DU CTLAT Resources in the WWA Library - November/December 2009
Friday, January 29, 2010
Thursday, January 28, 2010
Campus Technology FREE 1-Hour Webinar: LMS 2.0 Improve Student Engagement with a Collaborative Learning Environment
FREE 1-Hour Webinar: LMS 2.0: Improve Student Engagement with a Collaborative Learning Environment
Date: Thursday, February 11, 2010
Time: 11 AM (PST), 2 PM (EST)
http://www.1105info.com/t.do?id=4157065:19829214
Engaging students means creating a more collaborative Web 2.0-enabled learning environment. Hear from Ocean County College as they discuss their next-generation Learning Management System (LMS)-eliminating the one-way, instructor-delivered course content model and opening up new ways to learn and collaborate. Get a first-hand look at the challenges they faced and how they addressed these issues with a fully integrated portal and LMS solution.
Register now to attend this free webinar @:
http://www.1105info.com/t.do?id=4157066:19829214
Follow Campus Technology on Twitter: http://www.1105info.com/t.do?id=4157067:19829214
Date: Thursday, February 11, 2010
Time: 11 AM (PST), 2 PM (EST)
http://www.1105info.com/t.do?id=4157065:19829214
Engaging students means creating a more collaborative Web 2.0-enabled learning environment. Hear from Ocean County College as they discuss their next-generation Learning Management System (LMS)-eliminating the one-way, instructor-delivered course content model and opening up new ways to learn and collaborate. Get a first-hand look at the challenges they faced and how they addressed these issues with a fully integrated portal and LMS solution.
Register now to attend this free webinar @:
http://www.1105info.com/t.do?id=4157066:19829214
Follow Campus Technology on Twitter: http://www.1105info.com/t.do?id=4157067:19829214
DU Academic Affairs Professional Development Workshops: Evaluating Small Classes and Advising Students on Probation
The DU Office of Academic Affairs invites you to take advantage of the following professional development opportunities:
Workshop: Evaluating Small Classes
Tuesday, February 2nd, 10:30am, Location TBA
If you teach the type of course that traditionally requires a small setting, we invite you to participate in a conversation about the best way to evaluate the course. Bring suggestions and we will leave with a plan of action.
Webinar: Reaching and Retaining Students - Advising Students on Academic Probation
Thursday, February 4, 1:00pm, Location TBA
This session will share examples of effective strategies for enabling students to take ownership of their situation and will provide tools to help advisors more effectively serve the students. Arrive 10 minutes before the webinar begins.
Webinar: Effective Academic Advising Strategies (March 3, 2010)
Moderator: Jayne Drake, NACADA President
Webinar: Breaking Bad News - Delivery Techniques that Help Students Make Good Alternative Choices (April 8, 2010)
Facilitated by José RodrÃguez, Florida International University; Susan Kolls, Northeastern University and Nicole Kent, Oregon State University
Webinar: The Role of Faculty Advisors in Student Success (May 13, 2010)
Facilitated by Kathy Stockwell, Fox Valley Technical College and Maura Reynolds, Hope College
Contact:
Carla Morelon-Quainoo, PhD
Director of Undergraduate Studies/Honors Program
National Director, Global Issues Honors Consortium
Coach and Coordinator, Honda Campus All-Star Challenge
Phone: 504-816-4788
Fax: 504-816-4614
cmorelon@dillard.edu
Workshop: Evaluating Small Classes
Tuesday, February 2nd, 10:30am, Location TBA
If you teach the type of course that traditionally requires a small setting, we invite you to participate in a conversation about the best way to evaluate the course. Bring suggestions and we will leave with a plan of action.
Webinar: Reaching and Retaining Students - Advising Students on Academic Probation
Thursday, February 4, 1:00pm, Location TBA
This session will share examples of effective strategies for enabling students to take ownership of their situation and will provide tools to help advisors more effectively serve the students. Arrive 10 minutes before the webinar begins.
Webinar: Effective Academic Advising Strategies (March 3, 2010)
Moderator: Jayne Drake, NACADA President
Webinar: Breaking Bad News - Delivery Techniques that Help Students Make Good Alternative Choices (April 8, 2010)
Facilitated by José RodrÃguez, Florida International University; Susan Kolls, Northeastern University and Nicole Kent, Oregon State University
Webinar: The Role of Faculty Advisors in Student Success (May 13, 2010)
Facilitated by Kathy Stockwell, Fox Valley Technical College and Maura Reynolds, Hope College
Contact:
Carla Morelon-Quainoo, PhD
Director of Undergraduate Studies/Honors Program
National Director, Global Issues Honors Consortium
Coach and Coordinator, Honda Campus All-Star Challenge
Phone: 504-816-4788
Fax: 504-816-4614
cmorelon@dillard.edu
Please Apply for the UNCF Mellon Teaching and Learning Institute...Deadline: January 29th 2010!
The Mission The Mission of the UNCF/Mellon Programs is to Transform the Academy by creating a pipeline of undergraduates who will pursue the Ph.D. with the sole intention of becoming faculty members. Our mission is to aid in the transformation of the academy through the presence of a racially and ethnically diverse faculty whose scholarship and teaching represent diverse world views, appreciation for issues of social justice and who share a commitment to continuing to develop a pipeline of scholars of color to inhabit the halls of the academy as students and faculty.
The UNCF/Mellon Programs were created in 1989 with a generous grant from the Andrew Mellon Foundation. Designed with the goal of strengthening the number of faculty of color within the Academy, these programs target undergraduates and faculty at the consortium of 39 UNCF institutions and Hampton University. Since the Inaugural year, the Programs have instituted the Mellon Mays Undergraduate Fellowship Program, the Summer Internship Program for Ecology Research, and the four components of the Faculty Career Enhancement Program including the Faculty/Doctoral Fellowship, the International Faculty Seminar, the Teaching and Learning Institute and the Faculty Residency Program.
The Undergraduate Fellowship Program aims to increase the number of talented intellectually engaged undergraduates who choose to enroll in Ph.D. programs in the humanities, designated sciences and social science disciplines. This program is interested in students at the sophomore level who have a serious interest in pursuing the Ph.D. and becoming college professors in one of the Mellon designated fields. Fellows work closely with faculty mentors representing their scholarly fields, participate in a summer institute, sharpen their research, writing and presentation skills and receive semester and summer stipends to assist with costs related to research and graduate school preparation.
The Faculty/Doctoral Fellowship Program enables UNCF faculty members who hold A.B.D. status to complete the Ph.D. with support of a Faculty Doctoral Fellowship. Faculty who have completed at least one academic year of teaching at their nominating institution and are pursuing a Ph.D. in a Mellon designated field are eligible to apply. Faculty applicants must be enrolled in a traditional graduate school program and must provide documentation from their graduate program that they are in good standing and hold A.B.D. status.
The International Faculty Seminar provides junior and senior faculty at UNCF member colleges and universities with an opportunity to enhance their teaching and/or scholarship in an international setting. The seminars are designed to promote meaningful links between teaching and research, to create a community of inquiry across cultures, disciplines and institutions within the historical and cultural context of the African Diaspora and to provide effective models of interdisciplinary teaching and scholarship. Locations for the International Seminar have included the Goree Institute in Dakar, Senegal and the University of Ghana in Kumasi and the University of Cape Town in South Africa.
The Teaching and Learning Institutes were established to create opportunities for UNCF faculty to come together through workshops, seminars and/or mini-conferences to share strategies, scholarship and “best practices” that help to strengthen the teaching and learning environment. Selected institutions sponsor an Institute at their home campuses and invite UNCF faculty from other institutions to participate. Funding may be used to support travel, stipends and other instructional costs associated with the successful execution of the Institute.
The Faculty Residency Program provides an opportunity for selected UNCF faculty members to take up to a semester away from their home institutions to complete or begin a scholarly project. The Programs office helps to facilitate residencies at selected sites including Harvard University’s W.E.B. DuBois Institute, New York University’s Faculty Resource Network and Emory University’s James Weldon Johnson Institute for Advanced Interdisciplinary Study. Tenured and tenure track faculty may identify their own choice of research site which will be subject to approval by the Programs office.
- Area Studies
- Art History
- Classics
- Computer Science
- Demography
- Earth Science
- Ecology
- English
- Ethnomusicology
- Foreign Languages
- Geology
- History
- Literature
- Mathematics
- Musicology
- Philosophy
- Physics
- Political Theory
- Religion
- Sociology
Tuesday, January 26, 2010
NYU-FRN Summer 2010 Programs Information
The Network Summer 2010 seminar application is now online! To learn about this year's summer seminars and to register, see the FRN Network Summer web link at:
http://www.nyu.edu/frn/programs.events/enrichment/network.summer.2010.html
Application Deadline is Friday, February 12, 2010.
Applications for the Summer and Fall 2010 and Spring 2011
Scholar-in-Residence Program also are available online - Learn more at
http://www.nyu.edu/frn/programs.events/scholar.in.residence/
Application deadlines for Summer and Fall 2010 is Friday, February 12,
2010. Spring 2011 application deadline is Friday, September 10, 2010.
The Call for Proposals for the 2010 FRN National Symposium on "Engaging
Students in the Community and the World" has been posted at
http://www.nyu.edu/frn/programs.events/national.symposium/2010.national.symp.callproposals.html
Submissions will be accepted until Friday, March 26, 2010.
Please be sure to circulate this information among your faculty members,
and thank you for your continued support of the Faculty Resource Network.
Saturday, January 23, 2010
DU CTLAT Presentation Assessing Student Learning Outcomes Educational Programs Support Programs General Education and QEP
Check out this SlideShare Presentation:
DU CTLAT Presentation Assessing Student Learning Outcomes Educational Programs Support Programs General Education and QEP
View more presentations from ccharles.
Campus Technology Free Online Magazine, Newsletters and Webinars!
http://campustechnology.com/home.aspx
Campus Technology RSS Feeds
Click on the links below to access one or more of our RSS feeds. If you are unfamiliar with using RSS, you will be provided with a number of options for subscribing to each feed after you click on these links.
Campus Technology: All Articles
http://campustechnology.com/RSS-Feeds/All-Articles.aspx
Campus Technology: News
http://campustechnology.com/RSS-Feeds/News.aspx
Campus Technology - "Clickers in the Classroom at U Wisconsin-Madison"
http://campustechnology.com/Articles/2010/01/20/Clickers-in-the-Classroom-at-U-Wisconsin-Madison.aspx
DU CTLAT Presentation - Using Clicker Technology for Quick Classroom Feedback
Check out this SlideShare Presentation:
DU CTLAT Presentation - Using Clicker Technology for Quick Classroom Feedback
View more presentations from ccharles.
DU FACULTY ADVISING Helping Students Matriculate Through Effective Advising
Check out this SlideShare Presentation:
DU FACULTY ADVISING Helping Students Matriculate Through Effective Advising
View more presentations from ccharles.
Join the POD Network - The Professional and Organizational Development Network!
The POD (Professional and Organizational Development) Network supports a network of nearly 1,800 members - faculty and teaching assistant developers, faculty, administrators, consultants, and others who perform roles that value teaching and learning in higher education. Our own Associate Provost, Dr. Phyllis Dawkins, is the new incoming President for the POD Network for 2010-2011!
Blog U. - Inside Higher Ed - "FUNQs: Won’t Ask, Won’t Tell!"
By Mary W. George November 1, 2009 8:55 pm
http://www.insidehighered.com/blogs/keywords_from_a_librarian/funqs_won_t_ask_won_t_tell
Today I have the urge to address a perennial, insidious, and unnecessary condition that afflicts higher education in this country. It results from the most Frequently UNasked Question (by students) that is also the most Frequently UNanswered Question (by faculty): What is a primary source?
The silence surrounding this question is deafening. Undergrads are oblivious to the issue, think they already know the answer because they memorized a definition in eighth grade (“A primary source was written at the time”), or are afraid to show their ignorance by asking in class or in private communication with a professor. Faculty are far more culpable, in my view, because they assume, based on no evidence whatsoever, that students have grasped the difference between primary and secondary sources at about the same time, and with the same clarity, that they figured out sex.
Au contraire: what with tidy textbooks, packaged compilations of readings — or worse yet, summaries and excerpts — that mix original material with commentary, compounded by a torrent of electronic resources, students are bound to be hazy about what makes anything primary. My hunch is that the problem is at least in part visceral: no pain, no gain in this context becomes no effort (to acquire a primary source), no understanding (of what one is). My second hunch is that, lacking attention to the issue, students will confuse the container with its content. A paperback edition of Romeo and Juliet appears identical to a casebook of critical essays about the play. So if both look like a book, feel like a book, and smell like a book, and if both come from a bookstore, library shelf, or Blackboard site, then they both must be...? My third, and most troubling, hunch is that every IHE confers degrees on some students who are still uncertain about what’s what, sourcewise.
To test these suspicions, I often ask small groups of students to distinguish between primary and secondary sources. Originally I thought their answers would help me cast my own presentation of library research concepts and strategies, but I quickly realized that I was blundering into an abyss of muddle and guesswork.
Here is how the drama usually unfolds. First, there is silence and a close examination of fingernails and keypads. Then a brave soul or two will dig deep and recite a version of the memorized definition. But when I ask them to elaborate or provide an example of a primary source in the context of their course, I am apt to hear such assertions as that a primary source is (a) what they are supposed to read first, (b) the most important piece of their research, (c) the item they should list at the top of their bibliography, and (d) the earliest treatment of their topic. My favorite response of all time came from a class smart aleck who announced, “I’m not sure what a primary source is, but I figure it must be one if it makes me sneeze.” Lunacy or profundity, do you think?
While none of these notions is dead wrong, and while I applaud the attempt to use the etymology of primary as a clue, it is apparent to me that there has been a crucial gap in student learning. Boiled down, faculty reason, and teach, as follows:
--This is what we’re studying.
--This is what we know about it.
--This is what people have said about it.
--Now we’ll consider what it means and its consequences.
What’s missing from this syllogism is a careful look at what it is and at how we might either verify or extend our knowledge systematically. In short, what are the primary sources any college course is concerned with and what are the appropriate ways to engage them.
Faculty in the experimental sciences do the best job of imparting ideas about the substance of their field, along with the rigor, logic, and safety precautions good research demands. Students enroll in laboratory classes expecting to learn about phenomena by conducting guided investigations that entail precise procedures and analysis. But there is rarely an equivalent detailed look at objects or approaches in the rest of the college curriculum. Instead, there may be a research assignment requiring a preliminary bibliography or draft, with scribbled professorial feedback, and some instructions about what to do, but no coaching on how — let alone why — to do it. Repetition over four years will eventually lead students to a sort of fluency, but there’s no guarantee that students will graduate with the same mastery of methods that they have of facts and theories. To judge from the e-mail queries we get from alumni about how to find information in areas outside their major, I have to conclude that many people cannot adapt their undergraduate research experiences to different disciplines or endeavors.
Neither faculty nor librarians, acting as individuals, can impart everything students need to understand about sources or research methods, but we can, and should, talk repeatedly with students about the origin, nature, and transmission of the primary sources they are studying. We must not allow “What is a primary source?” to remain a taboo question.
http://www.insidehighered.com/blogs/keywords_from_a_librarian/funqs_won_t_ask_won_t_tell
Today I have the urge to address a perennial, insidious, and unnecessary condition that afflicts higher education in this country. It results from the most Frequently UNasked Question (by students) that is also the most Frequently UNanswered Question (by faculty): What is a primary source?
The silence surrounding this question is deafening. Undergrads are oblivious to the issue, think they already know the answer because they memorized a definition in eighth grade (“A primary source was written at the time”), or are afraid to show their ignorance by asking in class or in private communication with a professor. Faculty are far more culpable, in my view, because they assume, based on no evidence whatsoever, that students have grasped the difference between primary and secondary sources at about the same time, and with the same clarity, that they figured out sex.
Au contraire: what with tidy textbooks, packaged compilations of readings — or worse yet, summaries and excerpts — that mix original material with commentary, compounded by a torrent of electronic resources, students are bound to be hazy about what makes anything primary. My hunch is that the problem is at least in part visceral: no pain, no gain in this context becomes no effort (to acquire a primary source), no understanding (of what one is). My second hunch is that, lacking attention to the issue, students will confuse the container with its content. A paperback edition of Romeo and Juliet appears identical to a casebook of critical essays about the play. So if both look like a book, feel like a book, and smell like a book, and if both come from a bookstore, library shelf, or Blackboard site, then they both must be...? My third, and most troubling, hunch is that every IHE confers degrees on some students who are still uncertain about what’s what, sourcewise.
To test these suspicions, I often ask small groups of students to distinguish between primary and secondary sources. Originally I thought their answers would help me cast my own presentation of library research concepts and strategies, but I quickly realized that I was blundering into an abyss of muddle and guesswork.
Here is how the drama usually unfolds. First, there is silence and a close examination of fingernails and keypads. Then a brave soul or two will dig deep and recite a version of the memorized definition. But when I ask them to elaborate or provide an example of a primary source in the context of their course, I am apt to hear such assertions as that a primary source is (a) what they are supposed to read first, (b) the most important piece of their research, (c) the item they should list at the top of their bibliography, and (d) the earliest treatment of their topic. My favorite response of all time came from a class smart aleck who announced, “I’m not sure what a primary source is, but I figure it must be one if it makes me sneeze.” Lunacy or profundity, do you think?
While none of these notions is dead wrong, and while I applaud the attempt to use the etymology of primary as a clue, it is apparent to me that there has been a crucial gap in student learning. Boiled down, faculty reason, and teach, as follows:
--This is what we’re studying.
--This is what we know about it.
--This is what people have said about it.
--Now we’ll consider what it means and its consequences.
What’s missing from this syllogism is a careful look at what it is and at how we might either verify or extend our knowledge systematically. In short, what are the primary sources any college course is concerned with and what are the appropriate ways to engage them.
Faculty in the experimental sciences do the best job of imparting ideas about the substance of their field, along with the rigor, logic, and safety precautions good research demands. Students enroll in laboratory classes expecting to learn about phenomena by conducting guided investigations that entail precise procedures and analysis. But there is rarely an equivalent detailed look at objects or approaches in the rest of the college curriculum. Instead, there may be a research assignment requiring a preliminary bibliography or draft, with scribbled professorial feedback, and some instructions about what to do, but no coaching on how — let alone why — to do it. Repetition over four years will eventually lead students to a sort of fluency, but there’s no guarantee that students will graduate with the same mastery of methods that they have of facts and theories. To judge from the e-mail queries we get from alumni about how to find information in areas outside their major, I have to conclude that many people cannot adapt their undergraduate research experiences to different disciplines or endeavors.
Neither faculty nor librarians, acting as individuals, can impart everything students need to understand about sources or research methods, but we can, and should, talk repeatedly with students about the origin, nature, and transmission of the primary sources they are studying. We must not allow “What is a primary source?” to remain a taboo question.
DU CTLAT Flashlight 2.0 Workshop
Friday, January 29, 2010
WWA Library, 2nd Floor Distance Learning Lab
Instructor: Steve Ehrmann, TLT Group Consultant
Time / Title / Group
9:00 a.m. – 10:00 a.m. Designing and Drafting Surveys - Faculty Learning Communities
10:30 a.m. – 11:30 a.m. Improving Academic Programs - QEP Pilot /Degree Program Coordinators
12:00 p.m. – 1:30 p.m. Designing and Drafting Surveys - Faculty and Staff
2:00 p.m. – 3:30 p.m. Designing and Drafting Surveys - Faculty/Staff/QEP Assessment Committee Improving Academic Programs
With Flashlight 2.0 you can:
- Adapt surveys and item banks created by other users, including authors at other institutions.
- Choose from a large collection of model surveys and validated questions created by Flashlight staff.
- Add to the power of your inquiry and subtract from survey fatigue by using matrix surveys.
- Use a variety of question types to create your own items, including rubrics.
- Institutions doing student course evaluation will see that it is less expensive and more flexible than alternatives.
- Faculty engaged in the scholarship of teaching and learning will discover exciting options for building on the research of their colleagues.
- It's great for faculty learning communities.
- Boost response rates (e.g., by tracking who has responded, while maintaining respondent anonymity.
- Display reports to respondents as soon as they complete a survey and then allow them to watch as more data comes in.
Learning to Use Flashlight Online 2.0
http://www.tltgroup.org/Flashlight/FLO2/Training1.htm
About Dr. Stephen C. Ehrmann...
For over thirty-five years Dr. Stephen C. Ehrmann has been working on three related issues:
1. how best to use technology to improve education
2. how to ask the right questions — how to use assessment to guide improvement in learning; and
3. how to help faculty in ways that spread those techniques.
Since 1993, Steve Ehrmann has directed the award-winning Flashlight Program on assessment and evaluation. Flashlight's tools, training, consulting and external evaluations help educators guide their own uses of technology, on- and off-campus. Dr. Ehrmann's work on Flashlight has recently focused on developing research strategies employing matrix surveys. In 1998, Steve Gilbert and Steve Ehrmann founded the Teaching, Learning, and Technology Group. The TLT Group has supported hundreds of institutions over the last 12 years, helping them use available, inexpensive, low risk technologies to improve teaching and learning.
Description of the Flashlight Program
The award-winning Flashlight Program provides Dillard with:
• Flashlight Online, a powerful, easy-to-use, web-based survey system
• materials for learning how to carry out effective studies (e.g., the Flashlight Evaluation Handbook); and
• services such as this campus visit. Flashlight consultants can also help us with program evaluation, assessment, and other tasks.
Flashlight Online is a unique survey tool. When using Flashlight Online, you can:
• Adapt surveys and item banks created by other users, including authors at other institutions;
• Choose from a large collection of model surveys and validated questions created by Flashlight staff;
• Reduce survey fatigue by combining several other surveys into a single matrix survey;
• Enrich feedback on student work by using rubrics;
• Do student course evaluation in a way that is less expensive and more flexible than alternatives.
• Engage in the scholarship of teaching and learning, especially by using faculty learning communities;
• Boost response rates (e.g., by tracking who has responded, while maintaining respondent anonymity;
• Develop benchmarking surveys and other collaborative research with other institutions;
• Display reports to respondents as soon as they complete a survey.
Stephen C. Ehrmann, Ph.D.
Director of the Flashlight Program for the Study and Improvement of Educational Uses of Technology - Vice President, The Teaching, Learning, and Technology Group,
***a not-for-profit organization***
Mobile: +1 240-606-7102
Office (main number): +1 301-270-8312
The TLT Group Blog: www.tlt-swg.blogspot.com
The TLT Group: http://www.tltgroup.org/
The Flashlight Program: www.tltgroup.org/flashlightP.htm
DU CTLAT Workshops Spring 2010
The Center for Teaching, Learning and Academic Technology (CTLAT) will be hosting the following workshops during Spring 2010:
Time / Title / Group
Using Tegrity on Blackboard
WWA Library, 1st Floor Information Literacy Computer Lab
Friday, January 22, 2010 4:00 PM-5:00 PM
Instructor: Kim Robinson krobinson@dillard.edu 504-816-4908
Tegrity is the university’s new class capture system. It can be used to record the instructor’s computer screen and voice, providing students with an opportunity to replay class content online, or on iPods and other mobile devices. The purpose of this session is to discuss the utility of the Tegrity system on Blackboard from an instructor’s perspective. Effective strategies for incorporating Tegrity into various styles of instruction and general best practices for using the Tegrity system will also be discussed. A demonstratation of how to record and make content available to participants using Tegrity will be provided.
Flashlight 2.0
Friday, January 29, 2010
Friday, January 29, 2010
WWA Library 2nd Floor Distance Learning
Time / Title / Group
9:00 a.m. – 10:00 a.m. Designing and Drafting Surveys - Faculty Learning Communities
10:30 a.m. – 11:30 a.m. Improving Academic Programs - QEP Pilot /Degree Program Coordinators
12:00 p.m. – 1:30 p.m. Designing and Drafting Surveys - Faculty and Staff
2:00 p.m. – 3:30 p.m. Designing and Drafting Surveys - Faculty/Staff/QEP Assessment Committee Improving Academic Programs
___________________________________________________________________________
Using Tegrity on Blackboard
WWA Library, 1st Floor Information Literacy Computer Lab
Friday, January 22, 2010 4:00 PM-5:00 PM
Instructor: Kim Robinson krobinson@dillard.edu 504-816-4908
Tegrity is the university’s new class capture system. It can be used to record the instructor’s computer screen and voice, providing students with an opportunity to replay class content online, or on iPods and other mobile devices. The purpose of this session is to discuss the utility of the Tegrity system on Blackboard from an instructor’s perspective. Effective strategies for incorporating Tegrity into various styles of instruction and general best practices for using the Tegrity system will also be discussed. A demonstratation of how to record and make content available to participants using Tegrity will be provided.
Tuesday, January 5, 2010
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