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Tuesday, September 13, 2011

Diverse Issues in Higher Education: Obama Jobs Council Calls for More Engineers


September 1, 2011
by Jonathan J. Cooper


PORTLAND, Ore. – More than 40 major companies have agreed to double the number of engineering internships they offer in a bid to help universities train more people for jobs that require math and science skills, President Barack Obama's jobs and competitiveness council announced on Wednesday.


The commitment from high-tech, health care, financial and other companies creates about 6,300 new engineering internships. It's part of a short-term goal to graduate 10,000 more American engineers each year, bringing the total to about 130,000 annual graduates.


Obama's competitiveness council hopes the new internships will help engineering schools improve abysmal retention rates. Forty percent of science and math majors drop out, according to the American Society for Engineering Education.


Some high-tech companies would like to hire engineers in the U.S. but are exporting jobs to Asia because of a shortage of qualified Americans, Energy Secretary Steven Chu said.


“We need engineers. We need scientists,” Chu said. “This is going to be at the heart of how the United States is going to remain competitive.”


The White House announced Wednesday that Obama would lay out his jobs plan in an address to Congress next week, though the scheduling was in doubt after Republican Speaker John Boehner balked at the timing.


Chu and other Obama administration officials were in Oregon to solicit ideas from business executives and engineering school deans in an event at Portland State University. They were told that engineering is a misunderstood profession and that the K-12 education system is letting down many would-be engineers before they even reach college.


The lack of interest from qualified American students means universities here are educating engineers from other countries, many of whom struggle to get authorization to work in the U.S. when they graduate, said Paul Otellini, chairman and chief executive of Intel Corp., and a member of Obama's jobs council.


“We have plenty of spots; we just need to get more of the population into those spots,” Otellini said.


Experts said young people don't grasp what it means to be an engineer, and it doesn't help that scientists are often depicted in pop culture as nerdy and anti-social. They said the general public should be reminded that engineers solve daily problems and build things that improve people's lives.


Improving math and science education, even for young children in elementary school, can ensure that students aren't turned off from math and are ready to tackle challenging engineering courses when they reach college.


“Engineering in itself is cool; it's tangible,” said Leah Jamieson, dean of the College of Engineering at Purdue University. “Kids like building things, understanding things.”


The Republican National Committee released a statement saying Obama's job creation efforts are “all rhetoric and no results.”

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“50 Most Social Media Savvy Professors in America”


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WIA Report: Women’s Colleges Drop in U.S. News Rankings

U.S. News & World Report has released its new rankings of America’s best colleges and universities. Wellesley College in Massachusetts retained its place as the top-rated women’s college. But Wellesley dropped from fourth place in 2011 to sixth place in the 2012 rankings of the nation’s top liberal arts colleges.

Smith College in Northampton, Massachusetts, dropped from 14th place last year to the 19th position in the latest ratings.

Scripps College, Barnard College, and Mount Holyoke College also dropped in the latest U.S. News rankings of the leading liberal arts colleges.

Bryn Mawr College in Pennsylvania was the only highly ranked women’s college to improve in the rankings. Bryn Mawr moved up from 30th place to 25th.

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Tomorrow's Professor: Lecture Capture: A Guide to Effective Use


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2012 CHEA Award


Deadline for Applications: October 17, 2011



Award Information
Evidence of student achievement, student learning outcomes, plays an increasingly important role in discussions of higher education accountability, quality and effectiveness. At the same time, developing and using capacity to address student learning outcomes is a complex and significant challenge for colleges and universities, whether pursued at the level of an institution, a program or a major. This award acknowledges outstanding practices in developing and applying evidence of student learning outcomes as part of the ongoing accountability evaluation and improvement of college and university programs of study. Up to four awards will be made each year. Awards will be presented at the CHEA Annual Conference.


Eligibility
Applications may be submitted by CHEA institutional members. For members who are prior award winners and wish to submit a proposal for another award, the second proposal will be considered only if it is for a different program or major from the initial award or, if an initial institutional award, is a proposal for a program or major.


Categories of Award
The application may be institution-wide, focused on a specific program or focused on a major. Each application should contain a designation of the category for which it has been prepared: institution, program or major. Applications will be judged within the specific award category designated.


Award Selection and Criteria
Applications will be reviewed by an Award Committee of individuals from higher education institutions, higher education associations, accrediting organizations and the public. Applications will be judged by the extent to which four award criteria have been met:
• Articulating expected outcomes for an institution, program or major
• Providing evidence of success with regard to outcomes
• Informing the public (constituents external to an institution) about expectations and success with regard to outcomes
• Using outcomes for institutional improvement: evidence that attention to outcomes has benefited the institution, program or major


In addition to the four criteria, the committee looks for evidence that outstanding practice related to outcomes (1) is embedded in an institutional culture, (2) makes good use of current technology in the methods and tools to track outcomes, (3) includes extensive use of faculty and strong faculty support, (4) is supported by institutional leadership that is dedicated to the importance of outcomes and (5) involves approaches to outcomes that can be replicated at other institution.


Application Format
To be considered for an award, an applicant on behalf of an institution, program or major should complete the four sections of this application.


Section 1: Contact information for individual submitting the application
Section 2: Institutional endorsement by the chief executive officer or chief academic officer
Section 3: Application summary (100 words or less)
Section 4: Award criteria (response to each criterion not to exceed two pages)


Applications that do not conform to format and length will not be considered by the award committee. Applications should provide full information in response to each award criterion. A complete response to each criterion is to be included in the text. Please do not rely on a review of links by the committee


Examples of Evidence for Award Criteria
Evidence can be the result of quantitative and qualitative approaches to gathering information. It should be relevant to what is being claimed, potentially verifiable through replication or third-party inspection and representative or typical of major, program or institutional performance. Evidence must involve examination of student levels of attainment (individual students or representative samples) and may include:


• Faculty-designed comprehensive or capstone examinations and assignments
• Performance on external or licensure examinations
• Authentic performances or demonstrations
• Portfolios of student work over time
• Samples of representative student work


Self-study reports and student satisfaction surveys do not constitute direct evidence of student learning outcomes.


Definitions of Key Terms
For the purposes of the CHEA Award:


• Student learning outcomes is defined as "the knowledge, skills and abilities that a student has attained at the end (or as a result) of his or her engagement in a particular set of higher education experiences." This is distinguished from a general student outcome that is the result of attending an institution or program.
• Informing the public is defined as "providing readily available and easily understood data or analysis that informs students and others about the success of a major, program or institution."
• Public is defined as "constituents external to an institution."
• Major is defined as "an institution-designated concentration that culminates in a degree" (e.g., history, philosophy, mathematics).
• Program is defined as "a course of study in a career or professional area that culminates in a degree" (e.g., nursing, journalism, occupational therapy).


Award Timeline
August 15, 2011 Application released to institutions
October 17, 2011 Due date for application submission
December 1, 2011 Application review completed
January 4, 2012 Award recipient(s) notified
January 10, 2012 2012 Awards announced
January 24, 2012 Awards presented at CHEA Annual Conference


Suggested Reference Materials
Council for Higher Education Accreditation (2003). Statement of Mutual Responsibilities for Student Learning Outcomes: Accreditation, Institutions and Programs. Washington, DC: Council for Higher Education Accreditation (CHEA). http://www.chea.org/pdf/StmntStudentLearningOutcomes9-03.pdf


Ewell, Peter T. (2001). Accreditation and Student Learning Outcomes: A Proposed Point of Departure. Washington, DC: Council for Higher Education Accreditation (CHEA). http://www.chea.org/award/StudentLearningOutcomes2001.pdf


See also The CHEA Chronicle for 2006-2011 at http://www.chea.org/Research/index.asp#chronicle


for summaries of award-winning institutions and programs.


Submission Methods


Applications may be submitted as email attachments in Microsoft Word or Adobe Acrobat format and sent to vejarano@chea.org  Applications may be also submitted via U.S. mail or other delivery service to the following address:


Elena Vejarano
Executive Assistant
Council for Higher Education Accreditation
One Dupont Circle NW, Suite 510
Washington, DC 20036-1135
Due Date


Applications must be received by Monday, October 17, 2011. Acknowledgment of receipt of application will be sent via email to the applicant.


Additional Information
For information about CHEA, please visit www.chea.org. For questions about the CHEA Award, contact Elena Vejarano at 202-955-6126 vejarano@chea.org
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TLT Group-SWG: "Are You Ready For Online Learning?" WHAT KIND? Synchronous/Asynch? Text/Voice/Video?

2 self-tests from OntarioLearn.com for prospective online students below.



Good prep/background for our FridayLive! session this week: Frugal Innovation: Colleges Sharing Online Courses Sept 16, 2011 Register (FREE) to receive login information.

However, these tests would be more helpful if accompanied by better information about the kinds of online courses for which the tests have been designed. The technology options for teaching/learning online are changing VERY FAST. The self-tests should be introduced by explanations of how much, if at all, these courses can vary in schedule, pedagogy, media - should answer some questions like these:



Do these courses include synchronous options?


Is most interaction only via text online? Live or recorded audio? Video? Are telephone conversations permitted, encouraged, or forbidden?


Is most learning expected to be via reading printed materials? Reading online? Engaging in specific tasks that must be done independently?


How and when can students get feedback about their progress?


How and when are students tested or graded?


How often and in what ways is the teacher available to respond to questions?


SELF-TESTS DESCRIPTIONS & LINKS BELOW HERE


1. "Is Online Learning Right for You?" Online self-test (all yes/no items) from 22 college consortium Ontariolearn.com that offers hundreds of fully online courses. Includes:


Is Online Learning Right for You? (7 items)


Assess Your Computer Skills (6 items re computer tasks; 4 items re Internet related skills)


Assess Your Equipment/Software (6 items)


"Review your readiness for online learning. Find out if online learning is 'right' for you, assess your computer skills and check to see if you have the necessary equipment/software. The questions are intended to help you determine if online learning is a good match for you."


2. "Online Learning Self Assessment" Online self-test from Centre for Distributed Learning, Seneca College, one of 22 partner community colleges in the OntarioLearn.com consortium (12 3-option multiple-choice questions; Explanation of the Self-Assessment Questions "The 12 questions in the self-test reflect some of the facts about taking distance education courses.")
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TLT Group Archived Presentation: Sharing Overabundant Good Teaching/Learning Resources More Effectively



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SlidePoint - Online Presentations that Do Not Require Flash!


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Boise State University Free Online Class: Learn to Learn Online Introduction to e-Learning Courses


The E-Learning at Boise State University course is specifically designed to help you succeed in distance learning. It will give you a good idea of what the Blackboard learning environment looks like, as well as allow you to get a feel for how your class might be structured. The course covers computer literacy, Blackboard, Internet literacy, technology management, organization, and time management.
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Dillard University Academic Catalog 2011-2012


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Campus Technology Whitepaper: Managed Hosting: Partnering and Best Practices to Support Education Strategy

Partnering with Blackboard Managed HostingSM enables you to focus on your core educational mission—not on managing technology. Providing outstanding reliability, security, and scalability, along with the peace of mind that comes along with a fully-managed system and the benefits of cost control and predictability.
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