Posted: 29 Mar 2012 09:31 AM PDT
This is the kind of story that makes me love what I do. If I'm
ever feeling like the work I do (integrating technology) is not important, I
should just watch this video and read the story.
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What’s Happening On
April 2nd?
Posted: 29 Mar 2012 07:53 AM PDT
We've been hard at work on a few pretty major projects here at
Edudemic. The first of those is finally set to launch and we couldn't be more
excited. So we thought we'd have a little fun with it.
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Posted: 29 Mar 2012 06:00 AM PDT
If you're a Facebook user, you've likely heard of the relatively
new design for your profile page. But if you oversee a brand / org page (say,
for your classroom or school) then you should know that your page is going to
be pushed into the new Timeline mode at the end of the month.
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The Dillard University Center for Teaching, Learning & Academic Technology Blog
Search DU CTLAT Blog
Friday, March 30, 2012
EduDemic: March 20, 2012
Tomorrow's Professor: Three Faculty Communities: Academic Labor Across Institutional Types
Coaching and Teaching
Perhaps because I?ve never been a natural athlete and
never been on an athletic team, I?ve always hated the idea of coaches. I still
feel strong visceral contempt when, in a movie or play, a young athlete in
conversation with his family says something like, ?Coach says . . . .? Dropping
the definite article represents a sure sign of cultish devotion, unwarranted
Rasputinesque influence and the end of independent thinking. In my mind it?s
?the coach? or you?re an idiot. But then one of your closest friends sends you
an article from the New Yorker and you begin to reflect on the effectiveness of
the best teaching you?ve had and even such powerful attitudes can soften as a
deeper understanding of coaching takes hold.
To let myself off the hook a bit, I think I?ve always
been inclined toward learning through coaching, but simply had a deep prejudice
against the word. That, of course, also meant I maintained a powerful barrier
against learning what might lie behind mindfully reflecting on the word and
where those reflections might lead. For example, when I was invited to go to
Saudi Arabia and speak in September, I was given a choice of keynote topics ?
the Scholarship of Teaching and Learning or Peer Observation. I snapped up Peer
Observation as something I knew to be worthwhile and of direct benefit to
teaching faculty, whereas, though SoTL might foster reflection and lead to
better teaching, I?d found most of it to be as thin as French veneer without
any of its elegance. Way back in the 1970s as a TA I?d agitated to have myself
videotaped and persuaded faculty to review the tapes with me at a time when
neither was standard procedure and videotaping was a cumbersome affair. So, I
guess I?ve believed in
coaching all along. I?ve just had a chip on my shoulder about coaches.
The article my friend sent me ? ?Personal Best? by Atul
Gawande, appeared in the October 3 issue of the New Yorker in the ?Annals of
Medicine? department. Gawande is a surgeon and an associate professor of
medicine and public health at Harvard and author of the recent book The
Checklist Manifesto: How to Get Things Right. Nearing his mid-forties, Gawande
began to wonder if his skills as a surgeon were as good as they were ever going
to get. His rates of postsurgical complication had steadily declined as he?d
gained experience, but they?d hit a plateau. Then, on vacation, he happened to
spend an unexpected hour with a tennis pro whose few comments ended up
improving Gawande?s serve significantly even though he had thought his serve
was the strongest part of his game. That started Gawande on the course of
investigation and reflection that led to writing the article. He recounts how
coaching was seen as unsporting in nineteenth-century Britain (an attitude
beautifully dramatized in the film
?Chariots of Fire? about the 1924 Olympics) and how its embrace in America led
to consistent victories on athletic fields. He then inquired and discovered
that top musicians like violinist Itzhak Perlman and soprano Renee Fleming have
trusted coaches continually acting as their second, seasoned pairs of eyes and
ears helping them see and hear their performances and where their strengths and
weaknesses lie. This initially surprised Gawande. He?d assumed top musicians
operated as most doctors (and most faculty) do: once graduated they go on alone
and untutored.
Eventually, Gawande?s investigation led him to Jim Knight,
director of the Kansas Coaching Project at the University of Kansas. I?m
compressing a fine piece of writing I hope you?ll seek out and read for
yourself, but I want to expose you to some of Gawande?s most provocative
findings. Through Knight, Gawande became familiar with research on
teacher-skill development done in 80 schools in the 1980s that more than
supports the idea that coaching may be the best way to improve teaching. That
research found that workshops inspired teachers to make improvements in their
teaching only 10% of the time whereas coaching about the same skills led
teachers to adopt the changes in more than 90% of the cases. Moreover, the
coached teachers were more effective and their students did better on tests.
The open question at this point was what makes for good
coaching, since clearly all coaches aren?t effective. To explore the question
Knight agreed to let Gawande sit in on work being done with teachers in
Albermarle County, Virginia. Let me skip the ins and outs of the program there
and jump to the post-class session between coaches and the eighth-grade algebra
teacher visited, Jennie Critzer. The lesson that day had been about simplifying
radicals ? the square roots of 36 and 32 to begin with.
She?d done well. Gawande didn?t see how she could have
done better. She?d had students visualize, verbalize, and write out their
ideas. She?d shown good command of ?learning structures??lecturing,
problem-solving, cooperative learning, discussion. But the coaches said that
every teacher has something to work on. In this case they?d noticed that of the
20 students, four had seemed at sea. How might she have reached them?
Coaching about the class, however, did not begin with
that question. It began with the question: ?What worked?? Critzer, an
experienced teacher who simply wants to improve, had a good sense of what she?d
done well and anticipated the next question regarding what didn?t go well. She
had a sense of what needed attention there too ? the students who were adrift
and ?not getting it.? So the conversation immediately became one about what she
might do to reach them. Critzer quickly thought she might need to break the
concepts down more. Coaches prompted further thought about what else she might
do, which led to her thinking about how a previous class had been livelier,
more verbal. This connected with an observation the coaches had made that
boy-girl pairs had had difficulty with their math conversation working on
problems. And so the question then became how to help them become more verbal.
All of this underscores a key modality of effective
coaching ? conversation. Effective coaching depends on setting aside status and
making the matter at hand ? improved teaching ? the only concern. They speak
with credibility, as Gawande points out, but while credibility involves
?authority,? it also transcends it. We don?t always believe authorities. Belief
relies on trust and trust, of course, involves a willing vulnerability, an
exposure of self to criticism. It is an inherently intimate relationship not
everyone is willing to embrace. So, coaching, properly understood and executed,
is not the repellant surrender of identity I?d long associated with athletics,
not the shouting, cretinous commands of bullnecked former football stars. Gawande
maintains that coaching differs from teaching, but reading his exploration of
good coaching, it seems to me as though coaching is teaching at its very best.
The piece ends with Gawande making that embrace by
inviting a trusted retired surgeon, one of his former teachers, to come and
observe some of his surgeries. The experience took me back to peer observation
and what willing faculty might learn from it, and to ?Lesson Study? of the kind
Bill Cerbin describes in his recent book. Most of Gawande?s surgeries went
well; one did not. He learned a great deal, he reports, from both experiences.
One of the other presenters at the forum in Saudi Arabia
was a colleague from Scotland. That inspired me to end my keynote on Peer
Observation with a quote from Robert Burns?s ?To a Louse,? which I
vaingloriously delivered in a fine Scottish brogue: ?O would some power the
giftie give us to see ourselves as others see us.? Rhetorically, it was a flop,
but the point is a good one; we need others to help us see how we?re doing and
how we might do better. But they need to be people we fully trust, who care
about the same things we do. It turns out, that such people are all around us
if we will only reach out to them. As Steve Barkley says in one of the videos
on the Kansas Coaching Project website, ?Coaching really isn?t an activity;
it?s a culture.? Belief, trust, common interest: these are the economy.
Insights, improvement, personal fulfillment: these are the profits to be
shared.
Atul Gawande?s ?Personal Best?: http://www.newyorker.com/reporting/
2011/10/03/111003fa_fact_gawande
Tomorrow's Professor: Three Faculty Communities: Academic Labor Across Institutional Types
Thursday, March 29, 2012
Turnitin 30-Minute FREE Webcast: Why Students Plagiarize
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Turnitin 30-Minute FREE Webcast: Why Students Plagiarize
The Syllabus Enthusiast │Monthly eNews from the Syllabus Geeks
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The Syllabus Enthusiast │Monthly eNews from the Syllabus Geeks
FridayLive! March 30 Social networking Part Two
30 Mar 2012 2:00 PM EDT
FridayLive!
Part
Two- Social Networking
March 30, 2011 at 2:00 pm ET - free to all.
March 30, 2011 at 2:00 pm ET - free to all.
Leader: Steve Gilbert and volunteers TBD - could be you!
See transcript & archive http://tlt-swg.blogspot.com/2012/03/keeping-up-social-networking-and-higher.html
Question/poll you want to ask?
Request for help with ....???
I'll be reviewing the transcript from last Friday to identify more
specific things we should consider including tomorrow.
Thanks in advance on even shorter notice than last week!
Steve
PS: This is a little like a "flash mob" invitation
- yes? Is that good or bad among our colleagues and friends?
NOTE:
Login instructions for the session will be sent in
the Registration Confirmation Email. Please check your Junk folder as sometimes
these emails get trapped there. We will also send an additional login reminder
24 hours prior to the start of the event.
More information and online registration: FridayLive! March 30 Social networking Part Two
Hope you can join us!
Sally
The TLT Group, A Non-Profit Organization 301-270-8312
FridayLive! March 30 Social networking Part Two
Dillard University to Honor Paul Flower and Dorothy Perrault as Champions of the American Dream, March 29
Flower is the president and C.E.O. of Woodward Design+Build, the
New Orleans architecture firm that helped build Dillard's Professional Schools
and Sciences Building. Perrault, a Dillard alumna from the class of 1960, was
the first registered African-American nurse at Sara Mayo Hospital in New
Orleans. Today she owns Perrault Kiddy Kollege, a pre-school program with
locations in the Gentilly area. They were chosen for their success and
persistence in business pursuits, their history of philanthropy, and their
service as role models for the New Orleans community.
At the ceremony, both honorees will lecture on business
entrepreneurship and participate in an audience Q&A session. A reception
will follow in the atrium of the Professional Schools and Sciences Building.
Champions of the American Dream is an initiative of the Dillard
University College of Business designed to recognize local business leaders.
The event honors one Dillard alum and one non-alum annually. In 2011, Dillard
recognized Beverly McKenna and Larry Lundy at its inaugural Champions ceremony.
Flower and Perrault were nominated by a committee consisting of
Dr. Christian Fugar, dean of the College of Business; Dr. Walter Strong,
executive vice president; Kemberly Washington, assistant dean for student
programs in the College of Business; Ronald V. Burns Sr. of the board of
trustees; Troy Baldwin, assistant vice president for development;
and Travis Chase, senior officer for advancement services. Interim
President James Lyons and the senior cabinet approved the nominations.
Dillard University to Honor Paul Flower and Dorothy Perrault as Champions of the American Dream, March 29
Register now for Summer Classes in College Teaching!
Want to improve your college teaching skills or your competitive
edge in the academic job market?
Consider enrolling in one of our practical, theory-based
graduate courses in pedagogy for higher education.
Preparation for
the college classroom involves more than a solid base of knowledge in a
discipline; it requires a systematic inquiry into the pedagogies and processes
that facilitate learning. The Colleges of Worcester
Consortium’s Certificate in College Teaching program is grounded in the
latest educational research on best practices in college teaching, and is
designed to enhance the teaching and learning experiences for faculty and
students at our member institutions. The primary focus of the Certificate is to
prepare graduate students, adjunct and full-time faculty who aspire to, or who
are currently engaged in, a career in academia. Courses carry Worcester
State University graduate credit and may be taken individually or toward
completion of the six-credit Certificate. A complete course schedule, full
course descriptions, and sample syllabi are available on our website.
SUMMER 2012 COURSE OFFERINGS:
(All courses
carry Worcester State University graduate credit.)
(ONLINE) 2 graduate credits; no prerequisites; May 23 – July
10
The
Seminar in College Teaching, the first course in the Certificate sequence, is
designed to acquaint participants with basic principles and theories of
education and instructional practices associated with effective college
teaching. These concepts apply across numerous disciplines as the emphasis is
on pedagogy, not course content. Learn the basics of college teaching:
designing and developing courses, choosing and using a variety of teaching
methods, and assessing student work. The foundational course Seminar in College
Teaching is a prerequisite for some Certificate courses. Read what Seminar
participants have
said about this course!
CT 913 - Teaching with Technology
(ONLINE) 1 graduate
credit; CT 901 helpful but not required; May 23 – July 11
With
a focus on the instructor as the primary user of technology in the classroom,
this course offers participants an opportunity to deepen their thinking about
effective teaching with technology and challenges them to make on-going
improvements to their teaching practice. The course supports participants in
creating an on-line portfolio featuring lessons or projects that exemplify
effective instructor use of technology to promote student learning and
demonstrated proficiencies. Teaching technologies include (but are not limited
to) the following: Web pages, multimedia presentations, spreadsheet activities,
desktop publishing, interactive quizzes, and learning management systems. The
central focus of the course is for participants to understand a variety of
roles that technology can play in supporting teaching and learning; be
comfortable discussing various teaching technologies and how they apply to
classroom teaching; share strategies and resources with other educators within
their community of practice; and develop an on-line portfolio which
demonstrates proficiency in selected teaching technologies.
(ONLINE)
1 graduate credit; May 14 – June 22
As higher
education continues to become increasingly diverse, faculty members will be
faced with the challenge of preparing and delivering instruction to students
with widely divergent cultural, economic, social, and linguistic backgrounds.
In this course, we will look at theoretical and practical ways to prepare ourselves
to teach (and learn from) students in ways that reflect culturally relevant
pedagogy. Students in the class will analyze and discuss individual and social
differences as they manifest themselves inside and outside the classroom, and
will have opportunities to design practices that can be applied in their own
teaching.
REGISTRATION: Application procedures are described on our website. Follow the appropriate
link under "Course Registration" or "Certificate Application
Process." When using the online pre-enrollment form (for beginning
the registration process) you will have to pay by credit card. Have your
card in hand.
TUITION:
Tuition for Certificate courses is $299/credit for participants from Colleges
of Worcester Consortium member institutions and $479/credit for external
participants. In addition, there is a $75/semester pre-enrollment fee.
(Because Worcester State University is the CCT program's credentialing host,
WSU current students, faculty and staff pay $262/credit.) You must pay for
courses at the time of registration, but you may qualify for tuition
reimbursement. Consult with your adviser, faculty development center, or HR
Department for details about applying for tuition reimbursement from your
institution before you register for any courses.
Founded in 1968,
the Colleges of Worcester Consortium, Inc. is an alliance of 12 public and
private colleges in Central Massachusetts that works cooperatively both to
further the missions of the member institutions individually and to advance
higher education regionally.
For more
information about the Certificate in College Teaching program, please visit our
website or contact Susan
Wyckoff to
discuss how this program might meet your needs.
Susan
C. Wyckoff,
PhD
Vice President
for Academic AffairsColleges of Worcester Consortium, Inc.
484 Main Street - Suite 500, Worcester MA 01608
508.754.6829 www.cowc.org
Register now for Summer Classes in College Teaching!
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