Tuesday, November 29, 2011
University Business: 'Culture Of Hazing' Fatal For Florida A&M U's Robert Champion, Attorney Says
Family members of a Florida A&M University marching band member who died in Orlando following a suspected hazing attack announced a lawsuit against the university during a news conference Monday in Atlanta.
Attorney Christopher Chestnut, who is representing Robert Champion's family, said FAMU is being sued because "all the evidence points to the fact that hazing was a cause in the drum major's death and it happened on FAMU's watch."
"The culture of hazing is don't ask, don't tell," said Chestnut, who was joined by Champion's parents. "The family is saying, please tell."
Chestnut said the pervasive culture of hazing is "being protected at FAMU." FAMU didn't immediately respond to comment. But FAMU president James Ammons spoke publicly shortly after Champion's death, denouncing hazing and announcing a task force to investigate and end hazing. He fired the band's longtime director Julian White several days later.
Orlando Sentinel
Inside Higher Ed: Working Into the Sunset
November 29, 2011 - 3:00am
By Elizabeth Murphy
Survey finds many higher education employees feel overwhelmed and underprepared when it comes to planning for retirement, with almost half reporting they will never retire.
Read more: http://www.insidehighered.com/news/2011/11/29/survey-documents-retirement-worries-higher-ed-employees#ixzz1f9w4Gvz0
eLearners.com: How Your Program's Accreditation May Impact Your Career
Below are some of the most popular fields of study that have program-level accreditation.
1. Interested in Business? Find out if your program has been reviewed by the Association to Advance Collegiate Schools of Business (AACSB), the International Assembly for Collegiate Business Education (IACBE), or the Accreditation Council for Business Schools, and Programs (ACBSP).
2. To practice as an Engineer, your employer may require that your degree program was evaluated by the Accreditation Board for Engineering and Technology (ABET).
3. Before enrolling in a Nursing program, make sure it's been accredited by either the Commission on Collegiate Nursing Education (CCNE) or the National League for Nursing Accrediting Commission (NLNAC).
4. Employers may ask if your Physical Therapy degree program was reviewed by the American Physical Therapy Association (APTA).
5. If you want to practice clinical Psychology, be sure to check out which degree programs have been accredited by the American Psychological Association (APA).
6. Teachers eligible to work in public school systems may need to have earned a degree that has been accredited by the National Council for Accreditation of Teacher Education (NCATE).
Understand Accreditation
Confused about how accreditation may affect you? The most important fact you need to know about accreditation is ... Read more
Research Your Career Options
Unsure about what kinds of jobs may suit you? Before evaluating degree programs and schools, it's best to ... Read more
Simple K12 Webinars: The Secret to a Successful Classroom
What's the secret to a successful classroom? A great teacher, of course! And our education experts from all over the world are here to bring you their advice in our upcoming webinars.
All Sessions Are Free - Register Now!
We know you want the best for your students and are always looking for new ideas to freshen up your lesson plans.
So sit back, relax, and get some free professional development with our upcoming webinars.
We call it PD in your PJ's - And the best part is - you have free access to upcoming SimpleK12 webinars on our webinars page!
Coming Up This Week
iPad Implementation: One School's Story
Register now: https://www2.gotomeeting.com/register/469990794
Motivating Students with Digital Magic
Register now: https://www2.gotomeeting.com/register/447510106
Showcase Your Talents: Building ePortfolios for Teachers and Students
Register now: https://www2.gotomeeting.com/register/390717282
December 2011
5 Steps to Begin Harnessing the Power of Cells in Ed Today
Register now: https://www2.gotomeeting.com/register/975369746
Mobile Apps for Creating Special Holiday Gifts
Register now: https://www2.gotomeeting.com/register/627205634
Google Sites: Web Sites Made Simple, Part 2
Register now: https://www2.gotomeeting.com/register/352195266
Administrator Toolkit: Web Tools for Communication
Register now: https://www2.gotomeeting.com/register/657285210
Bring Shakespeare to Life with Online Discussions
Register now: https://www2.gotomeeting.com/register/472681394
Empowering Kids to Make a Global Difference
Register now: https://www2.gotomeeting.com/register/813733082
Exploring Digital Citizenship: Teaching Copyright Issues
Register now: https://www2.gotomeeting.com/register/752773874
Mark Your Calendars for December 13th
December 13th is the next Day of Learning - a free online conference focused on enhancing your teaching techniques.
The SimpleK12 Team
Twitter: @SimpleK12 and @TLC_edu
HBCUDigest.com: Howard to debut SiriusXM Channel “HUR Voices” on December 1st
Howard University Radio will debut its SiriusXM satellite channel “HUR Voices” on Dec. 1, pioneering the way for HBCU-related radio content to reach a nationwide audience. The channel will feature content produced for the campuses terrestrial station, WHUR 96.3, and will feature new shows and personalities for the satellite edition.
Howard owns and operates one of the few university-owned commercial stations in the US, WHUR-FM, which programs for a largely urban African-American audience in Washington, DC and celebrates its 40th anniversary on Dec. 10. The university’s new satellite channel is called H.U.R. Voices and will air a mix of programs produced at WHUR, like the daily public affairs program “Daily Drum,” along with new programs produced for SiriusXM.
CALL FOR PROPOSALS: 2012 INTERNATIONAL CONFERENCE FOR THE SOCIETY FOR TEACHING AND LEARNING IN HIGHER EDUCATION
www.universitas.hr/wp-content/uploads/2011/11/stlhe.pdf
Centre Mont-Royal
Montreal, Quebec, Canada
June 19 - 22, 2012
The Society for Teaching and Learning in Higher Education (STLHE) invites proposals for presentations at its 32nd Annual International Conference - “Learning without boundaries? Apprentissage sans limites?”
The theme of this conference is learning without boundaries. Questions to explore include:
• Does learning have boundaries?
• What boundaries do we have or need?
• Are boundaries productive? Constructive? Liberating?
• Which boundaries need to be re-drawn, crossed, broken or maintained?
The theme invites participants to expand their boundaries and /or bridges in areas related to:
• Research
• Teaching practices
• Learning environments
• Language, culture, and disciplines
• Learning support services such as: libraries, student services, service learning, stages/internships
Deadline
All proposals must be submitted by midnight Thursday January 19, 2012.
More Information
For more information and the full Call for Proposals, please visit the Conference website: www.mcgill.ca/stlhe2012sapes
Effi Kaoukis
STLHE 2012 Conference Administrator
McGill University
Teaching and Learning Services
McLennan Library Building
3459 McTavish St, MS 12
Montreal, Quebec, H3A 1Y1
Tel: (514) 398-5670
Fax: (514) 398-8465
Email: stlhe2012sapes@mcgill.ca
Website: www.mcgill.ca/stlhe2012sapes
Tomorrow's Professor: Tenure Reconsidered (a Bit) - Scholarship was reconsidered. Tenure, not so much
That's the conclusion of a new book, The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact (Jossey-Bass),[http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0470599081.html] the latest in a series of examinations by the Carnegie Foundation for the Advancement of Teaching of the impact (potential and realized) of the late Ernest Boyer's 1990 work, Scholarship Reconsidered.
The new book is full of examples of the impact of Scholarship Reconsidered -- in the work of faculty members at all kinds of institutions. Further, the new book argues that the ideas of Scholarship Reconsidered could dovetail nicely with the assessment movement, given that both focus on student learning outcomes. But the work being released this week finds mixed results when it comes to applying Scholarship Reconsidered to the tenure and promotion process -- and acknowledges that this reality may be holding back efforts to institutionalize Boyer's ideas.
Boyer's central idea in the book was to question the dichotomy of teaching and research as separate, largely unrelated functions. He promoted the idea of "the scholarship of teaching" in which the rigors of controlled experiments, peer review, and sustained research would be applied to pedagogy -- from the redesign of courses to developing entirely new curriculums or rethinking a classic textbook. Central to his thinking was that colleges and universities needed to reward such contributions -- and to do so not just in the teaching and service portions of the teaching/research/service split of promotion criteria. Rather, Boyer and his supporters have argued, these contributions should be seen -- just as a lab breakthrough or a monograph might -- as research contributions to a discipline.
But that's not happening with any consistency, the new book says.
"[T]here remains a troubling gap between rhetoric about teaching's value and the realities of teaching's recognition and reward," write the three authors, Pat Hutchings, director of the Carnegie Academy for the Scholarship of Teaching and Learning; Mary Taylor Huber, a senior scholar emerita at the Carnegie Foundation; and Anthony Ciccone, a professor of French and director of the Center for Instructional and Professional Development at the University of Wisconsin at Milwaukee.
Even amid widespread interest in applying the ideas of the scholarship of learning, they write that progress will be held back, and careers will not be rewarded appropriately, without change.
"This work must be recognized and rewarded in systems of faculty evaluation if it is to influence what larger numbers of faculty (not just heroes, saints and martyrs) see as possible and desirable to do in their roles as teachers, citizens of their institutions and disciplines, and contributors to knowledge," the book says.
Within the faculty reward rubric, the authors write, Boyer's ideas have contributed to a more systematic approach to evaluating teaching. But there has been very limited adoption of his ideas in the evaluation of research (for those who wish to count such contributions as research). Even with some policies that encourage faculty members to do so, the book says that "campus leaders are quick to point out that recognition for the scholarship of teaching and learning as research is by no means yet assured."
The book calls for campus leaders to develop specific policies and timelines to assure that this changes, but the book acknowledges that change could continue to be slow.
In an interview, Huber, one of the authors, stressed that she did see real progress in considering the scholarship of teaching and learning with regard to evaluating teaching. Boyer's ideas have resulted in reviews of teaching that are "so much more than student evaluations," she said.
Counting these contributions as research is more difficult, Huber acknowledged. She noted that, in many cases, colleges have general policies, and leave it to academic departments to define how to carry out those policies. "Until recently, you could easily have committees where very few people other than the person under consideration for tenure was knowledgeable about these approaches," she said.
Huber said that she is hopeful that change will spread, and that more faculty members will be awarded tenure or promotions on the basis of their scholarship of teaching. "But the progress is uneven and difficult to track," she said. One goal for the book is to encourage more discussion of these issues, so that the progress may be less uneven in the future, she said.
CUR Dialogues 2012 - Last Chance for Discounted Registration
February 23-25, 2012
Hamilton Crowne Plaza
Washington, D.C.
Early Registration Deadline - December 1, 2011
CUR Dialogues is designed to bring faculty and administrators to Washington, D.C. to interact with federal agency program officers and other grant funders.
Workshops and Plenary Sessions will:
• tell participants about grant opportunities in research and education, both new and ongoing;
• assist faculty learn how to find new funding opportunities;
• assist faculty develop grant proposal writing skills.
Participants will:
• meet in small groups and talk with program officers and grants management officers -- NSF, NIH, NEH, NEA, Dept. of Energy, Dept. of Ed, and more;
• take the opportunity to communicate directly with program officers and grants administrators concerning grant requirements and funders’ priorities;
• share ideas with colleagues.
In addition, CUR Dialogues provides a setting for funders to learn of the interests, needs, and concerns of researchers and educators relative to funding opportunities. CUR Dialogues has spawned many ideas for grant programs, and have helped agencies to refine their program guidelines.
Who should attend: Faculty at all career stages; undergraduate research directors; grants administrators; development officers.
For more information visit the CUR Dialogues information page.
Council on Undergraduate Research
734 15th St, NW, Suite 550
Washington, DC 20005
www.cur.org
cur@cur.org
(202)783-4810
(202)783-4811 fax
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