EDUCAUSE: Mobile Computing 5-Day Sprint Summary

The EDUCAUSE 5-Day Mobile Sprint, held on April 25–29, demonstrated how mobile computing is changing higher education.


Now, you can view a full summary and revisit the resources from the week. If you participated, please take this short evaluation and give us your feedback on this pilot experience.

During the 5-Day Sprint, innovative ideas were explored via web seminars, online conversations, Twitter, and blog posts. The Sprint community assembled a foundation to build continuing best practices in areas such as:


Faculty experimentation
Immediate feedback
Innovative and enterprise mobile apps
Cybersecurity and privacy-related threats

EDUCAUSE: Mobile Computing 5-Day Sprint Summary

Campus Technology: Google Beefs Up Online Storage for Apps for Education

By David Nagel06/24/11


Google is increasing the amount of storage it provides to institutions that use its free Apps for Education platform.

Google Apps for Education is the widely deployed, free, hosted application suite that includes communications tools like as Gmail, voice and voice chat, Google Calendar, and instant messaging; collaboration apps, such as Google Docs, Google Sites, and Google Groups; and various administration features and APIs for integration with existing systems. According to a Google spokesperson, there are "12 million students, faculty and staff actively using Google Apps for Education" at present.

According to a blog post today, e-mail storage space for Apps for Education users is being increased from 7 GB to 25 GB for each mailbox. Mailboxes for current users will be expanded automatically "over the course of the next few weeks."

Google also highlighted 25 recent institutional additions to its hosted service, including eight school districts and 17 colleges, universities, and business schools. MORE

Campus Technology: Google Beefs Up Online Storage for Apps for Education

Dr. Education, PhD: Top 50 Blogs By Education Professors

Top 50 Blogs By Education Professors


Written by Rachael at 07:00 am on 29th June, 2011 Education, Education Administration

As you strive for a Ph.D. in education, it can help to have access to a number of different resources. The education of the next generation is an important duty, and you can make it a career. If you are stuck for ideas and inspiration, you can usually look online for a number of resources. One of the best resources is the large number of blogs on education.

If you are interested in education, you can learn from education professors. Those who teach about educating others can be a wealth of information — especially if they are professors teaching on a college level. You can get access to ideas, insights and more. If you are interested in reading about what’s happening with education today, here are 50 great blogs by education professors:

General Education

These professors blog about general topics in education. You might find a number of topics addressed, related to education. These can make great resources for news, research and more. Includes English education and more.

1.English Education Professor: This professor blogs about teaching English, and includes edtech resources for professors and teachers.

2.Professor Josh’s Blog: Takes a look at educational technology, and helps instructors design courses.

3.The Teaching Professor Blog: Great insights from one of the foremost education experts.

4.Critical Mass: This research fellow at the American Council of Trustees and Alumni is a former professor who blogs about education in America.

5.WorldWise: Various professors and researchers contribute to this look at global education.

6.Pedablogue: This professor looks at the scholarship of teaching.

7.Sherman Dorn: Addresses issues of traditional education.

8.The Classroom Conservative: English professor looks at education and the system.

Educational Technology
These blogs include professors who teach about educational technology. Plenty of interesting insights about what’s next for education.

9.Educational Technology Professor: Looks at education, technology and issues in education.

10.Educational Technology Newsletter: The folks at UMass Boston take a look at edtech.

11.OLDaily: Working with the National Research Council of Canada, looking at education and the Internet.

12.Mama Musings: The Internet, technology and education.

13.EdTechPost: Scott Leslie is the Research Coordinator for Educational Technology at the Centre for Curriculum, Transfer and Technology in Canada.

14.Professor Merryman: Looks at virtual world language learning.

15.Leigh Blackwell: Aussie professor looks at technology and learning.

16.open thinking: Another great edtech blog from a Canadian professor.

17.Educational Technology: Learn more about technology in education.

18.TechTicker: University of New South Wales technologist offers insights into edtech.

19.Using ICT in Further Education: Improving education through technology.

20.Adobe Education Leaders: A look at technology in education, from multiple authors, some of them professors.

Education Administration
If you are interested in becoming a principal, or working as a higher-up in a school district, these professors who blog about education administration can help. Learn about what it takes to be an education administrator.

21.Dangerously Irrelevant: Looks at leadership and technology, and the future.

22.Ray Calabrese’s Buckeye Blog: This professor of Educational Administration has a lot of insight to offer.

23.TechIntersect: A great blog written by different professors about using technology in education and in administration.

24.Principals of The Future: Wiki written by different educators, including professors, about what’s next in administration.

25.LeaderTalk: Contributors include professors.

Elementary, Secondary and Special Education
There are plenty of people interested in educating the youngest of students. If you are interested in how to educate elementary school children. Junior high and high school students have specific needs, and the techniques that work to teach younger children won’t work on these more sophisticated students. Find out more from elementary and secondary education professors, as well as learn from special education professors.

26.The Miss Rumphius Effect: This blog is aimed at teach children literature and other concepts. Written by the Department of Education chair at the University of Richmond.

27.LTTO: Learn to teach online from this professor teach elementary education at Ball State.

28.Digital Writing, Digital Teaching: This professor aims to help teachers reach their young students through digital methods.

29.Alan Singer: This Hoftra professor blogs about education issues, especially those related to elementary and secondary education.

30.Special Education Today: A look at special education trends, as blogged by different authors.

31.Teach Effectively!: This professor looks to help teachers whose students have disabilities, or whose students are at risk.

32.Culturally and Linguistically Diverse Individuals with Disabilities: An interesting blog from the University of Hawai’i.

33.Dr. Roxanne Henkin’s Blog: Learn more about issues in childhood education.

Higher Education and Adult Education
These professors include those who prepare their students to teach in college, university and technical/vocational school settings. Additionally, adult education professors, including those that specialize in high school equivalency education, adult literacy and continuing education, are featured in this section.

34.A Millenial Professor’s View of Higher Education: This professor focuses on communication technology in higher education.

35.Rick Osborn’s Continuing Education Blog: A look at higher education and adult education.

36.Higher Education, etc.: This blog is written by a doctoral student, who also teaches classes.

37.CEHD News: A blog from the University of Minnesota’s College of Education and Human Development. Interesting news and resources.

38.ProfHacker: Information from two professors on teaching in college.

39.One Ontario College Prof’s Blog: A look faculty relations.

40.Adventures in Canadian Post-Secondary Education: An interesting perspective from this education professor.

41.Adrian Barlow’s Blog: The Institute of Continuing Education at Cambridge has a blog devoted to education.

42.Continuing Education: This adjunct offers great insights.

Educational Psychology and Counseling
Part of any good education program includes some information on school psychology and counseling. Learn the basics of educational psychology, and counseling from these professors who are doing research and teaching about these subjects.

43.TeachingEdPsych: A great wiki/blog from ed psych professors.

44.Education Psychology, 2010: Irregularly updated blog about ed psych.

45.School Psychology Blog with Dr. Gaston Weisz: School psych issues, included development and disabilities.

46.Child-Psych: A look at child psychology and school.

47.Teaching Educational Psychology SIG: A look at how to teach ed psych.

Library and Resource Management
Many educational librarians and resource managers need classes as well. These professors provide great insights and helpful ideas.

48.Information Wants To Be Free: Librarian, and professor looks at combining learning and technology.

49.Costen Children’s Library: Great resources on children’s literature and education.

50.Scott Nicholson: This library sciences professor shares all sorts of information in a LiveJournal blog, YouTube blog and audio podcasts.

Dr. Education, PhD: Top 50 Blogs By Education Professors

The Chronicle of Higher Education: Black Colleges Still Play a Vital Role in Education

June 26, 2011
By Walter M. Kimbrough

This past May, I was invited to speak to a Sunday-school class at a local United Methodist church. I talked about how being a president is a calling for me, and how I have to exercise a great deal of faith to do my job. I am the president of a United Methodist-affiliated, historically black college, so faith plays a huge role in everything that I do.

I also spoke about the radical transformation of Philander Smith College, including our greatly improved retention rates, graduation rates, and rankings, as well as our focus on social justice. And I talked about my admiration for Benjamin Mays, president of Morehouse College when Martin Luther King Jr. was a student there. Mays mentored his students, and I try to connect with mine as he did—through meaningful personal connections.

After my talk, I invited questions, and the group of mostly elderly white men and women had plenty. They wanted to know more. Then inevitably, toward the end, an audience member asked the question—the one asked, in various ways, of every president of a historically black college or university by people with limited knowledge of black colleges:

Do we still need HBCU's?
In this instance, the audience member phrased his question by asking if HBCU's are a holdover from a previous era, an anachronism incongruent with modern America. I was ready with an answer: I talked about providing options for students, and offering the best fit in order to improve their chances of graduating.

But then I went further and said that even if we eliminated HBCU's, the result would not be greater engagement between races at predominantly white institutions.

Most campuses feature black fraternities and sororities, a black student union, and multicultural-affairs offices. So just because a black student attends a predominantly white college, that doesn't mean he or she will have meaningful interactions with people of other races. In fact, black students can have experiences that are radically different from those of their white peers. I speak from experience, as a graduate of the University of Georgia.

Yet last fall, Jason L. Riley wrote a critique of HBCU's in The Wall Street Journal, suggesting that they are no longer necessary, since there are so many traditional colleges now willing to give black students a chance, and more black students are attending those colleges. A few weeks later, Richard Vedder, writing on the Chronicle blog Innovations, pointedly asked the question in a post titled "Why Do We Have HBCU's?" In the post, Vedder claimed to be disturbed by race-based institutions and the fact that we "subsidize and promote institutions that celebrate homogeneity," and suggested that we should "rethink the public funding of this anachronism from the past."

My wife, a higher-education attorney, is a graduate of a small HBCU, Talladega College. We often discuss articles critical of HBCU's, as well as the frequently weak responses from the HBCU community, which tends to rely on outdated platitudes about providing access, making lemonade from lemons, and so on. The truth is, some criticisms of HBCU's are valid. So we must do a better job: Nothing silences critics like success.

Still, my wife recently wondered aloud, why isn't there the same level of outrage about segregation in K-12 education? Don't we all subsidize homogenous public schools? Aren't we using public funds to maintain segregated schools, which really are supposed to be a relic of the past?

The answer, disturbingly, is yes. Even I, as a homeowner, subsidize segregated schools.

I live in Little Rock, Ark., where the first major test of the decision in Brown v. Board of Education took place one mile from my office. Today, Little Rock is about 55 percent white, but the public schools are almost 70 percent black. My own ZIP code is 51 percent black—yet we are zoned for an elementary school that is 93 percent black. When we tried to get our daughter into a more diverse school through a magnet program, we were denied. Our options were to go out of the way for a desegregated county public school, or pay thousands of dollars for a private school with few students or teachers like her, while our tax dollars support segregated schools.

And yet there is no outrage about the resegregation of public education.

Thomas M. Shapiro, author of The Hidden Cost of Being African-American: How Wealth Perpetuates Inequality (Oxford University Press, 2004), writes that white students are the most segregated schoolchildren, the result of a purposeful action on the part of their parents to create a competitive educational advantage. Because of the wealth imbalance among races, many white parents are able to avoid high-poverty schools that fail because of economic segregation. Parental resources vary greatly by race, Shapiro points out, adding that "educational quality results primarily from where children live and the resources their parents can provide."

Instead of working to end segregation at K-12 public schools, and fix their systemic failure to educate poor and minority students, some critics choose to attack HBCU's instead. It's been fashionable to label HBCU's as anachronisms while conveniently ignoring the racial and financial realities in America. The real truth is that HBCU's are not a relic of the past, because segregated schooling for our children is not.

When I was asked "the question" that Sunday morning at the church, I was the only black person among the 40 or so people in the room. While the church's pastor is progressive, only two of its 1,200 members are black. After I spoke, I went to my church for service, and of the 200 people there, two were white.

As Americans, we still live in segregated communities and attend segregated places of worship. Our children attend largely segregated schools. We must address the day-to-day reality of residential segregation, which causes us to lead, in many cases, segregated lives, no matter where or if we go to college.

Many people quote King's dream to justify closing HBCU's, but based on where we live, how we educate our kids, and how we worship, few of us live that dream. The fact remains that the man with the dream attended an HBCU and was inspired by his college president to address the social injustices of his time. HBCU's today are mentoring the next generation of leaders in a way that only we can.

That kind of inspiration will never be anachronistic. In fact, we need more of it.

Walter M. Kimbrough is president of Philander Smith College.

The Chronicle of Higher Education: Black Colleges Still Play a Vital Role in Education

What I've Learned about Blended and Online Learning at NYU FRN Summer 2011

Online Instructor Role & Responsibilites

• Must make sure that assignments are never open-ended.

• Must review and sign off that the course is complete and ready for students, which should be initiated by the Instructional Designer.

• Must review the online content structure, the course navigation, student guidance information, course information, learning modules, assignments/assessment, communication mode etc.

Five Roles I Play in Online Courses by Scot Headley http://www.innovateonline.info/pdf/vol2_issue1/Five_Roles_I_Play_in_Online_Courses.pdf  


Online Student Role & Responsibilites

1. Acknowledge and demonstrate respect for the personal and professional growth of oneself and others in verbal and written interactions with faculty, fellow students, and University staff.

2. Assess one's own and others' interpersonal strengths and weaknesses by constructively utilizing and providing feedback.

3. Recognize one's own personal and professional values and the personal and professional values of others.

4. Demonstrate self-reliance and self-direction in the setting and completion of individual and group learning goals and objectives.

5. Demonstrate respect for faculty, fellow students, and staff regardless of gender, ethnicity, sexual orientation, or religious, moral, or political beliefs.

6. Acknowledge that conflicts and the resolution of conflicts, between individuals and among groups, are integral to the collaborative learning process, and demonstrate responsibility for resolving these conflicts while maintaining respect for all individuals involved regardless of the outcome.

7. Accept responsibility for working collaboratively in the learning process and for the achievement of those learning outcomes linked to group performance and avoid disruptive activity that hinders or interferes with other students' or faculty's educational environment.

8. Maintain confidentiality and acknowledge individual privacy in the communication of personal or professional information about one's employer, other students, or their employers.

9. Maintain the highest ethical standards in the preparation and submission of required course work. Intentionally using unauthorized materials, information, or study aids in any academic exercise or representing the words or ideas of another as one's own in an academic exercise will follow the University Student Academic Misconduct / Disciplinary Procedures

10. Observe the university Anti Discrimination Policy and University Harassment Policy and avoid creating a hostile or offensive educational environment for any student or faculty member.

http://www.hostos.cuny.edu/oaa/onlinelearning.htm

Cynthia Charles, DU CTLAT Blogger

What I've Learned about Blended and Online Learning at NYU FRN Summer 2011

National Center On Universal Design for Learning Website

Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn.

UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

National Center On Universal Design for Learning Website

Educause: You 3.0: The Most Important Evolving Technology

That technology evolves is a given. Not as well understood is the impact of technological evolution on each of us individually—on you, your skill development, your career, and your relationship with your work community. How is technology evolving, and how is this changing your work? How are people, positions, and processes changing, and what is the role of evolving technology in causing these changes? How are you evolving, and how does this affect your use of technology? What is the "evolving you"—You 3.0?

Educause: You 3.0: The Most Important Evolving Technology

Inside Higher Ed BlogU: Blackboard in 2015

2015:

•Blackboard is no longer Blackboard. Blackboard will be Microsoft Education Services, or Amazon Education Services, or Tata Education Services, or perhaps Baidu Education Services. Some large information conglomerate will purchase Blackboard from whatever investment firm bought it in 2011, paying a premium to gain expertise, market share, and intellectual property in the fast growing (and long-term expanding) global market for educationally related services.

•As emerging economies gear up to bring postsecondary education attainment levels in line with late 20th century developed economies, it will become clear that these countries will leapfrog past traditional place- (campus-)based bundled (living and learning) institutions. Higher education will be largely mediated via technology (in sheer numbers, if not in the popular imagination), with the mobile computer being the most important educational endpoint. (The smart phone and the tablet will be to higher education in the 21st century what the lecture hall has been to higher ed in the 20th). An integrated education services company, like what Blackboard should be, will be a valuable asset for companies wishing to participate in the growing global higher ed market.

•Blackboard will no longer be a company, although it will perhaps remain as a branded education product. The brand, however, is less valuable than the installed user base of annual fee-paying customers, and the suite of integrated educational products.

•The Blackboard LMS will no longer be the company's most important product (although it will account for the majority of revenues until at least 2020). Rather, the fastest growth product will be services, the ability to deliver an end-to-end educational infrastructure from analytics to mobile learning.

•Google's failure to seriously invest and focus on education will be remembered as the most serious strategic blunder in the company's young history.


By Joshua Kim June 27, 2011 9:15 pm EDT

Inside Higher Ed BlogU: Blackboard in 2015

University Business: University Of Louisiana At Lafayette Master Plan Under Development

AP via NOLA.com

A master plan that will guide the future growth of the University of Louisiana at Lafayette over the next 15 years is now under development by Architects Southwest.

The plan is expected to be completed by mid-December and focuses on development of the main academic campus and the commons area, which includes the research park, athletic complexes and intramural fields, Architect Southwest's Steve Oubre told The Advocate.

Potential uses for Our Lady of Lourdes Regional Medical Center will also be part of the master plan, ULL President Joe Savoie said in an email.


The hospital, for sale for $36 million, was to be vacated Saturday with the official opening of the new Lourdes hospital in south Lafayette.

University Business: University Of Louisiana At Lafayette Master Plan Under Development

Campus Technology eTextbooks: Open Textbook Groups Join Forces

Campus Technology eTextbooks: Open Textbook Groups Join Forces

Women in Academic Report Weekly Newsletter June 28, 2011

Women in Academic Report Weekly Newsletter June 28, 2011

"21 Jump Street" Movie to film on Dillard University's Campus

This is to inform you that movie personnel from “21 Jump Street” will be on Dillard’s campus beginning at 7 a.m. Wednesday, June 29, 2011 through Saturday, July 2 and again on Tuesday, July 5. A summary of the details of their activities on campus is below.



Synopsis of Movie
Based on a series that ran from 1987 -1991, the current film is scheduled for release in 2012 and is about an undercover unit of young-looking police officers who infiltrate high schools in an effort to combat youth crime. The scenes to be filmed at Dillard are of the police academy training and graduation ceremony.


Movie personnel and number of days on campus
During filming, the crew will consist of approximately 75-100 people on site at any one time. The production company will provide its own power generator and catering services. There are three basic stages to the film production process: Prep, Shoot, and Wrap. Although actual filming is one day, the other stages involved in the process add four days to the project.


Proposed dates for filming and locations on campus:


Prep: Wednesday, June 29th, Thursday, June 30th, and Friday, July1st


Filming: Saturday, July 2nd


Wrap: Tuesday, July 5th


Locations:


Filming will be in four locations:
1) Area near the tennis courts will be used for training;
2) Georges Auditorium will be used for the graduation ceremony;
3) DUICEF, Rooms 109 and 110, a will be used for classrooms; and
4) Williams Dormitory (first floor common areas and model dorm suite) will be used as dorm rooms; and
5) Use of space for the film company’s catering service and dining is being negotiated with facilities management.

"21 Jump Street" Movie to film on Dillard University's Campus

Innovative Educators Webinar: 7 Emerging Trends Impacting Higher Education

Wednesday, July 27 ~ 2:00-3:30pm CDT


Registration includes institutional access to the live webinar and the recording for 1 year!

Webinar Description

What will be the real impact of demographic shifts on your institution? More importantly, how will your institution mitigate threats and seize opportunities in the midst of environmental changes-increasingly diverse students, heightened competition, and mounting fiscal constraints? During this webinar, we will debunk common misconceptions and explore the potential impact of environmental changes as well as seven profound emerging trends expected to impact how colleges and universities will teach tomorrow's students and provide needed services. Knowing what's around the bend allows institutions to innovate and adjust their programs and services in order to meet the ever changing demands of the educational environment.

Objectives

Participants will:
Develop a deepened understanding of the changing students entering higher education

Gain a holistic picture of emerging trends and ways in which the academy may be affected

Explore strategies for thriving in this fluid educational context

Who should attend?
2-year institutions & 4-year institutions

President

Vice President Academic Affairs/Instruction

Dean of Instruction

Dean of Student Services/Affairs

Faculty (full and part-time)

Student Services Staff:

Admissions

Advising

Counseling

Career Services

Cashiers

Disabilities Services

Enrollment Services

Financial Aid

Recruiters

Registrar

Residence Life

Retention Specialist

Student Life

Veteran Services


Who is the Speaker?

Jim Black, Ph.D., President and CEO

The president and CEO of SEM Works, Dr. Jim Black, is an internationally recognized expert in enrollment management as well as in change management. He has published a monograph titled, Navigating Change in the New Millennium: Strategies for Enrollment Leaders, and four books, The Strategic Enrollment Management Revolution, considered to be a groundbreaking publication for the enrollment management profession, Gen Xers Return to College, Essentials of Enrollment Management: Cases in the Field, and Strategic Enrollment Intelligence. Among his other published works are numerous articles and book chapters including a feature article in College & University, Creating Customer Delight; a chapter, Creating a Student-Centered Culture, for a book on best practices in student services published by SCUP and sponsored by IBM; a chapter on enrollment management in a Jossey-Bass book on student academic services; as well as a bimonthly feature in The Greentree Gazette.


Dr. Black is the founder of the National Conference on Student Retention in Small Colleges and cofounder of the National Small College Admissions Conference and the National Small College Enrollment Conference. He formerly served as the director of AACRAO's Strategic Enrollment Management Conference.

Black was honored as the recipient of the 2005 AACRAO Distinguished Service Award. He has been interviewed by publications such as The Chronicle of Higher Education, Converge Magazine, The Enrollment Management Report, The Lawlor Review, and was interviewed for AACRAO's Data Dispenser. Black also was featured in an international teleconference on enrollment management sponsored by The Center for the Freshman Year Experience at the University of South Carolina, and a PBS broadcast on "Blending High Tech and High Touch Student Services." In 1999, Jim Black was named an IBM Best Practices Partner, one of only twenty-three in the world. He was invited by The College Board to Heidelberg, Germany, to evaluate the APIEL Exam and most recently was invited to lead conferences on enrollment management and student services in the United Kingdom and the Netherlands.

Dr. Black has served on the boards of several technology companies and has consulted with companies such as Microsoft, Blackboard, and the SAS Institute. Higher education clients have included over 400 two-year, four-year, public, and private institutions.

Jim earned a B.A. in English education and M.A. in higher education administration from the University of South Carolina, as well as a Ph.D. in higher education curriculum and teaching from The University of North Carolina at Greensboro. His doctoral experience provides our clients with unique perspectives into innovative pedagogical, curricular, and program opportunities that impact enrollment outcomes. Leveraging his educational background along with his many years as an associate provost, dean, and faculty member in a higher education environment, Dr. Black will provide your institution with strategic insights that are grounded in theory and are actionable.

Innovative Educators Webinar: 7 Emerging Trends Impacting Higher Education

University Business: Black College Leaders Meet In Atlanta To Discuss Challenges

As American colleges and universities gear up to meet a presidential goal to deepen the nation's pool of college grads, historically black institutions face extra pressure from threats to the financial support that many of their students depend on, the presidents of some colleges said Thursday.

About 100 presidents of historically black colleges are meeting in Atlanta and will discuss their role in President Barack Obama's call for America to have the highest proportion of college graduates in the world by 2020.

Meanwhile, Pell Grants are under fire as some members of Congress look at cutting such programs to trim the budget. Many minority students depend on the needs-based grants to stay in school.

To meet the president's goal, John Wilson, executive director of the White House Initiative on Historically Black Colleges and Universities, says the country will need to produce about 8 million more graduates -- 2 million of whom need to be African-American, and 200,000 from historically black colleges.

University Business: Black College Leaders Meet In Atlanta To Discuss Challenges

Dillard University Fiscal Year Closeout FY2010-2011

Dillard University Fiscal Year Closeout FY2010-2011

Do YoU Want To Essence?

The Office of Recruitment, Admissions and Programming is seeking volunteers again this year to assist at our recruitment booth during Essence’s Festival. Volunteering allows you an opportunity to meet prospective DU students and greet DU alumni who stop by our booth. Available times are Friday, July 1, 2011. Staffing is needed in three hour intervals (9am-12pm, 12pm-3pm and 3pm-6pm). For more information, or to confirm your attendance, please contact Talia M. Pennington, Admissions Counselor at tpennington@dillard.edu or dial x4127 no later than Wednesday, June 29, 2011. Thank you in advance J

Do YoU Want To Essence?

Academic Impressions Webcast: Making the Shift from Classroom to Online Course Design

Session 1: (Re)Mapping Course DesignLearn the essential components of transforming face-to-face courses to an effective online format.

Wednesday, September 7, 2011 :: 1:00 – 2:45 p.m. EDT

Session 2: Course Organization

Monday, September 12, 2011 :: 1:00 – 2:45 p.m. EDT

Session 3: Web 2.0 Technology Design

Wednesday, September 21, 2011 :: 1:00 – 2:45 p.m. EDT

Session 4: Interactive Learning Design

Monday, September 26, 2011 :: 1:00 – 2:45 p.m. EDT

Join us for a four-session online course that will teach you the step-by-step process of transforming a face-to-face course to an online delivery format. Our expert instructors will share information and advice on re-mapping your course, organizing content, using Web 2.0 technology, and integrating learning design.

COURSE FORMAT AND SIGNATURE PROJECT

This four-part program uses a blend of synchronous and asynchronous components to model an effective online course. During the synchronous sessions, you will be invited to contribute ideas, make decisions, and ask questions about the course (re)design process.

Between sessions, you will have the opportunity to practice the process through the creation of a signature project that is specific to your work and your institutional setting. Your project for this course will involve converting components of one of your own face-to-face courses to the online format.

Note: If you purchase the recordings of this event only, you will not have access to instructor feedback on your signature project. You will, however, be able to view other participants' completed projects and the online discussion threads.


REGISTER OR PURCHASE THE RECORDINGS

To ensure maximum interactivity and personal attention, enrollment will be limited. Take advantage of this unique opportunity while space is still available!

Register online or call 720.488.6800. Want to share this valuable information with your colleagues? Register your institution for a single site connection and an unlimited number of people can participate.

You can also add this event to your training library by purchasing a CD recording of the live webcasts and a bound set of the presentation materials. Questions? Call us to help determine if this event is right for you.

Academic Impressions Webcast: Making the Shift from Classroom to Online Course Design

Tomorrow's Professor: Hang In There! Dealing with Student Resistance to Learner-Centered Teaching

http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/postings.php

Tomorrow's Professor: Hang In There! Dealing with Student Resistance to Learner-Centered Teaching

Women in Academics Report Website: Tracking the Progress of Women in Academia

Women have made tremendous progress in all facets of higher education. A half century ago women were only 36 percent of all students enrolled in higher education. In 1979, for the first time, women were a majority of the college-student population. Today women are more than 57 percent of all college students. Today women earn more degrees than men at nearly every level of higher education.

Yet in many respects the glass ceiling remains a formidable obstacle in higher education. Women make up only 40 percent of all full-time instructional faculty in American higher education. Only one of every four full professors at American colleges and universities is a woman. Less than 39 percent of associate professors are women.

In 2008, 54.5 percent of all full-time male faculty members were tenured. For full-time women on college and university faculty, only 40.4 percent had been awarded tenure.

Less than one quarter of all college and university presidents are women.

Pay equity also remains a major issue. The mean salary for a male full professor is 17 percent higher than the average salary of a woman full professor.

Clearly, there is a pressing need to continue to document the progress of women in higher education. By providing statistics and identifying trends, we will hold institutions of higher learning accountable on issues of gender equity. We hope to become an important resource for young women who are deciding where to go to college and for women professionals who are seeking faculty or administrative positions at American colleges and universities.

Women in Academia Report monitors and reports trends concerning women in all areas of higher education, discusses important issues of gender equity, reports instances of gender discrimination, and identifies the leaders and laggards among colleges and universities in creating greater opportunities for women. Special editorial attention will be paid to academic programs and other developments at women’s colleges throughout the United States.

Women in Academia Report announces significant appointments of women to positions of influence in higher education. We report important awards and grants to women scholars. We review and provide a database of books of importance to women in higher education.

We welcome your suggestions. Subscriptions to our weekly e-mail editions are FREE. Sign up today using our online form. Also, please tell your friends and associates about us.

BruCon Publishing Company
PO Box 139
Bartonsville, PA 18321
(570) 871-5329
fax: (570) 424-2027

Women in Academics Report Website: Tracking the Progress of Women in Academia

TLT Group Inc.: Announcing a new session in the TLT Group Members-Only Summer Series!

Using Critical Reflection to Deepen Student Learning

Thursday, June 30, 2011 at 2:00pm ET

with John Zubizarreta, 2011 CASE Professor of the Year; English; Honors & Faculty Development, Columbia College

How can we get students beyond simple acquisition (and then all-too-frequent instant loss) of content knowledge? The TLT Group is delighted to welcome the expertise of John Zubizarreta, 2011 CASE Professor of the Year, to share his method of using critical reflection to deepen student learning. After highlighting some general concepts pertaining to the role of reflection, John will lead participants in an interactive exercise of critical reflection – in this case about the process of learning, focusing on ourselves as learners and learning itself. Through this activity and by John’s modeling, participants can come away with a better understanding of how to employ critical reflection as teacher as well as the impact of reflection as learner.

Free and available to TLT Group Members only.

TLT Group Inc.: Announcing a new session in the TLT Group Members-Only Summer Series!

University Business: Academics Targeted For Men Of Color

The College Board unveiled an initiative at a forum at Harvard University yesterday to improve the academic achievement of young men of color, saying that bolstering their educational success should be a national priority.

http://www.universitybusiness.com/newsletter/daily/dailynewssummary.aspx?newscontenttype=1&newsid=1202

University Business: Academics Targeted For Men Of Color

Campus Technology: Product Focus: Laptops for the Price of an iPad

Campus Technology: Product Focus: Laptops for the Price of an iPad

Inside Higher Ed: 18 Sanctioned by Southern Accreditor

June 24, 2011

The Commission on Colleges of the Southern Association of Colleges and Schools has put five colleges on probation, three because of financial instability and two because of questions about their institutional effectiveness, the accrediting agency's top official said Thursday. As has become common in this region, several of the punished institutions are historically black.

The regional accreditor placed or continued another 13 other institutions on warning status at its just-concluded meeting, at least two of them -- including high-profile Miami Dade College -- because they could not document that they had sufficient numbers of full-time faculty members.

Some of the actions seemed predictable given the institutions' well-publicized woes in recent months. Saint Paul's College, which the association had placed on probation last year because of its persistent financial problems, was continued for another 12 months in that status -- the accreditor's most serious short of stripping accreditation -- for falling short of the agency's standards on financial resources, financial stability, institutional effectiveness of administrators and educational support services, and qualified administrative and academic officers, among others, said Belle S. Wheelan, president of the SACS college commission. The college has made a series of steps -- most recently ending its intercollegiate athletics program -- to improve its financial standing.




The other two institutions placed on probation in part for financial instability are, like Saint Paul's, historically black colleges: North Carolina's Bennett College for Women and Tougaloo College, in Mississippi. Bennett has struggled for years with financial (and administrative) difficulties, but it was reaccredited by the Southern association in 2009. But the college ran afoul of the accreditor's standard on financial stability, said Wheelan.

Bennett's president, Julianne Malveaux, said in an e-mailed statement that the college had experienced "unprecedented expansion" in the last several years, and that she was disappointed that "in the midst of this phenomenal progress, SACS has chosen to place us on probation for several one-time occurrences that placed us in a difficult financial position in 2010." Bennett officials, she said, are confident that they will be able to demonstrate to the Southern accreditor that "the 2010 irregularities were just that, irregularities that are not part of our permanent fiscal picture or systemic in any fashion."

SACS placed Tougaloo on warning status in 2009, but reaffirmed its accreditation without sanction last June. But it, too, fell short of the financial stability standard, Wheelan said Thursday. "With a lot of these places, it's an up and down kind of thing," she said.

Beverly W. Hogan, Tougaloo's president, said via e-mail Thursday night that its officials could not "respond appropriately" to the SACS decision until they receive the official letter about the probation.

The other two institutions that the Southern accreditor placed on probation this week were both in Alabama: Shelton State Community College, which like several of the state's two-year institutions has had management troubles flowing from a widespread governance scandal in recent years; and the University of West Alabama. Wheelan said that Shelton State had been placed on probation for 12 months because of questions about its institutional effectiveness and its perceived failure to set college-level competencies for student learning. SACS placed West Alabama on probation for six months, Wheelan said, for falling short of the accreditor's standard on assuring institutional effectiveness in its educational programs.

Officials at those institutions could not be reached for comment Thursday.

Another historically black university that has had high-profile financial difficulties was one of the 13 institutions that received a warning from SACS: Fisk University. The institution has been in the headlines on and off for the last two years because of its protracted legal battle to win the right to sell off its prized collection of modern art, a move that its officials deemed necessary for its financial future.

Wheelan, who has grown accustomed to reporters' questions about the prevalence of historically black institutions on its watch lists, didn't wait for a question this time around. She explained that many of the black colleges in the region became members of the accrediting group at roughly the same time, placing them on a cycle to be reviewed (on SACS' 10-year cycle) early in each decade.

Other Actions

Birmingham-Southern College's much-publicized financial missteps -- the institution acknowledged last spring that it had for years overspent its budget by millions -- brought it a warning from Southern for financial and management concerns.

And two institutions -- Miami Dade and Texas A&M University-Commerce -- drew warnings because SACS questioned whether they had adequate numbers of full-time faculty members. Wheelan said that issues related to the potential overdependence on part-time faculty members are arising "more and more," in many cases driven by institutional efforts to cut spending. She said some cases arise, however, because institutions do not have adequate program-level data to prove that they are mixing part-time and full-time professors appropriately to "carry out their missions." In Miami Dade's case, the warning is imposed only for six months, she said, to give it time to produce such data.

A Miami Dade spokesman, Juan Mendieta, said via e-mail that the college disagrees with the accreditor's judgment and "is preparing a response with its objections."

The other institutions placed on warning status by SACS this week are:

•Barton College, in Georgia
•Bauder College, in Georgia
•Brewton-Parker College
•Florida Christian College
•McDowell Technical Community College, in North Carolina
•Mount Olive College
•Pamlico Community College
•Southern University at Shreveport, in Louisiana
•Virginia Intermont College

The Southern association also removed four colleges from its sanction list. Concordia College, in Alabama, was restored to good standing after having been placed on probation last year for financial problems (reinforcing Wheelan's point about ups and downs).

Three colleges -- Erskine College; Jefferson State Community College, in Alabama; and Randolph Community College, in North Carolina -- were taken off the warning list. Erskine had been placed on the list because of governance turmoil related to questions about the influence of the Associate Reformed Presbyterian Church over its operations. While SACS's action suggests its peer reviewers' faith that Erskine has worked through those issues, skirmishing continued as recently as last month over the role of the church.

Wheelan said the large number of actions the accreditor took at its June meeting did not suggest tougher enforcement of its standards, but rather just a large group of institutions up for review. The percentage of colleges placed on probation or warning was not bigger than normal, she said.

— Doug Lederman

Inside Higher Ed: 18 Sanctioned by Southern Accreditor

Gale Expands Three Acclaimed Digital Collections: New Series Added to Slavery and Anti-Slavery, The Making of the Modern World and The Making of Modern Law

June 22, 2011

Farmington Hills, Mich., June 22, 2011 — Gale, part of Cengage Learning and a leading publisher of research and reference resources for libraries, schools and businesses, today announced new series for three Gale Digital Collections – Slavery and Anti-Slavery, The Making of the Modern World and The Making of Modern Law.

“We are excited to publish additional installments of these important collections,” said Jim Draper, vice president and publisher, Gale. “With these new releases, Gale continues to fulfill its mission to create essential resources for scholars and students in fields of high interest.”


Draper added: “Most of the materials in these new installments have never been digitized before or even published in microfilm, making them fresh destinations for performing in-depth research in a variety of disciplines. Now, with substantial new content being added to the collections, students and researchers have the opportunity to create important new scholarship in many areas of study.”


The new series, targeted to academic, special and public libraries, are currently available for purchase and trial and include:


•Slavery and Anti-Slavery, Part II: Slave Trade in the Atlantic World – Complementing Part I: Debates over Slavery and Abolition, which explored the varying debates that surrounded the practice, experience and abolition of slavery in the U.S., Europe, Latin America and the Caribbean, Part II focuses on the Atlantic Slave Trade and its aftermath through a corpus of historical printed documents and manuscript collections. It documents the slave trade as a key global phenomenon with ramifications for the study of commerce, philosophical and moral issues, literature, empire, law, government and international relations. Sourced from prestigious institutions worldwide, Slavery and Anti-Slavery is considered to be the most important undertaking related to the study of slavery, as nothing comparable currently exists. Future series include Part III: Institution of Slavery and Part IV: Age of Emancipation.

•The Making of the Modern World, Part II: 1851-1914 – Following on the release of Part I: The Goldsmiths’-Kress Collection, 1450-1850, which focused on the expansion of world trade, the Industrial Revolution and the development of modern capitalism, Part II takes the series into the early 20th century. Comprised mainly of monographs, reports, correspondence, speeches, and surveys, this collection includes international coverage of social, economic, and business history, as well as political science, technology, industrialization and the birth of the modern corporation. Cross-searchable with Part I of the series, these collections combined provide access to 450 years of world history.

•The Making of Modern Law: Primary Sources II, 1763-1970 – Adding over 1.6 million pages of content sourced from the Harvard Law School Library, Yale Law Library and the Law Library of Congress, this archive supports far-reaching research in legal and social history. Scholars interested in tracing major legal topics across states and territories will find it valuable. It is comprised of United States codes, constitutional conventions and compilations, and municipal codes, and is cross-searchable with Primary Sources, Part I. Volumes in this collection are, for the most part, not digitally available elsewhere, making the collection particularly unique. The four previous components in the series include: Making of Modern Law: Legal Treatises, 1800-1926; Making of Modern Law: U.S. Supreme Court Records and Briefs, 1832-1978; Making of Modern Law: Trials, 1600-1926; and Making of Modern Law: Primary Sources, 1620-1926.

For more information on any of these Gale Digital Collections, please visit http://gdc.gale.com. For questions or to request a free trial, please contact Kristina Massari at kristina.massari@cengage.com.

About Cengage Learning and Gale
Cengage Learning is a leading provider of innovative teaching, learning and research solutions for the academic, professional and library markets worldwide. Gale, part of Cengage Learning, serves the world’s information and education needs through its vast and dynamic content pools, which are used by students and consumers in their libraries, schools and on the Internet. It is best known for the accuracy, breadth and convenience of its data, addressing all types of information needs – from homework help to health questions to business profiles – in a variety of formats. For more information, visit www.cengage.com or www.gale.cengage.com.

Gale Expands Three Acclaimed Digital Collections: New Series Added to Slavery and Anti-Slavery, The Making of the Modern World and The Making of Modern Law

Hampton University News: HU President Donates Additional Gift to Staff

June 23, 2011

Hampton University President Dr. William R. Harvey and Mrs. Norma B. Harvey, have given a $166,000 personal gift to HU to support a wage increase to all full-time permanent HU staff earning less than $8 an hour. Through this donation, 118 full-time, permanent HU staff employees will receive a wage increase equal to $8 an hour. This increase takes effect July 1.

This contribution follows the recent gift of $1 million to HU by the Harveys. In July 2006, President and Mrs. Harvey made a similar donation of $45,000 to the University in support of a five percent increase to staff earning less than $7 an hour. In total, the Harveys have gifted more than $2.2 million to the University over the past ten years.

“Norma and I have made another gift to increase the wages of hourly support staff to $8 an hour. While everyone at Hampton already receives more than the minimum wage, we wanted to show our gratitude to those staff members who serve the campus behind the scenes. These dedicated employees serve our faculty, administration and students and warrant our recognition,” said President Harvey.

Hampton University News: HU President Donates Additional Gift to Staff

Diverse Issues in Higher Education: New College Board Research on Young Men of Color Stirs Demand for Action

June 23, 2011 by Jamaal Abdul-Alim

While a panel discussion held by The College Board on Capitol Hill this week was meant to highlight a new report on the lagging rates of educational attainment among non-White men, some of the panelists questioned the need for more research on the subject.

“How much data do we need?” asked panelist Dr. Roy Jones, executive director for the Eugene T. Moore School of Education's Call Me MISTER Program at Clemson University. (MISTER is an acronym for Mentors Instructing Students Toward Effective Role-models).

His remarks came after a discussion of the new report titled “The Educational Experience of Young Men of Color: A Review of Research, Pathways and Progress,” co-authored by John Michael Lee Jr., a co-panelist and policy director at the College Board’s Advocacy and Policy Center.

Among other things, the report delineates the current landscape and projections of degree attainment among minorities in the United States, making note of the fact that, while minorities will collectively rival Whites in numbers in 2019, degree attainment among minorities, with the exception of Asians, trails significantly behind that of Whites. For instance, while 41.6 percent of 25- to 34-year-olds in the U.S. had attained an associate’s degree or higher as of 2008, the rate was 30.3 and 19.8 percent for African-Americans and Latinos, respectively, versus 49 percent for Whites and 70.7 percent for Asians. The report was released with two companion reports that reflect student voices on the issues as well as the federal legal implications.

“I love John’s stuff,” Jones said of Lee’s report. “But we need to apply some of John’s stuff tomorrow.”

“We know all there is to know,” Jones continued. “It’s really the will to act.”

Lee, a co-panelist, responded with a little verbal one-upmanship regarding the need for action, saying, “We need to ask what we can do today.”

Such scenes were not at all uncommon at the panel discussion, also titled “The Educational Experience of Young Men of Color.”

The event began with a DVD that featured “startling” statistics about how “our young men of color are falling behind in degree attainment,” accompanied by sad violin music and images of the men from the population in question.

But at the outset of the event, U.S. Rep. Danny K. Davis (D-Illinois) shared his father’s cautionary advice about spending too much time on problems.

“He said problems are like babies,” Davis said. “If you nurse them, they grow.”

The event was rife with awkward and occasionally tense moments where speakers and audience members evoked a wide range of emotional responses—including glares and groans—with impromptu thoughts about why precisely it is that men of color, as they are called in the report, don’t collectively hold the same proportion of college degrees as White men.

For instance, after several speakers sought to impute blame for the problem on racism and what is often described as America’s “school to prison pipeline,” many in the audience groaned when Lee said, if men of color didn’t commit crimes, their incarceration rates would not be what they are.

One of the most evocative statements came from panelist Kadeem Palmer, a young Prince George’s Community College student.

When panel moderator Bob Suzuki, President Emeritus at Cal Poly Pomona, asked panelists to identify the major challenge facing members of their particular ethnic group, Palmer quickly raised his hand and took the first crack at the question.

“The biggest challenge in the classroom, in my area, is the African-American males themselves, which actually keeps us down,” Palmer said, relating a longstanding complaint that too often among African-American men, those who get a college education are seen as “Uncle Toms or betraying ourselves if we try to move on.”

That statement drew an uneasy agreement from Jones, of Clemson.

“I’m always hesitant to blame the victim for some of these issues,” Jones said. “But that’s one of the problems we face.”

Though some of the most tense moments came during discussion of the educational plight of Black males, Tuesday’s discussion included thoughts on issues that confront Latino, Native American and Asian men as well.

Dr. Robert Teranishi, Associate Professor of Higher Education at New York University, said the notion of Asians being a “model minority” overshadows many problems that exist for Asians in higher education, including lagging college completion rates among Southeast Asians.

“The ‘model minority’ is similar to other attempts to pit one minority against another,” Teranishi said, using a term that Suzuki himself popularized in groundbreaking research on the subject in the 1970s. “It’s not only problematic but counterproductive in higher education for our nation as a whole.”

Dr. Victor Saenz, Assistant Professor of Higher Education Administration at the University of Texas at Austin, said, “In short, it has become big business to incarcerate Black and Brown men.”

He said the problem manifests itself early in the educational experience of minority males, “in ways and policies like zero tolerance laws that have seeped into our schools across the country, that have turned an otherwise innocuous incident into something that can escalate for our Black and Brown young men to a (juvenile hall) and later to the prison system.”

LeManuel Bistoi, program director at Minority Action Plan within the Department of Genetics at Harvard Medical School, said Native Americans continue to struggle to take control of their educational destinies within the framework of Western education.

“A lot of this history is a history of mistrust with the federal government, experiencing change, empowering Native communities to take ownership for education systems to bring about change,” Bistoi said. He said an ongoing challenge is for Native Americans to “look at what they can do within Western education so that it complements cultural education,” particularly as it relates to Native American practices and customs in medicine and artisanship.

One of the most humorous yet serious moments came when Suzuki asked panelists what they’d change to enhance degree attainment among minority males.

“I wouldn’t have to pay for college,” Kadeem Palmer said, evoking laughter. “It’d be free.”

He elaborated: “It’s finances. It’s one of the main reasons people can’t go to college. A lot of people can’t pursue their dreams because they can’t afford it.”

Raymund Paredes, Commissioner of Higher Education at the Texas Higher Education Coordinating Board, said it’s important to help young people to even have dreams.

“The kids who have big dreams typically don’t get into trouble,” Paredes said. “It’s young people that don’t have dreams who get into trouble.”

Paredes lauded various model programs highlighted in The College Board’s report that show that the issues that lead to lagging rates of educational attainment among men of color are not insurmountable.

He also blasted universities that produce large numbers of teachers without ensuring that the teachers are culturally competent when they step into a classroom.

“Most teachers come from universities with Latino, African-American and Native American studies departments,” Paredes said. “But talk to the deans of the schools that produce teachers that are not culturally sensitive: ‘Do you work with these centers?’ The answer is typically ‘No.’

“That’s something that’s easy to fix,” he added.

While several speakers questioned the need for more data on the subject of educational attainment among men of color, Paredes said a need exists for more data that show what kind of progress institutions are making in this regard. He suggested easing the transition from two- to four-year colleges and such policy changes as tying higher education funding to graduation rates.

“We need to demand data where breaks are in the educational pipeline,” Paredes said. “We don’t know how well institutions do. We have a lot of colleges, four-year institutions and universities in this country that have dropout rates of 40, 50, 60, 70 percent. We need to make sure we have data and hold these institutions accountable.”

Diverse Issues in Higher Education: New College Board Research on Young Men of Color Stirs Demand for Action

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The Crisis Interactive Magazine - Spring 2011

Overview

In 1910, William Edward Burghardt Du Bois founded The Crisis magazine as the premier crusading voice for civil rights. Today, The Crisis, one of the oldest black periodicals in America, continues this mission. A respected journal of thought, opinion and analysis, The Crisis was and still remains the official publication of the National Association for the Advancement of Colored People (NAACP) and is the NAACP's articulate partner in the struggle for human rights for people of color.

Published by The Crisis Publishing Company, Inc.- a for-profit enterprise that is legally separate from the NAACP, The Crisis is a quarterly journal of civil rights, history, politics, and culture and seeks to educate and challenge its readers about issues that continue to plague African Americans and other communities of color. For 100 years, The Crisis has been the magazine of opinion and thought leaders, decision makers, peacemakers and justice seekers. It has chronicled, informed, educated, entertained and, in many instances, set the economic, political and social agenda for our nation and its multiethnic citizens.

In addition to the feature stories and “Issues and Views,” each issue of The Crisis opens with the “Up Front” section, composed of news briefs of events around the country. “Crisis Forum” is a diverse section offering readers highlights of the arts and the culture in which we live. “NAACP Today” brings readers the news about the oldest and largest civil rights organization in the country. Except for the stories featured in "The NAACP Today," the opinions expressed in the pages of The Crisis may not represent the official position of the NAACP.

The Crisis Today

The Crisis is the official publication of the NAACP. It is a quarterly journal of civil rights, history, politics, and culture and seeks to educate and challenge its readers about issues that continue to plague African Americans and other communities of color. For 100 years, The Crisis has been the magazine of opinion and thought leaders, decision makers, peacemakers and justice seekers. It has chronicled, informed, educated, entertained and, in many instances, set the economic, political and social agenda for our nation and its multiethnic citizens.

Each issue of The Crisis begins with the “Up Front” section, composed of news briefs of events around the country. “Crisis Forum” is a diverse section offering readers highlights of the arts and the culture in which we live. “NAACP Today” brings readers the news about the oldest and largest civil rights organization in the country.

http://www.thecrisismagazine.com/



The Crisis Interactive Magazine - Spring 2011

Inside Higher Ed: Calling the Clicker Vote

As classroom devices proliferate, institutions look to campuswide adoptions to ease costs for students.

Inside Higher Ed: Calling the Clicker Vote

University Business: Louisiana Lawmakers OK System Swap For University Of New Orleans

University Business: Louisiana Lawmakers OK System Swap For University Of New Orleans

TLT Group TGIF 06/23/2011 -- Revisiting Predictions

Prediction #7 Distance Education and Online Education Mix with Face to Face


Prediction #6 Fully Asynchronous "Distance Education" Becomes More Creditable

Prediction #5 Higher Ed Courses Enhanced - Not Replaced - by New Tech Apps

"The 'Yeah, Buts': Answering the Top 10 Arguments against Change"

Prediction #4 Increasing Variety in Education

Prediction #3 No "Moore's Law" for Learning

TLT Group TGIF 06/23/2011 -- Revisiting Predictions

Southern Education Foundation: Black College Leaders Gather to Speak Candidly about HBCUs

SOUTHERN EDUCATION FOUNDATION BRINGS TOGETHER BLACK COLLEGE PRESIDENTS TO ADDRESS THE ROLE OF HBCUs IN THE NATIONAL COLLEGE COMPLETION AGENDA

Atlanta, Ga., June 23, 2011--Today the Southern Education Foundation (SEF), the nation's oldest education nonprofit working for over 144 years to improve education at all levels, is gathering a select group of Historically Black College and University (HBCU) presidents for a candid discussion about the collective impact of HBCUs and how these institutions contribute to the national college completion agenda. Prior to holding its 2011 HBCU Governance and Institutional Effectiveness Seminar--a convening with more than 100 HBCU presidents and trustees to discuss academic program innovations, fundraising, and governance--SEF, along with its higher education experts, is hosting the HBCU leaders to discuss the many pressures facing HBCUs such as greater competition for students, an increasingly difficult fiscal environment, and reoccurring questions of relevance.

"Although President Obama and Secretary of Education Arne Duncan set an admirable goal to restore the United States to its role as the global leader in education by the year 2020, we now must begin to craft a vision of how HBCUs will contribute in the future," said SEF President and CEO Kent McGuire, Ph.D. "Thriving in a highly competitive higher education market place will require a dynamic policy environment to mitigate some of the burdens facing HBCUs, which will help to ensure positive student outcomes and, thus, increase degree completion rates at these institutions."

"The higher education landscape today is challenging for all institutions, HBCUs must be progressively innovative and creative in order to sustain their contributions to degree productivity for minority students," said James T. Minor, Ph.D., senior program officer and director of higher education programs at SEF. "Our goal for today's discussion is to improve understanding about the role and importance of HBCUs in the national degree completion agenda. This is great opportunity to advance the conversation about the common challenges and opportunities in this sector of higher education. We hope this will be the first of many such discussions."

The HBCU presidents speaking at today's meeting include Carlton Brown, Ed.D., president, Clark Atlanta University; Beverly Hogan, Ph.D., president, Tougaloo College; Walter Kimbrough, Ph.D., president, Philander Smith College; Charlie Nelms, Ph.D., chancellor; North Carolina Central University; Mary Evans Sias, Ph.D., president, Kentucky State University; and David Wilson, Ed.D., president, Morgan State University. On hand also to give additional remarks will be White House Initiative on Historically Black Colleges and Universities Executive Director John S. Wilson, Jr.

"The conversation about HBCUs today is indeed important. However, the conversation should be shifted from the question of the relevancy of HBCUs to how can we strengthen our HBCUs. The story of our HBCUs is an American story. In addition to academic development, we offer hope and opportunity. We educate those with academic prowess and academic promise, producing outstanding leaders and responsible citizens who sustain America's democracy," said Hogan. "While our HBCUs are not monolithic, a common thread among the majority of HBCUs is preparing our students for lives of meaning by instilling in them a compelling stimulus called confidence. Our students believe they can succeed and they generally do, contributing to our nation's global competitiveness and national security."

"President Obama's 2020 goal, along with similar ones by major foundations, face major challenges due to an increasingly diverse nation plus a growing achievement gap," said Kimbrough. "With almost 20 percent of all Black students in four-year institutions attending an HBCU, this sector is critical in closing the gap and producing a more qualified American workforce. In fact, these goals will not be accomplished without HBCUs."

"One approach to help ensure the United States' return to world domination in education should be the strengthening of HBCUs," said Nelms. "I could not have said it better than President Obama on the occasion of the 30th National HBCU Week last year, 'HBCUs are important engines of economic growth and community service and will continue to play a vital role in helping America achieve our goal of having the highest proportion of college graduates in the world by 2020.'"

Today's discussion with the HBCU presidents will be held at 2 PM ET inside the Ritz Carlton Atlanta, 181 Peachtree Street, N.E., Atlanta, GA 30303. The meeting is open to the public. Attendees, including members of the media, can also participate via telephone by calling 800-210-9006 (US/CAN) and using access code 9321010.


Note: Onsite media check-in will begin at 1:30 PM. To schedule media interviews, please contact Tia T. Gordon at (202) 906-0149 or tgordon@ttgpartners.com. For questions on the day of the event or during the call, please contact Tiffany Young at (240) 350-2024 or tyoung@ttgpartners.com.

# # #

SEF is the nation's oldest education nonprofit and has for over 144 years made outsized contributions to improving education at all levels, from pre-kindergarten through higher education. In a more diverse and global society, SEF maintains a prime focus on the South as the poorest and least educated region of the United States, but also works to improve education systems and opportunity nationally. SEF, as a public charity, aims to advance creative solutions that ensure fairness and excellence in education for all. Research, policy analysis, advocacy, and service programs are the primary means through which SEF pursues its mission.

_______________________________________________________

HBCU PRESIDENTS: WHAT AMERICA NEEDS TO KNOW ABOUT THE ROLE OF HBCUs IN

THE NATIONAL COLLEGE COMPLETION AGENDA

Please join the Southern Education Foundation (SEF)--which on June 23-25 will be convening more than 100 HBCU presidents and trustees for its 2011 HBCU Governance and Institutional Effectiveness Seminar--along with its higher education experts and a select group of HBCU presidents for an honest and candid media briefing to discuss the collective impact of HBCUs and how these institutions contribute to the national college completion agenda. HBCU presidents will also address how they are handling greater competition for students, an increasingly difficult fiscal environment, and reoccurring questions of relevance.



Who: Carlton Brown, Ed.D.

President

Clark Atlanta University



Beverly Hogan, Ph.D.

President

Tougaloo College



Walter Kimbrough, Ph.D.

President

Philander Smith College



Charlie Nelms, Ph.D.

Chancellor

North Carolina Central University



Mary Evans Sias, Ph.D.

President

Kentucky State University



David Wilson, Ed.D.

President

Morgan State University



John S. Wilson, Jr.

Executive Director

White Initiative on HBCUs



Kent McGuire, Ph.D.

President and CEO

SEF



James T. Minor, Ph.D.

Senior Program Officer/Director of Higher Education Programs

SEF



When: Thursday, June 23, 2011 at 2:00 PM ET



What: Media Briefing with HBCU Presidents

Light snacks and refreshments will be served.



Where: The Ritz Carlton Atlanta in the Caucus Room

181 Peachtree Street, N.E.

Atlanta, GA 30303



Telephone: 800-210-9006 (US/CAN); Access Number: 9321010



Attendees can participate in this unprecedented media briefing in one of two ways: (1) In person at the Ritz Carlton in Atlanta, Ga., or (2) via telephone.



If you are planning to attend the briefing in either format listed above, please RSVP and indicate your attendance preference to Tiffany Young at tyoung@ttgpartners.com. Space is limited; early registration is encouraged.



Note: Onsite media check-in will begin at 1:30 PM. To schedule media interviews, please contact Tia T. Gordon at (202) 906-0149 or tgordon@ttgpartners.com. For questions on the day of the event or during the call, please contact Tiffany Young at (240) 350-2024 or tyoung@ttgpartners.com.

Southern Education Foundation: Black College Leaders Gather to Speak Candidly about HBCUs

Campus Technology: Reinventing the College Textbook

Determined to make introductory college science courses more manageable for students, two professors at Wake Forest University in Winston-Salem, NC, are developing a digital textbook based on the free, open-source learning management system Moodle.
More

Campus Technology: Reinventing the College Textbook

Academic Impressions Webcast: Student Engagement and Web 2.0 in Blended Learning

Explore how Web 2.0 technologies such as blogs, podcasts, wikis, and social media can improve student learning outcomes.

This event is perfect for faculty, faculty developers, and instructional designers who want to learn how to develop effective and efficient strategies for utilizing Web 2.0 technologies to foster student engagement and success in blended learning.


Our expert instructor will present timely information on the following topics:


Blended learning communities and environments
Web 2.0 tool examples and learning activities, including:

Social bookmarking - Diigo, del.icio.us, citeulike, edtags

Blogs - Blogger, Twitter, wordpress

Social networking - Ning, Facebook, Bebo, Mahara

Social media sharing - YouTube, Flickr, Slideshare

Virtual worlds - Croquet, SecondLife

Engagement through the use of Web 2.0 tools including synchronous sessions

Case studies of the University of Calgary and Mount Royal University - course redesign context and study results and the National Survey of Student Engagement (NSSE)


UPCOMING CONFERENCES

Best Practices in Blended Course Design
July 25 - 27, 2011
San Diego, CA
UPCOMING WEBCASTS
Making the Shift from Classroom to Online Course Design
September 7, 12, 21 & 26, 2011

Academic Impressions Webcast: Student Engagement and Web 2.0 in Blended Learning