Early Bird Deadline Approaching - Legal Issues in Higher Education Conference

21st Annual Legal Issues in Higher Education Conference


October 16 -18, 2011


University of Vermont Conference Center at the Sheraton Hotel in Burlington, Vermont


Early Bird Deadline July 15, 2011


Learn from the nation's leading experts in Higher Education Law & Student Affairs.


Over 25 different sessions including:
Behavioral Threat Assessment
Volatile and Hurtful Speech on Campus
Students Who are in Danger of Harming Themselves or Others
Operating Campuses and Programs Overseas and many more...


Register Now!


If you have any questions, please feel free to contact us at legalissues@uvm.edu or call 1-800-639-3210.


Association Sponsors: ACPA - College Student Educators International, Association for Student Conduct Administration (ASCA), University Risk Management and Insurance Association (URMIA)


University of Vermont Sponsors: College of Education and Social Services, Division of Student & Campus Life, Continuing Education, National Campus Safety Institute at the University of Vermont

Other UVM Programs of Interest:
EcoDiplomacy Academy: Strategies for Environmental Diplomacy and Security
Professional Certificate in EcoDiplomacy
October 20 - 21, 2011
UVM Campus - Thursday & Friday 9:00 am to 5:30 pm
Instructors: Saleem H. Ali and Julian Portilla

Early Bird Deadline Approaching - Legal Issues in Higher Education Conference

University Business: Black Colleges Key to Reviving U.S. Education

If the United States is going to regain its global leadership position in higher education, Historically Black Colleges and Universities (HBCUs) will need to play a major role, says a White House official on education. more

University Business: Black Colleges Key to Reviving U.S. Education

Diverse Issues in Higher Education: International Education Conference Aims to Helps K-12 Teachers Rethink College Preparation in Global Age

July 11, 2011 by Jamaal Abdul-Alim


ROCKVILLE, Md. – Alan November says when he used to teach students in Lexington, Mass., about the cause of the American Revolution, he always subscribed to the view that the revolt was spurred by the issue of taxation without representation.


But after November got exposed to how British schools teach that the American revolt was prompted by the American colonists’ desire to continue the slave trade in North America, November said he realized that he was promoting a one-sided view of history.


“I’ll never do that again,” November said of his old teaching habits. November made his remarks during a presentation titled “Light-Speed Technology for the Global Classroom” at the annual Asia Society: Partnership for Global Learning conference held here recently.


Among other things, November - an education technology expert - shared how American students who consider themselves tech-savvy could not meet his challenge to use the World Wide Web to find out what British schools teach about the American Revolution. That is, he said, until he apprised them of how to do a search using the “.UK” country code and a special search term for schools to get web-based information originating from schools in the United Kingdom.


“I asked them if they knew how to use Google and they laughed at me,” November said. But when he showed them that there is more to the search engine than they thought, especially the role that a country code plays in filtering out certain information, their laughter gradually lessened, November said.


November’s talk represents just one of the many lessons offered at the Asia Society conference, which drew about 450 educators from throughout the country. Although most of the attendees were K-12 schoolteachers, organizers say a distinct purpose of the event was to get K-12 educators better prepared to produce students who can exhibit the kind of global thinking that is desirable in higher education.


“What we’re trying to do here is prepare students to be ready for college but also to be ready for the world in the same way that college prepares students to be ready for the world,” said Dr. Anthony Jackson, vice president of education for the Asia Society Partnership for Global Learning. “That kind of training needs to happen much earlier.”


Institutions of higher education have a key role to play in getting teachers to think more globally, Jackson and others at the conference said.


One of the best ways for colleges and universities to produce more globally aware teachers is to provide opportunities for teachers to see the world, said Natalie Arsenault, outreach director at Teresa Lozano Long Institute of Latin American Studies at the University of Texas.


“We all know when you travel to a place, you know it better, you teach it better,” Arsenault said during a conference workshop titled “University Resources to Support K-12 Global Learning.”


The workshop emphasized the role that programs such as the Fulbright-Hays Seminars Abroad play in helping teachers improve their understanding and knowledge of peoples and cultures from other countries.


As an example, Arsenault related the experience of a Massachusetts world history teacher who visited Mexico and Peru to develop a curriculum called “Complicating Conquests.” The teacher seeks to demonstrate that conquest is a “dynamic process,” which results in the negotiation and hybridization of culture and “is not just about monolithic domination of one group over another.”


Early maps served as a prime example, Arsenault said, with some of the maps being influenced by aspects of both Spanish and indigenous culture, as evidenced in symbols from the indigenous culture that were used on maps.


Maya Soetoro-Ng, professor at the University of Hawaii College Education and President Barack Obama’s sister, had a similar message for conferees that she sent via video after she could not make it to the conference.


“I am sad when I see social studies teachers teaching about culture as something that is unchanged, instead of taking a look at hybridization and the ways in which cultures intersect,” Soetoro-Ng said during a talk titled “Teaching the Interconnectedness of Global Understanding.”


While much of the conference focused on ways to broaden both students’ and educators’ horizons and to incorporate technology into the classroom, one of the themes that emerged among conference speakers was the need to teach more empathy.


Perhaps the presentation that best accomplished this end was one called “The Power of Simulations: Student-Led Landmine Simulation.” Students from the International School of the Americas had conference-goers walk a virtual minefield in order to get a better sense of the ones in various regions of the world where millions of people have been maimed or killed by the weight-triggered explosive devices.


The exercise duplicated one where as students they walk across an area and pick up a piece of paper that represents safe passage or being maimed or killed by a land mine. Those who had been “killed” had to sit down and remain silent while others kept walking.


“The most impactful thing was to see people I know dead or affected, and the people who were alive I felt even disconnected from them because I was maimed,” Christa Harrison recounted of the land mine experience.


But it’s also essential to discuss the experience afterward, Harrison said.


"You can’t just do a simulation and not talk about it,” Harrison said. “You have to share ideas and reflections and talk about how this is actually happening in other places around the world.”

Diverse Issues in Higher Education: International Education Conference Aims to Helps K-12 Teachers Rethink College Preparation in Global Age

ECHO360.com Blended Learning Video - Beyond Lecture Capture

http://echo360.com/echo360-blended-learning-wp/

ECHO360.com Blended Learning Video - Beyond Lecture Capture

The CIO Handbook: Selecting a Blended Learning and Lecture Capture Solution

http://echo360.com/

The CIO Handbook: Selecting a Blended Learning and Lecture Capture Solution

Stanford University News: Baccalaureate speaker, Rev. Gail E. Bowman, to Stanford's Class of 2011 You don't need to be perfect

Stanford Report, June 11, 2011



You don't need to be perfect to live a successful life, Baccalaureate speaker tells Stanford's Class of 2011
In her Baccalaureate address to the Class of 2011, "The Possibility of God," the Rev. Gail E. Bowman drew inspiration from several places, including a scene from The Matrix and a poem by Gwendolyn Brooks.


Steve Fyffe
Saturday's Baccalaureate ceremony was a festive celebration of thanksgiving and inspiration for the future.

BY KATHLEEN J. SULLIVAN


The Rev. Gail E. Bowman told members of the Stanford University Class of 2011 that they don't need to "live perfectly just to be successful."


"Just be your excellent, talented, hard-working 'spirit of Stanford' selves and all shall be well," Bowman said, speaking Saturday in the Main Quad at the Baccalaureate ceremony, a festive celebration of thanksgiving and inspiration for the future.


"If you demand a mate who is a perfect person, you'll be single," she said. "If you wed expecting a perfect marriage, you’ll be sad. And if you try to run a perfect business, nobody will want to eat lunch with you. And if you come to the point when the imperfections of your parents are obvious and unavoidable, let me remind you, 'the apple doesn’t fall far from the tree.'"


Bowman was the featured speaker at the hour-long ceremony, which is led by students under the auspices of the Office for Religious Life. Since 1998, Bowman has served as university chaplain at Dillard University in New Orleans, where her responsibilities include teaching as well as preaching.


The Baccalaureate Celebration opened with a Buddhist call to prayer and ended with a drumming blessing performed by Stanford Taiko. In between, there were prayers from the Hindu, Muslim, Christian and Jewish traditions. Talisman A Cappella performed spirituals from Africa and the African Diaspora.


In her 12-minute address, Bowman said people cannot predict where their faith – whatever it is – will take them.


"But wherever that is, go, go," she said. "And leave your 'score card' app behind and just relish the experience. Study, shape, find, forgive, struggle, weep when you need to, laugh when you can, love. Hold, please, the knowledge that wherever, whenever, why-ever, whoever, however time and events touch you – or are touched by you – there is yet and always the possibility of Amen."


Bowman asked the graduating students to consider that their life plans may not go as planned, and "that sometimes the things that do not go as planned, the things that are not executed perfectly, have a power all their own."


She said sometimes they will have to "launch a leap too short over a gap too wide," and predicted that what they launch will get completed – somehow.


"Picture in The Matrix, Morpheus launching out of the building, with Neo launching out of a helicopter, closing the gap – you with me?" she said, to appreciative laughter from an audience familiar with the 1999 science-fiction/action movie. "It's messy. It's imperfect. But it works."


Bowman said that twice in her life, she has "done a re-boot."


"The first time, I initiated it," she said, referring to her decision to become an ordained minister, after working for many years as a lawyer in Washington, D.C.


"The second time, events initiated it. There's nothing like a headlong collision with a $125 billion hurricane to re-arrange your plans," she said, referring to Hurricane Katrina in 2005, a storm that caused heavy damage to Dillard.


"But I wouldn't have had it any other way; the best of my life is in the unexpected of my life," Bowman said. "I planned well, but God planned even better. You don't have to be perfect to be marvelous; you're already there."


In her address, Bowman also drew inspiration from a poem by Pulitzer Prize-winning poet Gwendolyn Brooks, "One Wants a Teller in a Time Like This."


She modernized the last stanza of the poem by changing the word "rubbers" to "rain boots" and inserted new phrases – in brackets below – to suit the multi-faith nature of the celebration. She substituted "Keep the Golden Rule" for "Go to Sunday School," and changed "God's actual" to "that which transcends is actual."


Put on your [rain boots] and you won't catch a cold


Here's hell, there's heaven. [Keep the Golden Rule]


Be patient, time brings all good things – (and cool


Strong balm to calm the burning at the brain?)


Behold,


Love's true, and triumphs; and [that which transcends is] actual.


Samuel J. Gould, who offered the student reflection, said the relationships he had formed on the Farm had changed his life forever, and that friends and classmates would "carry the community that is Stanford" as they make their way in the world.


"I know I will never forget the biology professor who challenged me to develop an ecological model using my background in economic theory," said Gould, a graduating senior who majored in biology and minored in economics.


"Or the coach who pushed me to become not only the best athlete, but also the best person I could be. Or the cook who did not speak English, but still became a second mother to me, and the friends who have seen me at my best and worst and love me always. So as we go down our different paths in life, we do not travel alone."

Stanford University News: Baccalaureate speaker, Rev. Gail E. Bowman, to Stanford's Class of 2011 You don't need to be perfect

University Business Report: The Student View of Blended Learning Survey



67% of students rank lecture capture "more important" than other technology resources

http://www.echo360.com/

University Business Report: The Student View of Blended Learning Survey

Conference Alerts: Academic Conferences Worldwide in Higher Education

Higher Education Conferences Worldwide - Conferences in higher education and related fields

Conference Alerts: Academic Conferences Worldwide in Higher Education

Free Mediasite Sonic Foundry Webinar: Evaluating Lecture Capture's Impact on Student Outcomes

Evaluating Lecture Capture's Impact on Student Outcomes

In 2004, the Dental School, University of Maryland, Baltimore envisioned a school offering state-of-the-art technology with lecture capture at its core. Students would have access to course content 24/7, and a newly-launched distance-ed program in dental hygiene would thrive with online lectures. After an extensive evaluation they selected Mediasite for their endeavor and off they went webcasting every lecture and lab session from that point forward.

Now with five-thousand captures, half a million views and several years of student surveys compiled, Dr. James Craig, professor and educational consultant from the Dental School, is ready to share some real results that prove lecture capture has transformed the student experience.

Join us to hear Dr. Craig present his findings and answer your questions live, including:

• What was the most important "buy in" to get faculty on board with recording lectures?
• What impact does lecture capture have on student satisfaction?
• How does lecture capture impact student outcomes, attendance and program completion?
• How did lecture capture become a vital tool for successful board-exam preparation?
• How do you know when it's time to delete a lecture?
• How has Mediasite helped the Dental School's public relations efforts?


Presenter
Dr. James F. Craig is a Professor in the Department of Health Promotion and Policy and an educational consultant in the Office of Information Technology at the Dental School. He has been in the field of instructional technology for 43 years, 39 of which have been in dental education. He achieved his bachelor's degree from Western Illinois University and his master's and doctorate from Indiana University. His primary area of concentration was Instructional Design and Development. He works to integrate technology into the curriculum through assisting faculty in the use of technology-based instruction including Blackboard, Mediasite and Questionmark.


Moderator
Sean Brown, Sonic Foundry's Vice President of Education

Free Mediasite Sonic Foundry Webinar: Evaluating Lecture Capture's Impact on Student Outcomes

University Business: Online Master's Degree At Western Michigan University Boosted By Free Tuition Offer

Western Michigan University's new online master's degree program in adapted physical education is growing rapidly, now that a federal grant is covering tuition and textbooks fo students, WMU officials say. more

University Business: Online Master's Degree At Western Michigan University Boosted By Free Tuition Offer

Innovative Educators Webinar: Assessment: Value-Driven Decision Making: Allocating Resources Based On Assessment Findings

Thursday, July 14 ~ 3:00-4:30pm EDT

“In these times of dwindling resources, it becomes more important than ever to identify what we do well. In addition, we need to prioritize all that we value so that we can determine what resources will be allocated to improve that which is of greatest importance. This session combines a framework to prioritize values, implement outcomes-based assessment to evaluate how well those values are being met, and then empower organizations to re-allocate resources to that which they value. ”


~ Dr. Marilee Bresciani, Webinar Presenter


This interactive session clarifies the steps institutional leaders need to take to ensure that their decisions on resource allocation are in harmony with their institutional values and principles of quality improvement – and to demonstrate that assessment findings really do matter. The workshop will walk you through the followings steps: 1) identifying values, 2) aligning values with outcomes, 3) prioritizing values, 4) defining the context for quality and values, 5) implementing outcomes-based assessment, 6) determining at which level the decision resides, and 7) re-allocating resources to improve your outcomes within the context for quality. You’ll leave with the outline of a plan for your campus.

Participants will:

identify how their institutional/divisional decision making aligns with their institutional/divisional values

identify the role that outcomes-based assessment plays in the decision-making process

determine how resources can be allocated or re-allocated in alignment of institutional/division values

determine how outcomes-based assessment informs the allocation or re-allocation of resources when institution/divisions are aware of their values

Marilee J. Bresciani, Ph.D. is a Professor of Postsecondary Education Leadership at San Diego State University, where she coordinates the certificate in institutional research, planning, and assessment, and the doctorate in community college/postsecondary education leadership. The curriculum at San Diego State University emphasizes the integration of the curricular and co-curricular learning paradigms, and analysis, planning, and responsible practice of leaders in a socially just and global environment.



Dr. Bresciani’s research focuses on the evaluation of student learning and development. She uses grounded theory to explore how systems and processes contribute to student learning centeredness, which includes the study of leaders’ roles in these systems and processes. Her most recent research explores the role of intuition in evidence-based decision making.

Dr. Bresciani has held faculty and higher education administration positions for over 20 years. In those positions, she has conducted enrollment management research, quantitative and qualitative institutional research, course-embedded assessment, and academic and administrative program assessment. Previously as Assistant Vice President for Institutional Assessment at Texas A&M University and as Director of Assessment at North Carolina State University, Dr. Bresciani led university-wide initiatives to embed faculty-driven outcomes-based assessment in the curriculum. She has led reforms in outcomes-based assessment program review, assessment of general education, quality enhancement, and assessment of the co-curricular.


Dr. Bresciani has been invited to present and publish her findings on assessment and is a leading author of five books on assessing student learning and outcomes-based assessment program review. Dr. Bresciani has developed and delivered several courses on assessment of student learning, and serves the editorial board of the Journal of Research and Practice in Assessment. She is a reviewer for the Australian Quality Assurance Agency and is also a managing partner in an international assessment and enrollment management consulting firm.


Dr. Bresciani studies yoga with the Baron Baptiste Power Yoga Institute. She teaches yoga on a voluntary basis and provides well-being seminars to higher education faculty, administrators, and students. It is through these seminars, where she promotes sel-reflection, responsibility for one's actions, and strategies to empower others so that intuition can be integrated with evidence to inform decisions.


Dr. Bresciani holds a Ph.D. in Administration, Curriculum, and Instruction from the University of Nebraska and a Masters of Arts in Teaching from Hastings College.


Dr. Marilee Bresciani can be reached at mbrescia@mail.sdsu.edu  

Innovative Educators Webinar: Assessment: Value-Driven Decision Making: Allocating Resources Based On Assessment Findings