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Monday, May 6, 2013

EduDemic: 5 Ways To Make Professional Development More Interesting


Posted: 04 May 2013 04:05 PM PDT
screencastingWe've selected a few that we know to be some of the most popular screencasting tools in use today by teachers, students, and many others.
Posted: 04 May 2013 10:05 AM PDT
pdtipsHere we have five useful suggestions for making professional development more interesting and engaging.
Posted: 04 May 2013 05:05 AM PDT
teachersPop quiz: how many teachers will we need in the future? This interactive infographic details more than you ever imagined.



New post on Koehler Center for Teaching Excellence: Grading

New post on Koehler Center for Teaching Excellence



I've rounded up some helpful grading links. These should come in handy just in case you find yourself with a pile of grading to do now. Or next week. Or both.
Enjoy a better grading experience. I like the author's optimism! The link has basic information about how to use your TAs and how to respond to complaints, points worth thinking about if you haven't yet developed a strategy for either situation. The author also discusses rubrics; note that rubrics have been the topic of several earlier posts here on our blog.
From Profhacker, how to grade with voice on an iPad. This method relies upon the iAnnotate PDF app ($9.99) and having your students submit their papers and receive your comments as PDFs. The blog post has a detailed how-to video. Additionally, several commenters share alternative methods for adding audio comments to student work. Other Profhacker posts detail providing voice feedback using Jing and audio comments using Audacity.
If you find yourself grading something other than traditional papers or exams, this very thoughtful piece on evaluating multi-modal work may help to crystallize your approach.
In closing, a reminder that we have Teacher-Scholar labs on May 7th and 10th. We can help you wrap up this semester or get ready for next semester.
kate marshall | May 1, 2013 at 10:18 am | Tags: audio, grading, project-based learning, rubrics | Categories: regular | URL:



Diverse Issues in Higher Education: Turner Laid Foundation for African-American Studies


April 28, 2013

by Lekan Oguntoyinbo

As a graduate English student at a Michigan university more than 40 years ago, Melba Joyce Boyd sat in on a seminar that featured a speaker who has had a profound impact on her career.

The speaker was a highly regarded African-American professor of English from the University of Michigan by the name of Darwin Turner, and his topic was Black drama. Black professors on predominantly White university campuses were rare then. Rarer still was an acknowledgment of African-American studies as worthy of scholarship.

“A professor of mine told me that in a meeting with the department chair and the university president, the department head had said he didn’t think Black American literature was a legitimate genre and he wouldn’t recognize it,” says Boyd, now a distinguished professor and chair of Africana studies at Wayne State University in Detroit. “He was overruled by the president, so he had to offer it. [But] that’s the level of resistance that was coming from the power structure. It made it very difficult for me. And in the throes of this, Darwin shows up.”

Perhaps as much as anyone, Turner, who was one of the first directors of the University of Iowa’s African-American studies program, helped give the field credibility in the academy both nationally and internationally. He was a prolific writer and scholar who went on to hire and mentor young scholars in African-American studies.

“He laid the foundation,” says Boyd. “He created opportunities for people like myself to be hired to teach what we wanted to teach, not what others wanted us to teach. These programs gave us the time and space to do scholarship in that area. People like Darwin helped to solidify the curriculum as a legitimate and acceptable part of the canon.”

Adds Dr. Horace Porter, chair of African-American Studies at the University of Iowa:

“Professor Darwin Turner was a singular figure in the establishment of African-American studies as we know it today. He was also a remarkable scholar of African-American literature.”

Turner arrived on the scene during a revolutionary time in the academy. For the first time, an increasing number of predominantly White universities were admitting African-Americans in significant numbers, and faculty members of color were slowly becoming a familiar presence on campuses. But subjects like African-American literature and history were largely ignored in the classroom. And most professors with research interests in African-American literature or history had to find other interests in order to earn tenure or promotion.

“He was not just an expert on Black literature, but on everything,” says Boyd. “He was an expert on Shakespeare. That’s the way that generation was. They had to be super-people, and they had to be perfect. He was also writing on Black literature and documenting it at a time when it was outside the mainstream.”

As African-American studies gained traction as a legitimate scholarly endeavor in the 1970s, scholars like Turner were encouraged to develop programs and showcase their work at conferences. They also worked closely with younger scholars and encouraged them to pursue African-American studies as their research interests. But even with this growing acceptance in the academy, African-American studies scholars faced a bumpy road, and Turner gets a lot of the credit for paving this road, says Boyd.

“He was one of the persons that also created that bridge that allowed African-American studies to enter into the general academy,” she says.

Several leading African-American studies scholars credit Turner with inspiring them and helping build their careers. Dr. Houston Baker, a distinguished university professor of English at Vanderbilt, recalls that Turner served as an outside reader when he wrote his first book in the late 1960s.

“He gave it a very favorable review,” says Baker, who was then a professor at the University of Virginia. “When I did meet him, we talked about the book. He said ‘This is an elegant book, and you’re off to a good start.’”

Such praise of his work from Turner, he says, was a very important endorsement to him.

“When I met Darwin Turner, he was, in my mind, one of the shining examples of that generation who, against the odds, went on and established the African-American studies program,” he continues. “Shaking hands with Darwin Turner as someone who approved my work was like having a whole generation approving my work. It’s moments like that that move us forward and also keep us true to the legacy that has been passed on.”


EducationAdmin WebAdvisor - Education Administration Headlines + More!

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Issue 25 · May 6, 2013
Amendments to a budget bill in Ohio, if passed, would jeopardize teachers who provide contraception information and "materials" or otherwise fail to toe the line on abstinence-only sex education.
A Utah school district will commence random drug testing of high school students in sports and other extracurricular activities in 2013-14. An alternative is providing information on dangerous performance-enhancing substances.
The U.S. Department of Labor released funding under the Trade Adjustment Assistance Community College and Career Training program, which supports collaborations between community colleges and businesses to train workers with skills that employers demand in today's economy.
Institutions of higher learning that assist their graduates in finding work in the United States, or that employ foreign nationals as faculty members or researchers, can currently submit petitions for H-1B visas for employment starting on October 1, 2013.
The high school equivalency credential offered by the GED Testing Service is undergoing a makeover to help ensure that it functions as a stepping-stone to work or higher education. It will also be fully electronic.
Webinars for Educators in May
Click for more details and to register ...
Tuesday, May 7, 2013 @ 1 PM Eastern
Correctly determining whether your teachers, faculty, administrators, coaches, and staff are entitled to the minimum wage and overtime protections of the Fair Labor Standards Act is more complicated than it appears. For example, do you know how to apply the "learned professional" exemption? An attorney will clarify how the FLSA classification rules play out in an educational setting.
Wednesday, May 8, 2013 @ 1 PM Eastern
The federal Family Educational Rights and Privacy Act regulates disclosure of student records and information. Violations can impede the receipt of federal higher education funding, so it's essential to understand the rules, case law, and practical dimensions of managing student records.
Tuesday, May 14, 2013 @ 1 PM Eastern
How to calculate minimum hours worked, what the intermittent leave rules require, and so many other aspects of FMLA compliance are particularly tricky for a higher education institution. Get tailored information you can apply immediately at your college or university.
Tuesday, May 14, 2013 @ 1 PM Eastern
Where do you draw the line between appropriate dress and freedom of expression? How do students' legitimate religious beliefs play into dress code requirements? School administrators seek practical guidance for navigating this sensitive area of the law and avoiding constitutional violations. An attorney experienced in student dress codes provides that guidance.
Thursday, May 16, 2013 @ 1 PM Eastern
If your K–12 school administration is not up-to-speed on the Family Educational Rights and Privacy Act, record-related provisions of No Child Left Behind, and the Pupil Privacy Rights Amendment, it could lead to inappropriate disclosures of student information and mishandling of student records. Avoid sanctions by learning how to tighten up your records management practices.
Wednesday, May 29, 2013 @ 1 PM Eastern
A Justice Department settlement requires a school to make menu accommodations for students with special dietary needs. The implications are potentially far-reaching and could expose educational institutions to complaints of discrimination under the ADA by students with serious food allergies. What schools need to know about this evolving aspect of disability law.

Did You Miss Something? -- Webinars on CD Option!
What if you have a time conflict and can't participate in a webinar of interest on its scheduled date and time? Don't worry. You can still take advantage of our CD option. Soon after completion of each webinar, the program will be available on CD. Click here for the complete listing and future ordering information.
Education in the Courts
School Officials Protest Too Much ... Face Potential Liability for First Amendment Violations
The board of education of a Florida school district and three school administrators could be judged liable for violating a high school student's First Amendment rights. Last year, a student at DeSoto County High School asked for permission to participate in a National Day of Silence on April 20 to raise awareness of bullying and harassment of lesbian, gay, bisexual, and transgender (LGBT) students. The student informed her principal of her plan to observe the day by wearing a t-shirt that read "DOS April 20, 2012: Shhhhh" and not speaking all day at school except when called upon in class.
Although the DeSoto County School Board has a written policy that its high school students "have the right to ... hear, examine, and express divergent points of view, including freedom of speech, written expression, and symbolic expression" and to "assemble peacefully on school grounds," that policy was not followed, the student charged in a lawsuit.
The plaintiff says that her principal threatened her with "ramifications" if she participated. According to the complaint, three appeals to the superintendent brought no relief, with the superintendent refusing to meet with the student but informing the principal to tell her that her request was "disapproved."
The student was undeterred, however. She arrived at school on April 20 wearing her t-shirt and communicating with peers and teachers with a dry erase board. During her third-period class, school administrators removed the student from class and suspended her for the day.
On February 12, 2013, the student filed suit for First Amendment injuries and also sought a preliminary injunction ordering the school district to respect her right to participate in the 2013 National Day of Silence.
On April 5, a judge for the U.S. District Court for the Middle District of Florida ruled that the student had "established a substantial likelihood of success on the merits of her First Amendment claims," and therefore her lawsuit against school officials could go forward. "Plaintiff has ... satisfactorily established, based upon the emails of the defendants, that there is an established unwritten policy or practice absolutely banning all 'protest' speech at the DeSoto County schools that is contrary to the school board's written policy and the First Amendment," said the court.
While K-12 educators have broad latitude to restrict speech (for example, speech that interferes with discipline, invades the rights of others, is vulgar or offensive, or advocates illegal drug use), the student's actions did not cross the line, determined the court. "Plaintiff wore a non-vulgar t-shirt and remained silent at school. There were no incidents until after plaintiff was removed from her third-period class. Her third-period teacher has filed an affidavit stating he did not call on plaintiff during class and [experienced] no change or disruption in his teaching of the class. The teacher did not cause plaintiff to be removed from his class, and does not know why she was removed."
The judge denied the preliminary injunction as unnecessary to prevent future irreparable injury. In so ruling, the judge noted that school officials have promised that, this year, the student will be allowed to engage in the same activities that she was punished for the previous year. In declining to issue the injunction, the judge also noted that the principal and superintendent who were involved in the situation no longer work in the school district. Meanwhile, the student's First Amendment lawsuit against their successors and the school board, based on last year's violation of her rights, will proceed.
Read the opinion and order in Amber Hatcher v. DeSoto County School District Board of Education and Adrian Cline, as Superintendent, Shannon Fusco, as Principal, and Ermatine Jones, as Dean of Students, in their personal and official capacities, and their successors in office
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In This Issue
· Education administration, innovation, and compliance news & issues
·  FLSA classification of school employees & administrators
·  College student records management & privacy issues
·  FMLA compliance for colleges & universities
·  Student dress codes & constitutional rights
·  K–12 student records management laws & compliance
·  Food allergies as a protected disability in school food service
Education in the Courts
·  Student silent protester has First Amendment rights
Here's a Thought
Traits of a Great Teacher
"She doesn't give up, she's strategic and thoughtful about what will work for each individual student. She's always open to new ideas. If I would pass on an article about a new reading strategy, she would read it, devour it, apply it, and work with our team to get on board with it. ... She's not afraid to challenge the status quo."
-- Principal Kimberly Gordon, Lynne Thigpen Elementary School, Joliet, IL, praising teacher Stephanie Hawkins for recognition as the Illinois recipient of the 2012 National Milken Educator award. Read press release

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The National Institute for Technology in Liberal Education presents webinar: Digital Pedagogy Keywords

The National Institute for Technology in Liberal Education presents

Dr. Rebecca Frost Davis on
Digital Pedagogy Keywords

This NITLE webinar takes place on Wednesday May 15, at 2:00 p.m. (EDT). The fee to attend is $100 per connection.

We encourage faculty, instructional technologists, librarians and others interested in exploring the impact of innovative digital tools and methods on teaching and learning to attend this seminar in institutional teams if possible.



How have new digital methods, tools, and networks changed pedagogy? How should we define such digital pedagogy? What trends and practices in digital pedagogy cross disciplines? The Digital Pedagogy Reader and Toolkit, a born-digital publication with Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers as general editors, will aggregate the digital tools being experimented with by adventurous practitioners and present pedagogical projects in their original forms. As part of the project, a group of experienced practitioners will curate sections around important keywords, such as “remix, “play,” “collaboration,” “race,” and “failure.” Taken together these significant terms define a new pedagogy for a digital age.  For each keyword, curators will assemble a group of artifacts of innovative teaching and learning by highlighting particularly effective tools and pedagogical strategies, while incorporating examples of the resulting student work. This seminar will give an overview of digital pedagogy organized by keyword, illustrate the concept by looking at potential artifacts for one keyword, and invite the audience to contribute to this project by suggesting other keywords and artifacts.


Recommended Reading

Clement, Tanya E. “Multiliteracies in the Undergraduate Digital Humanities Curriculum: Skills, Principles, and Habits of Mind.” In Digital Humanities Pedagogy: Principles, Practices, and Politics, edited by Brett Hirsch. Cambridge, UK: Open Book Publishers, 2013.



Dr. Davis has taught numerous workshops on teaching with technology for faculty, technologists, and librarians at liberal arts colleges. She has also planned conferences and consulted on digital teaching, the teaching of writing with technology, classical studies, intercampus teaching, and virtual collaboration. She helped coordinate the Sunoikisis virtual department of classics, including supporting intercampus courses and a three-year longitudinal study of Sunoikisis.


Dr. Davis is a member of the Association of Computers and the Humanities and an associate member of the Association of American Colleges and Universities. She has reviewed grant applications for the National Endowment for the Humanities and conference proposals for EDUCAUSE, and also took part in workshops on Building Effective Virtual Organizations sponsored by the National Science Foundation Office of Cyberinfrastructure. President of the Theta of Texas chapter of Phi Beta Kappa at Southwestern University, Dr. Davis also tutors elementary students via Georgetown Partners in Education, a non-profit organization that seeks to encourage and prepare students in Georgetown, Texas, for success in school, the workplace, the community, and their personal lives.


Dr. Davis holds a Ph.D. and M.A. in classical studies from the University of Pennsylvania and a B.A. degrees (summa cum laude) in classical studies and Russian from Vanderbilt University.



To Register:  follow this link.

Registration deadline is Monday May 13, 2013.


Arden TreviƱo

Director of Shared Practice and Business Manager


National Institute for Technology in Liberal Education (NITLE)
1001 East University Avenue | Georgetown, Texas 78626 | tel. 512-863-1338 | fax 512 819-7684

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subscribe to The NITLE News.