Monday, April 12, 2010
Fairfield University 2010 Summer Conference June 2nd 4th
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Fairfield University 2010 Summer Conference June 2nd 4th
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Faculty Focus Video Online Seminar: Strategies for Teaching What You Just Learned
There is a dirty little secret that faculty across the country work hard to keep to themselves. Many of them are going to get up in front of their classes tomorrow and teach something they just learned last week, two days ago, or (painful but true) that morning over a very hurried breakfast.
Video Online Seminar • Wednesday, April 28, 2010 • 12:00 PM - 1:15 PM CDT • $249 Register today and save! (Price increases to $274 after 4/21/10)
Budget cuts, changing curricula, and an increasing focus on interdisciplinary courses are just some of the pressures forcing instructors to teach outside their area of expertise. Are you one of them?
There is a dirty little secret that faculty across the country work hard to keep to themselves. Many of them are going to get up in front of their classes tomorrow and teach something they just learned last week, two days ago, or (painful but true) that morning over a very hurried breakfast.
In Strategies for Teaching What You Just Learned, we’ll examine this growing phenomenon and outline helpful strategies for surviving “teaching on the fly.” You’ll gain valuable recommendations for maintaining your confidence and remaining an effective instructor, even when teaching outside your comfort zone.
Participants will leave this seminar knowing:
•Three factors that can protect you from becoming overly strained and anxious.
•How important it is to talk with someone about the fact that you’re teaching outside your expertise. (And you’ll address the big question, of course, of whether to tell your students.)
•Seven faculty behaviors that reduce student perceptions of your credibility.
•New ways to respond to questions when you don’t know the correct answer.
•How to prioritize what to teach about unfamiliar topics.
•Why you must learn to view your role in class as something other than “the knowledge dispenser.”
A highly affordable faculty event!
Our site-based fees make this faculty learning event very affordable. The fee for this live video seminar is just $249, regardless of how many participants you invite. Simply log in from a space large enough to accommodate your group. No matter how many people join you, the cost stays the same. Plus, when you register for the live broadcast, you get full access to the presentation for three days following the seminar date in case you wish to review the material again. Please note: The presentation will be available for on-demand viewing approximately one hour after the live session is complete.
Interactive learning, tailored to your needs.
This energetic, interactive session makes creative use of opportunities to interact with you, the audience!
•The session utilizes live chat responses to topical questions that encourage lively, relevant discourse with colleagues from across the country.
•Each new topic begins with a simple poll question designed to gather information about you and your teaching experiences, enabling our speaker to tailor her seminar to meet your interests and needs.
Who should attend?
You’ll find the core elements of this seminar apply to a broad field of instruction. In investigating this subject, our presenter worked with faculty from a wide range of disciplines at institutions large and small, public and private.
Truly, anyone in a teaching role or involved in faculty development will find this discussion timely, and the recommendations invaluable. The seminar is recommended highly for:
•Instructors and Lecturers
•Visiting professors
•Assistant/associate professors
•Adjunct instructors
•Teaching fellows
•Program directors
FTE Definition
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FTE Definition
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DU Fall 2010 Blank Adoption EXCEL Updated 9 9 09
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DU Fall 2010 Blank Adoption EXCEL Updated 9 9 09
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Magna Online Courses Step-by-Step: Three-part program shows you how to make the leap from traditional classroom to virtual classroom!
Have you wanted to incorporate online teaching into your course? Are you interested in bringing your passion for teaching into the virtual world … but uncertain how to get there? Are you concerned about a long and painful learning curve? Or are you teaching online now, but the experience is less than what you expected? If so, you’ll be pleased to discover there’s a program developed especially for you. It’s called Online Courses: Step-by-Step, and it will help you make the transition online easier than you ever thought possible.
It’s focused, it’s practical, and it’s virtually painless.
You don’t need to be a technology whiz … you don’t need to be a programmer … you don’t need a sophisticated understanding of the online world. You simply need to be a committed educator interested in reaching students in this exciting new way.
Online Courses: Step-by-Step is a three-module program we’ve developed in partnership with program designer John Orlando, Instructional Resource Manager of Norwich University’s School of Graduate Studies and a ten-year veteran of online faculty training. The focus is on the three areas critical to your success in moving online:
• The pedagogy of online teaching.
• The “tools of the online trade.”
• How to get your course up and running.
You’ll complete one module per week for three weeks, developing a thorough understanding of virtually every aspect of the online teaching experience. Here’s just some of what will be covered:
• The history of the virtual classroom.
• Best practices for online teaching.
• Reconceptualizing your course.
• Guidelines for course development.
• Content delivery methods.
• Use of blogs, wikis and other social tools.
• Integrating video and other media.
• Managing class discussion.
• Creating and administering assignments and quizzes.
• Grading.
• Communication–peer-to-peer and teacher-to-student.
• And much more.
The program brings it all together into a manageable, easy-to-follow process. You’ll learn how to work in partnership with your institution’s tech support resources, your distance learning staff and your own departmental leadership to achieve the same level of excellence in the virtual classroom that you do in traditional classes.
An outstanding value
In today’s difficult economic environment, you’ll be pleased to learn that Online Courses: Step-by-Step is priced sensibly. The fee for the complete course is just $299; what’s more, you can lower the cost per person by enrolling other faculty members from your institution. You’ll find full pricing details here. We’re confident you won’t find another course as easy on your budget!
You’ve waited long enough to explore the “new frontier” of online teaching. The time is right, and this practical, focused program makes it easy for you to make the leap now. Don’t miss this opportunity!
For more information, click here or call toll free (800) 433-0499, Ext.2.
Inside Higher Ed: Male Studies vs. Men's Studies - April 8, 2010
Male Studies vs. Men's Studies
April 8, 2010
First came women’s studies, then came men’s studies, and now, a new field in reaction to both: male studies. Scholars of boys and men converged Wednesday at Wagner College, in Staten Island, N.Y., to announce the creation of the Foundation for Male Studies, which will support a conference and a journal targeted at exploring the triumphs and struggles of the XY-chromosomed of the human race -- without needing to contextualize their ideas as being one half of a male-female binary or an offshoot of feminist theory. Organizers positioned themselves in contrast to men's studies, which is seen as based on the same theories as women's studies and is grouped together with it as gender studies.More than anything else, the event was a chance for supporters to frame men and boys as an underrepresented minority, and to justify the need for a male studies discipline in a society that many perceive to be male-dominated.
Lionel Tiger, a professor of anthropology at Rutgers University, said the field takes its cues “from the notion that male and female organisms really are different” and the “enormous relation between ... a person’s biology and their behavior” that’s not being addressed in most contemporary scholarship on men and boys.
“I am concerned that it’s widespread in the United States that masculinity is politically incorrect,” said Christina Hoff Sommers, a resident scholar at the American Enterprise Institute and author of The War Against Boys: How Misguided Feminism Is Harming Our Young Men.
The culprit, said Tiger, is feminism: “a well-meaning, highly successful, very colorful denigration of maleness as a force, as a phenomenon.”
Paul Nathanson, a researcher in religious studies at McGill University and co-author of a series of books on misandry -- the hatred of men and boys -- conceded that “there is some critique of feminism that’s going to be involved” in male studies. “There are some fundamental features of ideological feminism over the last 30 or 40 years that we need to question.” He also decried “the institutionalization of misandry” which, he said, is “being generated by feminists, [though] not all feminists.”
Male studies’ combative tone toward feminism and women’s studies programs is one reason why Robert Heasley, president of the American Men’s Studies Association, turned down an invitation to speak at the event. "Men's studies came out of feminist analysis of gender, which includes biological differences" -- the very thing male studies says is different about its approach.
Heasley, an associate professor of sociology at Indiana University of Pennsylvania, also sees the “new” discipline as an affront to his field, which has been around for three decades. “Their argument is that they’re inventing something that I think already exists.”
Male studies will hold its first conference at the New York Academy of Medicine on Oct. 1 and 2, but AMSA already has an annual convention, which met in Atlanta late last month. The foundation will launch Male Studies: An Interdisciplinary Journal next year, but thousands of journal articles on men’s studies have already been published.
Rocco Capraro, an associate dean and assistant professor of history at Hobart and William Smith Colleges, said that “men are both powerful and powerless.” Though men and boys as a group may be powerful, “today’s discourse on individual men is not a discourse of power -- men do not feel powerful in today’s society.”
Instead, they feel ashamed of their masculinity. While women may perceive pornography as degrading to their gender, men consider it to be a manifestation of “sexual scarcity, rejection and shame,” he said. “Porn falls into a larger structure of masculinity as a shame-based existence.”
Primary and secondary schools, as well as higher education, have been so heavily influenced by feminism, Tiger said, “that the academic lives of males are systematically discriminated against.” If the female-favoring gender gaps in postsecondary enrollment and graduation rates damaged a group other than males, “there would be an outcry.” But because men and boys are perceived to be a powerful group, few academics and policy makers see much of a problem.
Heasley, of the men’s studies group, said that much of what male studies’ supporters are propagating is untrue, or at least not the whole story. “These are really unfounded claims that are being made,” he said. “It’s kind of a Glenn Beck approach.”
Edward Stevens, chair of the On Step Institute for Mental Health Research, said he wants to see male studies search for ways to improve male academic performance. “What are the ethical concerns of devoting 90 percent of resources to one gender?” he asked (though without explaining exactly what he meant). “What are the unintended consequences of the failure of our academic institutions to consider the 21st century needs of males?”
— Jennifer Epstein
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