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Wednesday, December 12, 2012

We are extending the deadline for submitting a proposal for our 2013 AAUP Annual Conference on the State of Higher Education

Do you have something to say about current challenges to academic freedom? Online education? Pedagogical techniques that really work? Strategies for improving working conditions or academic freedom protections for contingent faculty? Furloughs, cutbacks, salary freezes? Collective bargaining? Or other timely topics in higher education?

If so, we invite you to submit a proposal for the AAUP Annual Conference on the State of Higher Education, to be held June 12–14, 2013, in Washington, D.C. Proposals will now be accepted through December 15. Accepted presenters, including co-presenters and panelists, must register for the conference and pay applicable registration fee of $350 for AAUP members and $400 for non-members by March 18.

If you’ve already submitted a proposal and have received an acknowledgement, please pass this on to a colleague.

Proposal Guidelines

We encourage proposals that raise questions, engage conference participants in discussion, and foster dialogue.

You may propose either a complete session, with multiple participants, or an individual presentation, with one presenter. Individual presentations, if accepted, will be grouped into sessions with other related individual presentations.

Complete sessions may consist of a set of traditional presentations (a panel presentation), followed by Q&A, or may be structured as a roundtable discussion, designed to encourage more audience participation.

Possible topics include (but are not limited to):

  • Funding and defunding public education
  • Collective bargaining in higher education
  • The role of faculty in institutional decision making
  • Faculty working off the tenure track
  • The role of academic professionals in higher education
  • Assessment and accountability
  • The corporatization of teaching and research
  • Race, gender, and sexual orientation in the academy
  • The twenty-first-century curriculum
  • Online education

Proposals on other topics of interest to a multidisciplinary audience are welcome.

Hotel Information

Mayflower Renaissance Washington DC Hotel
1127 Connecticut Avenue, NW
Washington, DC 20036

Conference Deadlines
December 15, 2012: Final deadline to submit a proposal.
December 17, 2012: If you submitted a proposal by the November 30 deadline, you will be notified whether your proposal has been accepted.  If you submit a proposal after  November 30, you will be notified in January, 2013.
January 16, 2012: Registration opens
March 18, 2012: Deadline for presenters to register for the conference. Sessions will be cancelled if presenters have not registered.
April 5, 2013: Presenters will receive their time slots.

Conference Fees
Presenter/Early bird registration (before March 16): $350. Additional fees will apply for optional functions and meals.

In January, 2013, visit our website at to register or for more information.

For questions or to submit a proposal, please e-mail


Recent ICPSR updates and additions - New Releases through 2012-12-03

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
• 32061 Missing Data in the Uniform Crime Reports (UCR), 1977-2000 [United States]
• 34081 State Court Statistics, 2009
• 34272 IntUne Mass Survey, 2009
• 34340 Census of Publicly Funded Forensic Crime Laboratories, 2009
• 34366 Capital Punishment in the United States, 1973-2010
• 34392 New Family Structures Study
• 25002 Federal Court Cases: Integrated Data Base, 2008
• 26149 American Time Use Survey (ATUS), 2008
• 27063 China Multi-Generational Panel Dataset, Liaoning (CMGPD-LN), 1749-1909
• 29661 Federal Court Cases: Integrated Data Base, 2009
• 30401 Federal Court Cases: Integrated Data Base, 2010
Note: Additional SAMHDA studies may be available though they are not listed in this email/web site announcement.

Lynn Strong
Director, Undergraduate Research
Human Subjects Protection/IRB
Dillard University
PSB 250
2601 Gentilly Blvd.
New Orleans, LA 70122
T: 504-816-4446


Educause Southeast Regional Conference

This year’s Southeast Regional Conference, "Amp IT Up! Powering Education with Technology,” will focus on key aspects of technology systems and support that enable and enhance the missions of today's higher educational institutions. You'll engage with your peers to learn and share information relating to enterprise systems, new and evolving technologies, applications of technology to the teaching and learning process, and IT career and leadership development.
Add your experiences, innovations, and lessons learned to the discussion by submitting a presentation proposal focused in any of the following areas:
  • Evolving the Enterprise
  • Developing IT Leadership Skills
  • Enhancing Learning with Technology

Why Participate?

Attending an EDUCAUSE regional conference is an opportunity to build your professional network and learn, reflect, and engage with colleagues in an environment removed from the day-to-day pressures of campus. This valuable professional experience directly benefits you and your institution through an infusion of fresh energy and ideas along with validation of current practices.

Why Present?

Providing a content-rich session as an individual or a team is a wonderful way to learn from each other as we share experiences, ideas, and information. Please submit a proposal to share lessons learned from what is happening on your campus, in your system, or in regional networks. Or, submit a proposal that gathers the community together to discuss key issues as move into our collective futures.
Tips to remember as you prepare your proposal to present at the EDUCAUSE Southeast Regional Conference 2013:
  • All those from institutions of higher education and associations interested in higher education IT are encouraged to submit proposals on key topics suggested in the track area descriptions.
  • As you think about the best format to propose, remember all sessions should be designed for both attendees and presenters to learn from interactive exchange.
  • It is very important to clearly articulate intended outcomes—the specific knowledge to be acquired as a result of attending your session.
  • Engaging your audience is one of the most critical aspects of a successful presentation, so don't forget to include specific strategies of how you will build interactivity during your session.
  • For more advice on crafting your proposal for maximum impact, visit the EDUCAUSE Speaker Concierge Steps to Writing a Successful Conference Proposal.

CIO and Executive IT Leader Roundtable

The CIO and Executive IT Leader Roundtable is a small and informal gathering designed to give you the opportunity to:
  • Connect with your peers from the Southeast region
  • Discuss current campus IT issues and opportunities
If you are in one of the following roles on a college or university campus, this roundtable is for you.
  • CIO or senior-most IT leader
  • Senior IT manager with expanding leadership responsibilities
(Please note: Registration is limited to 35 college and university CIOs and executive IT leaders. You can register for the roundtable separately for $50 or at no additional fee when you register for the full conference.)


Professors & Social Media

Professors & Social Media
Posted on Wednesday December 5, 2012 by Staff Writers


EduDemic: 10 Surprising Facts About Students Using E-Textbooks

10 Surprising Facts About Students Using E-Textbooks

Why do students want to use e-textbooks or e-books? Do they actually want to? We see stories on a nearly daily basis about how students should start using digital textbooks all the time. But do students need them? A new infographic sheds some light on the biggest trends we’re seeing in the world of digital learning and e-textbooks.
students using smartphones
[Infographic from - Thumbnail Image: Franck Boston / Shutterstock]


Faculty Focus: Top 12 Teaching and Learning Articles for 2012, parts 1 & 2

December 11, 2012

Top 12 Teaching and Learning Articles for 2012, part 1

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As another year draws to a close, the editorial team at Faculty Focus looks back on some of the top articles of the past year. Throughout 2012, we published approximately 250 articles. The articles covered a wide range of topics – from group work to online learning. In a two-part series, which will run today and Wednesday, we’re revealing the top 12 articles for 2012. Each article’s popularity ranking is based on a combination of the number of reader comments and social shares, e-newsletter open and click-thru rates, web traffic and other reader engagement metrics.
Today’s post lists articles 7-12, starting with number 12.
12. Classroom Discussion: Professors Share Favorite Strategies for Engaging Students
On The Teaching Professor’s LinkedIn Group we asked members to share some of the strategies they use to engage students in discussion, manage the dominant talkers and the nontalkers, and steer a discussion that’s gone off track. Nearly three dozen faculty members shared their techniques for prompting discussion. Continue reading »
11. Using “Frameworks” to Enhance Teaching and Learning
The tool I call a “framework” is a visual structure to capture students’ thinking. It has a non-linear format and provides writing space to record what students are thinking about course content as well as how they are thinking about it. I generally assign frameworks on a weekly basis, to be completed with course reading outside of class. I collect them weekly, when assigned reading is due, which helps students stay accountable to the reading. Continue reading »
10. Mapping Success: Essential Elements of an Effective Online Learning Experience
An online course is like walking into a foreign land with an entire map laid out, but having no sense of the land’s origin or how to navigate the terrain. How the instructor formats and interacts with the class will ultimately determine the student’s travel experience. The purpose of this article is to provide an understanding of how the elements of an online course are integrated such that they form a cohesive whole that creates easy travel based upon instructor presence, appropriate feedback, and easy navigation for students. Continue reading »
9. Deep Learning vs. Surface Learning: Getting Students to Understand the Difference
Sometimes our understanding of deep learning isn’t all that deep. Typically, it’s defined by what it is not. It’s not memorizing only to forget and it’s not reciting or regurgitating what really isn’t understood and can’t be applied. The essence of deep learning is understanding—true knowing. That’s a good start but it doesn’t do much to help students see the difference between deep and surface learning or to help persuade them that one is preferable to the other. Continue reading »
8. A Syllabus Tip: Embed Big Questions
Much has been written about the course syllabus. It’s an important tool for classroom management, for setting the tone, for outlining expectations, and for meeting department and university requirements. It’s an essential document in a higher education course, but do your students read it? And if they do read it, do they see the real purpose of the course beyond the attendance policy and exam dates? Continue reading »
7. Five Characteristics of Learner-Centered Teaching
Although learner-centered teaching and efforts to involve students have a kind of bread and butter relationship, they are not the same thing. In the interest of more definitional precision, I’d like to propose five characteristics of teaching that make it learner-centered. Continue reading »
See what teaching and learning articles topped out our list here.

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December 12, 2012

Top 12 Teaching and Learning Articles for 2012, part 2

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It wouldn’t be the end of the year without a few top 10 lists. As we say goodbye to 2012, we’re doing our list with a little twist: the top 12 articles of 2012. Each article’s popularity ranking is based on a combination of the number of reader comments and social shares, e-newsletter open and click-through rates, web traffic and other reader engagement metrics.
In yesterday’s online post we counted down from number 12 to seven. Today’s post reveals the top six most popular articles of the year, starting with number six.
6. Three Steps to Better Course Evaluations
With each semester’s end comes the often-dreaded course evaluation process. But a better time to think about course evaluations is at the beginning of the semester. At that point, an instructor can be proactive in three areas that I have found lead to better course evaluations. Continue reading »
5. Should Effort Count? Students Certainly Think So
In a recent study, a group of 120 undergraduates were asked what percentage of a grade should be based on performance and what percentage on effort. The students said that 61% of the grade should be based on performance and 39% on effort. Continue Reading »
4. My Students Don’t Like Group Work
Students don’t always like working in groups. Ann Taylor, an associate professor of chemistry at Wabash College, had a class that was particularly vocal in their opposition. She asked for their top 10 reasons why students don’t want to work in groups and they offered this list. Continue Reading »
3. A Lesson in Academic Integrity as Students Feel the Injustice of Plagiarism
In an effort to make my lessons about plagiarism and the appropriate citation of sources more personal for the students in my rhetoric and research classes, I now use an assignment that forces them into the role of victim rather than thief. The results of my most recent experience with this approach were encouraging. Continue reading »
2. Does PowerPoint Help or Hinder Learning?
I’ve had some nagging concerns about PowerPoint for some time now. I should be upfront and admit to not using it; when I taught or currently in my presentations. Perhaps that clouds my objectivity. But my worries resurfaced after reading an article in Teaching Sociology. I’ll use this post to raise some questions and concerns about the role of PowerPoint both in the classroom and in student learning experiences. Continue reading »
1. Students Think They Can Multitask. Here’s Proof They Can’t.
With easy access to all sorts of technology, students multitask. So do lots of us for that matter. But students are way too convinced that multitasking is a great way to work. They think they can do two or three tasks simultaneously and not compromise the quality of what they produce. Research says that about 5% of us multitask effectively. Proof of the negative effects of multitasking in learning environments is now coming from a variety of studies. Continue reading »
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