Dillard University Attendance Monitoring

Dear Faculty,

As you are aware attendance monitoring is mandatory. We must identify those students who are not meeting the University Attendance Policy and complete the Unofficial Withdrawal Form if they have ceased attendance in class or have not obtain an approved leave of absence.


To help assist with determining if a student has not met the attendance policy, use these examples as a guide:
• The student attends a MWF class and they attended class on Monday, October 17, however; the student was absent on Wednesday October 19, Friday October 20, Monday October 31, Wednesday November 2, Friday November 4 and Monday November 7. Based on the attendance monitoring the student has violated the university attendance policy and the Unofficial Withdrawal Form should be submitted noting the student’s last day of attendance as Monday, October 17, 2011.
• The student attends a Tuesday only class and they attended class on Tuesday, November 1, however; the student was absent on Tuesday, November 8 and Tuesday, November 15 based on the attendance monitoring the student as violated the university attendance policy and the Unofficial Withdrawal Form should be submitted noting the student’s last day of attendance as Tuesday, November 1, 2011.


Faculty roll books should reflect the consecutive missed class periods to determine the last day of physical class attendance.


You can access the Unofficial Withdrawal form on myDU by following the steps below:
Step One: Login into myDU
Step Two: Click on the Faculty Tab
Step Three: Click on Records and Registration on the left side of the page
Step Four: Click on the Unofficial Withdrawal Form
Step Five: Print and complete the form, obtain the appropriate signatures and submit to the Office of Records and Registration as soon as possible. Remember time is of the essence.


As a reminder no student should be attending class without being on the official class roster.


Please share with all adjunct faculty. If you have any questions please do not hesitate to contact me directly.


Pam England
Registrar/Director of Records and Registration
Dillard University
2601 Gentilly Boulevard New Orleans, LA 70122
504.816.4705 (Office)
504.816.4391 (Fax)
pengland@dillard.edu
"Your Avenue of Opportunity"

Dillard University Attendance Monitoring

Echo360 Brief: Blended Learning and Lecture Capture Help Solve Over Enrollment Issues

Have more students, but not enough learning spaces? While increased tuition revenues help, budget cuts restrict institutions from adding course sections and hiring new faculty to address growing enrollments. Some schools have turned to blended learning curriculum, supported by lecture capture, to address:

• over enrollment, especially in core courses;
• delayed graduation as students struggle to enroll in required courses;
• reduced retention rates as students seek out smaller class sizes and faster degree completion.

Discover how San Francisco State University and Passaic Community College have used lecture capture to address these issues. Download the issue brief to learn more!

Echo360 Brief: Blended Learning and Lecture Capture Help Solve Over Enrollment Issues

Archived Echo360 Webcast - Tidbits About Blended Learning: Avoiding an Aversion to the Inversion of the Classroom

Archived Echo360 Webcast - Tidbits About Blended Learning: Avoiding an Aversion to the Inversion of the Classroom

Simple K12: Using Wikipedia Workbook

Simple K12: Using Wikipedia Workbook

Updates from the Dillard University Office of Institutional Effectiveness and Assessment November 2011

The following information is an Update from Carla Morelon in the Office of Institutional Effectiveness and Assessment (2011 1107)



Updates from the Office of Institutional Effectiveness and Assessment
Dr. Carla L. Morelon, Director
cmorelon@dillard.edu/
816.4165/Rosenwald 301
November 7, 2011


CTLAT 2011-12 Planning Survey (Closes Tuesday Morning)
The CTLAT survey closes tomorrow morning. To date, a little more than 20 people have completed the CTLAT survey. This is your opportunity to indicate which sessions should be repeated for the 2011-12 academic year. In addition, CTLAT is soliciting ideas for new workshops.


NSSE Webinar (Tuesday, November 8, 2pm, DUICEF 207)
The most commonly reported use of NSSE results is assessment for accreditation. NSSE's Accreditation Toolkits, designed for all regional and several specialized associations, articulate the requirements and standards for each accreditor with NSSE process and items. In this session we'll show how NSSE items map to accreditation standards, discuss the potential for using NSSE data in institutional self-studies and quality improvement plans, and explore ways colleges and universities have used their results in accreditation and to measure and monitor institutional effectiveness. Participants will have the opportunity to discuss challenges and approaches to maximizing the use of NSSE results for accreditation.


Fall 2011 Student Evaluation of Faculty (November 14-18)
Only 3 faculty responded to the request for student training. Therefore, we cancelled the session and will try again in the spring semester. Between November 14-18, faculty are expected to administer the survey and encourage students to offer written feedback. It is imperative that faculty open the packets and complete the Instructor Cover Sheet (ICS) before doing anything else.


Student Assessment Schedule
Last week, my office emailed students a list of assessments that will occur during their matriculation at Dillard University. See the attachment.


Collegiate Learning Assessment (CLA)
Last week, I mistakenly omitted Dr. Marylin Mell. Thank you, Dr. Mell, for your help and support!


Institutional Effectiveness Reports (Due December 12-13)
Each academic and administrative unit is expected to submit an institutional effectiveness report by the deadline. We are currently trying to finalize the 2009-10 and 2010-11 reports. Please contact me immediately if you have not yet scheduled a working session. The due date applies to the 2009-10, 2010-11 and fall 2011 reports. See the attachments (template files) for academic and administrative units.


What Data Do You Need To Support Your IE Reports?
The Institutional Assessment Committee is charged with the responsibility of ensuring that assessment is an active and cyclical process throughout the institution. Please share your data needs with them so that we can help in your efforts to assess your goals. Committee members include Dr. Cleo Allen (Professional Studies), Dr. Alecia Cyprian (Student Success), Ms. Pamela England (Student Success), Dr. Lenetra Jefferson (Professional Studies), Dr. Willie Kirkland (Institutional Research), Dr. Lynda Louis (Arts & Sciences), Dr. Hussain Mohammed (Business) and Dr. Ramona Jean-Perkins (QEP).


Spring 2011 Student Instructional Reports (SIR II)
Results from the spring 2011 administration should arrive late this week. It will take another week for my office to process and disseminate completed report packets to individual faculty members, their deans and the Office of Academic Affairs.


Dr. Carla L. Morelon
Director of Institutional Effectiveness and Assessment
Office: Rosenwald 301
Phone: 504.816.4165
cmorelon@dillard.edu

Updates from the Dillard University Office of Institutional Effectiveness and Assessment November 2011

Call for Self-Nominations: POD Core Committee

Anyone who has been a member of POD for at least three years may self-nominate to serve on the POD Core Committee. The Core Committee is the primary governing body of POD and functions as its board of directors. Each member serves for a period of three years, beginning in the fall after the Core Committee election has occurred. Members are expected to attend all of the six meetings that occur during their term plus the spring Core meeting in March 2012 for a grand total of seven core meetings.


To nominate yourself, send your candidate's statement to the POD office at podoffice@podnetwork.org  with "Core Self-Nomination" in the subject line. Statements must be received by 5PM (your time zone) on November 11, 2011.


Your statement should include:
—Name, title, institution
—Background in professional and organizational development
—Response to the question: What would you like to see POD accomplish over the next three years?


Statement should not exceed 750 words. Statements will be posted on the POD website. POD members will be invited to vote.


Contact Hoag Holmgren at the POD office, podoffice@podnetwork.org , or the chair of the POD Nominations and Elections Committee, Peter Felten, pfelten@elon.edu , with any questions.

Call for Self-Nominations: POD Core Committee

Registration Now Open for 4th Annual POD/AAC&U Organizational Development Institute

 

Registration is now open for the 4th annual POD/AAC&U Organizational Development Institute: "Navigating in the Seas of Change: Leading Curricular and Institutional Reform".

Tuesday, January 24, 2012, 8:00 AM – 4:00 PM
Wednesday, January 25, 2012, 8:00 AM – 12:00 PM


Washington, DC
Grand Hyatt Hilton
(The AAC&U recommends making hotel reservations ASAP if you plan to stay at the Grand Hyatt Hilton.)


Full details, including how to register, are here: www.podnetwork.org/conferences/2012-AACU/index.htm


During this one-and-a-half day institute, participants will have opportunities to consider institutional readiness for change and curriculum reform, plan a foundation for change that makes sense for your specific context, and consider how learner-centered assessment practices have potential for both initiating and sustaining changes. Upon completion of the institute, participants will have developed a plan for a specific change project on their campus.


Institute Facilitators: Peggy Cohen, University of Missouri-St. Louis; Susan Gano-Phillips, University of Michigan – Flint; Erik Palmore, Webster University; Jim Therrell, Central Michigan University


Fees:
By December 2: $200
By December 23: $220
After December 23: $240

Registration Now Open for 4th Annual POD/AAC&U Organizational Development Institute

Diverse Issues in Higher Education: Student Debt on the Rise Again

November 4, 2011
by Charles Dervarics


Two of every three college seniors graduated with loan debt in 2010, with the typical borrower owing $25,250 and students at some historically Black institutions facing higher repayments, new research shows.


The sixth annual report on graduates' borrowing from The Project on Student Debt showed that average debt continued to rise for those who completed studies at a four-year public or private non-profit institution. With the students and their families facing a challenging economy, average debt among graduates increased by 5 percent from 2009.


Budget reductions at the state level also likely contributed to the additional borrowing. "State budget cuts led to sharp tuition increases at some public colleges, also increasing the need to borrow," the organization said in its report, Student Debt and the Class of 2010.


In addition, at least 22 percent of the debt accrued by college graduates came from private loans, which carry higher interest rates than government loans. About 33 percent of bachelor's degree recipients graduated with private loans, with an average debt of $12,550.


"Most students in the Class of 2010 started college before the recent economic downturn, but the economy soured while they were still in school, widening the gap between rising college costs and what students and their parents could afford," according to the report.


At the same time, these 2010 graduates faced a job market in which young college graduates had a 9.1 percent unemployment rate - the highest rate on record.


Report data showed that Pell Grant recipients were particularly likely to borrow for college, as 86 percent of these students graduated with loan debt. Among more affluent students who did not qualify for Pell Grants, only 51 percent had any debt when they graduated.


Three historically Black colleges and universities were among public institutions where graduates incurred the most debt, the report noted, although all had high rates of Pell Grant recipients.


Students at Alabama A&M University graduated with one of the highest debt levels among public colleges at $31,863, the report stated. At that school, 78 percent graduated with debt, although 62 percent of students were Pell Grant recipients because of their low incomes.


The debt project also cited Delaware State University and Alabama State University among public institutions with high debt amounts, with students facing average repayments of $36,410 and $29,795, respectively. Yet 70 percent of Alabama State's graduates had received Pell Grants, as did 54 percent of Delaware State's graduates.


Other public institutions with high rates of student debt included Temple University and multiple campuses of Penn State University.


The report also calculated state averages for student debt. Students in the Northeast and Midwest were the highest borrowers, likely because of the larger share of private non-profit colleges in those regions. New Hampshire had the highest average debt among graduates with $31,048, while Utah had the lowest at $15,509.


Information for private, for-profit colleges was not available as few of these institutions report comprehensive debt data, project staff noted. However, they urged the federal government to step up data collection across more schools. The U.S. Education Department also should collect more data on private loan borrowing, because it only collects such information for first-year, full-time students, the report states.


Elsewhere, the report noted, colleges should do more to ensure that students have tapped all federal loan eligibility before a student can take out a private loan.


Student Debt and the Class of 2010 is available at www.projectonstudentdebt.org  The project is part of The Institute for College Access and Success.

Diverse Issues in Higher Education: Student Debt on the Rise Again