Educause Professional Development Call for Conference Session Proposals

http://www.educause.edu/E2012/CFP

Proposals Due: February 21, 2012

Play an active part in the premier higher education IT conference by submitting a proposal for the EDUCAUSE Annual Conference. Help create an innovative and informative program, grow your professional network, gain personal recognition, and highlight your institution's achievements.

Please read these guidelines and this preparation checklist before starting the proposal submission process.

Proposal Orientation Session

If you were not able to participate in the Proposal Orientation Session on January 17, please refer to this recording or view the slides.

Program Themes and Domain Focus Areas

The conference program will be organized around IT-related themes and how they are tied to different IT professional domain focus areas. Please be prepared to identify the most prominent theme you would associate with your proposal. You also can select up to two additional themes that are reflected in your proposal. Indicate up to two domain focus areas for which your session will most resonate with representative staff.

Program Themes

• Analytics/Business Intelligence
• Cloud/Hosting/Sourcing/Virtualization
• Consumerization of Technology
• Green/Sustainability
• Leading Edge/Strategic Innovation
• Mobility
• Open and Community Source
• Openness

• Partnerships/Collaborations
• Professional Development/Training
• Risk Management
• Social Media/Networking/Web 2.0 and 3.0
• Strategic Communication, Media and Marketing
• Strategic Value of IT
• Student Success/Learning Outcomes
• Universal Design/Accessibility

Domain Focus Areas

• Enterprise Information Systems and Services
• Infrastructure, Information Security, and Identity Management
• Leadership, Management, and Governance
• Libraries, E-Research, and Digital Content
• Support Strategies and Services
• Teaching and Learning

Session Formats

Presentations will take place November 7–9 at EDUCAUSE 2012 in Denver, Colorado. Poster sessions will take place on November 7 and 8.
Presentation, panel, or poster sessions from all organizations (i.e., institutions of higher education, corporations, and associations) interested in higher education IT should be proposed on topics and key issues suggested in the theme descriptions. As you think about the best format to propose, remember all of these sessions should be designed for presenters and attendees to learn from interactive exchange— this includes the remote audience if you indicate your willingness to be streamed for the online program
Sessions may follow one of these formats, or you may suggest an alternative format:

• New for 2012! Compete for one of a dozen sessions that will be held in a professionally designed flexible learning space. Offering a rich alternative to the traditional “stand and deliver” conference presentation, this new space promotes small-group interaction for integration into large-group discussion and synthesis. To support team-based activities, the space utilizes tables and chairs to divide participants into groups, surfaces to support portable/mobile devices, and whiteboards to capture input. In the proposal form, you will be asked to check a box if you’re interested and justify your plan. Sessions selected for the flexible learning space will not be streamed for the online program.
• Interactive presentations (50 minutes) are opportunities to share topics of community interest through an innovative, thought-provoking format that encourages audience participation. Outcomes may include creation of a best practices document, checklists for needed developmental work, or establishment of an ongoing development group. Interactive presentation sessions may be streamed for the online conference program
• Panel discussions (50 minutes) consist of multiple speakers, each offering a perspective on an issue or set of issues, with ample time for questions and answers. Examples include provider/customer viewpoints on emerging systems or technologies and insights gleaned from multicampus or multi-institutional cooperative initiatives. Panels are expected to invite participants into the discussion using polls and Q&A. Panel discussion sessions may be streamed for the online conference program.
• Point/Counterpoint sessions (50 minutes) feature two to four dynamic presenters taking different and sometimes controversial perspectives on topics including the evolving role of the CIO, security, privacy and cloud, advancing IT innovation within budgetary constraints, and other critical issues in higher education. Although session interaction will take place mainly between the presenters through role-play and active dialogue, participant feedback and response to issues will be encouraged throughout the session. Point/Counterpoint sessions may be streamed for the online conference program.
• Campus perspectives showcase (50 minutes) share the experiences of several (two to four) institutions dealing with the same challenge on their respective campuses, with ample time allotted for participant questions and answers. Campus perspective showcases may be streamed for the online conference program.
• Poster sessions (60 minutes and online) offer the opportunity to share campus experiences through informal, interactive, brief presentations focused on effective practices, research findings, or technical solutions. This format, with multiple sessions in the same room as well as an online “digital poster gallery” (new for 2012), gives attendees and presenters the opportunity to share and examine problems, issues, and solutions in a more casual, direct, one-on-one environment. Poster sessions, offered twice during the program and online, are a great way to learn from interactions with individual and small groups of participants. Poster sessions may be included in the online conference program.

In the proposal form, you will be asked to check the box indicating your interest in presenting for:

• Both the face-to-face program and streamed for the online conference program.
• Face-to-face conference program only.

Selection Process

Proposals will be reviewed by the EDUCAUSE 2012 Program Committee and selected proposal reviewers using the following criteria:

• Quality of Topic: Is the topic of importance, relevance, value, and/or interest to the targeted area of information resources in higher education?
• Proposed Topic Coverage: Does the proposal cover the topic adequately?
• Speaker Knowledge: Does the speaker, or speakers, appear to have sufficient knowledge, expertise, and authority to address this topic?
• Speaker Presentation Style: Has the speaker provided sufficient evidence of his or her ability to effectively present on the topic?
• Overall Rating: What is the overall evaluation of the proposal?

Proposals will be selected to provide a program that offers a comprehensive, noncommercial, objective, and diverse treatment of issues related to information technology in higher education. Researchers with corporate affiliation are welcome to submit proposals, either on their own or in collaboration with campus partners. These proposals must demonstrate very clearly that the presentation will report on objective, product-independent research and must be of wide and general interest to the IT community, independent of any local vendor relationships. The presentation must demonstrate thought leadership, addressing key challenges and themes universal to IT and higher education.
Proposal authors will be notified of decisions in June 2012.

Speaker Expectations

Lead and additional presenters are responsible for registering in advance for the conference, paying the full conference registration fee, and securing and paying for all travel and lodging.

Corporate Opportunities

For corporations, a variety of opportunities are available to showcase and market products and services. Please contact corp@educause.edu for more information.

Questions/Concerns

If you have any questions, please contact Leslie DeGrassi at cfp@educause.edu or 303-939-0325.

Proposal Orientation Session

If you were not able to participate in the Proposal Orientation Session on January 17, please refer to this recording or view the slides.
We encourage you to view this session in order to ensure your proposal is completed correctly.

Educause Professional Development Call for Conference Session Proposals

Dillard University Final Exams Schedule Spring 2012

http://www.slideshare.net/ccharles/dillard-university-final-exam-schedule-spring-2012

Dillard University Final Exams Schedule Spring 2012

Wikispaces.com: The best educational wikis of 2011

http://blog.wikispaces.com/2012/01/best-educational-wikis-of-2011.html

JANUARY 2012

Congratulations to ICTMagic, 2011’s Best Educational Wiki, and second-place winner Resources for History Teachers! Take a look at the winners.
Take a tour

We've added some new video tours. Check them out!

Wikispaces Private Label

Is your organization looking for unlimited wikis and central administration? Try Wikispaces Private Label.

Why wait for the newsletter?

Be the first to hear about new features and events — visit our blog or follow us on Twitter.

We're here to help

Send any questions or comments to help@wikispaces.com

Introducing drag-and-drop uploads
Have you uploaded any new files this week? If so, this might not be news to you: We’ve added a drag-and-drop option for uploading files. Find out more.

Wikis without tabs
If you are still adjusting to our January interface upgrade, this post will help you work more easily with the new page buttons. Get some tips.

Featured Wiki: Educational Blogging
Linda Yollis started the Educational-Blogging wiki in November of 2009.

1. Briefly describe your group, your wiki, and what you use it to do:
I created the Educational Blogging Wiki in 2009 as a resource for teachers who are interested in having a classroom blog. The wiki includes class videos explaining the benefits of blogging, how to compose a quality comment, and the importance of the Creative Commons license. I chronicle the steps I've taken to teach my students how to compose quality comments and have tips to help teachers develop their own online communities. Included are links to other educational bloggers and sample posts organized by subject matter. I hope that teachers will find the wiki helpful and will open up their classrooms through educational blogging.

2. Besides the Edit button, which wiki feature is your favorite?

The widget button is a great feature. PowerPoints, calendars, videos, slide shows, maps, polls, and spreadsheets can easily be embedded in the wiki. Selecting a widget and pasting in the html code makes adding web 2.0 tools a snap!

Keep reading.

A Message from James
Adam and I spent January going back to school. We met with teachers, directors of technology, principals, and superintendents across California at everything from small private schools to public districts with tens of thousands of students. While we talk with educators every day over the phone and via email, nothing beats sitting down and digging into the challenges, joys, and pains of teaching and learning face-to-face.

Here are some of our most vivid takeaways from these conversations:

Educational institutions in this country are tremendously diverse. As an example, nearly half of the K-12 districts in this country have fewer than 1,000 students, yet more than 25 districts have over 100,000 students! Think about that the next time you hear a generalization about K-12 education in the US!

Technology alone is not the answer. While we all dream of the single game-changing application that will revolutionize education overnight, real change takes time and will happen on many fronts at once.

Every minute a teacher spends apart from their students is a minute that is lost forever. The technologies that transform classrooms will give those minutes back, freeing teachers from endless forms, thousands of mouse clicks, and digging through impossible interfaces for the information they need to run their classes.

Stay tuned as we put these lessons to work!

What will you do with your next wiki?

Good idea: Keep an ongoing list of successful Valentine's Day ideas.

Bad idea: Keep an ongoing list of Valentine's Day failures... and learn nothing.
Sent by - 67 Langton St, San Francisco CA 94103
help@wikispaces.com

Wikispaces.com: The best educational wikis of 2011

Inside Higher Ed Preview: Obama's 2013 Budget

http://www.insidehighered.com/news/2012/02/13/some-details-proposed-obama-budget-higher-ed-2013

February 13, 2012 - 3:00am
By Libby A. Nelson

WASHINGTON -- President Obama today will propose spending $8 billion on job training programs at community colleges over the next three years, part of a budget for the 2013 fiscal year that also would increase spending on Education Department programs and some scientific research.
The president will outline the job-training proposal in more detail in a speech at Northern Virginia Community College this morning. But unlike past calls to spend more on community colleges, this plan is aimed squarely at an election-year message of “jobs, jobs, jobs” rather than the administration’s goal of increasing the number of Americans with college degrees.
The proposal, as outlined by Education Department officials Sunday evening, builds on job training programs already in existence -- especially the Trade Act Assistance Community College Career Training Program, which began making grants to community colleges in September. If approved by Congress, the president’s proposal would provide $1.3 billion each per year to the Education and Labor Departments, on top of the trade act grants.

While it’s unclear whether the money would create new federal programs or build up existing ones, the funds would be spent at community colleges that train workers for jobs in high-demand fields, according to materials released by the Education Department. Programs that are especially successful at finding jobs for their graduates, or at placing those who traditionally have difficulty finding work, would be eligible for additional money.

The grants would also be used to encourage partnerships between businesses, states, local governments and community colleges, and to create an online course to encourage entrepreneurs. The money would also support paid internships for low-income college students.
But the plan would shut out for-profit colleges, which would not be eligible for the additional funds -- a move almost guaranteed to draw protest from a sector that already feels persecuted by the Obama administration.

Over all, the president is asking for a 2.5 percent increase in the Education Department’s budget, the largest for any domestic department, to increase spending to $69.8 billion. The proposed budget would set the maximum Pell Grant at $5,635, an $85 increase, through the 2014-15 academic year; forestall for a year a scheduled increase in the interest rate for federally subsidized student loans, which Congressional Democrats on Friday called on Republicans to help prevent; and pay for many of the other plans Obama put forward last month in speeches about college affordability and completion, according to details provided by a person familiar with the administration’s plans.
Whether any new spending proposals will survive in a deficit-minded Congress is another question. The administration plans to pay for many of the new proposals (both in education and elsewhere in federal discretionary programs) through changes in the tax code, including ending tax cuts for those making more than $250,000 per year and instituting the “Buffett rule” to increase taxes on the nation's highest earners. Both will face stiff opposition from Republicans in Congress. The administration also plans to create savings by cutting the Defense Department budget, which many in Congress have vowed to fight.

For community colleges, Obama’s past budgets are rife with unfulfilled promises. The president called for $5 billion in 2011 for infrastructure and renovations for two-year colleges, part of a jobs plan that went nowhere in Congress. A proposed $12 billion investment in community colleges disappeared in early 2010, when legislation to eliminate subsidies to student lenders, which would have paid for the program, was combined with the president’s health-care overhaul. (A remnant of that program is the foundation for the Trade Act Adjustment program that the president proposes supplementing in his new proposal.)

If enacted, though, the fiscal 2013 budget would lead to more money for traditional four-year colleges as well. The budget would create a $1 billion “Race to the Top” fund to reward colleges that keep their net price low and their value high, as the president proposed in his State of the Union address in January (though details of how that would be measured remain unclear). It would also create a $55 million competition, known as “First in the World,” to reward individual colleges and nonprofit institutions that encourage productivity and efficiency, with up to $20 million reserved for minority-serving institutions. The “First in the World” grants would be administered through the Fund for the Improvement of Postsecondary Education, according to a person briefed on the administration’s plan, so no Congressional action would be needed to make that happen, beyond funding FIPSE.

The budget would increase money for campus-based financial aid, including federal work study (spending would increase to $1.1 billion) and the Perkins Loan Program (which, if reauthorized, would increase from $1 billion to $8 billion). The funding formula for such programs would be revamped, as the president proposed last month, to push colleges to keep net tuition low and provide “good value” -- graduating students who get jobs and pay off their loans, serving a higher proportion of low-income students, and other criteria.

For federally funded research at universities, the picture is more mixed: the National Institutes of Health would see no funding increase, with the budget for medical research holding at $30.7 billion, although new policies for grant administration would increase the money available for research grants by 7 percent, according to materials the administration provided in a briefing with stakeholders Sunday.

Budgets for the National Science Foundation, National Institutes of Standards and Technology Laboratories, and the Department of Energy’s Office of Science would all increase, in line with the president’s proposal to eventually double the funding for those agencies.
Other programs important to campuses would remain at 2012 funding levels, including the TRIO and GEAR UP programs for college readiness and the Supplemental Educational Opportunity Grant. And funding for international education programs would increase by $1.7 million -- far better than the more than $40 million in cuts that the programs underwent last year, but not enough to make up the difference.

Full details on the budget will be released today.

Inside Higher Ed Preview: Obama's 2013 Budget

The Chronicle of Higher Education: Senate Republicans Question Obama's Plan to Tie Federal Aid to Tuition

http://chronicle.com/article/Senators-Question-Obamas-Plan/130658/

Feburary 3, 2012 / By Kelly Field

Senate Republicans pushed back against President Obama's college-affordability agenda at an education-committee hearing Thursday, expressing doubts about the administration's plans to reward colleges and states that hold down tuition and maintain their higher-education budgets.

"I don't believe the government's role is to pick winners and losers," said Sen. Richard Burr of North Carolina, explaining that he was uncomfortable "shifting the determination of affordability to Washington."

Later, during a question-and-answer session with the under secretary of education, Martha J. Kanter, Mr. Burr asked whether states that trim their higher-education budgets after years of steady growth would be spurned from a proposed $1-billion grant competition for states that keep costs under control.

"I find it incredible that we might exclude a state that ticks up a little more than others because they have held [tuition] down for so long," he said.

Ms. Kanter responded that the administration would judge states based on their "long-term policies in place to stabilize tuition"—suggesting that states would not be excluded from the grant competition on the basis of a one-year cut.

The president's plan, unveiled a week ago in a fiery speech at the University of Michigan at Ann Arbor, would raise the Perkins Loan program's budget from $1-billion to $8-billion, offering additional aid to colleges that restrain tuition growth. It would also provide $1-billion to states that maintain "adequate" spending on higher-education, among other things. His plan would keep the interest rate on student loans at 3.4 percent for an additional year and expand other financial-aid programs.

During the question-and-answer session, Sen. Michael B. Enzi of Wyoming, the committee's top Republican, asked Ms. Kanter where the money for the president's proposals would come from, noting that the Congressional Budget Office has estimated that simply extending the 3.4-percent interest rate for an extra year would cost $5.9 billion.

Ms. Kanter said the answers would come in the president's budget, due out February 13, but she assured senators that the administration would find offsets for the spending.

"This won't cost taxpayers more," she said.

Mr. Enzi asked whether the Perkins Loan plan would provide allowances for colleges that raise tuition in response to declining state subsidies, arguing that "colleges don't have control" over state spending decisions.

Ms. Kanter didn't answer directly, but she said the administration hoped to forestall future budget cuts through its $1-billion "Race-to-the-Top"-style grant program for higher-education.

"We can't restrict tuition increases—that's not the role of the federal government," she said. "But we want to provide incentives to states" to provide stable funds for higher education.

Senators from both parties challenged the administration to do more to rein in federal regulation, arguing that compliance costs are driving up college tuition. Sen. Lamar Alexander, Republican of Tennessee, who has had a lonely crusade to streamline federal regulations, suggested a "Race to the Top" contest for the government, with agencies competing to eliminate the most regulations.

Ms. Kanter reminded senators that the Obama administration has directed all federal agencies to scrub their regulations, and said she has talked to over 100 college presidents and associations about what to cut first.

But that answer didn't satisfy Sen. Barbara Mikulski, Democrat of Maryland, who demanded to know what the administration was doing "now!" When Ms. Kanter tried to respond, the senator interrupted repeatedly, asking "what three steps" the administration was taking. Ms. Kanter gamely cited the department's effort to reduce the number of items that colleges and states must complete on the annual federal survey of teacher-preparation programs.

Senate Democrats, not surprisingly, were generally supportive of the president's proposals, praising his efforts to incentivize colleges and states to bring costs under control.

"I certainly agree with him that we need bold action to address the spiraling costs of higher education and to promote college success," said Sen. Tom Harkin of Iowa, the committee's chairman, in an opening statement. "This is one of those issues that affect all Americans."

Mr. Harkin said the hearing would be the first of several the committee would hold on the topic of college affordability.

The Chronicle of Higher Education: Senate Republicans Question Obama's Plan to Tie Federal Aid to Tuition

Tomorrow's Professor: The Power of Mindful Teaching

http://derekbruff.org/blogs/tomprof/2012/02/13/tp-msg-1152-stanford-faculty-collaborate-to-improve-online-education/

Tomorrow's Teaching and Learning

Stanford Faculty Collaborate to Improve Online Education

Several Stanford faculty members are working together to improve online education at the university by developing new software and testing it in the classroom.

The collaboration unites three experimental online education efforts: ClassX,[http://classx.stanford.edu/] a video processing platform that facilitates lecture recording; CourseWare,[https://courseware.stanford.edu/] an online course hosting site with social networking features; and Open Classroom,[http://openclassroom.stanford.edu/MainFolder/HomePage.php] a web platform designed to share Stanford lectures freely with the world.

"The researchers are combining the three programs into one. The unified system should be available to the Stanford community by the fall quarter, said computer science associate professor Andrew Ng,[http://ai.stanford.edu/%7Eang/] creator of Open Classroom. The software will eventually be available to other universities as well," he said.

"We've known for many years what we wanted to do for online education," Ng said. "We just needed to build the software to make it work."

Traditionally, a professor delivers one long lecture each class session. In large classes with hundreds of students, there?s often little back-and-forth questioning between students and the teacher.

Online courses increase information availability for students. Prerecorded lectures can free up class time for more interaction between students and teachers. Students help each other in discussions similar to a comment thread on a social networking site. And supplemental interactive lessons can help reduce disparity among students with different educational backgrounds.

Stanford computer science Professor Daphne Koller [http://ai.stanford.edu/%7Ekoller/] tested CourseWare and ClassX during a sophomore-level programming class. She posted recorded lectures online and used class time to cover problems, host guest lecturers from the tech industry and review material her students found difficult.

Students watched each lecture in 10- to 15-minute "chunks." A multiple-choice question followed each chunk to help reinforce the concepts. Koller posted weekly quizzes online as well. The short tests require students to think about the material, rather than listening passively to a lecture. Studies have shown information retrieval enhances learning.

Koller made attendance at scheduled class time optional, but students came. She said the audience for these sessions was higher than typical televised courses she?s taught, where the lecture was presented in one 75-minute video.

After polling her students when the course was over, Koller said about two-thirds of them told her they preferred the new format compared to a traditional in-person lecture. Nearly all found the video quizzes "very helpful."

Recording lectures
Koller recorded her classes by videotaping a lecture or drawing on-screen with an LCD tablet while she narrated an explanation.

Software developed by electrical engineering professor Bernd Girod [http://www.stanford.edu/%7Ebgirod/] and students simplifies lecture recording. A commercial camcorder captures the lecture. The professor uploads the video to the ClassX server, which processes the video for interactive streaming during playback. The viewer needs only a web browser to zoom and pan around the room while watching the video online. The ClassX team [http://news.stanford.edu/news/2011/june/classx-video-processing-062811.html] released the code as open source software in April.

Ng developed the tablet-recording program. It displays a slide from a presentation. Teachers draw on a graphics tablet, an electronic device used by digital artists, and the drawings appear on screen immediately as if they were writing on a chalkboard. They narrate the lecture using the computer?s microphone. A camera looking at the screen over the teacher?s shoulder records the video.

Ng also created some of the software for the interactive quizzes in the recorded lectures.

Facilitating discussion online
When Koller presented her idea for a new teaching method to her colleagues, computer science professor John Mitchell [http://theory.stanford.edu/people/jcm/] realized he had a web interface that could help her distribute videos to her class and encourage student discussion.

CourseWare is a public website that houses many Stanford courses. Professors control the visibility of any material placed on their course pages, restricting access to Stanford students or releasing it to the world. Many course management systems used at other universities limit any access to registered students.

CourseWare allows faculty to upload video and handouts, create interactive quizzes and track discussions among students and teachers.

In Koller?s class, students often helped each other when a classmate posted a question. The instructor or a teaching assistant confirmed or clarified the answers.

Mitchell had seen this student interaction early in the site?s development. "This was one of the biggest indications that we were on to something," he said.

CourseWare housed 10 courses in spring quarter, including computer science, political science, education, biochemistry and psychology.

Mitchell plans to make the site available to other universities over the web. He hopes faculty teaching similar courses at different universities will use the site to collaborate and share material.

Supplements for introductory courses

Professors around the university are beginning to adopt portions of this three-pronged technology in their classrooms, especially instructors in large introductory science, engineering and math courses.

Cammy Huang-DeVoss, course coordinator for the large introductory biology courses, is using the tablet recording and interactive quiz technology to develop lessons that enhance the lectures. Before a lecture on DNA, for example, students will watch an online video about the chemical bonds in DNA. It?s a way for the instructors to cover extra material, reinforce concepts from other classes and help unite students with different science backgrounds.

The biology teachers plan to launch their new online supplements in the middle of the fall quarter. "We hope the use of this technology can help close the gap between students of different backgrounds, and perhaps reduce the dropout rate from these fields, especially for under-represented groups," Koller said.

Advantages of online education
Online lectures have some advantages over the traditional in-person instruction. They allow students to control the pacing of a lecture ? they can speed it up or instantly replay the material.

A large library of online classes could allow students to personalize their education, Koller said. Students could combine many different lecture chunks to create courses tailored to their interests and abilities.

Analytical programs built into the course-hosting system could allow faculty to monitor a course in real time, tracking student progress and adjusting their teaching techniques to maximize effectiveness throughout the quarter.

Ng has found that his colleagues are receptive to these online teaching methods. "We try to deliver a better education. Every professor wants to do that," he said.

Tomorrow's Professor: The Power of Mindful Teaching

Campus Technology FREE Webinar: Learn How to Help STEM Students Succeed - On Demand Webinar

http://campustechnology.com/webcasts/2012/01/owen-software_community-colleges_stem-education.aspx?pc=e404em07&utm_source=webmktg&utm_medium=E-Mail&utm_campaign=e404em07

Original webinar air date: January 24, 2012

Download anytime, anywhere. Learn How to Help STEM Students Succeed - On Demand Webinar
Community Colleges and STEM education: a national mandate

Demand for Science, Technology, Engineering and Math (STEM) talent is escalating nationwide yet the academic community is challenged to produce more STEM graduates and reduce dropout/transfer rates among students who enroll in STEM majors. How can you help your students successfully pursue STEM careers?

Listen as we identify the key issues facing community colleges, hear community college leaders discuss potential solutions and:

• Learn how technology is helping students explore and plan successful paths to STEM academic programs and careers
• Hear proven community college strategies for recruiting, retaining and launching successful STEM students, including underrepresented populations
• Gain insight into targeted funding and technology resources that you can leverage

How can you help your students successfully pursue STEM careers?

PRESENTERS              

• Dr. Richard Cerkovnik, Professor and Executive Director, National STEM Consortium
• Bart Sheinberg, Director of the West Houston Center for Science and Engineering, Houston Community College
• Julia Ridgely, Director of Product Management, Owen Software

MODERATOR

• Matt Villano, senior contributing editor, Campus Technology

Thank you,
Campus Technology and Pathevo

Presenter Bios:

Dr. Richard Cerkovnik
Dr. Richard Cerkovnik is a tenured professor of Physical Sciences and Director of the STEM Center at Anne Arundel Community College (AACC) in Maryland. In the fall of 2011 , U.S. Secretary of Labor Hilda Soli announced the appointment of Dr. Cerkovnik and AACC to lead the National STEM Consortium, pulling together some of the most prestigious academic and business leaders across the country. Dr. Cerkovnik holds a Bachelor of Science degree in Chemical Engineering from the University of Notre Dame, a Master of Science degree in Physics from West Virginia University and a Doctor of Philosophy degree in Science Education from the University of Maryland, College Park.

Bartlett Sheinberg Mr. Sheinberg serves as Director of the West Houston Center for Science and Engineering at Houston Community College (HCC) –Northwest and is a member of the Physics and Engineering faculty at HCC. He has held various senior administrative positions at HCC including Director of Governmental Relations, and Assistant to the Chancellor. Mr. Sheinberg holds Bachelor degrees from the University of Texas and the University of Houston and a Master of Science degree from the University of Texas Graduate School of Biomedical Sciences (Houston) and serves on numerous regional, state and national educational and community advisory and steering committees and panels.

Julia Ridgely Julia Ridgely is Director of Product Management at Owen Software. Prior to joining Owen Software, she was VP of Product Strategy at Prometheus Research, a New Haven-based data management company supporting academic research on autism. She holds a Bachelor of Arts in English, from Barnard College of Columbia University; and a Master of Science Journalism degree from the Columbia Graduate School of Journalism.

Campus Technology FREE Webinar: Learn How to Help STEM Students Succeed - On Demand Webinar