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Tuesday, August 20, 2013

EmergingEdTech: Socrative – A 21st Century Way to Assess (as Easy as Raising Your Hand)


Socrative – A 21st Century Way to Assess (as Easy as Raising Your Hand)


Teacher Dave Rudey Agrees that Using this Student Responses System is "As Easy As Raising Your Hand"

Let me set the stage: it’s professional development at our district administration building. Our district has made a MAJOR leap; within the next three years, we want to have a full 1:1 iPad rollout to our students completed. This coincides for our overall “rethinking education” push and a move to NxGL ("Next Generation Learning") classrooms. One-third of the roll-out had been  completed (Districts, like elephants take their time and aren’t usually in a hurry). At the time it was “Arab spring” in areas of the Middle East, and there was a similar feeling in room 704 - the professionals were restless ...
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Educause: Time's Almost Up—Present in New Orleans or Virtually

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Time's Almost Up—Present in New Orleans or Virtually

ELI Annual Meeting | February 3–5, 2014 | New Orleans and Online
The ELI Annual Meeting 2014 offers an exciting setting for interactive, hands-on learning and networking around the theme "Connected Learning: Opening Pathways, Enabling Collaborations." Take advantage of this professional development opportunity to sharpen your presentation skills and highlight your institution's achievements.
If you have not already submitted, we are seeking proposals that address key issues and opportunities in connected learning and areas of interest among the teaching and learning community including:
  • Assessment of Student Learning
  • Online and Blended Teaching and Learning
  • Emerging Technology, Future Models, and Academic Transformation
  • Digital and Information Literacies
  • Mobile Learning
  • Methods for Evaluating Technology-Based Instructional Innovations

Due September 6, 2013
Proposals with clear learning outcomes and participant engagement strategies that speak to these six themes will receive highest priority. Presenters have a choice of submitting proposals for face-to-face sessions, virtual sessions, or both (remember, you don't need to travel to the face-to-face meeting to be a speaker for the virtual meeting). Learn more about the 2014 call for proposals and submit your proposal by September 6.

Need Help Getting Started?

Explore the resources on the Speaker Concierge page that will help you craft your speaker proposal, including a step-by-step guide to writing a successful proposal.


Tell your colleagues and help spread the word!
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Academic Coaching & Writing FREE Webinar: Academic Branding: Building Your Academic Presence

Academic Coaching & Writing
We wanted to let you know about an upcoming webinar, Academic Branding: Building Your Academic Presence, presented by Moira Killoran on October 3, 2013.
This webinar will present some research on faculty productivity and guide you through coaching exercises to help you:
  • Understand academia as a performance
  • Identify how academic culture may lead to negative self-talk
  • Become aware of the tendency to compare yourself negatively to your colleagues
  • Notice and quiet your negative self-talk
  • Recognize how negative messages can obstruct your optimal performance
  • Start to find ways to amplify your strengths
  • Begin to think through your “Academic Future Self”
  • Challenge yourself to manifest your capabilities as an academic, your “Academic Presence”
Join Moira Killoran for this teleseminar October 3, 2013 at:
  • 1 p.m. PDT
  • 2 p.m. MDT
  • 3 p.m. CDT
  • 4 p.m. EDT
Register for the Webinar
Dr. Sally
Academic Coaching and Writing
Phone: 760.635.1545
ACW   Academic Coaching and Writing    Encinitas  CA   92024   


Teaching for Success Faculty Success Center Today's Success Tip: Students Who Blame and Instructors Who Don't

 Today's Success Tip


Students Who Blame and
Instructors Who Don't

by Jack H. Shrawder, Executive Director,
Teaching For Success, Faculty Success Center
Tip from the TFS Adjunct e-Mentor Program: Clarity, Confidence, and Capability 
Many persons have a wrong idea of what constitutes real happiness. It is not obtained through self-gratification, but through fidelity to a worthy purpose.
  ~Helen Keller
    A TFS Adjunct Faculty LinkedIn Group member recently described the need to solve a common problem:
I am fairly new to college teaching. I teach introductory classes which are mostly college freshmen. My experience with this population is their lack of responsibility for their progress. Many blame the instructor for their poor study habits and reading skills. Many share the belief that they are spending too much time reading and that instructors are giving too much work. Many complain about their lack of free time after class and weekends. Some are having problems with the retrieval of information from memory for exams. Some students have even suggested I read the chapters to them to help them with their studying for exams. Any suggestions on how to handle this group will be greatly appreciated. Discussion Link
How to Apply Teaching For Success Principles to This Problem
   I see the class you describe as an opportunity to exercise a leadership role in bringing to the instructional table the issues of roles, expectations, and responsibilities right up front in the first couple of class meetings.
   A discussion that brings to the fore a clear understanding of your role, expectations, and responsibilities incurred as a college instructor and the role, expectations, and responsibilities of a college student creates a better learning environment.

   Sometimes we, as instructors, assume these concepts are clear and understood by all college students when, in fact, they are not. If not addressed at the outset, a great deal of time and effort must be spent later to deal with problems created by those who bring a fixed or closed mindset to class.

    The mindset transition to an adult occurs when the individual decides he or she is responsible for what happens to them and the knee-jerk reaction of childhood to blame someone else or something else transforms to one of personal responsibility to find solutions to the inevitable ups and downs of learning new knowledge.
    Some students have a belief that adults or instructors in general don't have problems, setbacks, frustrations, etc., and they think that their life or learning problems should be at the top of everyone else's concerns.
    When I take on the instructor role, I believe have a leadership opportunity to teach my class on the level of an adult, high-achievement mindset experience where responsibilities and expectations are clear.
   Furthermore, the negative consequences of relying on childish tendencies to blame, complain, and employ lack, loss, and limitations thinking to solve a problem are treated as a drag on learning and student motivation.
Recommended Ideas for More Teaching Improvement

Leadership in Balance
In How to Think like Leonardo da Vinci, Michael J. Gelb explains how Leonardo used seven leadership principles to energize, enrich, and balance life.
    Some "Recommended Ideas" are restricted to access by faculty at colleges with a TFS Institutional Subscription. If your institution is not yet a TFS subscriber institution, why not request your administrator subscribe. Just forward this TFS Institutional Order Form to her or him.  Then you'll soon have access to the entire e-library of teaching improvement and success ideas 24-7.

    Would You Help? Be recognized and help improve teaching by sharing your favorite teaching tip. For immediate consideration, email your Tip of 200 words or less to Jack Shrawder, for immediate consideration.

    Please share the TFS Success Tips Sign Up Link with Your Colleagues.
Jack H. Shrawder, Executive Director, TFS Faculty Success Center