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Monday, April 12, 2010

Microsoft at Home: 4 reasons to synchronize your phone with your PC

Think about how much you do – or could do – with your phone: make phone calls and send and receive e-mail, IM, and text messages. You probably download TV shows, movies, and music to your phone. And of course, you take, send, and receive photos. It's truly amazing; anywhere you go, you're connected. So here's the question. If you already have everything on your phone, why synch it with your PC? Because synchronizing your phone with your PC is the best way to transfer information, settings, and files. You keep all your information up to date. And you have it at home and at work.

Keep appointments
We're all overbooked. If you've entered an appointment or meeting into your PC and haven't synched with your phone, you could miss the appointment. If you’re scheduling appointments away from home on your phone and your phone's not synched with the up-to-date schedule on your computer, you may miss the appointment and have to call the dentist, piano lesson, or doctor to reschedule. Often, you have to pay for those missed appointments plus you go through the hassle of rescheduling. You're trying to save time, not limit it.

Take work, projects, or homework with you
Need to finish your homework—a report on fifteenth-century Paraguayan dictators, or practice a PowerPoint presentation? Now you can do this work on your phone while riding the bus or sitting in a coffee shop. Have to complete a report or speech or enter data into an Excel spreadsheet for a project you're working on? Catch up with your work on your phone while waiting for your teenager to finish guitar lessons or as you're suffering through an excruciating meeting. It's possible just by installing Microsoft Office for Mobile on your Windows Mobile phone. And because you get the familiar Microsoft look and feel and the services that you’re used to, there's no learning curve. If you're using a touch screen phone, you get additional features, such as word count and spell check. You can create charts in Microsoft Office Excel Mobile, plus you can create documents in Microsoft Office Word Mobile, and highlight sections of content that you might want to fix later or that you've downloaded and want to remember. The latest version of Microsoft Office for Mobile is compatible with the 2007 Microsoft Office release. You can get a free upgrade for qualified phones. And if Microsoft Office for Mobile is not pre-installed on your phone, you don't have to get a new phone. You can just purchase it separately.

Save Pictures
You take pictures with your phone—right? You take your phone everywhere, so when you don't have your camera, you just take pictures with your phone. You snap photos of your kids when they do something cute. Which, let's face it, as parents, you think is pretty often. You're on a great mountain bike trail and you take a picture to send to your friends. And what was once only available to private eyes and spies is now right on your phone. Espionage is at your fingertips. Sort of. Honest espionage. Like covertly snapping a shot of the hot guy you've been telling your friends about. Or taking a picture of the waterfront condo your friend's soon-to-be-ex-spouse says is a dump. You can send these pictures right away, but you probably want to save many of them to your PC. One word: synchronize.

Protect your stuff against loss or theft
Here's a question for you. What's easier to misplace or even lose: your phone or your PC? Loss, theft, r malfunctions don't just happen to others. They happen. To everyone. While replacing a lost or stolen phone isn't exactly fun, it's a job you can take care of pretty easily. Replacing the e-mail, contact information, pictures, music, and documents that you stored on that phone can prove to be an impossible task if you haven’t synchronized your phone with your PC on a regular basis.

And remember this. You wouldn't dream of not backing up your PC. For your phone, synchronizing is your backup.
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Tweeting 101: A Twitter Cheat Sheet


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International Science & Technology Conference


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Faculty Focus Report: Helping At-Risk Students Succeed in the College Classroom


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Center For Academic Excellence Brochure 2010 Summer Conference

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Dillard University Night At The Opera

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Dee Fink & Associates: Designing Courses for Significant Learning

This coming May 21-23, 2010, Dee Fink & Associates will host their annual national workshop on “Designing Courses for Significant Learning” in Chicago, IL at the Hyatt Regency O’Hare.
This workshop teaches participants how to design their courses in a way that leads to greater student engagement and better student learning.


What We Will Do At the Workshop
The workshop lasts 2½ days, starting Friday morning and ending on Sunday at noon. During that time, we will work through a learning-centered approach to designing courses. During each phase, participants will have time to apply the ideas that have been introduced, to the design of a course of their own choosing.


Special Value of This Workshop
We do many workshops for college campuses on this topic, and they are good. But this national workshop is the most powerful workshop we do, for two reasons:
We have more time – 2½ days.
On most campuses – with the demands on faculty time, we only get ½ to one day of workshop time.
At this workshop, we have 2-5 times as much time.
Every participant gets frequent, individualized feedback on their work.
We have Feedback Facilitators for every group of 6-8 participants.
In each phase of the process, each participant gets feedback from the other participants and from the Feedback Facilitator – and gets to see the work of other participants.


The other special characteristic of this workshop is that it is a “Doing” workshop, not a series of “talking heads.” Over 50% of the workshop time is spent actually designing a course of your own choosing – and getting feedback on that design.

What are the “Take-Away’s”?
When participants complete this workshop, they will have accomplished two things. They will have…
Learned how to design any set of instructional activities, from a few class sessions to a whole course to a program curriculum. Completed the design of one course of their own choosing.


For Whom Is This Workshop Intended?
This workshop has major value for two groups of people:
Faculty Members learn the principles of good course design which they can then apply to all their own courses in the future.
Faculty Developers learn the principles of good course design AND how to lead a workshop on this topic themselves.


Impact of This Workshop
Participants in past years have made the following comments about this workshop:
“Really, this is probably the best, most cohesive, well-organized and well-paced workshop I have ever attended!”
“Reading the book was valuable, but talking about the concepts made it actionable.”
“When I tried these ideas, the energy in my classroom increased significantly…in fact the new energy was palpable.”


Where Can You Find Information About Registering for This Workshop?
You can find additional information about the workshop itself, its cost, lodging, and procedures for registering, on our special webpage for this workshop: www.deefinkandassociates.com/chicago10.html
Note: There is a Group Discount of 25% if 4 or more people from the same institution register for the workshop.
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Dillard University Summer Adoption Book Order 2010

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The Teaching Professor Online Seminar: Service-Learning Course Design: What Faculty Need to Know

Audio Online Seminar • Wednesday, April 14, 2010 • 12:00 PM - 1:30 PM CDT • $264
This web seminar is for faculty members in all disciplines who seek to invigorate teaching and learning through integrating course content with real-world experience.


Service-learning has tremendous potential to meet faculty goals for student learning while making unique contributions to addressing critical community needs. Service-learning enables students to deepen comprehension of course content, integrate theory with practice, increase understanding of the complexity of social issues, and sharpen their abilities to solve problems creatively and collaboratively.

Faculty members who enrich their teaching with service-learning explore the connections between their disciplines and the critical questions facing local and global society. Communities benefit from an influx of new energy and assistance to enhance the delivery of essential services.


President Obama has declared service to be a national priority–a commitment he underscored by signing the Edward M. Kennedy Serve America Act into law in April 2009. The First Lady speaks regularly about service-learning as a priority for colleges and universities.

Creating an effective and meaningful service-learning course requires careful planning and logistical know-how. In Service-Learning Course Design: What Faculty Need to Know, Barbara Jacoby, Ph.D. will lead participants through an enthusiastic and insightful explanation of the workings of a successful service-learning course.


This energetic, 90-minute audio online seminar will cover:
• What service-learning is and what it is not
• Fundamental principles of service-learning
• Finding worthwhile service experiences
• Developing mutually beneficial partnerships with community organizations
• Evaluating service experiences and learning outcomes
• Handling logistical issues, such as risk management, transportation, and safety
• Choosing reading and reflection activities to achieve desired learning goals
• Evaluating student performance
• Preparing students for work at the service site

You'll also receive a step-by-step course design worksheet.


Registration cost
The cost to attend this live 90-minute audio online seminar is just $264, regardless of the number of participants in one location. This means that an entire department–or even an entire college faculty–may join this presentation for a single registration fee. To take advantage of this offer, arrange to sign-on from a large meeting space or conference center. This is an impressive faculty development value!


Experienced presenter
Barbara Jacoby, Ph.D. is Senior Scholar and Chair of the Coalition for Civic Engagement and Leadership at the University of Maryland. She also serves as Affiliate Associate Professor of College Student Personnel in the Department of Counseling and Personnel Services at UM. Nationally known for her enthusiastic speeches and presentations, she has been recognized for her outstanding work on behalf of service-learning. She is also the author of several books by Jossey-Bass, including: Service-Learning in Higher Education: Concepts and Practices, Building Partnerships for Service-Learning, and Civic Engagement in Higher Education.


Bring questions!
Dr. Jacoby will set aside time to respond to specific concerns or questions about service-learning implementation and practice during this live event.


Who should attend?
This seminar is appropriate for faculty members interested in incorporating service-learning in new or existing courses. It is also designed for faculty members who are already using service-learning, but would like to enhance its quality and depth. This seminar will benefit:
• Faculty members in all disciplines
• Teaching assistants
• Advanced graduate students
• Directors of service-learning, community service, and public service centers
• Service-learning and community service staff members
• Directors and staff of Centers for Teaching Excellence and Centers for Teaching and Learning
• Deans, department chairs, and academic officers who support service-learning
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Dillard University Spring Fest 2010

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Dillard University Senior Check-Out Requirements from the Office of Academic Affairs

Greetings!

Early next week, graduating seniors should expect to receive a list outlining the check-out procedures. In the interim, I am writing to inform you that all graduating students will be required to complete the Collegiate Learning Assessment CLA (http://www.collegiatelearningassessment.org/), as part of our QEP and reaffirmation efforts.

Unlike most surveys, this exercise provides real-life examples and will use your typed response to assess critical thinking skills. Each participant will receive his/her own score report over the summer.

The CLA will be administered in the following slots, but more dates and times will be added soon:
• Tuesday, April 13 at 3pm
• Wednesday, April 14th at 3pm
• Thursday, April 15th at 3pm

Thank you in advance for your participation and please contact me with any questions.
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
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H.W. Wilson Announces Free Access to CAREERS Database for National Library Week

New York, New York, April 9, 2010

The H.W. Wilson Company today announced open access to its new Careers database for libraries nationwide, in celebration of National Library Week. The database is available free to all through April 17 at www.hwwilson.com/libraryweek.htm

New in H.W. Wilson’s acclaimed Current Issues database series, Careers offers a wide array of information on diverse careers in a single vetted source, in articles selected by H.W. Wilson editors from thousands of leading magazines and journals. From jeweler to journalist, fashion designer to florist, librarian to lawyer, Careers covers qualifications, duties and responsibilities, pay scales, application processes and future prospects. Careers also features a “Job-Finder’s Toolbox” with annotated links to more than 50 career-related websites, including many popular job-search and industry specific sites.
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POD Network Essays on Teaching Excellence Website: 1989-2002


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Fairfield University 2010 Summer Conference June 2nd 4th

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Faculty Focus Video Online Seminar: Strategies for Teaching What You Just Learned

http://www.facultyfocus.com/online-seminars/strategies-for-teaching-what-you-just-learned/?aa=11859?c=FF&t=F100409a-FFA
There is a dirty little secret that faculty across the country work hard to keep to themselves. Many of them are going to get up in front of their classes tomorrow and teach something they just learned last week, two days ago, or (painful but true) that morning over a very hurried breakfast.


Video Online Seminar • Wednesday, April 28, 2010 • 12:00 PM - 1:15 PM CDT • $249 Register today and save! (Price increases to $274 after 4/21/10)


Budget cuts, changing curricula, and an increasing focus on interdisciplinary courses are just some of the pressures forcing instructors to teach outside their area of expertise. Are you one of them?

There is a dirty little secret that faculty across the country work hard to keep to themselves. Many of them are going to get up in front of their classes tomorrow and teach something they just learned last week, two days ago, or (painful but true) that morning over a very hurried breakfast.

In Strategies for Teaching What You Just Learned, we’ll examine this growing phenomenon and outline helpful strategies for surviving “teaching on the fly.” You’ll gain valuable recommendations for maintaining your confidence and remaining an effective instructor, even when teaching outside your comfort zone.

Participants will leave this seminar knowing:
•Three factors that can protect you from becoming overly strained and anxious.
•How important it is to talk with someone about the fact that you’re teaching outside your expertise. (And you’ll address the big question, of course, of whether to tell your students.)
•Seven faculty behaviors that reduce student perceptions of your credibility.
•New ways to respond to questions when you don’t know the correct answer.
•How to prioritize what to teach about unfamiliar topics.
•Why you must learn to view your role in class as something other than “the knowledge dispenser.”

A highly affordable faculty event!

Our site-based fees make this faculty learning event very affordable. The fee for this live video seminar is just $249, regardless of how many participants you invite. Simply log in from a space large enough to accommodate your group. No matter how many people join you, the cost stays the same. Plus, when you register for the live broadcast, you get full access to the presentation for three days following the seminar date in case you wish to review the material again. Please note: The presentation will be available for on-demand viewing approximately one hour after the live session is complete.

Interactive learning, tailored to your needs.
This energetic, interactive session makes creative use of opportunities to interact with you, the audience!
•The session utilizes live chat responses to topical questions that encourage lively, relevant discourse with colleagues from across the country.
•Each new topic begins with a simple poll question designed to gather information about you and your teaching experiences, enabling our speaker to tailor her seminar to meet your interests and needs.

Who should attend?

You’ll find the core elements of this seminar apply to a broad field of instruction. In investigating this subject, our presenter worked with faculty from a wide range of disciplines at institutions large and small, public and private.


Truly, anyone in a teaching role or involved in faculty development will find this discussion timely, and the recommendations invaluable. The seminar is recommended highly for:
•Instructors and Lecturers
•Visiting professors
•Assistant/associate professors

•Adjunct instructors
•Teaching fellows
•Program directors
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Professional Engineering Publishing: The Academic Publishing Blog


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Elluminate Resources Webpage: delivers web, audio, video, and social networking solutions optimized for teaching, learning, and collaboration


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FTE Definition

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DU Fall 2010 Blank Adoption EXCEL Updated 9 9 09

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Magna Online Courses Step-by-Step: Three-part program shows you how to make the leap from traditional classroom to virtual classroom!

A better (and easier) way to teach online! Introducing a new program to help faculty members teach online comfortably and confidently!


Have you wanted to incorporate online teaching into your course? Are you interested in bringing your passion for teaching into the virtual world … but uncertain how to get there? Are you concerned about a long and painful learning curve? Or are you teaching online now, but the experience is less than what you expected? If so, you’ll be pleased to discover there’s a program developed especially for you. It’s called Online Courses: Step-by-Step, and it will help you make the transition online easier than you ever thought possible.


It’s focused, it’s practical, and it’s virtually painless.
You don’t need to be a technology whiz … you don’t need to be a programmer … you don’t need a sophisticated understanding of the online world. You simply need to be a committed educator interested in reaching students in this exciting new way.


Online Courses: Step-by-Step is a three-module program we’ve developed in partnership with program designer John Orlando, Instructional Resource Manager of Norwich University’s School of Graduate Studies and a ten-year veteran of online faculty training. The focus is on the three areas critical to your success in moving online:
• The pedagogy of online teaching.
• The “tools of the online trade.”
• How to get your course up and running.


You’ll complete one module per week for three weeks, developing a thorough understanding of virtually every aspect of the online teaching experience. Here’s just some of what will be covered:
• The history of the virtual classroom.
• Best practices for online teaching.
• Reconceptualizing your course.
• Guidelines for course development.
• Content delivery methods.
• Use of blogs, wikis and other social tools.
• Integrating video and other media.
• Managing class discussion.
• Creating and administering assignments and quizzes.
• Grading.
• Communication–peer-to-peer and teacher-to-student.
• And much more.


The program brings it all together into a manageable, easy-to-follow process. You’ll learn how to work in partnership with your institution’s tech support resources, your distance learning staff and your own departmental leadership to achieve the same level of excellence in the virtual classroom that you do in traditional classes.


An outstanding value
In today’s difficult economic environment, you’ll be pleased to learn that Online Courses: Step-by-Step is priced sensibly. The fee for the complete course is just $299; what’s more, you can lower the cost per person by enrolling other faculty members from your institution. You’ll find full pricing details here. We’re confident you won’t find another course as easy on your budget!


You’ve waited long enough to explore the “new frontier” of online teaching. The time is right, and this practical, focused program makes it easy for you to make the leap now. Don’t miss this opportunity!
For more information, click here or call toll free (800) 433-0499, Ext.2.
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Inside Higher Ed: Male Studies vs. Men's Studies - April 8, 2010

Male Studies vs. Men's Studies
April 8, 2010
First came women’s studies, then came men’s studies, and now, a new field in reaction to both: male studies. Scholars of boys and men converged Wednesday at Wagner College, in Staten Island, N.Y., to announce the creation of the Foundation for Male Studies, which will support a conference and a journal targeted at exploring the triumphs and struggles of the XY-chromosomed of the human race -- without needing to contextualize their ideas as being one half of a male-female binary or an offshoot of feminist theory. Organizers positioned themselves in contrast to men's studies, which is seen as based on the same theories as women's studies and is grouped together with it as gender studies.

More than anything else, the event was a chance for supporters to frame men and boys as an underrepresented minority, and to justify the need for a male studies discipline in a society that many perceive to be male-dominated.


Lionel Tiger, a professor of anthropology at Rutgers University, said the field takes its cues “from the notion that male and female organisms really are different” and the “enormous relation between ... a person’s biology and their behavior” that’s not being addressed in most contemporary scholarship on men and boys.

“I am concerned that it’s widespread in the United States that masculinity is politically incorrect,” said Christina Hoff Sommers, a resident scholar at the American Enterprise Institute and author of The War Against Boys: How Misguided Feminism Is Harming Our Young Men.

The culprit, said Tiger, is feminism: “a well-meaning, highly successful, very colorful denigration of maleness as a force, as a phenomenon.”

Paul Nathanson, a researcher in religious studies at McGill University and co-author of a series of books on misandry -- the hatred of men and boys -- conceded that “there is some critique of feminism that’s going to be involved” in male studies. “There are some fundamental features of ideological feminism over the last 30 or 40 years that we need to question.” He also decried “the institutionalization of misandry” which, he said, is “being generated by feminists, [though] not all feminists.”

Male studies’ combative tone toward feminism and women’s studies programs is one reason why Robert Heasley, president of the American Men’s Studies Association, turned down an invitation to speak at the event. "Men's studies came out of feminist analysis of gender, which includes biological differences" -- the very thing male studies says is different about its approach.

Heasley, an associate professor of sociology at Indiana University of Pennsylvania, also sees the “new” discipline as an affront to his field, which has been around for three decades. “Their argument is that they’re inventing something that I think already exists.”

Male studies will hold its first conference at the New York Academy of Medicine on Oct. 1 and 2, but AMSA already has an annual convention, which met in Atlanta late last month. The foundation will launch Male Studies: An Interdisciplinary Journal next year, but thousands of journal articles on men’s studies have already been published.

Rocco Capraro, an associate dean and assistant professor of history at Hobart and William Smith Colleges, said that “men are both powerful and powerless.” Though men and boys as a group may be powerful, “today’s discourse on individual men is not a discourse of power -- men do not feel powerful in today’s society.”

Instead, they feel ashamed of their masculinity. While women may perceive pornography as degrading to their gender, men consider it to be a manifestation of “sexual scarcity, rejection and shame,” he said. “Porn falls into a larger structure of masculinity as a shame-based existence.”

Primary and secondary schools, as well as higher education, have been so heavily influenced by feminism, Tiger said, “that the academic lives of males are systematically discriminated against.” If the female-favoring gender gaps in postsecondary enrollment and graduation rates damaged a group other than males, “there would be an outcry.” But because men and boys are perceived to be a powerful group, few academics and policy makers see much of a problem.

Heasley, of the men’s studies group, said that much of what male studies’ supporters are propagating is untrue, or at least not the whole story. “These are really unfounded claims that are being made,” he said. “It’s kind of a Glenn Beck approach.”

Edward Stevens, chair of the On Step Institute for Mental Health Research, said he wants to see male studies search for ways to improve male academic performance. “What are the ethical concerns of devoting 90 percent of resources to one gender?” he asked (though without explaining exactly what he meant). “What are the unintended consequences of the failure of our academic institutions to consider the 21st century needs of males?”
— Jennifer Epstein
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2010 TAA Conference on Text and Academic Authoring



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Campus Technology FREE 1-Hour Webinar: Improve Communication and the Classroom Experience

Date: Tuesday, April 27, 2010
Time: 11 AM (PST), 2 PM (EST)
In this free webinar, hear how experts from Berklee College of Music integrated a cloud-based, faculty-focused Learning Management System (LMS) which:
• Improves learning and instruction
• Fosters better campus-wide communication
• Creates an easier, more efficient way to deliver content
• Manages and evaluates courses overall


Learn how they did it and the benefits the system provides.
Bring your questions for our experts. Campus Technology's Linda Briggs will lead an interactive Q&A session with our presenters immediately following the live presentation.


Presenters:
Sean Philpott, director of administrative systems, Berklee College of Music
Josh Singletary, director of operations and systems security, Berklee College of Music
Pedro Verdugo, web software developer, Berklee College of Music


Moderator:
Linda Briggs, contributing editor, Campus Technology
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Campus Technology Free Webinar: Three Keys to an Effective Emergency Communications Plan

Date: 04/22/10
Time: 11:00 AM PT
Duration: 1 hour
Today’s campuses are under increasing pressure to ensure the safety of their students, faculty and staff against threats of violence, natural disaster or pandemic outbreak. Plus, new federal mandates require campus to have enhanced E.911 capabilities. Meeting these needs means having communication systems that enable you to quickly push information to the campus community and connect first responders.


In this webinar, experts from Western Washington University and Alcatel discuss the three key components of an effective advanced emergency communications plan: awareness, response coordination and campus notification. Get a blueprint for creating an effective emergency communications plan that:
  • supports lockdown procedures
  • provides emergency notification
  • integrates with building control systems to support surveillance
  • delivers alarms and alerts
  • enhances responsiveness of campus security personnel and administrators
Bring questions for our experts. Campus Technology’s Matt Villano will lead an interactive Q&A session with our presenters immediately following the live presentation.
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Academic Leader Online Seminar: Successfully Implementing Your Strategic Plan

Audio Online Seminar with Adobe Acrobat Connect Pro • Thursday, June 17, 2010 • 12:00 - 1:15 PM CDT • $239 - Register today and save! (Price increases to $264 after 6/10/10)



Many colleges and universities devote hours, weeks, and months to the participative planning process involved in drafting a strategic plan. This document can be a powerful and energizing force uniting members of a department, school, or an entire campus in working together toward shared goals.


In too many cases, those cherished goals will never see the light of day. This is because the process tends to fall apart at the most important stage: the implementation phase. With knowledge and a clear understanding of the process, this doesn’t have to happen at your institution.


Strategic planning is only as good as its implementation. Successfully Implementing Your Strategic Plan, with Kathleen Paris, Ph.D., is an audio online seminar designed to move your strategic plan off the shelf and into the crucial execution phase. Based upon important research conducted at the University of Wisconsin-Madison, Dr. Paris will share key findings on how to move a strategic plan from the drawing board to reality.


This audio online seminar will cover:
• The five essential steps in implementation
• Necessary tools for successful plan implementation
• Strengths and weaknesses of ongoing planning efforts
• Proper size of effective planning committees
• Strategic plan alignment throughout your entire institution
• The need to assign “point people” for key priorities
• Effective strategies for engaging stakeholders
• The importance of involving students
• Fund allocation strategies
• The length of time your plan should cover
• Reasons to create multiple versions of your plan–including a one-page summary!
Participants in this seminar will review representative case studies, participate in a poll, and engage in self-assessment. We recommend having a copy of your strategic plan available as a reference during this session, if possible.

Your presenter
Kathleen A. Paris, Ph.D. holds the title of consultant, distinguished emeritus from the Office of Quality Improvement, UW-Madison. She has facilitated strategic planning for over 100 colleges, schools, departments, and administrative units on the Madison campus. Her clients also include Indiana University-Purdue University Indianapolis, Penn State, University of Tennessee Knoxville, University of Leeds, and the University of Wisconsin-Whitewater. She has consulted in the United Kingdom, Cyprus, Guam, and the Virgin Islands. A speaker and author, she has written several books and numerous articles. She holds a Ph.D. in Educational Administration from UW-Madison, and has served as a senior lecturer on the Madison campus in the Department of Educational Leadership and Policy Analysis (ELPA).


Bring questions
Our expert presenter will be taking questions and responding to individual concerns during this live, interactive seminar. This is your opportunity to receive targeted feedback while learning about implementation concerns at other campuses.


Save time and money
The cost to attend this 75-minute audio online seminar is $239, regardless of the number of participants in a single location. In this age of severe cutbacks and financial constraints, focus and decisions about how we spend our time and resources become even more essential. With our per-site registration offer, you can afford to share these critical plan implementation strategies with all the key stakeholders on your campus!


Who should attend?
Strategic plan implementation involves multiple campus stakeholders, including:
• Chancellors
• Provosts
• Department chairs
• Program directors
• Deans
• All levels of college administration and management

Your school simply can’t afford to let your important plans fail to materialize. Take the first step in moving your strategic plan from paper to reality by enrolling in this indispensible online seminar today.
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