The Dillard University Pledge
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Thursday, February 25, 2010
Dillard University Lyceum Committee Call For Proposals Spring 2010
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Dillard University Lyceum Committee Call For Proposals Spring 2010
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Wednesday, February 24, 2010
Friday, Feb. 26 2010: TLT Group FridayLive! Online Communities - What's Happe-NING 2 Years Later
Friday, February 26 at 2:00 pm ET
Presenters: Bonnie Mullinix, TLT Group, Scott Simkins, NC A&T, and Ning SoTL CommunityThe TLT Group started using Ning back in February 22, 2008* for it's community building and conversation-promoting features. We have found that this platform is easy to manage and allows for asynchronous threaded discussion, attaching documents and rss/email notification. We will talk about our experiences and share and compare with others who have been experimenting with this free, easily accessible social networking tool for community building. Scott Simkins of NC A&T will share how this has been used to support a Scholarship of Teaching and Learning (SoTL) Community (with over 150 members exchanging ideas and materials). We will discuss the possibilities and the challenges associated with establishing, promoting and maintaining such cross-institutional communities. Register @: http://tltgroup.roundtablelive.org/Default.aspx pageId=338009&eventId=113890&EventViewMode=EventDetails
American Association of Colleges and Universities (AAC&U) Publications for Educators
Assessing Outcomes and Improving Achievement: Tips and Tools for Using Rubrics
This publication provides practical advice on the development and effective use of rubrics to evaluate college student achievement at various levels. Also included are the rubrics developed by faculty teams for fifteen liberal learning outcomes through AAC&U's Valid Assessment of Learning in Undergraduate Education (VALUE) project. These VALUE rubrics can be readily adapted to reflect the missions, cultures, and practices of individual colleges and universities and their specific programs.
Revising General Education - And Avoiding the Potholes: A Guide for Curricular Change
Strategies for curricular change in the reform of general education are as important as the substance of the change. Fifty pitfalls and common errors in the process of reform are enumerated in this practical guide essential for general education committees. Revising General Education provides practical advice for how to advance a successful general education reform process—including tips in the areas of task force objectives and procedures, concepts of general education, program planning, proposal approval, and program implementation. Ideal for general education reform committees and faculty senate curriculum committees.
Peer Review provides a quarterly briefing on emerging trends and key debates in undergraduate liberal education. Each issue is focused on a specific topic, provides comprehensive analysis, and highlights changing practice on diverse.
Diversity & Democracy supports academic leaders and educators as they design and reshape their diversity programs, civic engagement initiatives, and global learning opportunities to better prepare students for principled action in today's complex world.
The IDEA Center - Nationally Normed Feedback Services for Higher Education Since 1975
The IDEA Center is a nonprofit organization whose mission is to serve colleges and universities committed to improving learning, teaching, and leadership performance. The Center supports the evaluation and development of both programs and people. To stay on the cutting edge, The IDEA Center's experts constantly evaluate and reevaluate our services. Extensive data collection, research, and feedback from our clients have resulted in continuous enhancement of our services. The emphasis of The IDEA Center always remains on improving teaching, learning, and the higher education process.
This Spring, staff from The IDEA Center will be traveling to a number of national conferences where they will be available to meet you, address your questions, and discuss the Center's products and resources. Here is where you can find us:
• January 20-23, AAC&U Annual Meeting, Washington DC
• February 11-12, Academic Chairpersons Conference, Orlando, FL
• March 15-18, The Chair Academy, Minneapolis, MN
• March 28-31, The League for Innovation, Baltimore, MD
If you won't be attending any of these meetings, please contact us and we'd be happy to talk to you (800-255-2757 or info@theideacenter.org).
Meet Your Liaison Librarians At The Will W. Alexander Library Feb 2010
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Meet Your Liaison Librarians At The Will W. Alexander Library Feb 2010
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Tuesday, February 23, 2010
The Comprehensive Guide To Saving Images For The Web by Joshua Johnson
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The Comprehensive Guide To Saving Images For The Web
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TLT Group FridayLive! Clickers as Tools for Engagement: Removing "Cloaks of Invisibility"
Friday, March 5th 2010
2 pm (EST) / 1 pm (CST)
Join Derek Bruff, Vanderbilt University, Holly Bender, Iowa State University, and Steve Ehrmann, TLT Group
Clickers are small, handheld devices that instructors can use to quickly poll their students and aggregate their responses to multiple-choice questions about course content. In an interview with journalist John Merrow, Carnegie Foundation president Lee Shulman stated that "anonymity and invisibility" are the "great enem[ies] of learning" and described the use of clickers as one way to remove "the cloak of invisibility" from students.**In this FridayLive! session, we'll take a look at some ways instructors in a variety of disciplines have used clickers to engage their students with course content by leveraging the individual student accountability that clickers provide. We'll discuss using clickers to warm students up for great discussions, to create a "time for telling" when students are eager to learn answers to the questions we ask them, to structure small-group learning activities, to connect course material with students' personal experiences, and more. Bring your questions about how clickers and similar technologies can transform classroom dynamics in ways that excite students about learning.
Extreme Searcher’s Internet Handbook: 3rd Edition For Web Searchers Who Want to Go “Beyond Google”
By RobColding (not verified) - Posted on 26 January 2010
The revised edition covers strategies and tools for searching all major areas of internet content, emphasizing the effective use of search engines, directories, portals, and social networks. Readers with little to moderate searching experience appreciate the author’s clear and helpful style, while seasoned searchers discover new ideas, techniques, and resources.
“This book is written as a guide for researchers, students, writers, librarians, teachers, and others, covering what serious users need to know to take full advantage of internet tools and resources,” the author said. “It assumes that you already know the basics, you frequently use the internet, and you know how to use your browser. … my aim is to provide a lot that is new and useful.”
The book’s chapters are:
1. Basics for the Serious Searcher
2. Directories and Portals
3. Search Engines: The Basics
4. Search Engines: The Specifics
5. Discussion Groups, Forums, Newsgroups, and Their Relatives
6. An Internet Reference Shelf
7. Sights and Sounds: Finding Images, Audio, and Video
8. News Resources
9. Finding Products Online
10. Your Own Place on the Web: Participating and Publishing
“To be really good at searching means keeping up with all the changes,” said Marydee Ojala, editor of ONLINE Magazine. “No one is better qualified to help you do this than Ran Hock. … His fierce determination to spread his knowledge of search techniques resulted in this book. His understanding of the fluidity of internet research resulted in a third edition.”
The Extreme Searcher’s Internet Handbook, Third Edition covers a wide range of topics and resources relevant to web searching, including copyright and fair use, shortcuts, mashups, desktop search programs, podcasts, blogs, metasearch engines, and newsgroups. It provides in-depth guidance on using leading search engines Google, Yahoo!, Bing, and Ask.com, and introduces lesser known tools designed to find information in specific disciplines.
The book also features numerous expert tips, 60-plus explanatory figures and tables, and an extensive glossary of search terminology. As a reader bonus, The Extreme Searcher’s Web Page features links to more than 250 recommended resources, author updates, and more.
Getting the Most from WorldCat in 2010: Subject Searching (Ideas, Concepts, & Strategies)
A daily newsletter with resources of interest to information professionals, educators and journalists.
Monday, February 22, 2010
L E S S O N S L E A R N E D: How College Students Seek Information in the Digital Age
Project Information Literacy Progress Report: "Lessons Learned"
December 1, 2009
Head and Eisenberg
What’s a Dynamic Book? A New Type of Customized Text Book From Macmillan
From The Chronicle of Higher Education by Jeffrey Young:
Macmillan Publishers plans to announce on Monday its entry in the battle: an unusual publishing platform for electronic textbooks that it hopes to lure other publishers to use as well (in exchange for a cut of their sales). And to entice faculty members to assign the books, the company will even pay some of them (if the professors enhance the volumes).
Professors who customize a textbook have a chance to make some extra money. For each customized copy that a student buys, the professor who contributed the material gets a dollar. That could add up if a professor’s retooled book becomes popular and is assigned by professors at other colleges.
The titles will underprice some competitors, and most of the 20 textbooks in the pilot version of DynamicBooks will be sold at less than half the price of the printed versions.
The effort joins a quickly growing list of souped-up textbook systems aimed at upending the traditional business model in the textbook industry. Last year, McGraw-Hill unveiled its own format for enhanced e-textbooks, called Connect. John Wiley & Sons recently started a similar line of books called WileyPlus.
Another feature, likely to frustrate some users, is that these platforms have their own interfaces and formats that the companies control. Advanced e-textbooks from one company are not compatible with other companies’ platforms, and each system has its own quirks and a learning curve for students and professors. [We think this could make for a lot of headaches for both students, faculty (including librarians), and staff.
Source: The Chronicle of Higher Education
One thing that libraries and librarians should be thinking about NOW is how a lot of unique content coupled with non-compatible platforms going to be controlled? Will each version on a campus be be closely indexed for “what’s different,” cataloged, and then placed in OCLC? How often will changes be made? Will the cataloging be kept current? Daily? Weekly? OR, will only the original text be cataloged and forget about the rest? OR, will none of it be cataloged in a traditional sense and the full text (original and customized) be accessible via a full text search after the book is crawled? We think these and related ideas are worth thinking about now.
Peer 2 Peer University Launches 2nd Pilot, Teaching and Learning for Peers by Peers
From a Blog Post by Jane Park: http://creativecommons.org/weblog/entry/20732
“Some of the courses were offered in the first phase of the pilot which launched last September, but seven are brand new, including “Urban Disaster Risk Management,” “Mashing Up the Open Web,” and “Solve Anything! Building Ideas through Design.” P2PU is also excited to announce its first Portuguese language courses organized by Brasil’s Casa de Cultura Digital, one of which is an introduction to the thinking of Paulo Freire (educational theorist who is author of Pedagogy of the Oppressed). The P2PU community has grown and is excited to have these new courses and their organizers on board.”
If you want to learn more about the Peer 2 Peer University, see my past post on them. All P2PU produced content is licensed under CC BY-SA, which means you are free to share, distribute and derive for your own mirror initiative as long as you share alike. “P2PU is teaching and learning by peers for peers and it is run and governed by volunteers. It builds on educational content that is free from copyright restrictions or licensed under Creative Commons licenses.” The deadline to sign up for courses is February 28. Courses will run for at least six weeks starting March 12. Each course may require different information and prerequisites to apply.
Source: Creative Commons Blog
Textbooks That Professors Can Rewrite Digitally
By MOTOKO RICH Published: February 21, 2010
While many publishers have offered customized print textbooks for years — allowing instructors to reorder chapters or insert third-party content from other publications or their own writing — DynamicBooks gives instructors the power to alter individual sentences and paragraphs without consulting the original authors or publisher.
“Basically they will go online, log on to the authoring tool, have the content right there and make whatever changes they want,” said Brian Napack, president of Macmillan. “And we don’t even look at it.”
In August, Macmillan plans to start selling 100 titles through DynamicBooks, including “Chemical Principles: The Quest for Insight,” by Peter Atkins and Loretta Jones; “Discovering the Universe,” by Neil F. Comins and William J. Kaufmann; and “Psychology,” by Daniel L. Schacter, Daniel T. Gilbert and Daniel M. Wegner. Mr. Napack said Macmillan was considering talking to other publishers to invite them to sell their books through DynamicBooks.
Students will be able to buy the e-books at dynamicbooks.com, in college bookstores and through CourseSmart, a joint venture among five textbook publishers that sells electronic textbooks. The DynamicBooks editions — which can be reached online or downloaded — can be read on laptops and the iPhone from Apple. Clancy Marshall, general manager of DynamicBooks, said the company planned to negotiate agreements with Apple so the electronic books could be read on the iPad.
The modifiable e-book editions will be much cheaper than traditional print textbooks. “Psychology,” for example, which has a list price of $134.29 (available on Barnes & Noble’s Web site for $122.73), will sell for $48.76 in the DynamicBooks version. Macmillan is also offering print-on-demand versions of the customized books, which will be priced closer to traditional textbooks.
Fritz Foy, senior vice president for digital content at Macmillan, said the company expected e-book sales to replace the sales of used books. Part of the reason publishers charge high prices for traditional textbooks is that students usually resell them in the used market for several years before a new edition is released. DynamicBooks, Mr. Foy said, will be “semester and classroom specific,” and the lower price, he said, should attract students who might otherwise look for used or even pirated editions.
Instructors who have tested the DynamicBooks software say they like the idea of being able to fine-tune a textbook. “There’s almost always some piece here or some piece there that a faculty person would have rather done differently,” said Todd Ruskell, senior lecturer in physics at the Colorado School of Mines, who tested an electronic edition of “Physics for Scientists and Engineers” by Paul A. Tipler and Gene Mosca.
Frank Lyman, executive vice president of CourseSmart, said he expected that some professors would embrace the opportunity to customize e-books but that most would continue to rely on traditional textbooks.
“For many instructors, that’s very helpful to know it’s been through a process and represents a best practice in terms of a particular curriculum,” he said.
Even other publishers that allow instructors some level of customization hesitate about permitting changes at the sentence and paragraph level.
“There is a flow to books, and there’s voice to them,” said Don Kilburn, chief executive of Pearson Learning Solutions, which does allow instructors to change chapter orders and insert material from other sources. Mr. Kilburn said he had not been briefed on Macmillan’s plans.
Mr. Ruskell said he did not change much in the physics textbook he tested with DynamicBooks. “You don’t just want to say, ‘Oh, I don’t like this, I’m going to do this instead,’ ” he said. “You really want to think about it.”
Mr. Comins, an author of “Discovering the Universe,” a popular astronomy textbook, said the new e-book program was a way to speed up the process for incorporating suggestions that he often receives while revising new print editions. “I’ve learned as an author over the years that I am not perfect,” he said. “So if somebody in Iowa sees something in my book that they perceive is wrong, I am absolutely willing to give them the benefit of the doubt.”
On the other hand, if an instructor decided to rewrite paragraphs about the origins of the universe from a religious rather than an evolutionary perspective, he said, “I would absolutely, positively be livid.”
Ms. Clancy of Macmillan said the publisher reserved the right to “remove anything that is considered offensive or plagiarism,” and would rely on students, parents and other instructors to help monitor changes.
FROM THE OFFICE OF THE PRESIDENT, DR. MARVALENE HUGHES
LOCATION: STERN HALL AMPHITHEATER
TIME: 5:00PM
Message from the President:
Please remember to schedule Monday, February 22, 2010, at 5:00 p.m., in the Stern Hall Amphitheater, for an important meeting of the Senior Cabinet, Deans and Faculty. I need your assistance in reviewing some very important issues.
Marvalene Hughes, Ph.D., President Dillard University
http://www.dillard.edu/
Friday, February 19, 2010
WorldCat.org Makes US News & World Report Professors' Guide Blog
By Alice Sneary on February 19, 2010 2:30 PM
We're always excited when a mainstream news outlet talks about using the library and features all the latest ways to access the great content available through libraries.
The popular Professors' Guide blog reminded their readers last week to use e-resources, WorldCat.org (tip #3!), ILL and living, breathing reference librarians in their post, Writing a Paper? Try these 7 Research Tips.
http://www.usnews.com/blogs/professors-guide/2010/02/10/writing-a-paper-try-these-7-research-tips.html
You may remember that the Professors Guide featured ways to get more out of your college library last March (2009), so it's definitely one to watch if you have rising high school seniors or first year undergraduates in your midst!
FROM: OFFICE OF THE PROVOST AND SENIOR VICE PRESIDENT FOR ACADEMIC AFFAIRS MEMORANDUM
TO: Faculty and Staff
RE: ANNUAL HONORS CONVOCATION
DATE: February 5, 2010
This message serves as a reminder that the 2010 Annual Honors Convocation will be held Sunday, February 21, 2010, at 4:00 p.m., in the Alfred K. Lawless Memorial Chapel. The speaker for this occasion will be Dr. William W. Sutton, President Emeritus of Mississippi Valley State University and Dillard alum, ’53.
Your participation in the Honors Convocation is a primary obligation of full-time faculty and is, thereby, listed on the academic calendar. Should a personal emergency arise that would interfere with attendance at this ceremony, faculty should contact the respective Dean and the Provost, immediately.
LINE-UP AND PROCESSION
The faculty must assemble in academic regalia by 3:40 p.m., in the first-floor lobby of Rosenwald Hall. The Faculty Marshals will arrange the order of the procession and will lead faculty and staff members to their reserved seats. The procession will begin promptly at 3:50 p.m. Faculty and staff members in academic regalia will not be permitted to enter the Chapel once the program has begun.
RECESSIONAL
In the recessional, the platform party will proceed followed by the faculty, staff, and then the students.
ATTIRE
Academic regalia and dark colors are required for all participants in the academic procession. Males should remove their caps prior to the invocation and place them on their heads just before marching out, after the benediction.Your participation is central to the continued success and reverence of this ceremony.
I hope to see each of you there!
Carla Morelon-Quainoo, PhD
Director of Institutional Effectiveness and Assessment/Advising
National Director, Global Issues Honors Consortium
LOCATION: Dent Hall, Room 109
PHONE: 504-816-4788
cmorelon@dillard.edu
Thursday, February 18, 2010
Microsoft Home: Save time with quick computer shortcuts!
As a new mom, Rachel Brown is always looking for ways to save time. "When I have the chance to sit down at my computer, I need to get at what I'm working on as quickly as possible," says Brown, who uses her computer to keep in touch with family and friends. Brown discovered the power of shortcuts and keystrokes while she was still working. "Before taking my maternity leave, I worked in a bilingual environment," she explains. "I learned the keystrokes for the French accents that were essential in all of my correspondence." She also learned a few other time-saving tricks such as highlighting text, using the Bold function, and creating new documents.
If you're looking to work more efficiently in Microsoft Word, Excel, or Internet Explorer, the key is using programmed shortcuts (see link).
A final piece of advice from Brown: Have the Help Line numbers for all the products you use nearby. "At work you rely on your IT person to solve problems that come up, but at home you need to fix these on your own and those phone numbers become extremely useful," she says.
The more you use these tools, the more time you will save. Have fun and explore the options available to you.
Article written by Liz Eustace and adapted from an original piece from Microsoft Home Magazine.
Tegrity Musings on Technology and Education - It's never too late to learn new tricks!
Posted by Ed Lane on Tue, Feb 09, 2010 @ 05:17 PM
Effective instruction today requires the application of new skills, methods and approaches than the traditional methods used in the past. Nearly every industry in the world relies on some form of technology to keep their business running smoothly, improve services, and attract new customers.
The vast majority of today's workers are required to have more than basic computer skills to keep them viable in today's fast paced job market - and higher education is no exception. Older Americans and tenured professors seem to be having the most trouble keeping up with technology, simply because hitherto it hasn't been as pervasive and they've not had to rely on it.
But we live in a new world. Technology has changed the way we interact on all levels and it's also changed our expectations. We want access (to just about anything) here, there, and now. Students today are comprised primarily of tech-savvy, multi-taskers. But even the multi-generational distance learners, who balance school with work and family, rely on technology to provide access to education and the flexibility to work it into their busy lives.
Instructors and institutions of higher learning, therefore, must be equipped to cater to a digital, disparate, and diverse student population. In other words, if you are an educator who shies away from technology, regardless of your excuse, you are doing a disservice to yourself and to your students.
The good news is that even if you are technology challenged or you have chosen to avoid it because you're close to retirement, there are plenty of computer training opportunities out there that can help you not only in your career life, but in your home life as well.
Computer career training is an excellent and convenient way to learn the computers skills you need to succeed at work, enhance your own curriculum and classroom experience, retain and attract more students. Compared to just a few years ago, most computers come with pre-installed applications and are basically plug-and-play. You can find interactive training via CDs, workshops, and webinars.
If your institution is using technology in an effort to serve the techno-based students of today, they should also provide FREE training on those applications and services.
Tegrity's training programs, for instance, are designed as interactive online workshops that deliver hands-on experiences customized to the challenges and goals of each instructor and institution. Tegrity offers training sessions free of charge as a convenience to Tegrity clients only.
EDUCAUSE: "7 Things You Should Know About Backchannel Communication"
The folks at Educause have put together another of their “7 Things” guides, this time it’s "7 Things You Should Know About Backchannel Communication". The backchannel is the informal communication that goes on during a conference or other event, most notably on Twitter and other real-time tools. As usual Educause tackles the following questions:
1. What is it?
2. How does it work?
3. Who’s doing it?
4. Why is it significant?
5. What are the downsides?
6. Where is it going?
7. What are the implications for teaching and learning?
EDUCAUSE is a nonprofit association whose mission is to advance higher education by promoting the intelligent use of information technology. http://www.educause.edu/
January 2010: Top 20 Most Popular Books on WorldCat.org by Bob Schulz
Here's the Top 20 List for January in order of views. Items new to the list are emphasized in italics:
1. Twilight by Stephenie Meyer
2. The Lovely Bones by Alice Sebold
3. Eclipse by Stephenie Meyer
4. Dear John by Nicholas Sparks
5. Push by Sapphire
6. New Moon by Stephenie Meyer
7. Breaking Dawn by Stephenie Meyer
8. Harry Potter and the Deathly Hallows by J. K. Rowling
9. To Kill a Mockingbird by Harper Lee
10. The Help by Kathryn Stockett
11. Harry Potter and the Half-Blood Prince by J. K. Rowling
12. The Da Vinci Code by Dan Brown
13. Treasure Island by Robert Louis Stevenson
14. The Catcher in the Rye by J.D. Salinger
15. The Secret by Rhonda Byrne
16. Lolita by Vladimir Nabokov
17. Act Like a Lady, Think Like a Man by Steve Harvey
18. Cloudy with a Chance of Meatballs by Judi Barrett
19. Going Rogue by Sarah Palin
20. Mastering the Art of French Cooking by Simone Beck, Louisette Bertholle and Julia Child
Faculty Focus: 10 Ways to Re-energize Your Classes and Yourself!
By Jody Oomen-Early, PhD.
I’ve been teaching online since 2001. I’ve always felt a certain sense of excitement when discussing philosophies, pedagogy, or instructional strategies with others and creating active, energetic online classrooms. So it was disheartening when I “hit a wall” and things started to feel really monotonous.
Here are some tips that might help you re-energize your online classes and yourself:
1. Expand your horizons – Attend a conference, webinar, or workshop relating to e-learning. Delve into an e-learning journal or newsletter that can help you strengthen your online teaching skills, help you save time or better manage your workload, and spark ideas to apply to your own online classrooms.
2. Try using some Web 2.0 tools – If you want to reach a variety of learning styles, Web 2.0 technology is the way to go. There are a number of free and easy tools available at your fingertips that take less than five minutes to learn.
3. Create a more “affective,” diverse environment – As learning theory supports, the affective domain is just as important as the cognitive or psychomotor. Add in some “affective” type questions or assignments that allow for a range of answers and perspectives.
Try posting audio messages to the class as well as to individuals. This can be done by using a simple computer headset with microphone and your computer. Or try some asynchronous and synchronous forms of group audio discussion by visiting www.yackpack.com/ or www.voicethread.com/
4. Collaborate – Form a learning community with your fellow faculty and friends (even if it’s a small group), and meet at least once a month to dialogue about your experiences, best practices, and e-learning literature.
5. Establish boundaries, but keep your social presence – To reduce the 24/7 feeling some of us experience, inform your students of days and times that you will be available for office hours (live) in person, via online chat, or by phone. Also, consider asynchronous mechanisms of communication, such as a Q&A board that you check twice a week.
6. Include informal, nongraded assignments to stimulate discussion and increase learning comprehension – This can also reduce the amount of grading required of the instructor, but allows the students to stay connected to the content. Self-quizzes, online games, Web tutorials, online chats, wikis, online scavenger hunts, digital storytelling, and blogs are just a few tools used for informal application.
7. Take a break – Back away from your monitor and do something that does not require use of your computer. As hard as it may be, try to reserve your weekends for yourself and your family and/or friends.
8. Use the resources available to help you – More and more administrators are becoming aware of the time and effort it takes to produce a quality online course. If your plate is full and you just never seem to find the time to concentrate on course development or skill building, talk to your chair or department coordinator.
9. Simplify, simplify, simplify – Start by clarifying your job responsibilities and (if applicable) tenure requirements. Like all service-oriented professionals, we have a tendency to feel guilty about saying “no.” Because of this, we often have too much on our plates. Determining how much of those portions come from external demands and expectations and how much we put there ourselves is a critical step in reducing and eliminating burnout.
10. Don’t try to do everything at once – It’s easy to feel overwhelmed by technology because it evolves at lightning speed. Keeping abreast of what is going on in e-learning is important, but don’t try to do more than you can handle. Oftentimes, your students may not be ready either. So take it one step at a time. Try incorporating a new tool once per semester (or year) and/or focus on improving the quality of your design and instruction.
Jody Oomen-Early is an assistant professor in the Department of Health Studies at Texas Woman’s University.
Excerpted from Burnout and Online Instruction: 10 Tips to Revive Your E-Classroom and Yourself, Parts 1 & 2, December 2008 and January 2009, Online Classroom.
Wednesday, February 17, 2010
Innovative Educators - Controversies and Research in Developmental Education: Planning for the Future
Friday, March 12th ~ 1:00-2:30pm EST
Webinar Description
Developmental education is perhaps the most controversial area of post-secondary education. This program will focus on some of the controversies surrounding developmental education. These controversies include the location of programs in two vs four year schools; the nearly exclusive use of standardized tests to place students in programs; the practice of mandatory placement into developmental courses; the relationship between the developmental and college level curriculum; and the relationship between placement in developmental courses and degree completion. Research on developmental education policy and practice is conducted by government agencies, institutional researchers and practitioners. Each of these stakeholder groups brings a unique perspective and set of questions that adds to our knowledge of best practices in this field. This program will review research related to developmental education controversies and make suggestions about future directions for research and practice.
Developmental education is perhaps the most controversial area of post-secondary education. This program will focus on some of the controversies surrounding developmental education. These controversies include the location of programs in two vs four year schools; the nearly exclusive use of standardized tests to place students in programs; the practice of mandatory placement into developmental courses; the relationship between the developmental and college level curriculum; and the relationship between placement in developmental courses and degree completion. Research on developmental education policy and practice is conducted by government agencies, institutional researchers and practitioners. Each of these stakeholder groups brings a unique perspective and set of questions that adds to our knowledge of best practices in this field. This program will review research related to developmental education controversies and make suggestions about future directions for research and practice.
Objectives
Participants will learn how to:
ask critical questions about developmental education that will inform future practices
design more effective developmental education interventions
develop effective evaluation tools for their developmental education interventions
Who Should Attend?
Developmental educators who are interested in learning more about the context in which developmental education is practiced; administrators who are responsible for developmental education placement programs and the evaluation of developmental education programs; and researchers who are new to the field. Who is the Speaker?
Cathrine Wambach had a 30 year career as a faculty member and administrator in the General College of the University of Minnesota, one of the oldest developmental education programs in the USA. She has published articles in the Journal of Developmental Education and Research and Teaching in Developmental Education.Innovative Educators
3277 Carbon Place
Boulder, Colorado 80301
Text and Academic Authors Association (TAA) - Fresh Eyes: How Working With An Editor Can Improve Your Work
Wednesday, March 10, 2-3 p.m. EST
In this one-hour teleconference session, Laura will share how to find, hire, work with, and learn from an editor, as well as discussing why you should hire one yourself before submitting your material to publishers. Participation is free for members.
Sincerely,
Kim Pawlak
Associate Executive Director
Text and Academic Authors Association (TAA)
kim.pawlak@taaonline.net
(608) 687-3106
Presented by Laura Poole, Copy Editor, Owner, Archer Editorial Services
In this one hour teleclass, you will learn from an experienced copy editor how your work can benefit from editing at any level. In this day and age of slashed budgets, publishers only want to produce the best material with minimal work needed to get it ready for print. Making use of an editor helps improve your text and maximize your chances of being published. From developmental to technical to copy editing, professionals are available to help you make a stronger product, even before it is accepted for publication. Professional editors are experts in helping you put forth the strongest content in the most readable way, which boosts your reputation and image, while building your relationship with a publisher. Laura will discuss how to find, hire, work with, and learn from an editor, as well as discussing why you should hire one yourself before submitting your material to publishers.
Laura Poole is a professional scholarly copy editor with 15 years of experience in publishing. She has run her own company, Archer Editorial Services ( http://www.archereditorial.com ), for the past 12 years. She has worked for such eminent publishers as Duke University Press, Wiley, and Oxford University Press. Her topic specialties include medical and scientific texts and mathematics texts. She also trains people in copyediting and proofreading and offers a referral service for those wanting to hire freelance editors. She recently joined the TAA and is delighted to offer a discount to TAA members wanting copyediting. Laura is married and lives in Durham, NC. She is also a certified professional life coach.
Text and Academic Authors Association
PO Box 56359
St. Petersburg, Florida 33732-6359
(727) 563-0020https://www.taaonline.net/
Tuesday, February 16, 2010
Innovative Educators: Designing a Successful Service-Learning Course: A Practical Approach
Wednesday, March 10th ~ 1:00-2:30pm EST
Webinar Description
This presentation will provide webinar participants with an understanding of the historical context and positive effects of service-learning on students, the campus and the community. Participants will learn a proven, seven-step course development model that will take them through each critical phase of designing a successful service-learning course. While primarily designed for novices, this presentation will also benefit faculty and staff currently involved in service-learning, as the presenter will reinforce guiding service-learning principles and provide new ideas for accomplishing them.
Objectives
Participants will learn how to develop a service-learning course including:
defining student learning outcomes
defining scholarship and/or creative activity outcomes
planning community collaboration
designing the course
handling logistics, contracts and risk management
incorporating pedagogical tools (reflection, analysis, delivery and display)
performing meaningful assessment.
Who Should Attend?
Vice Presidents
Instructional and Student Services Deans
Faculty
Student Success/Retention Specialists
Instructional Coordinators
Anyone interested in service-learning programs
Who is the Instructor?
Maureen Shubow Rubin was appointed Director of Undergraduate Studies at California State University, Northridge in 2006. Prior to this position, since 1998 she served as founding director of the Center for Community-Service Learning where she helped to develop and secure funding for over 300 new service-learning classes. She has written and implemented successful grant proposals to help students on her campus participate in projects centered on gang prevention, school readiness, computer literacy, self-help legal assistance, and bringing English and citizenship skills to immigrant elders, among others. An experienced faculty trainer and peer mentor, she has published widely about service-learning pedagogy, civic engagement, community collaboration and effective outreach. In 2001, she was awarded the Richard E. Cone Award from California Campus Compact for excellence and leadership in cultivating community partnerships in higher education.
Rubin joined the University in 1984 as a professor of journalism where she specialized in teaching law, public relations and media ethics, all of which have been subjects of numerous articles she wrote for both scholarly journals and mainstream media. In 1993, she was voted Outstanding Journalism Educator in the State of California by the California Newspaper Publishers Association. Prior to joining the university, Rubin was Director of Public Information for President Carter's Special Assistant for Consumer Affairs in the White House, and held similar positions for a U.S. Congresswoman and Consumer Federation of America. Rubin is a graduate of the Catholic University School of Law In Washington, D.C., holds a Master of Arts degree in Public Relations from University of Southern California and a Bachelor of Science degree in Journalism from Boston University.
The Teaching Professor: Strategies for Teaching What You Just Learned
Confidence and credibility! (Even outside your comfort zone)
Featured Higher Education Presenter: Dr. Therese Huston
Date: Wednesday, 04/28/10
Time: 12:00 - 1:15 PM CDT
Cost: $249 ($274 after 04/21/10)
Three easy ways to register!
Phone: 800-433-0499 / 608-227-8182
Instructors are increasingly being asked to teach topics outside their areas of expertise, sometimes digesting subject matter one day and teaching it the next. Have you ever felt the pressure to be the "Jack (or Jill) of all trades"?
Demands on faculty continue to grow as general education programs are being re-designed and expanded on many campuses. Faculty are being asked to adapt their courses to meet new university objectives:
Campuses are adding first-year experience seminars where everyone teaches around a common theme, but that theme may have nothing to do with one's field.
For example, instructors who've never needed to read the literature on leadership are suddenly being asked to teach students about leadership.
A new focus on inter-disciplinary courses requires instructors to approach a familiar topic from a new way of thinking. Budget cuts are another reason faculty are being called on to teach new and less-than-familiar material:
Department chairs need instructors to help fill gaps in the curriculum.
Senior faculty are putting research on hold in favor of survey courses they haven't taught in years while tenure-track faculty are being asked to teach courses they haven't taken since they were sophomores.
Adjunct faculty are finding ways to be versatile in their department so that they survive budget cuts.
In this informative seminar, you'll learn how to survive teaching under these challenging circumstances. You'll gain simple but effective strategies to help you manage stress and anxiety; maintain poise; and demonstrate credibility, even in unfamiliar subject areas.
Register today and learn:
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."
Who Should Attend?
You'll find the common theme and 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.
Highly recommended for:
Lecturers
Instructors
Visiting professors
Assistant/associate professors
Professors
Adjunct instructors
Directors
Assistant/associate directors
Teaching fellows
Program directors
Associate provosts
Edited by respected scholar and expert Dr. Maryellen Weimer of Penn State Berks, The Teaching Professor is a forum for discussion of the best strategies supported by the latest research for effective teaching in the college classroom.
Magna Publications
2718 Dryden Drive • Madison, WI 53704-3086 • 800-433-0499
© Copyright 2010 Magna Publications
Collaboration Newsbytes for February 2010
C O L L A B O R A T I O N N E W S B Y T E S
Volume 8, Number 7
February 15, 2010
We’re pleased to present your new issue of Collaboration Newsbytes, the e-bulletin published monthly by The Collaboration for the Advancement of College Teaching & Learning. Each issue contains important news and updates about upcoming programs and professional development opportunities.
The Collaboration for the Advancement of College Teaching & Learning is an alliance of colleges and universities that supports and promotes outstanding college teaching and learning. We can be reached at: 2356 University Ave. West, Suite 230, St. Paul, MN 55114, Phone: (651) 646-6166, Fax: (651) 646-3162, Email: collab@collab.org Web: www.collab.org
IN THIS ISSUE:
1. Headlines & Deadlines
THERE’S STILL TIME TO REGISTER FOR THE COLLABORATION’S FEBRUARY CONFERENCE ON ASSESSMENT
Today, as institutions closely scrutinize the return from ever more limited resources, assessing student learning and educational programs is more critical than ever. The Collaboration’s winter conference, “Assessment for the Changing Learning Environment,” which will take place this week on February 19–20 in Bloomington, Minnesota, will explore what individual faculty and staff can do to foster their own continuous learning and development as teaching professionals. And it will examine how colleges, universities, and other groups are striving to create learning environments and how teaching and student learning have improved from these practices. Participating in this conference are such notable experts as: THERE’S STILL TIME TO REGISTER FOR THE COLLABORATION’S FEBRUARY CONFERENCE ON ASSESSMENT
L. Dee Fink, a nationally-recognized expert on college teaching and faculty development. Fink has a doctorate from the University of Chicago in 1976. In 1979, he founded the Instructional Development Program at the University of Oklahoma and served as its director until his retirement from Oklahoma in May 2005. He was president of the POD Network (Professional and Organizational Development) in Higher Education (2004–2005), the primary professional organization for faculty developers. At the present time he works as a national consultant in higher education and is the author of Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses (Jossey-Bass, 2003) and co-editor of Team-Based Learning: A Transformative Use of Small Groups in College Teaching (Stylus, 2004).
Peggy Maki, a consultant with Peggy Maki Consulting. Maki will offer a preconference session on “Planning Assessment Backwards to Dive Deeper into Pedagogy” and a closing session on “Options for Technology-Based Assessment: Current and Emerging Possibilities.”
A rich assortment of presenters of nearly 30 preconference and concurrent sessions on creating a culture of assessment, technology, rubrics and other assessment tools, collaboration, and other topics.
Conference registration information and materials are available on our website at www.collab.org
FEBRUARY FACULTY DEVELOPERS’ BREAKFAST SESSION FOCUSES ON HIGH-QUALITY SERVICE-LEARNING
Join your colleagues at the Faculty Developers’ Breakfast Session on Saturday, February 20, 2010, for an informal discussion on “Strategies for Supporting the Development of High-Quality Service-Learning.” Service-learning pedagogy is growing on many campuses, thanks in part to student enthusiasm, advocacy by committed staff and faculty, and research identifying service-learning as a “high-impact educational practice.” At this session we will ask: What are the challenges and benefits of this kind of engaged teaching and learning? How can faculty developers support the effective integration of community-based work into academic courses? What potential collaborators exist on campus and at partner organizations? Join your colleagues for a rich exchange of ideas and resources. The session will be facilitated by Julie Plaut, executive director of Minnesota Campus Compact, and Mary Savina, professor of geology and faculty assessment coordinator at Carleton College.
THERE’S STILL TIME TO MAKE A DIFFERENCE ON YOUR CAMPUS—RESERVE A SPRING TRAVELING WORKSHOP NOW!
Supporting the continued professional development and morale of faculty and staff is critical on your campus, and The Collaboration’s Traveling Workshop Program is here to help. The Collaboration’s Traveling Workshops are exceptionally cost-effective, bringing the expertise, talents, and training of our facilitators to you—on your schedule and within your budget. Pedagogy, curriculum development, assessment, diversity, technology, faculty/staff issues—there’s no teaching, learning, or faculty/staff development topic beyond our reach. Workshops can be arranged for one day, two days, or a week, depending on your needs. For as little as $1,395, plus the facilitator’s travel expense, you can bring an in-depth, interactive experience for groups of faculty and staff tailored to your needs to your site. We’ll ensure a top-quality event and even handle the workshop evaluation for you! For more information, visit The Collaboration’s website at www.collab.org or call us at (651) 646-6166. We look forward to helping you!FACULTY AND EDUCATIONAL DEVELOPERS CAN HONE THEIR SKILLS THIS SUMMER AT A NEW WORKSHOP: “FOSTERING STRATEGIC FACULTY DEVELOPMENT”
Workshop will take place June 13-18, 2010, in Saint Paul, Minnesota. Presented by The Collaboration for the Advancement of College Teaching & Learning, “Fostering Strategic Faculty Development” is a week-long, hands-on workshop that provides the most cutting-edge methods and practices for faculty and educational developers. During the week, our expert presenters will create an informal, integrated learning community in which participants grapple with advanced topics in the field. The program is designed to model the best practices in teaching and learning, and will integrate week-long collaborative group sessions, individual and group reflection, and interactive presentations. Fostering Strategic Faculty Development is designed for staff, faculty, and directors of centers for teaching and learning and anyone responsible for organizing, directing, or chairing a campus faculty development program. Administrators who would like a better understanding of educational development programs and how to develop and support them are also encouraged to attend. More information about this event—including details about the program, the presenters, and places to see or stay in Saint Paul—will be available by the end of February at www.collab.org You can also contact The Collaboration at collab@collab.org or (651) 646-6166.2. Save the Date! Upcoming Events
THE 2010–11 MEMBERSHIP CAMPAIGN KICK-OFF PROMISES NEW PROGRAMS AND NEW DIRECTIONS
The Collaboration will kick off its 2010–11 Membership Campaign in late February. If your institution is a current member, look for your renewal letters to arrive at that time. And if your institution is not currently a member, you will receive an invitation to join The Collaboration. The new year for membership begins July 1, 2010. This year, The Collaboration’s new leadership and newly committed board of directors will be focusing on planning for the future. In order to continue providing your faculty and staff with the knowledge and skills needed to advance scholarship and higher education, The Collaboration is strategically developing new programs and initiatives, working to improve its services, and creating new opportunities to connect you with colleagues and like-minded institutions. Through this period of change, The Collaboration’s programs will remain as convenient and cost-effective as ever, providing crucial faculty and staff training, leadership development, and professional engagement that foster innovation on your campus. For more information, visit our website at www.collab.org or contact us at collab@collab.org or (651) 646-6166. WATCH FOR MORE INFORMATION ABOUT “OFF TO A GOOD START,” A NEW COLLABORATION PROGRAM TO SUPPORT NEW FACULTY
Workshop to take place late summer, 2010The Collaboration for the Advancement of College Teaching & Learning is currently developing a new program for new faculty to take place this summer in Saint Paul. “Off to a Good Start: A Workshop for New Faculty” will be aimed at providing new and incoming faculty with support and orientation to their new jobs. Attendees of “Off to a Good Start” will gain skills to become knowledgeable and effective facilitators of learning. Specific areas of emphasis include:
· Lesson planning and syllabus development
· Active learning methodology
· Assessment and grading
· Effective use of textbooks
· Classroom management
· Inclusive teaching
· Introduction to the Scholarship of Teaching and Learning
Faculty will leave the workshop with:
· A syllabus completed for at least one course they plan to teach in the fall
· A lesson plan for at least one course they plan to teach in the fall
· A handbook of resources on effective teaching and learning practices
Watch your mail for more information about this workshop, or visit our website at www.collab.org beginning in mid-March. You can contact The Collaboration for more information at collab@collab.org (651) 646-6166.
3. Member News & Information
TEACHING LEARNING CENTER DIRECTOR POSITION OPEN AT SOUTH DAKOTA STATE UNIVERSITY
South Dakota State University invites applications and nominations for the position of Director of the Teaching Learning Center (TLC). Established in 2001, the TLC mission is to further develop, support and promote a culture of excellence in teaching and learning at SDSU. The TLC pursues this mission by providing the SDSU community with professional development opportunities which foster learning, along with teaching and learning resources. The TLC also promotes interdisciplinary and collaborative conversations, activities and relationships. The TLC director will also have responsibility for faculty development surrounding the Active Learning Cloud—An ambitious initiative to enrich course content and delivery and to enhance students’ educational and learning experiences through integration of technology and media. The TLC Director position is a full-time, 12-month administrative position and reports to the Associate Vice President for Academic Affairs (AVPAA). The Director will provide leadership for all TLC activities working collaboratively with faculty, deans and department heads, academic and support units, including Instructional Design Services and the Briggs Library. The Director must bring excellent organizational and communication skills, along with direct teaching experience. SDSU accepts applications through an on-line employment site. To apply, visit: https://yourfuture.sdbor.edu , search by the position title, view the job announcement, and click on “apply for this posting.” The system will guide you through the electronic application form. The employment site will also require the attachment of a cover letter, resume, and reference page. Please contact SDSU Human Resources at (605) 688-4128 if you require assistance with this process.THE COLLABORATION CONGRATULATES VELMA LASHBROOK ON HER APPOINTMENT TO HEAD AUGSBURG COLLEGE’S CENTER FOR TEACHING & LEARNING
Velma Lashbrook, a Collaboration Traveling Workshop facilitator and Program Consultant, and a frequent presenter at the Collaboration’s annual conferences, has been named Director of the Augsburg College Center for Teaching and Learning. The Center for Teaching and Learning at Augsburg College engages and sustains faculty and staff, departments and programs, in supporting student learning success. Our activities and services encourage professional, scholarly and teaching development at every stage of an Augsburg career. Collaboration, recognition of excellence, and the importance of autonomy and efficacy are the guiding principles for achieving this mission. For more information about the Center for Teaching and Learning at Augsburg, visit: http://www.augsburg.edu/ctl/ AUGSBURG COLLEGE OFFERS TWO SUMMER SEMINARS DESIGNED FOR EDUCATORS’ PROFESSIONAL DEVELOPMENT
The Center for Global Education at Augsburg College is offering travel and professional development seminars geared toward those working in higher education: “Education for Decolonization” (Guatemala, July 10-18, 2010), and “International Service Learning: Who is Serving Whom?” (Mexico, June 27-July, 2010). For more information about these opportunities, and other travel and educational programs that are open to the public, please visit the Center for Global Education’s website at: http://www.augsburg.edu/global/shorttermseminars/opportunities.html 4. Funding & Other Opportunities
CORPORATION FOR NATIONAL AND COMMUNITY SERVICE ANNOUNCES AVAILABILITY OF FUNDING TO SUPPORT SERVICE-LEARNING
Deadline: March 9, 2010The Corporation for National and Community Service ( http://www.nationalservice.gov/ ) has announced the availability of a total of $650,070 for new grants to Indian tribes and U.S. territories. The “Learn and Serve America” program gives school-based grants to involve school-age youth in service-learning projects that simultaneously support student development and meet community needs. The corporation anticipates that grants will be awarded to an estimated three to five Indian tribes and U.S. territories, with awards ranging from approximately $45,000 to $120,000 each, annually, for a project period of up to three years. The grants will specifically fund programs that focus on the following priorities: Supporting high-quality service-learning sponsored by Indian tribes and U.S. territories and enhancing the infrastructure in schools and communities to support on-going service-learning programming; supporting Indian tribes and U.S. territories working with schools to expand service-learning into more tribal communities that will involve students in service-learning projects; increasing student civic, academic, and leadership skills and providing youth with service-learning experiences that motivate them to become more civically engaged and committed to lifelong service; and promoting healthy communities and healthy youth by having students engage in service-learning projects that address one or more of the following issue areas: health and wellness; environment; retention of tribal language, history, and culture, community development/economic development; and crime prevention/violence prevention. Visit the Corporation for National and Community Service Web site for complete program information.
INSTITUTE OF MUSEUM AND LIBRARY SERVICES CALLS FOR 21st CENTURY MUSEUM PROFESSIONALS GRANT APPLICATIONS
Deadline: March 16, 2010The Institute of Museum and Library Services ( http://www.imls.gov/ ) is calling for proposals from museums, museum service organizations, and universities for projects designed to enhance the professional development of museum staff. The 21st Century Museum Professionals grants are intended to have an impact on multiple institutions by reaching broad groups of museum professionals throughout the nation's cities, counties, states, and regions. Funding will support projects involving core management skills such as planning, leadership, finance, program design, partnership, and evaluation. Projects may also focus on collections care and management, interpretation, marketing and audience development, staff retention, visitor services, governance, and other areas of museum operations. Applicants may request from $15,000 to $500,000 each for a grant extending up to three years. Program guidelines are available on the IMLS website.
JENZABAR FOUNDATION ANNOUNCES CALL FOR NOMINATIONS FOR HIGHER EDUCATION STUDENT LEADERSHIP AWARDS
Deadline: March 31, 2010The Jenzabar Foundation ( http://www.jenzabar.net/ ), the philanthropic arm of Jenzabar, Inc., has opened the nomination process for its second annual Student Leadership Awards. The awards will recognize seven student groups—and their respective leaders—that have demonstrated a commitment to making a difference through community service and/or humanitarian endeavors either in the United States or globally. This year the foundation is expanding the awards criteria to include submissions from non-profit organizations as well as self-nominations from students at educational institutions around the world. The 2010 Student Leadership Awards will provide grants in recognition of achievements in the following categories: local community support to individuals or groups that are underserved by existing community resources; international humanitarian efforts; campus ministry programs that reach beyond campus boundaries; education outreach to groups or individuals not enrolled in the institution; environmental protection, natural resource management, alternative energy promotion or climate/habitat awareness; health care provision or awareness; and issue advocacy targeted to local, state, or federal governments. Nominations are open for students enrolled in any accredited institution of higher education and can be submitted by individuals, educational institutions, or nonprofit organizations that have produced work consistent with the foundation's mission to recognize and support the good works and humanitarian efforts of student leaders serving others across the globe. Criteria and nomination process information are available at the Jenzabar Foundation website.
INSTITUTE OF MUSEUM AND LIBRARY SERVICES ACCEPTING APPLICATIONS FOR 2010 NATIVE AMERICAN LIBRARY SERVICES ENHANCEMENT GRANTS PROGRAM
Deadline: May 9, 2010The Institute of Museum and Library Services ( http://www.imls.gov/ ) is accepting applications for the 2010 Native American Library Services Enhancement Grants program. Federally-recognized tribes and Alaska Native villages and corporations may apply for grants to improve existing library services or implement new services, particularly as they relate to the goals of the Library Services and Technology Act. In 2009, IMLS supported over two hundred tribes with the non-competitive Native American Library Services Basic Grants and an additional seventeen tribes with Enhancement Grants. The tribes used their grants to develop a wide array of library-related projects, from providing new services to outlying reservation communities and promoting healthy lifestyles through new programs and materials, to creating pre-literacy programs for preschool children, their parents, and caregivers. Grants will range in amounts of up to $150,000 each for a grant period of up to two years. Indian tribes and Alaska Native villages are eligible to apply for the Enhancement Grant only if they have applied for a Native American Library Services Basic Grant in the same fiscal year. See the IMLS website for program guidelines and specific eligibility criteria.
Funding opportunities listed in Newsbytes are Copyright (c) 2000-2008, the Foundation Center. All rights reserved. Permission to use, copy, and/or distribute the preceding information in whole or in part for non-commercial purposes without fee is hereby granted provided that this notice and appropriate credit to the Foundation Center is included in all copies.
Do you have news to share with your Collaboration colleagues? If so, please send a short announcement to mfallon@collab.org for inclusion in the next “Newsbytes"
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