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Thursday, May 3, 2012
Teaching Dossier Academy – June 4 through 8 2012 Windsor, Ontario, Canada
Teaching Dossier Academy – June 4 through 8, 2012
Windsor, Ontario, Canada
From my POD listserv:
Teaching Dossier Academy – June 4 through 8, Windsor, Ontario, Canada
The University of Windsor is pleased to invite college and university professors of all ranks and years of experience to its fourth annual Teaching Dossier Academy, June 4-8, in Windsor, Ontario, Canada. The Academy is designed to provide background information, workshops, peer consultation, and extensive expert individual consultation to support the development of participants’ professional teaching portfolios over a period of five days.
Organizers of the Academy will guide post-secondary instructors through the process of gathering materials and selecting items to include in their dossiers, as well as articulating teaching methods and philosophies.
The Academy will accommodate doctoral students as they articulate their teaching identities, early-career faculty seeking to establish their teaching profiles, tenure-track teachers required to prepare or re-write their dossiers for formal evaluation procedures, instructors preparing materials for teaching awards, and teachers at all career stages who wish to enhance their pedagogical practice through reflection and peer dialogue. This year, a new stream is available for Educational Developers.
Details and a three-minute video featuring testimonials from past participants can be found on the Centre’s home page.
Academy Registration and Fees
The fee for full-time graduate students from institutions other than the University of Windsor is $169.50 (includes HST), CDN or US funds. The fee for faculty and staff from other institutions is $282.50 (includes HST), CDN or US funds. Enrolment for the Academy is limited to 25 participants.
A few spots are being held for people interested in developing their Educational Developer’s Portfolios/Dossiers. There is a waiting list for the event, but because this is a new stream, organizers are holding a few extra spots.
There has been growing interest in opportunities to begin or refine Educational Developers’ Dossiers. For several years, organizers have offered a five-day Teaching Dossier Academy, and each year a few Educational Developers have attended. This year, for the first time, organizers are starting a new stream for Educational Developers. It is a wonderful opportunity to focus attention on dossiers and receive feedback from a mentor and peers.
For more information, or to register, visit the Academy website. (Please note, you will receive an initial message that you are on a waiting list, until your position has been confirme
Teaching Dossier Academy – June 4 through 8, Windsor, Ontario, Canada
The University of Windsor is pleased to invite college and university professors of all ranks and years of experience to its fourth annual Teaching Dossier Academy, June 4-8, in Windsor, Ontario, Canada. The Academy is designed to provide background information, workshops, peer consultation, and extensive expert individual consultation to support the development of participants’ professional teaching portfolios over a period of five days.
Organizers of the Academy will guide post-secondary instructors through the process of gathering materials and selecting items to include in their dossiers, as well as articulating teaching methods and philosophies.
The Academy will accommodate doctoral students as they articulate their teaching identities, early-career faculty seeking to establish their teaching profiles, tenure-track teachers required to prepare or re-write their dossiers for formal evaluation procedures, instructors preparing materials for teaching awards, and teachers at all career stages who wish to enhance their pedagogical practice through reflection and peer dialogue. This year, a new stream is available for Educational Developers.
Details and a three-minute video featuring testimonials from past participants can be found on the Centre’s home page.
Academy Registration and Fees
The fee for full-time graduate students from institutions other than the University of Windsor is $169.50 (includes HST), CDN or US funds. The fee for faculty and staff from other institutions is $282.50 (includes HST), CDN or US funds. Enrolment for the Academy is limited to 25 participants.
A few spots are being held for people interested in developing their Educational Developer’s Portfolios/Dossiers. There is a waiting list for the event, but because this is a new stream, organizers are holding a few extra spots.
There has been growing interest in opportunities to begin or refine Educational Developers’ Dossiers. For several years, organizers have offered a five-day Teaching Dossier Academy, and each year a few Educational Developers have attended. This year, for the first time, organizers are starting a new stream for Educational Developers. It is a wonderful opportunity to focus attention on dossiers and receive feedback from a mentor and peers.
For more information, or to register, visit the Academy website. (Please note, you will receive an initial message that you are on a waiting list, until your position has been confirme
Inside Higher Ed: Daily News Update May 3, 2012
 |
In the first weeks of the 2012
campaign, Obama and Romney focused not on economic or foreign issues but on the
student loan interest rate. Could student debt play a significant role in this
year's elections?
Harvard and MIT hope their free
online courses will not only give learners access to top courses, but also give
education researchers access to unprecedented pools of learning data.
As science doctoral students
progress toward their Ph.D.s, they become less likely to want to become a
professor, survey finds.
EduDemic: May 3, 2012
EduDemic
|
- The
Ultimate Search Engine For Prospective Students
- How Social
Media Can Help and Hurt Students
- The
60-Second Guide To Religion
- The 8 Types
Of Imagination
- Harvard and
MIT Introduce edX: The Future Of Online Learning
|
Posted: 02 May 2012 02:34 PM PDT
Whoa. And you thought Google was helpful when it came to finding
new education resources. There's a new search engine on the block that's
making waves in the edu-world. It's called Noodle and it's designed just for
teachers, students, and education administrators. What could be better than
that?
   |
|
Posted: 02 May 2012 10:00 AM PDT
A word of warning to any current student who wants to get a job
at some point. At any point. The web is permanent and your future employer
knows how to find you.
  |
|
Posted: 02 May 2012 09:30 AM PDT
If you're looking to start discussing religion in your
classroom, why not do so as visually as possible? What better way to do that
than with an infographic?
  |
|
Posted: 02 May 2012 07:25 AM PDT
It has been said that imagination is more important than
knowledge, and for any experienced classroom teacher it is easy to see daily
evidence of this.
  |
|
Posted: 02 May 2012 06:32 AM PDT
Harvard and MIT just anounced edX. It's quite possibly the
biggest change to online learning in recent memory. But it's not because of
who is involved. It's because of something else.
  |
TLT-SWG May 3, 2012
TLT-SWG
|
| Tolman's
Metacognitive Instruments re “Overcoming Student Resistance” to
learner-centered methods #TLTGFrLv May 2, 2012
Posted: 02 May 2012 12:26 PM PDT
Anton Tolman's
Metacognitive Instruments based on Transtheoretical Model of Change (TTM) Oct-Dec 2011. Following excerpts are from "Read First: Explanation of Metacognitive Instruments for Helping Students Become More Effective Learners" Anton Tolman, Utah Valley University "Transtheoretical Model of Change (TTM) as described by Prochaska and DiClemente. This model describes three inter-related concepts: Readiness to Change (the degree to which the person is ready to adopt new behaviors and to make genuine changes in his/her life), Self-Efficacy (the set of beliefs of the person about their ability or capacity to make a change) and Decisional Balance (the person’s own assessment of the benefits and costs of making a change -- whether they feel inclined to approach or avoid the change). All three of these constructs are useful in understanding student behavior and motivation in classes and their reactions to active learning assignments and courses. " ..."Instruments and Procedures in this Collection:
§ Interpreting the TTM - document for
students explaining the TTM
§ Self-Efficacy - Students (and Key)
"The way I use these instruments in my
classes is generally as follows:
1) First day of class, have them complete the TTM-S either in class or online before class2) By 2nd class, have them complete the RSPQ online or bring to class3) Do NOT give the keys to the students; I quickly score their TTM Surveys and let them know their stages usually via email or our course Learning Management System (LMS)4) By the next class period following my feedback to them of their stage, the PLP is due5) By the next class period after that, their LSSA1 is due; the LSSA2 is due just after the mid-term exam, and the LSSA3 is due the week before class ends6) The week before class ends, I also ask them to complete the TTM and RSPQ again and to reflect on how their scores have changed (or not) since the start of the semester
"Note:
I have a specific course objective related to helping students to become more effective learners, so we create time in class to discuss these issues throughout the semester. I generally grade the instruments as complete or incomplete. For the LSSA, full score is obtained if they complete all items and questions and the reflections are genuine. For the PLP, score is based on if they complete all elements of the assignment and due so honestly and with genuine reflection.
"I
have also included a document that describes the above procedure in this collection called 'Using Metacognitive Instruments in Class'.”
IMAGE selected by Steve Gilbert 20120502
Photo of "Police trying to hold back barricades from the crowd." 1 January 2012, "Source Occupy Wall Street Facebook Page (https://fbcdn-sphotos-a.akamaihd.net/hphotos-ak-ash4/381472_261040913963890_217514361649879_729151_405588896_n.jpg)" http://upload.wikimedia.org/wikipedia/commons/4/40/Police_stuggle_with_barricades.jpg http://commons.wikimedia.org/wiki/File:Police_stuggle_with_barricades.jpg By Occupy Wall Street [CC0], via Wikimedia Commons "Licensing This file is made available under the Creative Commons CC0 1.0 Universal Public Domain Dedication. The person who associated a work with this deed has dedicated the work to the public domain by waiving all of his or her rights to the work worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law. You can copy, modify, distribute and perform the work, even for commercial purposes, all without asking permission."        |
Inside Higher Ed Insider Update May 2012
Welcome to your May 2012 Insider Update - the newsletter for
readers of Inside Higher Ed. Once a month we send a quick rundown on what's
happening at Inside Higher Ed: events, accomplishments and a bit of fun.
IN CASE YOU MISSED IT
"Inside
Higher Ed is the first website I open, to enjoy with my morning
coffee. I am constantly surprised how relevant the information is, and how,
almost daily, I am referencing something I learned from your website."
--Kimberly D. Echols, Florida State
University.
Thanks, Ms. Echols -- we were thrilled by how many responders in our recent reader survey mentioned that coffee-Inside Higher Ed relationship.
Thanks, Ms. Echols -- we were thrilled by how many responders in our recent reader survey mentioned that coffee-Inside Higher Ed relationship.
A wide range of topics -- from birth control to rethinking
student learning -- got people reading, writing and sharing on the site last
month. Our best-read story was Scott Jaschik's coverage of a recent study of
the most competitive colleges, finding that "holistic" admissions policies look very different
at different colleges -- and that some kinds of applicants may compete
only against each other. A vIews piece from Richard Keeling and Richard Hersh, arguing that change -- and not a little -- is
needed across higher education, inspired hundreds of readers to click the
"share" button. Keeling and Hersch take colleges to task for focusing
too much on rankings and pushing students through, and too little on academic
rigor and quality. Scott's story about a Catholic university that has allowed health insurance to
include contraception, but now tells employees they will lose that benefit,
drew more comments than any story we published in April.
BOOK WITH BUZZ
In his new book College:
What It Was, Is, and Should Be (Princeton University Press),
Columbia University professor Andrew Delbanco tries his hand at answering some
of the most fundamental questions about college in America: What is college
for? What should college -- as distinct from university -- look like? And what
on earth is to be done about it? Click here to read our interview (as well as all Inside HIgher Ed's books
coverage).
INSIDE HIGHER ED NEWS
Inside Higher Ed's Serena
Golden chats with Wendell Berry after
the 2012 Jefferson Lecture in the Humanities. Read Serena's coverage of the
event here.
OUT AND ABOUT -- Scott Jaschik travels to the University of
Michigan in Ann Arbor on May 4 to participate in a panel honoring the 50th
anniversary of the Center for Research on Learning and Teaching.
Todd Thompson will be representing Inside Higher Ed at the Midwest Region
conference of the College and University Professional Association for Human
Resources (CUPA-HR) in Milwaukee, WI, May 6-8.
Scott travels to Atlanta, GA, on May 14 for a speech to a group
of British university administrators. He'll be back in Washington, DC, for the
World 100 Reputation International Higher Education Conference taking place at
American University May 15-16. And then he travels on to Philadelphia May 17
for a meeting of the Education Writers Association, where he'll be joined by
Doug Lederman.
Kathlene Collins will spend May 21-22 in Austin, TX, for the
annual users conference of PeopleAdmin.
Paul Fain and Daryl Anderson will travel to Austin a little
later in the month for the National Institute for Staff and Organizational
Development's 34th annual International Conference on Teaching and Leadership
Excellence, taking place May 27-30. Paul will present a session titled Talking to the News Media
on Monday, May 28, at 2:45 p.m.
Allie Grasgreen heads to Chicago May 28-June 1 for the annual
meeting of the American College Health Association.
GRADHACKER SEEKS MORE WRITERS -- GradHacker, an Inside
Higher Ed blog produced by graduate students for graduate students,
is seeking new writers.
Gradhacker has inhabited a space somewhere between the worlds of
social sciences, humanities, and education but has had guest authors from
disciplines as varied as astronomy and law. Authors have blogged about issues
like Banishing Imposter Syndrome and the Perils of Perfectionism while also
providing practical advice on How to Write a Course Proposal, How to Read a
Book and Stripping Down the Writing Process.
If you are interested in Gradhacker's efforts, they can benefit
from your input in several ways. First, Gradhacker is always looking for
permanent authors who are motivated and enthusiastic about sharing knowledge.
Second, the Gradhacker podcast launched its second episode last week and is
open to feedback, ideas for interviews, and iTunes subscribers. Finally,
Gradhacker is building networks between graduate student organizations
throughout the country to help connect people and ideas. Please share this
exciting project with those who may be interested at your own institution and
feel free to contact co-editor Alex Galarza (galarza1@msu.edu)
with feedback or questions.
STAFF NEWS -- Congratulations to Inside Higher Ed's lead developer Juan Risso
and his wife Angie on the birth of their son Luka Benjamin.
David Epstein, who has the distinction of being the first
reportorial hire of Inside
Higher Ed, has been named a Livingston Award finalist, identifying him as one
of the 40 best journalists in the country (in any media form -- print, online,
broadcast) under the age of 35. David is currently writing at Sports Illustrated, and
those wanting to check out some of his recent work can find an archive here.
RECENT VISITORS -- Lots of interesting guests sat down with Inside Higher Ed reporters
and editors in April, including visitors from the Council of Graduate Schools,
NASPA, University of Minnesota, University of Pennsylvania, State University of
New York at Buffalo, Husson University, Valparaiso University, Pitzer College,
Mills College, and Interfaith Youth Core. We're always happy to host higher education
leaders in our DC offices. Contact Scott at scott.jaschik@insidehighered.com
or Doug at doug.lederman@insidehighered.com
to plan a visit. 
Inside Higher Ed's Sharon Salang (left)
with Mary Beth Jordan, human resources director of the College of Veterinary
Medicine at Cornell University at the CUPA-HR Eastern Region conference last
month.
INTERACTIVE
Taking Career Services to the Next Level
An Inside
Higher Ed Webinar featuring Andy Chan, vice president for personal and
career development at Wake Forest University
Thursday, May 24, 2 pm Eastern
As the economic downturn drags on, new college graduates
continue to face a tough job market. And prospective college students (not to
mention their parents) are increasingly looking at how colleges actually
prepare students for careers. While some colleges have long embraced this
mission, other colleges worry about the impact on traditional liberal arts
orientations – even as they also worry about being attractive and relevant to
students.
On Thursday, May 24 at 2 p.m. Eastern, Andy Chan, vice president
for personal and career development at Wake Forest University and organizer of
the recent conference Rethinking
Success: From the Liberal Arts to Careers in the 21st Century, will
offer a presentation on why and how colleges are rethinking the role of career
services and career centers. Andy will discuss:
- Why career
centers are increasingly important in attracting prospective students and
assuring their parents, as well as ensuring successful outcomes at
graduation.
- The importance of
career development at institutions where some or all students are in
liberal arts programs.
- The role of
academic programs and faculty related to careers (for students in a range
of fields).
- How career
development should be revamped given the current economy.
- Future directions
for career development in higher education.
Ideal for professionals in student affairs, admissions, academic
affairs and career services, the Taking
Career Services to the Next Level webinar will feature a
30-minute presentation and a 30-minute question-and-answer period. The entire
program will last one hour.
The Taking
Career Services to the Next Level webinar costs $199 for a
single registration. The presentation is conducted online and does not require
a conference call; attend yourself or with a group around a shared monitor.
Register early -- through Friday, May 11 -- and the cost is only $149. Click here to register.
ABOUT THE PRESENTER:
Andy Chan became vice president for personal and career
development at Wake Forest University in 2009. Chan was previously assistant
dean and director of the MBA Career Management Center at Stanford University’s
Graduate School of Business. Before joining Stanford, Chan served as president
and CEO of eProNet, an online recruiting and career network based on
relationships with university alumni associations. Earlier, he was president
and CEO of MindSteps, a corporate education software start-up. Chan earned his
B.A. and M.B.A. at Stanford University.
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