Webinar Invitation: "Thinking and Teaching Digitally: Connecting to the Millennial Learner

www.connectyard.com

Join us for a Webinar on March 18

Today’s students are digital natives with digital expectations. They are coming of age in a Web 2.0 world where Facebook, Twitter and text messaging are the preferred channels for sharing and communicating ideas, but how do we as educators leverage these same social and mobile technologies to increase student engagement and ultimately improve learning outcomes?


Hear from Professor Renee Robinson how Saint Xavier University is doing just that!


This Webinar will cover how both faculty and the institution can leverage Social Media to better:
• Connect with and Engage Millennial Learners
• Identify and Understand Millennial Characteristics and Behaviors
• Re-imagine Pedagogies that Assist Millennial Learning

This presentation is sponsored by ConnectYard, and is scheduled for Thursday, March 18th at 1pm EDT.


Title: Thinking and Teaching Digitally: Connecting to the Millennial Learner
Date: Thursday, March 18, 2010
Time: 1:00 PM - 2:00 PM EDT
After registering you will receive a confirmation email containing information about joining the Webinar.

System Requirements
PC-based attendees
Required: Windows® 2000, XP Home, XP Pro, 2003 Server, Vista
Macintosh®-based attendees
Required: Mac OS® X 10.4 (Tiger®) or newer

Space is limited. Reserve your Webinar seat now at: https://www2.gotomeeting.com/register/255092722  

Webinar Invitation: "Thinking and Teaching Digitally: Connecting to the Millennial Learner

SUBMIT YOUR SESSION PROPOSAL FOR THE COLLABORATION'S EXPANDED NOVEMBER 18–20, 2010, CONFERENCE

Proposals due: Friday, April 9, 2010
Recent events on campuses and in the world at large are changing the face of higher education. Colleges and universities are challenged by the demands of a new economy, the expanding use of technology in the classroom, and the changing relationship between institutions and students. This rapidly changing environment has caused uncertainty and raised many questions about what are the most effective practices for ensuring students have successful and inspirational experiences in college. How can faculty and staff be best supported, and how can administrators recruit the best educators to their campuses? What role do we all play in ensuring that the educational system remains vibrant and effective far into the future?

The primary goals of the Collaboration's November 2010 conference, "Ripples in the Pond: Transforming Higher Education for Today" are, first, to provide new knowledge and ideas, to foster enhanced skills, and to promote the best practices in teaching and learning; and second, to assist institutions in creating a more effective and engaged faculty and staff. With this conference, the Collaboration is expanding its conference format and opening up the main topic to encompass a variety of themes. Instead of focusing on a single, narrow topic, we are inviting proposals on a number of different themes that fit under a much broader main topic. And with this revision of our approach to conferences, we are inviting a wider range of individuals and institutions to offer their expertise and share cutting-edge information that is crucial to the future of higher education. We invite proposals for concurrent sessions that address the conference theme by disseminating and modeling effective practice or by promoting stimulating dialogue, inquiry, and problem-solving For more information about the expanded conference format and the range of conference themes, or to submit a session proposal, click here to download an interactive Call for Proposals form (http://www.collab.org/programsservices/conferences/CFP_November10.pdf). You can also contact The Collaboration at collab@collab.org  or (651) 646-6166, or visit our website at www.collab.org  for more information.

SUBMIT YOUR SESSION PROPOSAL FOR THE COLLABORATION'S EXPANDED NOVEMBER 18–20, 2010, CONFERENCE

TLTGroup Upcoming Friday Live! All on Fridays at 2 pm ET

http://www.tltgroup.org/

3/12
2009 POD Innovations Awards - Wikis and Podcasts: 3 Cs for T&L
Kathryn Plank & Teresa Johnson, Ohio State University, and Bart Everson & Elizabeth Hammer, Xavier University of Louisiana; Bonnie Mullinix, TLT Group

3/26
Starting and Growing Frugal Innovations Steve Gilbert and Steve Ehrmann, TLT Group (to be confirmed)

4/9
Enhancing Faculty Development with ELIXR Digital Case Stories
Lou Zweir, Sonoma State University, Kiren Dosanjh Zucker, CSU Northridge, & Tasha J. Souza, Humboldt State University (and others)

See the Calendar of events for more information and to register for FridayLive! (and other TLTG sessions) or request a Season Pass for Spring. http://tltgroup.roundtablelive.org/Default.aspx?pageId=338009

I look forward to seeing some of you at Lilly Greensboro on February 4-7 (at our Preconference Workshop, or one of our TLT Group sessions, or in the halls and at meals.

Missed Friday Live! sessions last fall/last year? View the archived recordings at our Friday Live! Archives page http://www.tltgroup.org/tlt-swg/FL%21/FL%21past.htm

TLTGroup Upcoming Friday Live! All on Fridays at 2 pm ET

Faculty Focus: "A 10-Point Survival Guide to Being, and Staying, an Academic Leader"

March 3, 2010 

By: Robert Greenstreet, PhD. in Academic Leadership

http://www.facultyfocus.com?p=11174

While entering the administrative ranks of academia might seem a formidable task, staying there presents a whole other series of challenges. The average length of stay for a dean, vice chancellor, or chancellor can often be fewer than five years and in some programs, the duration of leadership has been known to be considerably shorter.

Of course, many administrators move on or up to more appealing administrative jobs, but if you are considering the long haul — and quite frankly some believe it is hard to make substantial, meaningful change in fewer than five years — the following are a few thoughts on building a long-term administrative career relying, for the most part, on basic principles of communication and common sense.


1. Don’t bear a grudge: Every day, people will annoy you. They may not mean to, or they may have every intention of driving you to distraction but whatever the cause, there will be irritation — it’s the nature of your job. Being in a position of authority, you could have the opportunity to retaliate in ways large and small. Don’t.
“Getting even” really doesn’t feel that good and, more importantly, if your actions are viewed as petty and vindictive, your stock as a leader is diminished. Learn to rise above the irritation — it’s a more sustainable and appropriate response for a leader.


2. See the best in everyone and the bright side of everything: You may not believe all your colleagues are doing things the way you want them done or that aspects of the program are as good as they should be. Do the best you can to effect positive change — that’s your job.


Forcing change may be hard, frustrating and ultimately unsuccessful. So try a change in attitude — yours. Look for the best attributes in people and work with them. Sure, Professor X is not the most active senior member and hasn’t done a lick of research in 20 years but…he’s a pretty good teacher, popular with the students and alumni, and is generally ‘underappreciated’ by his colleagues. Encourage his teaching, take him out on an alumni event, put him forward for a teaching award — you may be surprised by the response.

3. It’s all about people: Regardless of mission statements, written curricula, and action plans, it all boils down to people — faculty and staff — to make it all work in the end. Talk to your colleagues about their work and aspirations, and be helpful where possible — even in very modest ways. Put them forward for awards, fund their requests wherever practicable, and take an active, personal role in their career development.

Where you have time, go walkabout — wander around the offices and chat to people on their territory about their classes, research or service, and send them notes/emails on their accomplishments. Building a long-term relationship with your colleagues heightens your value as a long-term administrator.

4. Think big picture: If your intention is to be part of the future of your program, don’t lose sight of the big picture. Day-to-day minutiae, crises, and administrative clutter can fill your life and waking hours and refocus you on short-term achievements. Remember to focus on the big stuff, ignore the ‘yes buts’ and the difficulties (at least at first) wherever possible, and keep your eyes on the horizon. Filter out the ‘noise’ of less important material, and stick to major principles. If not, you will quickly get immersed in details that confuse the final outcome of a vision.
5. Make sense of it all: Semesters begin with a bang, hurtle at breakneck speed through finals and end abruptly. Despite everyone’s best efforts, progress toward programmatic goals and even awareness of the program’s identity may be unclear or unshared by the players in the frantic rush to “get the work done.”

Try and develop a detached, critical overview of your program and be the commentator on its development. Once you’ve made sense of it all — or at least your version of it — try to communicate the story to the appropriate audiences, and engage your colleagues in constructive discourse about its future. Simplify. Then simplify again.

There are endless complications, nuances and complexities in everyday administration. Once you’ve cleared the noise to give you a chance to “think big,” don’t blow it by talking gibberish. Reduce your message to manageable concepts — short sentences, clear examples, appropriate metaphors, and no jargon.

Editor’s Note: We will publish part 2 of this article online tomorrow (March 4 2010).

Robert Greenstreet, PhD., is the dean of the School of Architecture and Urban Planning at the University of Wisconsin-Milwaukee.

Faculty Focus: "A 10-Point Survival Guide to Being, and Staying, an Academic Leader"

Innovative Educators Webinar: Training Academic Advisors: Conceptual, Relational, & Informational Issues

Wednesday, March 17th, 2010

1:00pm-3:00pm EDT

$345.00

Webinar Description

In ACT's most recent national survey of training for all types of advisors, training was rated as one of the least effective components of campus advising programs. Training for staff advisors was found to be lacking in both conceptual understanding and relational skills. And, Brown (2008) found that that most faculty advisors believed that they had inadequate training and preparation before beginning to advise.
Effective academic advising is dependent on three critical components: comprehensive pre-service and ongoing in-service advisor development; assessment of the advising program and individual advisors; and recognition and reward for exemplary performance. Training is the initial component in this process. Without setting expectations and offering skills training, there are no benchmarks for assessment. And, without assessment there are no guideposts for improving. All advisor development programs have common elements and are applicable to faculty, staff advisors, and counselors.

Objectives
This session provides an overview of Conceptual, Relational, and Informational elements of comprehensive advisor development programs and considers how programs might be designed to meet the needs of advisors with differing levels of experience, willingness to participate, etc. A theoretical context will be provided, but the focus will be on concrete, tangible examples and strategies for addressing issues that can produce more effective advisor development programs and academic advisors.

Who Should Attend?
Academic Affairs Administrators
Deans of Student Services
Enrollment Management Personnel
Directors of Advising
Advising Coordinators
Anyone interested in improving and assessing advising

Who is the Speaker?
Thomas Brown--a lifelong student and academic affairs educator with an impressive record of effectiveness in creating academic and student affairs programs that promote increased learning, achievement, and success. Tom served as Dean of Advising Services/Special Program at Saint Mary's College of California, was a member of the Board of Directors and Vice President of the National Academic Advising Association (NACADA), and was chairperson of the Prelaw Advisors National Council.

From 1988 to 2008, Tom developed and facilitated general session presentations on academic advisor development for the NACADA Summer Institute on Academic Advising. His most recent publications on professional development include: "Critical Concepts in Academic Advising" in The Academic Advising Handbook, Jossey Bass, 2008, and "Preparing Providers to Foster Student Success", in Fostering Student Success in the Campus Community, 2008

Tom Brown's work is based on an integration of theories, research findings, and practical experience that makes a real difference for individuals and institutions. As a nationally recognized author and expert in retention, academic advising, promoting the success of at-risk students, international education, and diversity/inclusivity training, he has served as a consultant to more than 350 colleges and universities in the US and abroad. Tom is currently Managing Principal of a consulting network that assists campuses to increase student success, build inclusive communities, and manage change (www.tbrownassociates.com).

Innovative Educators

3277 Carbon Place

Boulder, Colorado 80301

Innovative Educators Webinar: Training Academic Advisors: Conceptual, Relational, & Informational Issues

Summer 2010 at Harvard: Join Our Community of Learners!

http://www.gse.harvard.edu/ppe/programs/index.html

25th Annual Learning Differences Conference
March 19–20, 2010
Better serve your students with learning and attention differences by helping to deepen your understanding of best practices.


Instructional Rounds
April 26–29, 2010
Learn key principles and practices of an effective, classroom-oriented approach to observing, analyzing and improving teaching and learning.


Connecting the Mind, Brain and Education
June 21–25, 2010
Understand the links between cognitive science, neuroscience and educational practice. Apply current research to your own teaching, research and curriculum development.


Universal Design for Learning: Reaching All Learners
July 6–10, 2010
Prepare to meet the challenge of engaging all learners with diverse needs, abilities and backgrounds and learn practical, hands-on solutions for reaching and teaching them.


Project Zero Classroom
July 26–30, 2010
Create classrooms, instructional materials and out-of-school learning environments that promote deep learning and understanding.


Future of Learning
August 2–6, 2010
Understand how societal changes and technological advancements affect the way students learn and consider the implications of these changes on educational practice.

Harvard Graduate School of Education

Programs In Professional Education
44 Brattle Street, 5th Floor
Cambridge, MA 02138

Summer 2010 at Harvard: Join Our Community of Learners!

DU CENTER FOR TEACHING, LEARNING AND ACADEMIC TECHNOLOGY COMMITTEE (CTLAT) - MARCH 2010

The following announcements are sent on behalf of Dillard University:

"CENTER FOR TEACHING, LEARNING AND ACADEMIC TECHNOLOGY COMMITTEE (CTLAT)"

All Faculty are invited to attend the following:

Thursday, March 4, 2010 4:00 DUICEF 207 Faculty Portfolios: Preparing for Faculty Evaluations
This session will be most beneficial as we approach the end of the second semester in preparing for faculty evaluations. What should you prepare for? What about the Academic Plan? What else do we need to know?


Friday, March 5, 2010 12 noon Kearny West - Writing an Effective Philosophy Statement
Win high marks on developing an effective philosophy statement (s): Teaching, Research, and Service. This session is open to all, but primarily faculty preparing tenure-promotion portfolios. Participants are encouraged to bring a DRAFT of any of these statements as they self assess, following a presentation of the components of an effective statement. Models and web links will also be provided.

Friday, March 12, 2010 12 noon Rosenwald Room 114 - Rubric Development & Use
Everyone’s talking about rubrics! What are they? Are they really that much work? Presenters will answer these questions and provide some short cuts. Participants are encouraged to bring a rubric that they use (or one will be provided) as you develop one through the use of technology.


Friday, March 12, 2010 12 noon Rosenwald Room 114 - Classroom Assessment Techniques
Participate in a very interactive session on various methods of assessment in the classroom. Never again miss an assessment moment! Learn about and engage in the implementation and analysis of students in higher education.

Friday, March 19, 2010 12:00 noon Alexander Library – First Floor Computer Lab - Information Literacy
There’s a wealth of information at your fingertips through technology in Alexander Library. Each participant, under the guidance of the presenter, will become familiar with these valuable assets. Be ahead of the game in preparing your students for the Undergraduate Research Competition.

DU CENTER FOR TEACHING, LEARNING AND ACADEMIC TECHNOLOGY COMMITTEE (CTLAT) - MARCH 2010

The White House: "What does a 21st century education mean to you?"

http://www.whitehouse.gov/blog/2010/03/02/white-house-asks-0

The White House Blog

The White House Asks - Posted by Kori Schulman on March 02, 2010 at 06:09 PM EST

At www.WhiteHouse.gov we’re always looking for new ways to engage with citizens, whether it’s through a live video chat with a policy expert or an Open for Questions event with the President. As an extension of the Administration’s commitment to making government more collaborative and participatory, we’re trying something new this week. The White House will pose a question to our more than 480,000 fans on Facebook, 1.7 million followers on Twitter and 30,000 group members on LinkedIn. Later in the week, we’ll highlight some of the most interesting responses on the White House blog.

As part of this week’s “Education in Focus” series, the White House asks:
What does a 21st century education mean to you?
So, tell us on Facebook, Twitter or LinkedIn. We look forward to your responses and want to give a hat tip to @GOOD for a good idea.

The White House: "What does a 21st century education mean to you?"

Library Book Sale 2

Check out this SlideShare Presentation:

Library Book Sale 2

View more presentations from Dillard University Library.

Library Book Sale 2

An Iconography of Contagion: An Exhibition of 20th Century Health Posters

http://www.nlm.nih.gov/exhibition/iconographyofcontagion/index.html

An Iconography of Contagion: An Exhibition of 20th Century Health Posters

Featuring: Dr. Ramona Jean-Perkins and Dr. Eartha Johnson 

Faculty Portfolio & Preparing for Faculty Evaluation

Date: Thursday: March 4, 2010

Time: 4:00-5:00 p.m. ~ Where: DUICEF 207

Dillard University ~Office of Academic Affairs

2601 Gentilly Blvd. ~New Orleans, Louisiana 70122

(504) 816-4664

Please x4216 call for more information....

Dr. Dorothy J.V. Smith, Facilitator

Dr. Ramona Jean-Perkins and Dr. Bernard Singleton, CTLAT Coordinators

NACADA

The Office of Academic Affairs invites all faculty and staff to attend a NACADA webinar entitled, "Reaching and Retaining Students: Effective Academic Advising Strategies." The webinar is scheduled for today, March 3, at 1:00pm in DUICEF 207 and will begin on time.



Given all of the challenges we have regarding advising and retention, it is imperative that we take advantage of all training opportunities. Thank you in advance for your support!


Visit the NACADA site ( www.nacada.ksu.edu ) to access a wealth of information about academic advising.

Carla Morelon-Quainoo, PhD
Director of Institutional Effectiveness and Assessment/Advising
National Director, Global Issues Honors Consortium
Phone: 504-816-4788
Fax: 504-816-4614
cmorelon@dillard.edu