Monday, May 21, 2012

Dillard University Academic Support Services Student Referral Form

Faculty and Staff:
If you have ever found yourself frustrated with the process of referring students who need assistance, you are not alone. A group of Dillard’s academic and administrative colleagues have been working on a common form that will enable anyone to refer a student to the appropriate resources. We plan to pilot the form over the summer, but we need some crucial information from you. Please review the form, ENTER/UPDATE your information and email the form to Shannon Williamson (mwiliamson@dillard.edu) by May 22. Thank you!

Phyllis Worthy Dawkins
Provost and Senior Vice President for Academic Affairs
Dillard University
2601 Gentilly Boulevard
New Orleans, Louisiana 70122
Voice: 504-816-4368
Fax: 504-816-4144
pdawkins@dillard.edu

Past President, Professional and Organizational Development (POD) Network

President Emerita, HBCU Faculty Development Network

Student Information

Date of Referral ___________ ID# ____________ Phone# (Current): ____________________________

Student’s Name _______________________________ Student’s Email _______________________________

Procedure for Referring Students:

1. The Faculty/Staff member completes the Student Referral Form for each student he/she is referring to the appropriate service.

2. Scan and email or fax the form to the appropriate location. Give the student a copy as well.

3. After the session is over, the student provides proof of attendance to the Faculty/Staff member who referred them.

If you have questions about this form, please e-mail Dr. Kevin Bastian at kbastian@dillard.edu

ü	Support Service	Location	Phone	Fax
	Academic Advisors	Varies	varies	varies
	Academic Affairs (Office of)	Rosenwald 203		X4144
	Admissions (Transfer credits)
	Business and Finance	Rosenwald 106A	x.	x. 4644
	Campus Activities and Student Engagement	Student Union 270 Student Union 277	x. 4885 x. 4885	x.4063 x. 4072
	Campus Security/Threat Assessment (safety and security)	Public Safety	x. 4954	x. 5310
	Chaplain	Lawless 102	x.4250	x.4792
	Career and Professional Development	Student Union 239	x. 4885	x. 4656
	Center for the First Year Experience	Dent 206	x. 4918	x. 4863
	Financial Aid and Scholarships	Rosenwald 126	x. 5456	x. 4677
	Foreign Language Support		x.	x.
	Library Services	Library 1^st Floor	x. 4786
	Louisiana Alliance for Minority Participation (LAMP)		x.
	Personal Counseling	Dent 113	x. 4956	x. 4186
	Psychiatrist	Student Union 166	x.	x.4169
	Records and Registration	Rosenwald 116	x.	x. 4705
	Residential Life	Williams 114	x.	x. 4734
	Student and Judicial Affairs	Student Union 239	x. 4885	x. 4685
	Student Health and Wellness	Student Union 172	x. 4680	x. 4532
	Student Success (Office of)	Rosenwald 111	x. 4263
	Student Support Services: Tutoring for Math, Science, Building Study Skills (Circle All That Apply)	Dent 110	x. 4956	x. 4306
	Undergraduate Research	DUICEF 247	x.	x. 4527
	Writing Center	Dent 162	x.	x. 4180
	Other (write in other information):

Faculty/Staff: In the space below please provide a brief description of the reason for your referral. Include your observations of the student’s behavior and concerns the student has shared with you. Attach any additional information as you see fit.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

I understand the reason I am being referred and will follow up on this referral. Student’s Signature: ____________________________

	Printed Name	Signature	Date	Department	Phone
Referral Source
Receiving Faculty/Staff

ECampus News: The top 10 ways college students plagiarize

The top 10 ways college students plagiarize Posted By Denny Carter On May 15, 2012 (6:48 am) In Higher Ed, Research, Top News

Students who knew their papers would be reviewed by Turnitin software were not less likely to cheat, according to research.

When it comes to plagiarizing, students who use the unethical shortcut seem to be all in: Copying and pasting a research paper word for word is now the most common form of plagiarism.

Those findings, along with the ten most common forms of plagiarism in higher education, were detailed in a national ranking of plagiarism incidents released this month by Turnitin, an online company that makes software designed to detect cheating in homework assignments and research papers.

Myriad more subtle forms of plagiarizing made the list—carefully replacing key words and phrases, for instance—but turning in completely plagiarized work is the most common and most troubling form of cheating, according to respondents to Turnitin’s survey.

And the barefaced plagiarism has persisted in higher education despite campus-wide policies that explicitly tell students what constitutes cheating and the range of consequences for breaking the school’s rules.

“Nearly every school has an academic integrity policy, yet instructors tell us that blatant, intentional plagiarism is still frequently encountered,” said Chris Harrick, vice president of marketing at Turnitin.

The second most common form of plagiarism among the 879 survey respondents was dubbed, “CTL-C,” because it involves copying large portions of text from the web and inserting those excerpts into a research paper.

“Find-replace” is the act of changing phrases in an attempt to avoid the watchful eye of plagiarism detection programs common on college campuses. “Recycling” is another popular approach: Borrowing from previous work, or self-plagiarizing, as described by Turnitin.

The “hybrid” method is defined as a paper that includes cited sources and copied passages without any citation. And the “404 error” is when a student includes citations to sources that don’t exist in print or on the internet.

“Educators take a kinder view” of the recycling and “remix” method—paraphrasing from various sources and combining it without proper citation”—because it could be a “reflection of [a student’s] inexperience with doing research papers or with writing academic papers in general,” according to the Turnitin whitepaper.

“Problematic scores” given to each kind of plagiarism in Turnitin’s top-10 list show that all cheating isn’t equal for many educators. The “CTL-C” approach, for example, was awarded a problematic score of 7.4 out of 10. The “remix” form of cheating received a problematic score of .5.

Campus academic integrity policies should reflect the severity of plagiarism, avoiding a too-common blanket approach, Turnitin suggested.

“Academic policies too often take the approach of adopting a one-size-fits-all response to plagiarism,” Turnitin said. “This has led to policies that tend to be too extreme and bureaucratic.”

Reviewing the most common ways students plagiarize—and specifying how to avoid those tactics—could help decrease instances of cheating detailed in Turnitin’s top-10 list, the company said.

“Educators would do well to provide students with information and guidance around the types, not only to help curb instances of unintentional plagiarism, but to also let students know that their instructors are wise to the ways in which they might inappropriately include information in their written work,” the whitepaper said.

Advances in academic integrity enforcement have been met with a host of inventive methods for plagiarizing without being caught by professors and instructors.

YouTube and similar sites have dozens—possibly hundreds—of instructional videos detailing how students can tweak their homework and papers to avoid being flagged by anti-plagiarism software like Turnitin.

And research conducted at California State University (CSU) in January charged that college students who know their work will be checked by Turnitin software are just as likely to cheat as students who are unaware that the system will review their work.

Robert J. Youmans, a CSU psychologist and researcher, wrote in the journal Studies in Higher Education that he warned 37 students that their work would be examined by the anti-plagiarism software. Almost half of those students turned in papers that contained at least 10 percent unoriginal material.

Article taken from eCampus News - http://www.ecampusnews.com
URL to article: http://www.ecampusnews.com/top-news/the-top-10-ways-college-students-plagiarize/

Sunday, May 20, 2012

Inside Higher Ed News: May 2, 2012

News (View all)

http://www.insidehighered.com/news

EduDemic: 4 Changes Twitter Just Made That You Should Know About & 3 Threats of Rapid Technology Change

EduDemic

4 Changes Twitter Just Made That You Should Know About

Posted: 19 May 2012 11:33 AM PDT

We wanted to let you know about a few quick updates Twitter just made. Mainly to their privacy policy and terms of service. As we’ve seen in the past, when major social networks like Twitter...

3 Threats of Rapid Technology Change

Posted: 19 May 2012 06:00 AM PDT

While an issue for most products short of books and antiques, in the technology world obsolescence can not only cost money, but can threaten the quality of skill-building learners get with hands-on use. Whereas previous generations of technology had a habit of fending for themselves, the modern technology industry has seemingly developed an odd desire to replace and cannibalize itself constantly.

Friday, May 18, 2012

The Afro-American Book Stop BOOK SALE TOMORROW!

http://theafroamericanbookstop.com/

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afrobooks2@aol.com

EduDemic: Quick Guide: How to Speak ‘Twitter’

Edudemic Magazine Now FREE!

Posted: 17 May 2012 01:54 PM PDT

We value our fans, readers, and subscribers. That's why we're taking a big step today and offering all the issues of the Edudemic Magazine for free to all iPad users.

Quick Guide: How to Speak ‘Twitter’

Posted: 17 May 2012 11:20 AM PDT

Twitter allows for versatile and addictive bursts of quick conversation, but the 140 character limit forces an economy of language that can be hard to pin translate. Luckily, we've got a guide for that.

Planet iPad: Edudemic Magazine May Issue Now Available!

Posted: 17 May 2012 05:00 AM PDT

Edudemic Magazine is the single best source of progressive education coverage available anywhere--written for educators, by educators. In May, we start out with a look at "Planet iPad."

Diverse Issues in Higher Education: Coming to the Defense of Black Students

http://diverseeducation.com/article/17061/

May 10, 2012

by Angela P. Dodson

When school systems recognize that many of their Black students are falling behind, they frequently bring in consultants to help right the situation. Often that person is Dr. Jawanza Kunjufu.

Kunjufu should be a very familiar name to educators and African-American parents. He is the founder and president of African American Images, a Chicago-based publishing company that also sponsors dozens of workshops for educators and parents.

He also is the author of more than 30 books, including Countering the Conspiracy to Destroy Black Boys (2004), 200+ Educational Strategies to Teach Children of Color (2009), Raising Black Boys (2007) and Restoring the Village, Values, and Commitment: Solutions for the Black Family, all published by African American Images. Kunjufu holds a bachelor’s degree in economics from Illinois State University and a Ph.D. in business administration from Union Graduate School in Cincinnati, Ohio.

“Normally,” Kunjufu said in an interview, “school districts bring me in to ‘fix the bad Black students.’ They either bring me in because there is a problem with low test scores because of disciplinary issues or suspensions.”

“The assumption from the superintendent or the principal is that there’s really nothing wrong with the environment (within the school),” he added, “and especially in a school district where in the good old days — five, 10, 15, 20 years ago — when the neighborhood was predominantly White, those same teachers were very successful with White middle-class students, so it has to be something wrong with these students.”

However, the message he delivers — the students don’t need fixing, but the schools do — is not the diagnosis that educators generally are comfortable hearing. His starting point is clearly stated in the title of his latest book, There Is Nothing Wrong with Black Students, (February 2012), $15.95, African American Images, ISBN-10:1934155608, ISBN-13: 978-1934155608, pp.128.

The author repeats this title theme throughout the book, which discusses his findings from research about or visits to more than 3,000 public schools in low-income African-American neighborhoods.

These are schools in which most students are performing above national averages. Ample documentation exists to demonstrate that African-American students nationwide on average perform well below White student averages on numerous indicators.

Educators and other consultants often prefer to blame under-performance of Black students on “cultural deficits,” Kunjufu said.

“If educators believe the achievement gap is racially driven, then they give themselves a pass,” he writes in the book. “After all, what can they do about the race of the child? If educators believe that our children are at risk and disadvantaged, then they feel justified in their low expectations.”

While schools cannot do much about students’ lives outside the classroom, Kunjufu argues that they can do better with the time and resources they have during the school day to provide quality education and produce successful students.

“What I have done over my career is that I have challenged teachers, ‘Should we in an educators workshop look at parents for what they are not doing between 3 p.m. and 9 p.m.?’ ” Kunjufu said. “Or should we with the existing people in this room, ask ourselves, ‘Is there anything we can do better between 9 a.m. and 3 p.m.?’”

Kunjufu does not let parents off the hook, either. In the book, he advises them to start early to prepare their children for school, emphasize high expectations and provide a structured home environment conducive to learning — with more books and less television.

His main message to educators, however, is, given the right circumstances in school, Black children can learn, even excel, even if they come from and go home every afternoon to the worst circumstances.

“What I did with this book is to show that, in spite of being Black, and the mother single, and low-income, and the mother lacking a degree, and lack of books in the home and computers, that there were over 3,000 schools in those same neighborhoods that produced African-American students well above the national average, ” he said.

“Even in ‘low-achieving’ schools,” he continued, “how do we explain that we have two fourth-grade teachers, and one teacher has his or her children well above the national average and the other teacher doesn’t?”

His prescriptions for change emerge in the portraits of the schools profiled in his new book; among them are Urban Prep Academy (Englewood) in Chicago, the Eagle Academy in New York City, Capital Prep Magnet School in Hartford, Conn., and Booker T. Washington High School in Memphis, Tenn.

Kunjufu summarizes elements that make a difference as strong leadership from school supervisors, effective teachers who care, culturally relevant curriculum, single-gender classrooms, lessons tailored to learning styles and more “time on task.”

That requires efficient use of class time with fewer interruptions or distractions and more school days or hours.

“There is no question that some serious problems still persist,” Kunjufu said. “In spite of all of that, I am still optimistic that we can make a difference, and I see it being done in these 3,000 schools.”

Thursday, May 17, 2012

Teleseminar on How to Publish Your Dissertation

You have written and successfully defended your dissertation. Now it is time to begin publishing your work. This teleseminar will walk you through the process of getting your dissertation ready for publication—whether you decide to shape it into a book manuscript or to break it into articles for submission to journals.

This teleseminar will guide you through the following steps to help you get your dissertation published:

• Targeting a Book Publisher
• Preparing the Book Proposal
• Understanding the Book Proposal Review Process
• Carving Up the Dissertation into Journal Articles
• Selecting a Journal
• Crafting and Submitting the Journal Article
• Waiting for the Peer Review

Join Caroline

Thursday, June 21st, 2012 ??
11:00 - 12:30 p.m. (Pacific)
12:00 - 1:30 p.m. (Mountain)
1:00 - 2:30 p.m. (Central)
2:00 -3:30 p.m. (Eastern)

About the Presenter

Caroline Eisner is Director of Writing at ACW. Caroline works with individual clients and small groups to develop their academic portfolios and other academic writing projects. Her previous experience includes positions as the Associate Director of the Sweetland Writing Center at the University of Michigan and as the Director of the Writing Center at Georgetown University. Caroline co-edited a collection of essays, Originality, Imitation, and Plagiarism: Teaching Writing in the Digital Age (UM Press 2008), and authored a recent article on plagiarism entitled, “Plagiarism: A Crime, Misstep, or Neither? Depends Who You Ask, and Is It Getting Worse?” At Middlebury College’s Bread Loaf School of English, Caroline is the Director of BreadNet, a telecommunications network that connects students, teachers, and faculty year round. Caroline received a BA i n English from the University of Pennsylvania, an MA in English from Middlebury College, and a PhD in British Literature from George Washington University.
Cheers!

Dr. Sally

Academic Coaching and Writing
www.academiccoachingandwriting.org
Phone: 760.635.1545

Academic Coaching and Writing LLC • 1150 Island View Lane, Encinitas, CA 92024

WIZ IQ FREE Webinar: Active Learning for Students & Teachers

Active Learning for Students & Teachers Public Class
http://www.wiziq.com/online-class/855237-active-learning-for-studenrs-teachers

Presented by:Dr. Nellie Deutsch

Sunday, May 27 2012| 10:00 AM (EST)
Starts in 9 days 17 hours 23 minutes

Price:

Free

Duration:

60 minutes

Get Class Link

Launch Class

System & Device Check

About the Class

Active learning is a weekly seminar for students and teachers. The sessions will focus on learning and how to become active learners. Teachers will learn how to promote active learning in and out of the classroom and students will learn how to become active learners. Enroll in the free course so you can practice active learning.

Watch the video recording given by Dr. Anton Tolman

Some of the topics that will be discuss are:

1. Challenges involved
2. Strategies for active learning
3. Techniques teachers can use in the classroom
4. Student & teacher resistance to active learning
5. Class management
6. Online vs face-to-face active learning
7. Personal learning
8. Reflective practice
9. Surface vs deep learning
10. Authentic Learning

Anton Tolman on Active Learning and Explanation of Metacognitive Instruments for Helping Students Become More Effective Learners

Language of instruction: English

Keywords: active learning, learning to learn, authentic learning

Innovative Educators Webinars: Creating & Implementing An Online Orientation Program From The Ground Up & Building A Cost-Effective Online Orientation: Best Practices, Essential Components, & Practical Applications

Creating & Implementing An Online Orientation Program
From The Ground Up
Thursday, June 14 ~ 3:00-4:30pm EDT

Registration - http://www.innovativeeducators.org/product_p/175.htm

Building A Cost-Effective Online Orientation:
Best Practices, Essential Components, & Practical Applications
Tuesday, June 5 ~ 3:00-4:30pm EDT
Registration - http://www.innovativeeducators.org/product_p/174.htm

Innovative Educators

Free Resources

Webinar Overview

Building A Cost-Effective Online Orientation: Best Practices, Essential Components, & Practical Applications

An online orientation program can be an innovative, cost-effective, and practical way of facilitating transitions into higher education for many different populations. This session will highlight the utility of using online orientation for multiple institutional audiences (freshmen, transfers, parents, international students, traditional students, and non-traditional students). Presenters will provide an introduction to online orientations including relevant learning theories and best practices, as well as a preliminary planning document for use following the seminar. This session will also showcase a variety of successful online orientations that bridge populations and institutional types.

Webinar Overview

Creating & Implementing An Online Orientation Program From The Ground Up

This session is designed to help orientation professionals develop and implement successful online orientation programs. Participants will be guided through the implementation process and engage in dialog with other participants and experienced professionals. This seminar will also provide participants the opportunity to begin the process of creating an action plan for initiating an online orientation at their institution.

Webinar Speakers

Clay Adams serves as the Assistant Dean for New Student Programs at Duke University. Clay joined the Duke family full-time in the summer of 2003 as a Residence Coordinator. He graduated from Virginia Tech with a B.A. in Interdisciplinary Studies, a B.S. in Business Management, and a M.A. Ed. in Educational Leadership and Policy Studies. Clay directs all new student transition programs including: the Student Transition Series, pre-orientation programs, orientation welcome week, communications and student group advisement. In 2008 he led a project team, which ultimately developed Duke's online orientation program known on-campus as the Summer Transition Series. Clay's research interests include: international education, student transition, higher education finance and online education.

Jessica Hale is a faculty member in the Academic Skills department at Washtenaw Community College (Ann Arbor, Michigan) and an educational consultant. Prior to working with transitioning students in the classroom, Jessica coordinated WCC's Orientation program. In this capacity Jessica welcomed more than 15,000 students to WCC's campus and participated in the development and implementation of a successful online orientation. Jessica served as the co-chair of the Two Year College Network for the National Orientation Directors Association from 2007-11. In addition, she has presented at numerous national and international conferences on topics related to online orientation, educational technology, and transitional programming for students and parents. Jessica holds an M.A. in Higher Education from the University of Michigan and recently completed her Ed.D. in Educational Leadership at Eastern Michigan University.

Free Offerings

Webinar: Transforming Teaching And Learning With Open Educational Resources (OER): May 11

StudentLingo Trial:
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Go2Knowledge Preview:
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Upcoming Webinars

May 17 - College Facilities And The Safety Equation

May 18 - 7 Emerging Trends Impacting Higher Education

May 23 - The Key To Community College Survival: Staying Competitive With Fewer Resources

May 30 - The Completion Agenda: Engaging, Retaining, & Graduating Community College Students

June 5 - Building A Cost-Effective Online Orientation: Best Practices, Essential Components, & Practical Applications

June 7 - Undocumented Students: An Overview of Policies, Myths and Best Practices

June 13 - The Future Of Community Colleges: Focusing On Skills Training, Transfer Support & Workforce Development In Today's Economy

June 14 - Creating & Implementing An Online Orientation Program From The Ground Up

June 21 - Summer Bridge Programs: Easing The Transition For First-Generation College Students

Sept. 27 - Increasing The Effectiveness Of The Community College Financial Model

Innovative Educators

3277 Carbon PL

Boulder, CO 80301
303-955-0415
Kristen@ieinfo.org

Welcome to the Dillard University Center for Teaching, Learning and Academic Technology Blog!

The Dillard University Center for Teaching, Learning and Academic Technology (DUCTLAT) http://www.ductlat.blogspot.com/ is essential in helping faculty effectively manage technology on and off campus. An important aspect of this initiative is achieved by bringing groups of faculty members together to learn the technology necessary to develop electronic resources for their courses and themselves, while planning and beginning the development of shared curricular materials. Cultivating faculty success at all levels reinforces the University's commitment to build premier faculty learning communities. All faculty, deans and academic administrators play a critical role in creating competitive and productive academic units in which expectations for faculty performance are clearly articulated and professional achievements are recognized and rewarded.

Dillard University CTLAT Blog

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