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Thursday, November 15, 2012

Dillard University President Dr. Walter Kimbrough Bleu Notes 16 November 2012

Dillard University President, Dr. Walter Kimbrough
Bleu Notes
16 November 2012

 •Please support the last few homecoming events. I know the students want to see you all. Here are some of the highlights:
oMiss and Mr. DUN Social, 7 p.m. TONIGHT, PSB
oCoronation, 8 p.m. Friday, Dent
oBasketball games, 3 & 5 p.m. Saturday, Dent
•The 2012 Ortique Lecture on Law and Society will be held Wednesday, November 28th at 7 p.m. Our speaker is Michelle Alexander, a highly acclaimed civil rights lawyer, advocate, and legal scholar who currently holds a joint appointment at the Kirwan Institute for the Study of Race and Ethnicity and the Moritz College of Law at The Ohio State University. Prior to joining the Kirwan Institute, Professor Alexander was an Associate Professor of Law at Stanford Law School, where she directed the Civil Rights Clinics. She is the author of The New Jim Crow: Mass Incarceration in the Age of Colorblindness (The New Press, 2010). The book was considered one of the top African American books of 2010 and it won the NAACP Image Award for "outstanding literary work of non-fiction." The book has been featured on national radio and television media outlets, including NPR, The Bill Moyers Journal, the Tavis Smiley Show, C-Span Washington Journal, among others. She is an excellent and engaging speaker that you won’t want to miss! Please invite your friends and colleagues to attend.
•As a pre-Ortique lecture event, we have been able to secure a screening of the new documentary, “The House I Live In” which is about the war on drugs and where Michelle Alexander is interviewed. We will show in Cook Theater on Tuesday, November 27th at 6 p.m. We want you to come out and encourage students to see it- could be a great extra credit assignment for those that need it. You can learn more at:
•We are also a site for the Social Change Film Festival and Institute, November 28- December 2. For more information:
•I am pleased to welcome Denise Wallace as our new general counsel. Ms. Wallace will soon be Dr. Wallace as she just defended her dissertation for the Doctor of the Science of Law from St. Thomas University. Her J.D. is from Southern University, and undergrad from U Mass Amherst. She has 3 other masters’ degrees, including one in teaching English as a second language which she did for a year in Instanbul, Turkey. She most recently was serving as general counsel for Palm Beach State College (55,000 students). Prior to her higher ed experience, she worked as an attorney for the Illinois Attorney General, the Florida Attorney General, and the Miami-Dade School Board, as well as practiced with private law firms. She will begin working here in the next few weeks and we’ll have a reception to welcome her.
•Congrats to board member Dr. Victoria Barbosa who co-edited the new text, “Skin of Color: A Practical Guide to Dermatologic Diagnosis and Treatment” published by Springer (2013).
•Congrats to Dr. Mona Lisa Saloy who presented at the Bayou Writers’ Group conference in Lake Charles, LA.
•Congratulations to Dr. Yolanda Powell-Young for her manuscript titled “Views of Black nurses toward genetic research and testing” being accepted for publication by the Journal of Nursing Scholarship, the official journal of Sigma Theta Tau, International.
•Congratulations to Peter Stevenson (director of health, recreation and wellness) whose article entitled “Life Isn’t About Finding Yourself, Life Is About Creating Yourself” was published in the November/December edition of The Trumpet newspaper published by Neighborhoods Partnership Network.
•We had a number of people present at the 19th National HBCU Faculty Development Network Conference, October 18 -20, 2012, in Orlando, Florida:
oDr. Ruby Broadway, Dr. Steve Buddington – “Pre-College Outreach Science Program (PSOP): Engaging Future Scientists”
oDr. Charlotte Hurst – “Simulation: Innovative Teaching Strategies to Enhance Critical Thinking Skills”
oDr. Eartha Lee Johnson – “Microscopic View Into a Global Village”
oCynthia Charles – “ Are HBCUs Ready for e-Textbooks”
oDr. Steve Buddington – “Technological-Infused and Socio-Cultural Curriculums”
•Cynthia Charles co-chaired the HBCU Library Alliance 2012 Membership Meeting, which was held in New Orleans, LA, on October 12-23, 2012. The theme of the meeting was: “Protecting Our Legacy, Preserving Our Story: A Decade of Investment in HBCU Libraries”.
•I am pleased to share that our choir has been invited to perform with the Louisiana Philharmonic Orchestra on Saturday, Dec 8. Professor Carver Davenport will share more details with us later.
Dr. Alecia Cyprien recently presented a session, “College Choice: What Factors Drive Millennials' Decision-Making,” and served as a session moderator at the Louisiana Association of Collegiate Registrars and Admissions Officers conference at Louisiana State University.


EDUCAUSE New: 3-Part Leadership Program, Apply Now!

Breakthrough Models Academy
A Three-Part Advanced Leadership Experience
Join us for the inaugural Breakthrough Models Academy, a joint venture between EDUCAUSE, the League for Innovation in the Community College, and Next Generation Learning Challenges. 
The Academy's goal is to surface and advance the next generation of change agents to design models that shape the future of higher education.
The Breakthrough Models Academy consists of three program components:
1. Face-to-Face Program, July 14–19, 2013 | Cambridge, MA    
2. Team Collaboration, Summer 2013 | Online
3. Team Presentations, October 15–18, 2013 | Anaheim, CA
How Do I Apply?
Because of the professional development investment and level of commitment required, interested candidates are asked to submit an application and supporting documentation to apply for the Academy. The online application is open now through January 8, 2013.
The selection committee will review applications and actively seek a diverse cohort for this unique leadership program.
Successful Candidates:
  • Have already completed management or leadership development
  • Come from across the institution  particularly information technology, academic affairs, libraries, and student services, and are able to navigate diverse stakeholder perspectives
  • Have a high level of commitment and interest in academic transformation and advancing innovation
Review the application process and apply now.
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Tomorrow's Professor: Just-In-Time vs. Just-In-Case: Effective Orientation for New Faculty Members

The standard way to prepare people for a faculty career is not to. At most universities, new faculty members go to a campus-wide orientation workshop to be welcomed by the Provost and hear about their insurance and retirement options and the locations and functions of various campus administrative units, and graduate students learn how to work on a research project someone else has defined, but that?s about it for academic career preparation. Little or nothing is generally said to either future or current professors about the three questions all new faculty members at research universities have uppermost on their minds: (1) How do I start and build an effective research program? (2) How do I teach? (3) How can I manage to do everything I need to do to get tenure and promotion and still have a life?

This is an absurd state of affairs. Being a tenure-track faculty member at a research university requires doing many things graduate school does not routinely teach, such as how to identify and approach funding sources and write successful proposals to them, compete with famous and well-funded faculty colleagues for good graduate students, design courses and deliver them effectively, write assignments and exams that are both rigorous and fair, deal with classroom management and advising problems and cheating, and learn a campus culture and integrate smoothly into it. Figuring out all those things on one?s own is not trivial, and while there is something to be said for trial-and-error learning, it?s not efficient. Robert Boice [1] studied the career trajectories of new faculty members and found that roughly 95% of them take between four and five years to get their research productivity and teaching effectiveness to levels that meet institutional standards. A 4?5 year learning curve is long and costly for universities, which invest as much as a million dollars in each new faculty hire, and the costs continue to mount for those faculty members who never manage to become effective at either research or teaching.

Boice also observed, however, that 5% of new faculty members meet or exceed their institutions? expectations for both research and teaching within their first 1?2 years. These quick starters do several things differently from their colleagues, including scheduling regular time for working on scholarly writing and sticking with the schedule, limiting lesson preparation time to less than two hours per hour of lecture (especially after the initial course offering), and networking with colleagues several hours a week, which helps the new faculty members transition into their institutional culture and cultivates advocates for them among those who will eventually vote on their promotion and tenure.[1] The problem is that new faculty members are seldom made aware of those strategies and other things they should be doing to get their research and teaching careers off to a good start. In the absence of appropriate orientation and mentoring, most make the same mistakes 95% of their
colleagues make in their first few years, and the 4?5 year learning curve, tremendous stress and anxiety, and sometimes failure to earn tenure are the consequences.

As part of its comprehensive faculty development program,[2] shortly before the start of the Fall 2000 semester the N.C. State University College of Engineering (COE) gave a four-day orientation workshop to its new faculty members, covering essentially all of the topics mentioned in the second paragraph of this column. Since 2001 the workshop has been given jointly to new faculty in the COE and the NCSU College of Physical and Mathematical Sciences (PAMS), and it has now reached 257 faculty members (171 from COE, 86 from PAMS). Most participants were concerned about spending four days at a workshop shortly before the start of their first semester, but they were assured by their department heads and faculty colleagues that it would be worth their time. Those who participated clearly felt that it was: end-of-workshop rating forms have been completed by 238 attendees, who gave the program 209 ?excellent,? 29 ?good,? and no ?average,? ?fair,? or ?poor? ratings.

Open responses in the post-workshop evaluations include many positive comments about the following workshop features:

? Practicality. The emphasis in the workshop is on ?just-in-time? information as opposed to the ?just-in-case? material that comprises most new faculty orientations. Besides tips on starting and building a research program and designing and delivering courses, sessions are devoted to dealing with common headaches in the life of a faculty member, including difficulty getting proposals and papers written and accepted; setbacks in research projects such as equipment breakdowns, unproductive research assistants, and loss of funding in mid-project; a wide variety of classroom management and academic advising problems; and cheating.


? Interactivity. While there is some lecturing in the workshop, a substantial portion of the four days is occupied with activities. The participants critique research descriptions, proposals, learning objectives, and examinations; work in bi-disciplinary pairs to outline a research project that involves the areas of expertise of both team members,[3] and find resolutions to hypothetical research, teaching, and advising crises. By the end of the first day the participants have clearly formed a learning community that continues to strengthen as the workshop progresses.


? Relevance to the participants? disciplines. Illustrative research and teaching scenarios and a mock NSF panel review are all STEM-related. In fact, a comprehensive workshop like this could not be given to a campus-wide audience, since many of the things faculty members need to know (especially where research is concerned) differ significantly between STEM and non-STEM disciplines.[4]


? Relevance to the local campus culture. The participants learn about what they really need to do to succeed at N.C. State, with the message coming from engineering and science deans and department heads, research support staff, and some of the best STEM researchers and teachers on campus. Most participants leave the workshop with a strong sense that their administrators and senior colleagues are firmly committed to their success. They know where to go when they need help, and they feel comfortable asking for it.


To gauge the impact of the workshop, 32 attendees and nine non-attendees were surveyed three years after they joined the faculty. Attendees outperformed nonattendees in both research productivity and teaching evaluations. When asked to rate their orientation to their new profession, the attendees gave it an average rating of 4.6/5 and the non-attendees rated it 3.4/5. The workshop also plays an important role in faculty recruitment efforts in the two colleges. Candidates have said that its existence was a major factor in their decision to come to N.C. State, since none of the other universities they were considering offered anything comparable.


When we visit other campuses to give teaching seminars we generally mention the workshop to our hosts, observing that its benefits to both new faculty members and their institutions are significant and the total cost of food and facilitators? fees is in the noise level of most institutional budgets. The overhead from a single substantial grant that would not have otherwise been awarded would more than cover the cost, and based on the feedback we have received, there have been many such grants. We don?t understand why every research university is not doing something similar for its new faculty members. Does yours? If not, why not?



1. R. Boice, Advice for New Faculty Members, Needham Heights, MA: Allyn & Bacon, 2000.

2. R. Brent, R.M. Felder, and S.A. Rajala, ?Preparing New Faculty Members to be Successful: A No-Brainer and Yet a Radical Concept,? Proceedings, 2006 ASEE Annual Meeting, June 2006. <>.

3. D.F. Ollis, R.M. Felder, and R. Brent, ?Introducing New Engineering Faculty to Multidisciplinary Research Collaboration,? Proceedings, 2002 ASEE Annual Meeting, Montreal, ASEE, June 2002. <>.

4. R.M. Felder, R. Brent, and M.J. Prince, ?Engineering Instructional Development: Programs, Best Practices, and Recommendations,? J. Engr. Education, 100(1), 89?122 (2011).

DU, XULA & SUBR Hosts MSIRPC Regional Conference & NYU Faculty Resource Network Symposium November 15th-17th, 2012

Dillard University in conjunction with Southern University and A&M College is co-hosting the Minority Serving Institutions Research Partnership Consortium (MSRPC) Regional  Conference, on Thursday, November 15th and 16th in the Professional Schools and Science Building.

The Minority Serving Institutions Research Partnership Consortium (MSIRPC) is the premier national consortium whose purpose is to facilitate collaborations and in-roads between minority serving and majority institutions, small businesses, corporations and governmental agencies. The priority is to focus on collaboration for contracts with governmental agencies and the private sector encouraging entrepreneurship. These objectives are met through national conferences, regional conferences, and capabilities workshops. Our educational focus is to secure internships, scholarships and other supplemental educational programs for students. The MSIRP Consortium is the premier resource for facilitating capacity building in research, contracting, and entrepreneurship for minority serving institutions.

In addition, Dillard University has the opportunity to co-host the NYU Faculty Resource Network Symposium with Xavier University of Louisiana on November 16th and 17th .  Symposium headquarters are the Hilton Riverside Hotel.  Sessions on Thursday, November 16th will be at the Hilton Riverside Hotel and Xavier University.  Saturday, November 17th sessions will be conducted at Dillard University in the Professional Schools and Science Building.

The growing presence of adult students and students with significant commitments outside the classroom (such as children and full-time work) is transforming the make-up of our college populations. Recent (2008) statistics show that 47% of college students are independent adults over 24—some are married, others are military veterans, and many are responsible for legal dependents other than a spouse. How can we successfully teach these students who are stretched thin by their many commitments both inside and outside the classroom?  The Faculty Resource Network at New York University is pleased to announce the 2012 National Symposium New Faces, New Expectations. During the two-day symposium, keynote presentations, plenary panels, and breakout sessions will explore these topics in greater detail. We look forward to seeing you at what is sure to be a productive discussion of these crucial issues.

It is our goal to both welcome and accommodate all of our guests.  The following areas of the Professional Schools and Science Building have been designated for use during November 15th, 16th, and 17th :


Georges Auditorium

101K & 101M








Please help us to make a good impression by helping to keep these areas clean and free of clutter.  If you have classes scheduled in any of these designated areas, please make alternative arrangements for the duration of these two (2) conferences.

Thank you in advance for your assistance in this matter.

Barbara M. Albert

Executive Assistant

Office of Academic Affairs

(504) 816-4216 (office)

(504) 816-4144 (fax)


Dillard University Division of Student Success: Student Support Services - November and December 2012 Activities

Dillard University
Division of Student Success

Student Support Services: Regular
November and December 2012 Activities



1.         T.E.A.S. Math Specific Workshop (Dr. Cook) : Thurs., Nov.  8 & 15, 2012 - DENT 142 - 12 noon & 4:00 PM




2.         Extended tutoring and Workshops are scheduled below:


•           Science After-hours Tutoring/Exam Review Schedule Fall, 2012 (Mrs. Robinson)

Location:  Dent Hall, Rms. 120, 142, 167

Tuesdays, November 6, 13, 20, 27, 28, 29, 2012 from Time:  5:00 PM - 6:30 PM

Exam Review:  November 27, 28 & 29; December 4, 5, & 6, 2012 Time: 5:00 PM - 7:00 PM


•           Math After-hours Tutoring/Exam Review Schedule Fall 2012 (Dr Cook)                

Thursday -  November 1, 8 15, 29, 2012 from 5:00 PM – 6:30 PM -  Dent 114.        

Monday and Tuesday  - November 26 & 29 - 12 noon  & 4:00 PM

Wednesday, December 5, 2012, Library & Thursday, December 6, 2012  - Dent 114 - 5:00 PM – 6:30 PM


•           Academic Skills Enhancement (Mrs. Jones)

Study Skills -  Tuesday, November 6, 13, and 20 & 27, 2012 - 5:00 PM – to 8:00 PM – William Alexander Library


3.         Ongoing scheduling of tutoring for First Year students (All Labs)


4.         Kick Off to Finals: Wednesday, November 28, 2012 - Dent Gymnasium - 2:30 PM to 4:00 PM




“Student Success is

Everybody’s Business


Dillard University Division of Student Success Student Support Services - Annual Kick-Off to Finals Fall 2012!

Dillard University
Division of Student Success

Student Support Services: Regular




The 4th Annual

Kick-Off to Finals


November 28, 2012

Dent Gymnasium

2:30 p.m. to 4:00 p.m.


Come join us as we dedicate an afternoon

of fun and motivation as you prepare

for finals.


We will have a DJ, refreshments, and door prizes.

“Student Success is

Everybody’s Business












MARCH 22-24, 2013



MARCH 21, 2013



MARCH 21, 2013 (7P.M.) AND MARCH 22, 2013 (8 A.M.)



MARCH 22, 2013



As our nation becomes increasingly partisan and polarized, especially between rich and poor, and as public education becomes increasingly underfunded and targeted by anti-egalitarian forces, what is the role of faculty, academic professionals, higher education support professionals and students in creating a more democratic, more decent society. What is the public good, and what does it mean to fight for it?
Registration information will be posted on the NEA website as soon as registration opens. 
Please take time to provide your suggestions for this year’s conference by completing a survey at
For more information, contact Rachelle Grant at or Phadra Williams Tuitt at


Have a*´¨)
         ¸.•´¸.•*´¨) ¸.•*¨)                      
       (¸.•´ (¸.•´ * Wonderful day!

 Rachelle Grant

National Education Association | Center for Organizing

1201 16th St. NW |Ste 410 |Washington, DC 20036 | Phone: 202.822.7338 | Fax: 202.822.7624 |


2013 NEA Higher Education Conference Call For Proposals


2013 NEA Higher education conference

“faculty, students and the Common Good”

Call for Workshop Proposals

You are invited to submit proposals for workshops to be held at the 2013 NEA Higher Education Conference in Portland, Oregon at the Portland Marriott Waterfront.

The purpose of workshops is to provide a forum for exchanging opinions and presenting ideas. The theme of this year’s conference is “Faculty, Students and the Common Good”.

Proposals should include:

·         Workshop name

·         150- to 200-word overview of the workshop.  Workshop sessions can be submitted in the areas of organizing, member recruitment and engagement, local association best practices, social media, political action best practices, bargaining, policy, pedagogy or any other topic in keeping with this year’s conference theme.

·         A two to three sentence descriptor or your workshop. This is the descriptor that will be used in the program if your workshop is selected.

·         Please denote whether this workshop can be a 45 minute flash session, a 1.15 breakout session, a 1.30 breakout session or all three.

Workshop proposals should be submitted no later than December 1, 2012 to Phadra L. Williams Tuitt at


Proposals will be reviewed and you will be contacted no later than January 3, 2013.