Tomorrow's Professor - January 4 2011

Tomorrow's Academy

1061 Organizing Higher Education for Collaboration: A Guide for Campus Leaders -- Review
1056 Global Education & Liberal Education
1053 World Grant Universities: Meeting the Challenges of the Twenty-first Century
1048 Building a Metacognitive Curriculum: An Educational Psychology to Teach Metacognition
1044 Team Teaching With Students
1039 Financing Higher Education Worldwide
1038 Suggestions for Making Chair Work More Satisfying and Attractive
1032 Understanding Transfers: Unique Students with Unique Needs
1028 Where the Guys Are: Males in Higher Education
1025 Why Performance Management Should Matter in Academia

Tomorrow's Graduate Students and Postdocs

1055 Preparing Professors to Teach
1004 The Doctoral Dilemma for a Campus Graduate Student
998 Writing a Statement of Teaching Philosophy for the Academic Job Search
986 Demystifying Dissertation Writing
977 Talking Yourself Up - How to Score Points During an Interview and What to do After it's Over
952 What They Didn't Teach You in Graduate School
949 Aiming for Excellence in the Dissertation
945 Ph.D. Admissions Shrinkage
908 Where Are the Minority Ph.D.'s? In Tampa, Actually
769 Playing The Game: The Review

Tomorrow's Academic Careers

1054 Recruiting the Next Generation of the Professoriate
1052 Interviewing Strategies That Search Committees and Chairs Need to Know
1051 Faculty Work at Traditional and For Profit Institutions
1050 Myths, Men and Motherhood
1049 Doing 'Dual Career' Right
1021 An Examination of the Tenured Mind (review)
1010 Mentors Make The Difference
1007 Different Paths to Full Professor
1005 Married Profs Sound Off on Dual Academic Career Hiring
994 Reaching the Unreachable: Improving the Teaching of Poor Teachers

Tomorrow's Teaching and Learning

1060 Awake, Accountable, and Engaged
1059 Dysfunctional Illusions of Rigor: Part 2 - Advanced Illusions
1058 Dysfunctional Illusions of Rigor: Part 1 - Basic Illusions
1057 Bridging Learning Research and Teaching Practice
1047 Teaching the Millennial Generation
1046 Why Are Students So Passive and What Can Teachers Do About it?
1045 Tips and Strategies for Effective Teamwork
1043 The Link Between Research and Teaching.2. How to Strength Each Without Weakening the Other
1042 Lecture Capture: A Guide to Effective Use
1036 Arts and Humanities: For the Common Good

Tomorrow's Research

1041 Enhancing Undergraduate Research in the Arts and the Humanities
1040 Administrator-Scientist – What it Takes to do Both
1037 The Link Between Teaching and Research - Does it Exist?
1035 Are Women Better PIs?
1030 Getting the Most Out of a Research Conference
1013 Strengths and Limitations of Case Studies
1009 Writing About Your Research: Verb Tense
997 Right your Writing: How to Sharpen Your Writing and Make Your Manuscripts More Engaging
971 Scoring on Sabbaticals
939 Responding to Journal Decisions

Richard Reis' academic career column, Catalyst, appearing in The Chronicle of Higher Education on-line Career Network.
Articles:
Avoiding scientific misconduct
To compete or collaborate?
The scientific job talk
Letters of recommendation 101
Getting Published as a Graduate Student in the Sciences
Interdisciplinary Research and Your Scientific Career
How To Get All-Important Teaching Experience
Keeping Your Research Alive
The Basics of Science C.V.'s
The Basics of Cover Letter Writing
How to Get the Most Out of Scientific Conferences
Choosing The Right Research Adviser
Choosing a Research Topic
When Faculty Consulting Helps -- and When It Hurts -- Your Career
Is the tenure path the best route for you?
The Right Start-UP Package for Beginning Scientists
So what do you do, and why should I care?
Establishing Your Absence
Staying Ahead of Your Competition
The Need for Self-Promotion in Scientific Careers

Tomorrow's Professor - January 4 2011

Dillard University Interdisciplinary Research Funding Opportunity

Dillard Faculty:
The National Science Foundation (NSF) supports fundamental research and education across all fields of science and engineering. This program announcement and information from the Social, Behavioral and Economic Sciences Directorate (SBE) with potential for research funding will be of interest to the social, behavioral, and economic sciences and presents an opportunity for collaboration with the STEM programs.

NSF 11-023
Dear Colleague Letter: Stimulating Research Related to the Science of Broadening Participation

“Within the social, behavioral, and economic sciences, there is a rich tradition of research that can be used to inform the Science of Broadening Participation (SBP). Investing in scientific research that informs the SBP involves almost all of the SBE sciences. Furthermore, because efforts to broaden participation in the natural and physical sciences have emphasized attracting students from underrepresented groups into the STEM “pipeline,” there are unique opportunities for collaboration between scientists in these fields with those engaged in the actual science of broadening participation” (NSF, SBE, 2010).

Dear Colleague Letter: Stimulating Research Related to the Science of Broadening Participation - http://www.nsf.gov/pubs/2011/nsf11023/nsf11023.jsp?WT.mc_id=USNSF_38&WT.mc_ev=click

Lynn Y.R. Strong
Director, Undergraduate Research
Assistant Director, LAMP/GAELA/TESSE Programs
Dillard University
Professional Schools Bldg., Rm. 250
2601 Gentilly Blvd.
New Orleans, LA 70122
Tel: 504-816-4446 or 816-4877
Cell: 209-404-3472
Fax: 504-816-4313
lstrong@dillard.edu

Dillard University Interdisciplinary Research Funding Opportunity

DILLARD U. MANDATORY FINANCIAL AID & SCHOLARSHIPS STUDENT EMPLOYMENT & PAYROLL SEMINAR FOR SUPERVISORS SPRING 2011

DILLARD UNIVERSITY MANDATORY FINANCIAL AID & SCHOLARSHIPS STUDENT EMPLOYMENT & PAYROLL SEMINAR FOR SUPERVISORS

Friday, January 7, 2011
Time: 2:30p.m.
Location: Distance Learning Room of the Library, 2nd Floor

Any Questions Please Contact Hortense Lockett @ 504-816-4865
hlockett@dillard.edu
Office of Financial Aid & Scholarships Rosenwald – Room 126

DILLARD U. MANDATORY FINANCIAL AID & SCHOLARSHIPS STUDENT EMPLOYMENT & PAYROLL SEMINAR FOR SUPERVISORS SPRING 2011

SPELMAN COLLEGE CHOSEN TO PARTICIPATE IN NATIONAL INITIATIVE, "PREPARING CRITICAL FACULTY FOR THE FUTURE"

ATLANTA (December 21, 2010) Spelman College has been chosen through a national competition sponsored by the Association of American Colleges and Universities to participate in Preparing Critical Faculty for the Future (PCFF), a project that will support women of color faculty in science, technology, engineering, mathematics (STEM) disciplines in becoming strong academic and administrative leaders, both on campus and within their respective disciplines. The project is funded by the National Science Foundation's Historically Black Colleges and Universities-Undergraduate Program (HBCU-UP). The 13 institutions selected represent many different types-including two-year and four-year, public and private institutions.

"Spelman's participation in Preparing Critical Faculty for the Future will be a significant asset to our faculty as they move forward in fulfilling the college's mission to increase the number of Spelman students who earn degrees in STEM fields," said Johnnella Butler, provost and vice president for academic affairs. "For the academic year 2010-2011, 28 percent or nearly one-third of our students are STEM majors. PCFF will assist Spelman faculty with introducing cutting-edge teaching techniques into their classroom and laboratory practice and enhancing their leadership skills, sustaining a robust learning environment for STEM students."

The list of institutions chosen to participate includes:

* Bennett College for Women, Greensboro, N.C.
* Central State University, Wilberforce, Ohio
* J.F. Drake State Technical College, Huntsville, Ala.
* Livingstone College, Salisbury, N.C.
* North Carolina Agricultural and Technical State University, Greensboro, N.C.
* North Carolina Central University Durham, N.C.
* Spelman College, Atlanta, Ga.
* Tennessee State University, Nashville, Tenn.
* University of Arkansas at Pine Bluff, Pine Bluff, Ark.
* University of Maryland Eastern Shore, Princess Anne, Md.
* University of the District of Columbia, Washington, D.C.
* Wiley College, Marshall, Texas
* Winston-Salem State University, Winston-Salem, N.C.


Spelman College has nominated Rosalind Gregory Bass, assistant professor, biology, and Robynn Cox, assistant professor, economics, to participate in all phases of the project along with colleagues from the other participating institutions. These two faculty members will also be joined by an administrative team (Myra Burnett, vice provost; Lily McNair, associate provost for research; and Tasha Inniss, associate professor, mathematics) from Spelman College who will attend an AAC&U summer institute in July 2011 on "Engaging Departments."

"The individual faculty members participating in this project include many talented faculty members who will be leaders both in their institutions and nationally in the coming years," said AAC&U Senior Scholar and Project Director Alma Clayton-Pedersen. "Through this initiative, we hope to provide support to a network of scholars and teachers who can help each other and the rest of the nation as we all seek to improve undergraduate STEM education for students at HBCU's and for students, especially those historically underserved, at all different kinds of colleges and universities."

The goals of the PCFF project are to: provide professional and leadership development for women of color faculty in STEM disciplines, or NSF natural and behavioral science disciplines; and improve undergraduate STEM education at HBCUs and beyond. This new project will provide participants with the opportunity and the financial support to engage in and influence the national dialogue on improving undergraduate STEM education. Project participants will both contribute to and gain from national efforts to develop and implement innovative STEM teaching and learning practices and effective curricular change strategies. By uncovering useful strategies for preparing women faculty of color for academic leadership in STEM fields, PCFF expects to improve STEM education broadly as well as at HBCUs.

This initiative is supported with a grant from the National Science Foundation. For additional information about the project, see: www.aacu.org/pcff.

Association of American Colleges & Universities:
AAC&U is the leading national association concerned with the quality, vitality, and public standing of undergraduate liberal education. Its members are committed to extending the advantages of a liberal education to all students, regardless of academic specialization or intended career. Founded in 1915, AAC&U now comprises more than 1,200 member institutions-including accredited public and private colleges and universities of every type and size.

AAC&U functions as a catalyst and facilitator, forging links among presidents, administrators, and faculty members who are engaged in institutional and curricular planning. Its mission is to reinforce the collective commitment to liberal education at both the national and local levels and to help individual institutions keep the quality of student learning at the core of their work as they evolve to meet new economic and social challenges.

Information about AAC&U membership, programs, and publications can be found at www.aacu.org.

###

Spelman College:
Founded in 1881, Spelman College is a prestigious, highly selective, liberal arts college that prepares women to change the world. Located in Atlanta, Ga., this historically black college boasts a 79 percent graduation rate, and outstanding alumnae such as Children's Defense Fund Founder Marian Wright Edelman; former U.S. Foreign Service Director General Ruth Davis, authors Tina McElroy Ansa and Pearl Cleage; and actress LaTanya Richardson. More than 83 percent of the full-time faculty members have Ph.D.s or other terminal degrees, and the average faculty to student ratio is 12:1. More than 2,100 students attend Spelman. For more information, visit: www.spelman.edu.

SPELMAN COLLEGE CHOSEN TO PARTICIPATE IN NATIONAL INITIATIVE, "PREPARING CRITICAL FACULTY FOR THE FUTURE"

Inside Higher Ed: Defending the Liberal Arts College

January 4, 2011
Raynard S. Kington may not have been the likeliest choice to be president of Grinnell College. His (numerous) degrees came from research universities, and his career has been focused on biomedical research institutions in large metropolitan areas -- he was deputy director of the National Institutes of Health when he was named to lead Grinnell, His selection also attracted attention because Kington is something of a demographic rarity among college presidents: a black gay man moving to campus with his partner and their two young children.

Kington discussed his transition in this podcast interview while on a recent visit to Inside Higher Ed's offices.

Moving to a small community in Iowa has been gratifying, but also an adjustment, he said. "My neighborhoods were usually larger" than Grinnell, Iowa is. And for the first time in his career, he said, he's instantly recognized everywhere he goes in the area. (He joked about standing out as the "gay black dad president.")

While many liberal arts colleges have faced tough economic decisions in recent years, Grinnell is in a strong position, even with the economic downturn, Kington said. During the better years on Wall Street, as the college's endowment grew, officials used much of the income to bolster the college for the long term (for instance by taking care of deferred maintenance) rather than creating many new programs. As a result, while the college faces the same economizing as other institutions, it hasn't had to impose layoffs or radical cuts.

Even if the college is "not in crisis," Kington said, it is important to think about the future, in an era with reduced endowment income, a tougher fund-raising environment, and increased student need for financial aid. Liberal arts colleges, he said, are going to need to examine "the tradeoff between depth and breadth."

While some liberal arts colleges are adding more business or career-oriented majors, Kington doesn't favor such an approach for Grinnell. He noted that the college has debated the idea many times over the years, going back to when land-grant universities were created with a more practical orientation than that of liberal arts colleges. But with "people living longer and having multiple careers," Kington said he believes students are better off with writing and other communication skills, quantitative literacy and "a broad understanding of the world and how it got there," plus the imagination to think about how the world might improve than they would be with a more career-oriented undergraduate experience.

New graduates of liberal arts colleges may "have fewer technical skills as they walk out the door," but they will be better suited for careers "in the long run," he said.

While defending the liberal arts mission, Kington also said that colleges like Grinnell need to be open to talking about assessment in ways that make many uncomfortable. He said that while assessment, "if carried to an extreme," might hurt colleges, there is a role for numerical measures of what goes on in higher education.

He noted that 20 years ago, when hospitals were pressured to start comparing mortality rates, many had objections, pointing out that hospitals "with the sickest patients" may have higher mortality rates than other institutions. Those objections were "all true," Kington said, but it's also the case that "there's something to it" in that mortality rates do (with context) convey important information.

The complete podcast of the interview may be found here.

— Scott Jaschik

Inside Higher Ed: Defending the Liberal Arts College