Monday, March 12, 2012
UCD CFD Blog Faculty Development Online Education Database
http://centerforfacultydevelopment.wordpress.com/2012/03/06/online-education-database/?blogsub=confirming#subscribe-blog
Faculty Development at the University of Colorado Denver
The Online Education Database a great resource of Open Courseware Collections, Podcasts, and Videos, which includes links to the following categories:
- Archives
- Broadcast Learning
- Directories & Searches
- eBooks & eTexts
- Encyclopedias
- Open Courseware – University
- Open Courseware
- Podcasts – University
- Podcasts – Other
- Research
- Videos – Universities
- Videos – Other
- Video Directories & Searches
Washington Center for Improving the Quality of Undergraduate Education Faculty Development Scholarship of Teaching and Learning Resources
Faculty Development
Scholarship of Teaching and Learning
In 1990, Ernest Boyer, then President of the Carnegie Foundation for the Advancement of Teaching, wrote a special report that focused on faculty work, specifically the priority assigned to teaching within the academy.
In Scholarship Reconsidered: Priorities of the Professoriate, Boyer asked, "Is it possible to define the work of faculty in ways that reflect more realistically the full range of academic and civic mandates?" He went on to say that the tired debate about teaching versus research should be laid to rest, and in its place we should give the honorable term of 'scholarship' a far broader meaning to encompass the full scope of academic work.
Boyer recast educators' understanding of scholarship to include four distinct yet overlapping notions of scholarship: discovery; integration; application; and teaching. The conception of teaching as scholarly work resonated with faculty in universities and community colleges, and fuelled early work on faculty teaching portfolios.
In 1998, The Carnegie Foundation founded its Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) based on both Scholarship Reconsidered and the 1997 follow-up study, Scholarship Assessed: Evaluation of the Professoriate.
International Journal for the Scholarship of Teaching & Learning
This international, peer-reviewed eJournal was launched in January 2007. Published twice a year by the Center for Excellence in Teaching at Georgia Southern University, the journal includes articles, essays, and discussions about the scholarship of teaching and learning (SoTL) and its applications in higher education.
This e-journal, founded and sponsored by Indiana University at South Bend, provides a publication outlet for SOTL research, as well as an on-line forum.
Carnegie Academy for the Scholarship
of Teaching and Learning (CASTL)This website includes programs for K-12 and Higher Education, an eLibrary of articles and essays available for download, information on new SOTL publications, updates on SOTL clusters from across the country, and multimedia examples of teaching and learning.
Articles and Books
Toward a Pedagogy of Substance
This article presents the case for the substance of teaching and learning: "What we see in great teaching ... (is) someone who really understands the subject deeply and understands how exquisitely complex it is to make knowledge accessible to the knowing processes of those who do not yet understand."
Shulman, L. S. 1989. "Toward a Pedagogy of Substance." AAHE Bulletin. 41(10): 8-13.
This article argues that teaching is undervalued because "the way we treat teaching removes it from the community of scholars" (i.e. the disciplines and inter-disciplines faculty pursue). To connect teaching to this community requires documentation and evaluation by peers.
Shulman, L. S. 1993. "Teaching as Community Property: Putting an End to Pedagogical Solitude." Change. (Nov/Dec).
This book argues for a broader conception of scholarship, encompassing not only basic research (the "scholarship of discovery"), but also the scholarship of teaching.
Boyer, E. L. 1990. Scholarship Reconsidered: Priorities of the Professoriate. Princeton, N.J.: Carnegie Foundation for the Advancement of Teaching.
This book introduces the idea of reflective conversation which "spirals through stages of appreciation, action, reappreciation" as critical to the development of professional knowledge-in-action.
Schon, D. 1983. The Reflective Practicioner. New York: Basic Books.
This article describes a forum for faculty, student affairs personnel, classified staff, administrators, and students that meets informally and regularly to study issues related to teaching and learning. Carmen Werder, one of the authors, is a 2005-06 Carnegie Scholar.
Werder, C., P. J. Redmond, J. Purdue, and K. Patrick. 2003. "Creating a Reflective Space: The Teaching and Learning Academy at Western Washington University." Washington Center News. Washington Center for Improving the Quality of Undergraduate Education. Fall: 38-40.
Selected Bibliographies
Brief SOTL Bibliography
Selected SOTL titles from classics to current publications.Washington Center. 2005.
This bibliography includes examples of SOTL projects and resources for faculty who want to begin SOTL work.
Washington Center for Improving the Quality of Undergraduate Education Papers and Presentations
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867-6611
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evergreen.edu
Faculty Focus FREE Reports! March 2012
 | 12 Tips for Improving Your Faculty Development Plan | Download |
| Effective Strategies for Improving College Teaching and Learning | Download |
| Teaching Mistakes from the College Classroom | Download |
| 11 Strategies for Getting Students to Read What's Assigned | Download |
| Synchronous and Asynchronous Learning Tools: 15 Strategies for Engaging Online Students Using Real-time Chat, Threaded Discussions and Blogs | Download |
| Distance Learning Administration and Policy: Strategies for Achieving Excellence | Download |
| Academic Leadership Development: How to Make a Smooth Transition from Faculty to Administrator | Download |
| 10 Principles of Effective Online Teaching: Best Practices in Distance Education | Download |
| 10 Effective Classroom Management Techniques Every Faculty Member Should Know | Download |
| Teaching with Technology: Tools and Strategies to Improve Student Learning | Download |
| Online Course Quality Assurance: Using Evaluations and Surveys to Improve Online Teaching and Learning | Download |
Inside Higher Ed BlogU: March 12, 2012
http://www.insidehighered.com/blogs
Games are fun and educational.
But can they be used in First-Year Composition?
It’s been seventy-one days
since we made New Year’s resolutions. For those of us who resolved to learn
something new this year, “lifelong learning” has never been easier.
The hardest part about sitting
down to write is the actual beginning of making
the clackity sound on the keyboard. I can get myself in the
chair. I can turn on my machine. I can cruise around on the Internet, and type
up a blog post or two about being in graduate school. But when it comes to
getting into the nitty gritty of writing the dissertation, starting
is the hardest part.
Inside Higher Ed Articles: March 12, 2012
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Study shows sharp upturn in
proportion of campus leaders older than 61 and those coming from outside
higher ed -- and continued dominance of white men.
Private colleges outpaced
publics in size of salary increases, but both lagged inflation, study of
four-year institutions finds.
Who would win the NCAA men's
basketball tournament if it were based on classroom performance? It's not who
you might think.
Project links pregnancy
planning with finishing degrees, and brings edgy course content to two-year
college curriculums.
Reasons Not to Go to Grad School
Blog provides regular
jumping-off point for debates about wisdom of pursuing a Ph.D. in the tough
job market.
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2012 Center for Intellectual Property Biennial Symposium
 
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Call for Papers: International Journal of Business and Social Science
ISSN 2219-1933 (Print),
2219- 6021 (Online)
International Journal of Business and Social Science (IJBSS) is a monthly
peer reviewed journal published by Centre for
Promoting Ideas (CPI), USA. It covers the areas of business and social
science such as management, marketing, finance, economics, banking, accounting,
human resources management, international business, hotel and tourism,
entrepreneurship development, business ethics, international relations, law,
development studies, population studies, history, journalism and mass
communication, corporate governance, cross-cultural studies, public
administration, psychology, sociology, women studies, social welfare,
anthropology, linguistics, education and so on.
IJBSSpublishes original papers, review papers,
conceptual framework, analytical and simulation models, case studies, empirical
research, technical notes, and book reviews.
IJBSS is indexed with and included in Cabell, DOAJ,
EBSCO, Ulrich’s , ProQuest, IndexCopernicus
International,Gale and Journalseek.net.
Moreover the journal is under the indexing process with ISI, ERIC, Scopus, and
Econlit.
Send your manuscript to the editor at editor@ijbssnet.com, or editor.ijbss@hotmail.com
For more information, visit the official website of the journal www.ijbssnet.com
With thanks,
Dr. Nozar Hashemzadeh
Editor, International Journal of Business and Social Science
(IJBSS)
&
Professor, Department of Economics, Radford University, USA
Contact: editor@ijbssnet.com
19th Annual HBCU Faculty Development Network Conference Proposal Deadline Extended to March 26, 2012!
54 Travel Grants!
$1,000.00 each!
Available to presenters at the HBCUFDN 2012 Annual Conference
Submit proposal to be eligible!
Deadline has
been extended to Monday, March 26, 2012!
Orlando, Florida
October 18-20, 2012
Theme: Innovating
and Inspiring in a Global
World
We
cordially invite you to participate in the 19th Annual
HBCU Faculty Development Network Conference to be held in Orlando, Florida on
October 18-20, 2012. With this year’s conference them: “Innovating and
Inspiring in a Global World,” we invite and challenge our HBCU Faculty
Development Network colleagues to develop new ideas and ways of thinking about
innovation in teaching and at the same time inspire our students to perform to
their optimal level of scholarship. For most of our students, the traditional
approaches of teaching and learning may be outdated. Although the role and
responsibility of the college professor remains the same, the classroom
environment, the students, and the tools needed to engender more impactful
teaching and learning outcomes have drastically changed. Indeed, when this
generation of students comes into the classroom, they seem to expect an
environment that mirrors their world.
Aquatica
Water Park by SeaWorld: This attraction is a unique twist on the
traditional
water
park, and it has something of interest for everyone. Vacationers from the United
States and from
around the world come to splash, slide and take the plunge.
Discovery
Cove, Orlando: This is another great Florida family attraction from the
creators
of SeaWorld as here you can actually swim with the Dolphins. Interactions with
the
dolphins and other animals is carefully supervised and controlled for the
safety of
both sea
creatures and people.
Walt
Disney World: Its family of theme parks include Animal Kingdom, Epcot Center,
MGM
Studios, plus a complex of resorts, nightlife, water parks, and other family
attractions.
This complex gave birth to Orlando as a family vacation center.
Universal
Studios Florida: A real, working film and TV production facility with rides,
shows,
and movie sets.
We look
forward to seeing you in Orlando this October!
Jeton
McClinton, Conference Coordinator, (jeton.mcclinton@jsums.edu
Laurette
Foster, Conference Co-Chair (lbfoster@pvamu.edu)
Steve
Rozman, Conference Co-Chair and Executive Director (srozman@aol.com)
Eugene
Hermitte, President (ehermitte@gmail.com)
Barbara
Albert, Program Coordinator (balbert@dillard.edu)
Strands
of the HBCU Faculty Development Symposium
Collaborative Models
Active Learning and Engagement
Curriculum Design and Revision
Diversity and Globalization
Learning Across the Curriculum & Learning Communities
Educational Technology
Assessment and Evaluation
Civic Engagement and Social Justice
Special Topics in Health, Natural and Engineering Sciences
NOTE: See
strands link on the HBCUFDN website for detailed descriptions:
General
Information
All
proposals are due on or before Monday, March 26, 2012. Notifications of
acceptance of proposal will be sent by May 11th, 2012.
All proposals should be submitted using the form provided via the Call for
Proposals link. Please submit your completed form online beginning Tuesday,
January 31st on the HBCUFDN website at http://www.HBCUFDN.org. The
deadline for receiving proposals will be midnight (Central) on Monday,
March 26, 2012.
Session
Types
The
Network welcomes proposals for a variety of session types, including the
following:
1.
Pre-conference Workshops:*
3-hour interactive workshops
2.
Concurrent Sessions:
75-minute interactive sessions
75-minute roundtable discussions
poster presentations
For all
session types, proposals should describe work that is systematically
designed, implemented, and assessed, and make clear how
participants might apply, extend, or adapt the ideas they learned. Specific
information about the different session types follows.
Pre-conference
Workshops
Pre-conference
workshops emphasize learning-by-doing and provide participants the opportunity
to explore topics in depth through a combination of hands-on activities,
reflection, and discussion. As such, proposals should include a detailed
outline describing the types of learning activities and interaction you are
planning. Additionally, proposals should indicate the maximum number of
participants and any special room set-up you might need. Audio-visual
equipment, including a LCD projector, flipchart, and wireless internet access,
may be requested. Computer laboratories are not available and presenters must
provide their own laptops. The vast majority of pre-conference workshops are
three hours in length. These workshops will take place the morning of Thursday,
October 18th. Pre-conference workshops are advertised in the conference
registration materials. We will notify you of pre-registration numbers before
the conference and request that you be prepared for and accommodate on-site
registrants as well.
Concurrent
Sessions :
75-minute
interactive sessions:
These
sessions combine brief presentations or panel discussions with methods that
engage all participants. We recommend that your sessions be interactive,
collegial sessions—not of lecturing or reading papers to passive audiences.
Session leaders are encouraged to incorporate meaningful activities as
appropriate, selecting from a variety of methods such as presentation,
demonstration, discussion, application, feedback, group and individual work,
and role playing. We encourage you to creativity model exemplary teaching!
Audio-visual equipment, including a LCD projector, flipchart, and wireless
internet access, may be requested.
Roundtable
Discussions:
Roundtable
discussions provide an opportunity for various kinds of interactions in a
smaller group setting such as discussion of a concept, approach, program,
issue, case study, or reading. This format is ideal for getting to know people
who may be facing similar issues to you, for exploring new ideas, and sharing
practices. It is contrary to the spirit of a roundtable discussion for the
facilitator to make a formal presentation. No audio-visual equipment is
available for roundtable discussions and none may be used by presenters in this
format.
Poster
presentations:
The
poster session provides an ideal format for presenting your research, program,
or work-in-progress in a context where you can engage in many one-on-one
discussions with colleagues. Attractive posters using large, readable fonts and
illustrative graphics will attract conference participants and invite
conversation about your work.
Each
poster presenter will have a 4x8 foot poster board, a supply of thumbtacks, and
a small presenter’s table. The poster board can easily accommodate large format
posters or individual 8½”x11” sheets. The presenter’s table is ideal for
displaying materials, handouts, business cards, etc. Note that the poster
session site has no multi-media support, no guaranteed wireless internet
connection, and no power outlets. Personal laptops may be used during the
poster session, but we recommend bringing an additional battery, a backup
laptop, and/ or paper handouts.
Guidelines
for Proposals
Eligibility
All are
welcome to submit a proposal. Once a session is accepted, each presenter and
co-presenter must agree to be a member of the HBCUFDN and be a paid registrant
at the conference.
Number of
proposals per person
Each
attendee may propose up to one pre-conference workshop as either the
primary or co-presenter.
Each
attendee may also propose up to two concurrent sessions but he/she may be
the primary presenter for only one of these sessions. For the second
session, he/she must be listed as a co-presenter. Interactive sessions,
roundtable discussions, posters presentations, and joint HBCUFDN sessions are
included in this two-session limit.
Example
#1: An attendee may submit one concurrent session proposal as the lead
presenter
and a second concurrent session proposal as co-presenter.
Example #2: An attendee may
submit two concurrent session proposals as co-presenter.
Example#3:
An attendee may submit one pre-conference workshop proposal as the
lead
presenter, a concurrent session proposal as lead presenter, and a second
concurrent
session proposal as co-presenter.
Sale of
materials and the solicitation of consulting work
To avoid
the possibility of a conflict of interest, the Network does not permit in any
conference session the sale of materials before or during the conference nor
the solicitation of presentation materials after the conference. Furthermore,
The Network does not allow presenters to solicit consulting work during any
session listed in the program. Session presenters are permitted to use
materials they have created and to refer to consulting work that they do, but
neither materials nor services may be offered for sale during the session.
Pre-conference workshops may receive permission to charge an additional fee for
materials (such as books), to be collected with the conference registration
fee.
Because
the Network recognizes and values the expertise of its members, the conference
schedule includes a Vendor Exhibit, a specific time when materials can be sold
and consultation work can be solicited. Questions about this conference
practice should be addressed to the Executive Director or the Conference Chairs.
Submission
Process
Proposals
may be submitted online beginning Tuesday, January 31st on the
HBCUFDN website at http://www.HBCUFDN.org
and will be due by midnight (Central) on Monday, March 26, 2012.
Detailed
submission instructions are provided on the website.
Before
you prepare a proposal, please ensure that you have read the guidelines for
proposals.
Failure to follow these guidelines may lead to the rejection of a proposal.
Components
of the Proposal
(Note:
All proposals are blind-reviewed in accordance with the guidelines described
above.)
Contact information
Session title (no more than 10 words)
Session abstract (no more than 100 words)
Designation of the strand.
Please select the type of session best suited for your proposal.
Be sure that
there is
a fit between what you intend to accomplish and the type of session you
choose.
Session description (no more than 500 words)
o State
expected outcomes for session participants.
o Outline
the session activities and plan for interaction (please model
exemplary
teaching and learning practices) For poster presentations,
focus on
the manner in which you plan to present your work rather than on
the type
of interaction you anticipate.
theme: Innovating and
Inspiring in a Global World.
Barbara M. Albert, Executive Assistant to the Provost
Dillard University, Office of Academic Affairs
Program Coordinator, HBCU Faculty Development Network
(504) 816-4216 (office)
(504) 816-4144 (fax)
balbert@dillard.edu
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