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Friday, March 8, 2013

Legal Issues in Higher Education 23rd Annual Legal Issues in Higher Education Conference


Legal Issues in Higher Education
Legal Issues in Higher Education
October 14 -16, 2013
University of Vermont Davis Center
Burlington, Vermont
We are pleased to announce that Peter Lake, professor of law, Charles A. Dana chair and director of the Center for Excellence in Higher Education Law and Policy at Stetson University College of Law will present the opening session at this year's conference:
In 1999, The Rights and Responsibilities of the Modern University launched a new and highly influential paradigm for student affairs and the law of college student safety—the facilitator university. The substantially revised and updated second edition of Rights and Responsibilities…MORE
Group Discount Rate Available: 3 or more colleagues from the same institution, one payment, one registration.
Early Bird Deadline: This year's early registration discount expires on July 15th. Register now!
If you have any questions, please feel free to contact us at
For more information, visit our website.
Legal Issues in Higher Education
Legal Issues in Higher Education
If you have any questions, please feel free to contact us
2013 Webinar Series:
·         April 10: Be Careful What You Wish For: The Public
Records Assault on FERPA
·         May 22: Engaging Students in Campus Anti-Bullying Efforts
·         June 19: TBD
·         August 21: TBD
·         September 18: Paperwork Processing for Non-US Students
·         November 13: The First Amendment On Campus
·         December 11: TBD


UVM Legal Issues in Higher Education
Contact UVM Continuing Education at 802.656.2085 | Email:

The University of Vermont Continuing Education | 322 South Prospect Street | Burlington, VT 05401 | United States

20th National HBCU Faculty Development Network Conference Call for Proposals

20th National HBCU Faculty Development Network Conference

Relevance ● Pedagogy ● Assessment ● Sustainability

October 24-26, 2013

859 Convention Center Boulevard · New Orleans, Louisiana 70130


Call for Proposals


Dear Colleagues:


The HBCU Faculty Development Network is hosting its 20th National Conference October 24-26, 2013 in New Orleans, LA.  We cordially invite you to submit a proposal for presentation.  Our theme this year Relevance ● Pedagogy ● Assessment ● Sustainability encompasses the missions and strategic plans of many universities.   Your proposal submissions should reflect the following:

·         programs that address the relevance of institutional curricular offerings in a global society;

·         effective teaching and learning strategies that you are currently involved in at your institutions;

·         effective assessment of student learning outcomes, and

·         innovative or model academic programs that are sustainable.


Presentations should relate to any one of the following strands:

(1) Collaborative Models of Teaching; (2) Assessment and Evaluation; (3) Active Learning and Engagement; (4) Curriculum Design and Revision; (5) Learning Across the Curriculum and Learning Communities; (6) Instructional/Educational Technology; (7) Civic Engagement and Social Justice; (8) Diversity and Globalization (9) and Special Topics that include a variety of academic disciplines.


For additional information on the strands and on how to submit your proposals, please visit the website at


Session Types

The Network welcomes proposals for a variety of session types, including the following:


Workshops                                       2.5 hour interactive workshops

Concurrent Sessions                      75 minute interactive sessions

Roundtables                                    75 minute discussions

Poster Presentations
Guidelines for Proposals


All are welcome to submit a proposal. Once a proposal is accepted, all presenters must pay registration fees.

Number of proposals per person

Each attendee may propose up to one workshop as either the primary or co-presenter.

Each attendee may also propose up to two concurrent sessions where he/she may be the primary presenter for only one of these sessionsFor the second session, he/she must be listed as a co-presenter.  Please note that interactive sessions, roundtable discussions, and posters presentations 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 workshop proposal as the lead presenter, a concurrent session proposal as lead presenter, and a second concurrent session proposal as co-               presenter.



Proposals may be submitted online beginning Friday, February 1, 2013 on the HBCU website at and will be due by 5:00 PM (CT) on Friday, March 29, 2013.

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

All proposals are blind-reviewed in accordance with the guidelines described above and should include the following:

  • Contact information for primary presenter and all co-presenters (address, phone, email)
  • Session title (no more than 10 words)
  • Session abstract (no more than 100 words)
  • 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 choose. 
  • Session description (no more than 500 words)
  • Provide, goals, implementation, research findings, and assessment
  • State expected outcomes for session participants
  • 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


Abstract submission dates:

Submissions accepted: February 1, 2013 - March 29, 2013

Online submissions available at

Notification of acceptance:  April 30, 2013

Participation confirmation due from all presenters:  July 31, 2013


Conference Organizers:

Jeton McClinton, Conference Coordinator

HENRY FINDLAY, Co-Conference Coordinator

Barbara Albert, Program Coordinator


Laurette blakely Foster, President, HBCU Faculty Development Network


Hosting Institution:  Dillard University



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.  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. Authors, if present, will be available to sign books at the end of a session.

Questions about this conference practice should be addressed to the Executive Director or the Conference Chairs.


Deadline for Proposals:   Friday, March 29, 2013, 5:00 P.M. (CT)



Barbara M. Albert

Executive Assistant

Office of Academic Affairs

(504) 816-4216 (office)

(504) 816-4144 (fax)


Tomorrow's Professor: Snapshot Dissertation Is It Finally Time to Kill the Credit Hour?

Is It Finally Time to Kill the Credit Hour?

Snapshot Dissertation


A doctoral student can spend years upon years exploring (and tens if not hundreds of pages writing about) a single, narrow topic for an audience of dissertation committee experts in the field. Consequently, it can be hard to sum up that work in a few sentences for a general audience.


But falling back up the rabbit hole ? in the form of a 30- to 60-second video to be submitted along with their dissertations ? is exactly what one Duke University genetics professor has proposed asking graduate students there to do. And the idea is gaining traction for the benefits it offers students and the world outside their institution alike.


?I?ve always been convinced of the need for scholars to be able to speak ?in plain English? to people outside of the academy,? Huntington Willard, director of Duke University?s Institute for Genome Sciences and Policy, said in an e-mail interview. ?I teach [students] to imagine explaining what they?re learning to their parents or grandparents.?


The newly proposed video requirement is a natural outgrowth of that philosophy, Willard said, and likely will be instituted next year as part of a new Duke initiative to forge connections between academics and other community members, called Scholars and Publics (Willard serves on the program?s core leadership team). Although Willard said the need for clear communication between academe and the general public is particularly critical in the sciences, he hopes the idea will adopted over time across the disciplines.


?It?s just as important for the public to hear why studying Shakespeare or music or culture or language is significant in some way,? he said. ?[O]ver time, this might grow to be a distinctive signature of how Duke thinks about scholarship and how it serves the broader interests of the public.?


Duke?s Graduate School dean was not available for comment. But Laurent Dubois, professor of romance studies and history and director of Scholars and Publics, said he supported the plan, in part because of how it fit into the larger, ongoing discourse on reforming doctoral education, including preparation for possible careers outside academe, or ?alt-ac.?


?I and others in the group think that we should be training our students to take on a variety of roles both within and beyond the academy, and part of that involves finding and communicating with diverse publics,? he said. Training in writing for and otherwise communicating with diverse audiences isn?t stressed enough in enough disciplines, he added.


Cathy Davidson, a professor of English at Duke who also serves on the Scholars and Publics leadership team, agreed. ?I think higher education in general has done a very poor job making connections between specialized knowledge and the way we all live in the world,? she said.


Allison Sekuler, associate vice-president and dean of graduate studies at McMaster University in Ontario and a board member for the Council of Graduate Schools, said she?d heard of similar initiatives, including a voluntary, ?3-Minute Thesis? research communication competition in which her institution participates. (Other council board members noted other graduate students? attempts take their research mainstream, including a YouTube channel created by Ohio State University astronomers to share ?coffee briefs? of their latest research with those far outside their department.)


But the idea of a mandatory, videotaped elevator-type pitch for graduate students was novel and timely, Sekuler said.


?People need to understand why research matters and universities matter, and students need to be able to share that information with the general public,? she said. ?There?s so much great research out there, but if we all publish in our own specialized journals, the world won?t be able to use it? to the extent that it could otherwise.


Although 30 to 60 seconds may strike some as too short a time to effectively communicate one?s research, she said, it?s a concrete opportunity to prove one?s ?mastery? of a topic, and one that could help a graduate student connect with employers outside academe, considering the growing numbers of Ph.D.s taking jobs in other fields.


Ultimately, Willard said, ?the academy serves no one unless what we learn is heard. Private knowledge is just that. But knowledge made public lives on, both through our students and through direct communication to our neighbors.?



Inside Higher Ed