TIAA-CREF. Your registration information will be shared with these companies.

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REACHING FIRST GENERATION COLLEGE STUDENTS

An Inside Higher Ed Webinar

Educators and politicians nationwide are urging colleges and universities to recruit and graduate a larger share of the population. To do so, many colleges will have to reach more first generation students – those whose parents did not attend college.

On Tuesday, August 21 at 1 p.m. EDT, Inside Higher Ed presents a webinar featuring the authors of "First Generation College Students: Understanding and Improving the Experience From Recruitment to Commencement" (Jossey-Bass). Lee Ward (director of career and academic planning at James Madison University and founder of the university’s Student Learning Institute), Michael J. Siegel  (associate professor and director of the administration of higher education program at Suffolk University) and Zebulun Davenport (vice chancellor for student affairs at Indiana University-Purdue University at Indianapolis) will discuss a range of the issues colleges need to know about first generation students.

The webinar will cover:

  • Who are first generation students?
  • What are the challenges in recruiting and admitting these students?
  • What is the relationship between first generation status and issues of race, ethnicity and class?
  • What services do first generation students need to succeed once enrolled?
  • How can colleges create a holistic approach to serving these students?
  • How can colleges tell if their efforts succeed?

The presenters will make a 30-minute presentation and then take questions for 30 minutes. This is an online event – you will not need to dial in to a conference call to participate.


FROM THE PUBLISHER

Inside Higher Ed introduces Diversity Profiles, a bold, new diversity recruiting strategy designed to help you do what most diversity outreach options don't -- connect with real people.






Inside Higher Ed’s Diversity Profiles help talented minority professionals answer their most pressing question: Do I want to work at this institution? A new component of our popular Featured Employer pages, Diversity Profiles let great diversity candidates know about:

  • Your commitment to diversity
  • Key contacts who can provide real answers
  • Resources, activities and organizations that support diverse faculty and staff
  • Your community and culture

Presented in a well-crafted mini-site, your Diversity Profile is linked to every job you post on Inside Higher Ed. An eye-catching logo alerts job seekers that your institution has provided in-depth information for diversity candidates. With more than 30% of our credentials bank users self-identifying as minorities, your commitment to diversity will be communicated to exactly the candidates you want to reach Learn more!

Colleague institutions like Kenyon College, Connecticut College, and Metropolitan State University of Denver are using Diversity Profiles to tell their stories. See the directory here.

Contact your account representative today for more information or to purchase your Unlimited Posting Plan, complete with Diversity Profile.

BE AN INSIDER

Follow us on Twitter -- nearly 35,000 of your colleagues already do! We'll tweet some of our most popular stories each day and give you a few insider notes as well.

For the latest technology news and opinion from Inside Higher Ed, follow @IHEtech on Twitter.

For new developments and background about college admissions, follow @IHEadmissions on Twitter.

For the latest coverage on books and the scholarly publishing industry, follow @IHEpublishing on Twitter.

To stay on top of what’s happening in international higher ed, follow @IHEglobal on Twitter.

Join the 11,000+ members of our LinkedIn group -- discussions with other readers, calls for ideas and other notes you won't find anywhere else.

Become a Facebook fan and show your support.
Check out our iPhone and Android apps.
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Inside Higher Ed: 6 Ways the iPhone Changed Higher Ed

Technology and Learning

A space for conversation and debate about learning and technology

Inside Higher Ed: 6 Ways the iPhone Changed Higher Ed
July 1, 2012 - 9:00pm
This past Friday was the 5th anniversary of the launch of the iPhone. Over at the NYTimes Bits blog Brian Chen, author of Always On: How the iPhone Unlocked the Anything-Anytime-Anywhere Future -- and Locked Us In, has some observations about how the iPhone changed phone and software industries.

The way to think about the iPhone in relation to higher ed is less as a single product but a new product category. This category, which includes Android/Google and maybe eventually the Windows 8 phones, equals smart phone plus an app ecosystem. The carriers (Verizon, Sprint, AT&T etc.) remain a critical (as they own the cellular network), but annoying component of this ecosystem. Annoying because their voice/data pricing plans are only getting more expensive, restrictive and confusing as the hardware and software on smartphones improves exponentially each year. Any impact that the iPhone and its cousins achieve in higher ed will be in spite of, rather than because, the big cellular companies that we all must endure.

How has the iPhone changed higher ed?

1. A Glimpse Into A Mobile Learning Future: The iPhone has allowed us to clearly peer in our learning future, and that future is mobile. The only limitation will be that processing power, storage and software will improve faster than our ability to re-engineer learning tools around the mobile form factor. What would an LMS (learning management system) designed from scratch for Apple's iOS and Google's Android look like? Can we imagine virtual synchronous classroom/meeting tools such as Adobe Connect and Blackboard Collaborate look like with a native mobile design?). The iPhone screen seems plenty big enough, the rate-limiting step of the iPhone as a learning platform seems to be the keyboard. Mobile devices are great for content consumption, not so wonderful for creation (and education depends on creation). Despite the challenges, it seems clear that the ubiquitousness nature (always with us, always connected) of the iPhone type device will make mobile the primary platform for 21st century learning. We are evolving to a place where our mobiles are extensions of ourselves, our outboard brains and always at hand communications and entertainment devices. Where gaming and social media and communication go, education will soon follow.

2. The Apps vs. Browser Debate: To a great and growing extent education is already mediated through technology. We interact with our fellow students, professors, and course content via software. This software is moving from our computers to our smart phones (and tablets). The question is, how what form will this software take? Will it be delivered through the browser or an app? Perhaps the browser/app debate will soon fade, as native apps become web apps - simple shells around browser based content and data exchange. The desire to avoid the expense and complication of coding separate apps for each platform (iOS, Android) and for the Web is understandable. I'm unconvinced, however, that this approach will provide us with high quality mobile (and mobile educational) experiences. The gold standard for apps in my experience is the NYTimes and Amazon Kindle iPhone app. These apps are easy to navigate, sync automatically, and work offline. Reading a book with the Kindle app or news through the NYTimes app causes the device to recede into the background. I don't know of any education app that performs as well as these two examples, and I have a hard time believing that when that app comes it will not be a native mobile app.

3. The Mobile Services Imperative: Every college and university feels the pressure to mobilize our web content. All the work we have done in the past 20 or so years to get our higher ed content and services to the web seems inadequate if this same content and services are not available for smart phones. Where we are going to get the resources to bring everything we do on the web to the mobile screen is a reasonable question. The web work will not go away (it will expand), and the pull to mobile will only get stronger. Will web sites designed with RWD (responsive web design) techniques be robust enough to perform on iPhones at the level that our students, faculty, staff, alumni, potential students expect? Can we avoid coding around native apps, and instead go with a write-once display everywhere web app strategy, allow us to move rapidly and cost-effectively enough into our mobile campus future?

4. Device Proliferation and Support Challenges: Campus technology services and campus applications now need to work with both computers and mobile devices. Do you have an easy way that your students, faculty and staff can get their iPhones on your secure wireless network, your printing and application authentication systems? What devices will you support in your student help desk? How far will you go to help your professors troubleshoot their mobile devices? What training, advice, and support will you offer instructors on incorporating mobile phones into teaching?

5. A BRIC Education Growth Roadmap: The BRICS are Brazil, Russia, India and China - they are the fast growing emerging economies with huge populations and a rapidly increasing role in global trade, manufacturing, services and consumption. We could (and should) spend lots of time thinking about the opportunity to export US higher education to the BRICS, and to grow the footprint of our educational technology and educational publishing companies in these countries. As the action in higher education moves from the already wealthy to the growth economies (the BRICs and beyond … such as South Korea, Turkey, Mexico, Indonesia, and Nigeria), the mediating technology will be the mobile device. The BRICS largely skipped over landline technology, jumping directly to cellular phones. The demand for educational services at every level will be way larger than traditional place based (campus based) institutions could ever provide. Education will be mobile. Campuses will still be built, but the great volume of educational interactions will take place on the mobile phone.

6. The Disappointment of Unrealized Mobile Education Potential: The final way that the iPhone has changed higher ed over the past 5 years is the degree to which the iPhone has not changed higher ed. The mobile education hype has outpaced the mobile education reality. Smart phone education applications and service continue to be an appendage to those designed for the web. We lag behind in delivering our students the course, library, and campus services and content that they want on their mobile devices. We have very little understanding of how we can incorporate these handheld mobile computers into our teaching. And from what I can tell, Apple, Google or Microsoft have not made education a core part of their long-term mobile strategies.

What would you add to this list of how the iPhone changed higher ed?


Read more: http://www.insidehighered.com/blogs/technology-and-learning/6-ways-iphone-changed-higher-ed#ixzz233zWUBvV
Inside Higher Ed
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