Search DU CTLAT Blog

Monday, May 24, 2010

Microsoft at Work: 4 tips for safely conducting research on the Web!




Surprisingly, basic safety is often ignored by people using the Web to research information quickly and efficiently. If you use the Internet for research of any kind, you could be exposing yourself and your company to hidden dangers such as the unauthorized transfer of confidential information. And no one wants to be the person responsible for a companywide computer network shutdown.


Whatever your reason for using the Web, there is a smart way to conduct research on it: with an alert eye and a vigilant approach. Use these four tips to help protect yourself and your company from prying eyes and malicious programs.


1. Update, update, update!
Microsoft continually provides enhancements and security updates to all its products, including Internet Explorer. No program is completely safe from harm but as threats are discovered, Microsoft makes fixes, upgrades, and service packs for its products available. To maintain the highest level of security on your computer, you or your IT department must make sure to apply all service packs. Before you venture onto the Web, make sure you are using the latest version of Internet Explorer. At the time of this writing, the latest version is Internet Explorer 8.0.7. To see what version you are using, follow these steps:


1.In Internet Explorer, on the Help menu, click About Internet Explorer. There are three items you should notice in the window that is displayed: 
Version: Internet Explorer 8.0.7 is the latest version.
Cipher Strength: This is the level of encryption that the browser can support. If you are going to be sending any confidential information over the Internet, you must make sure the cipher strength is 128-bit. If it is less than this value, it will be possible for a hacker to crack the encryption code and view confidential information.
Update Versions: Keep your version updated to ensure the balance between security and functionality is correct. Use latest version of Internet Explorer.
 2.Click OK to close the window.
If your browser needs updating, go to the Microsoft Update Web site, where you can download the latest version of Internet Explorer.


2. Get into the zone
By setting up Internet zones to meet your personal needs, your computer can help protect you as you surf the Web. A zone is a logical region or grouping of Web sites, based on where they are physically located and how well you trust the source. These default zones are available in Internet Explorer 8.0.7:
•Local Intranet — Web sites located on your local network. These sites do not have to communicate over the Internet to be accessed.
•Trusted Sites — A list of Web sites that you trust not to harm your computer, such as sites you have identified as properly encrypted.
•Restricted Sites — A list of Web sites that are known or suspected to be harmful to your computer.
•Internet — All other sites that don't fall under the other three categories.


You can indicate how Internet Explorer should behave when it accesses a Web site within each of these zones. In Internet Explorer, on the Tools menu, click Internet Options. In the Internet Options dialog box, click the Security tab.



Internet zones can help protect you
.When you select a Web content zone, you can change the security levels. For all but the Internet zone, you can add specific sites to a zone based on your personal requirements. And Custom Level allows you to enable or disable a variety of options based on personal preference. For example, you may want to allow automatic logons only to Web sites that are located in your Intranet zone instead of everywhere on the Internet. The User Authentication section of the Custom Level zone allows you to set that preference. Or, you may want to ensure your Pop-up Blocker is enabled. Custom Level is where you can ensure your security settings allow your blocker to operate.


Follow the prompts in the Internet Options dialog box in the zone you want to customize by either clicking Sites or Custom Level.


3. Limit your intake of cookies
Cookies are small files stored on your computer that contain information needed on certain Web sites. A cookie can be used to store user ID, password, preferences, personalization, or other information that is helpful to enhance your experience on that site. For example, suppose you visit a Web site that allows you to select a preferred language. So you don't have to choose the language preference each time you enter the site, a text file on the site stores language preference directly on your computer as a file, or cookie.


Here's the catch: you don't know what the cookie has been programmed to collect. You don't know if the cookie is malicious or not. If it's malicious, you could quickly end up with a spiteful little program stored directly on your hard drive. A malicious cookie can collect and store almost any information that you may not want it to, such as your name, credit card information, address, or more. Cookies make it possible for unwanted information to be stored and accessed repeatedly when you visit a Web site.


By default in Internet Explorer, cookies are allowed for all zones except the Restricted Sites zone. However, if you want to limit cookies for a particular zone, here's how you do it:

1.In Internet Explorer, on the Tools menu, click Internet Options. In the Internet Options dialog box, click the Privacy tab.
2.In the Settings section, move the slider up or down to adjust the settings.

Select settings for Internet Zones
.Moving the slider up incrementally increases the Internet security on your computer, so that cookies are not accepted. Moving the slider down incrementally decreases the security, so that cookies are accepted. Check with the IT department for your organization if you are not sure which settings are appropriate to use.


3.Also in the Settings section, click Sites to explicitly set a cookie policy for individual Web sites. Here, you can specify which sites you want to allow or not allow to use cookies. Enter the desired Web site address in the Address of Web site text box. Click the Block button to block all cookies for the entered site, or the Allow button to allow all cookies for the entered site.


4.Continue entering settings for each specific Web site for which you want to set a cookie policy.


5.Click OK.
 If you are concerned that you may already have cookies on your computer that contain personal information, you can delete cookies and other temporary Internet files by following these steps:



1.In Internet Explorer, on the Tools menu, click Internet Options.
2.Make sure the General tab is selected. (This is the default.)
3.In the Temporary Internet files section, click the Delete button. You will be prompted for confirmation before continuing.
4.The Temporary Internet files that you can delete are listed and selected for deletion by default, including Cookies. Clear the check box beside any temporary Internet file types that you do not want to delete.
5.Click OK.


Delete Browsing History
.Get more information on privacy features in Internet Explorer 8.


4. Check for encryption before entering information on a site
While surfing the Internet is less dangerous than finding an abandoned bag in an airport, security should still be taken seriously. Encryption is a method that Web site owners use to help protect sensitive information, such as user names, passwords, addresses, phone numbers, and credit card numbers. If a Web site you visit does not use encryption, any sensitive information you place on it is easily accessible to hackers who want that information for unsavory purposes.


There are two ways to ensure you are viewing an encrypted site.
•Make sure you are using the latest version of Internet Explorer as outlined in Tip 1 ("Update, update, update!") above.
•Make sure that a Web site uses encryption when you are entering or viewing sensitive information. There are two ways to see whether a site uses encryption. One is a small yellow "lock" icon on the status bar of Internet Explorer. The other is in the Web address itself. If it begins with https:// (note the "s"), then the site is secure. If you ever visit a Web site without either of these encryption indicators, do not click a Submit, Save, or OK button, because sensitive information will be transmitted without being encrypted.


Author Bio: S.E. Slack
S. E. Slack specializes in simplifying complex topics so the masses can both understand and apply difficult concepts. She is a co-author of Breakthrough Windows Vista: Find Your Favorite Features and Discover the Possibilities and CNET Do-It-Yourself Digital Home Office Projects. She has written five other books.

Share/Bookmark

Faculty Focus: Structuring Blended Courses for Maximum Student Engagement



By Rob Kelly
Blended learning is gaining momentum in higher education…and for a very good reason. According to the U.S. Department of Education, blended learning can improve learning outcomes. To achieve better learning outcomes, however, blended courses need to be carefully structured to engage learners.
In an email interview, Dr. Ike Shibley, an associate professor of chemistry at Penn State Berks, talked about blended course design and activities.


Q: One of the findings of a recent Department of Education report is that students who took all or part of their class online performed better than those taking the same course face-to-face. What accounts for this?
Shibley: We don't know for sure why students in blended courses outperformed students in both traditional and online courses. I suspect the explanation lies with clarity and motivation: teachers who can talk to students face-to-face on a regular basis can address any confusion about the course layout or the content, plus the teacher can constantly remind students about assignments due that week. The online components are quite helpful and can help students succeed, but it seems that when you add even an hour of face-to-face time each week students will have a clearer conception of the course and will feel the pedagogical pressure to get their work done. Having that meeting time seems to me a powerful motivator.
Q: A recommended practice for online instructors is to have every aspect of the course ready to go on day one. Is this also the case for blended courses? Where can you build in flexibility?
Shibley: Anyone hoping to teach a blended course should have the course ready to go on day one. Organization is of utmost importance because students need to understand the course design so they can achieve maximal success. Flexibility is built in when students make suggestions such as due dates for online quizzes: during face-to-face time an instructor can poll students about any possible changes. Another way to be flexible is to build in that flexibility. If you have a course where an instructor can exercise discretion about what extra topics to cover, he or she can create a poll as one of the first assignments in which students choose the most interesting topics from a drop-down list. Then the syllabus can reflect those topics.
When done correctly, a blended (or hybrid) course leads to more productive in-class time and more engaged learning outside of class, ultimately improving learning outcomes. In Organizing Blended Courses for Optimal Student Engagement Dr. Shibley addresses the unique pedagogical challenges of blended learning, and shares the proven strategies and technologies he uses with his students.
Q: How do you communicate to the students what to expect? Do you recommend structuring each unit in the same way? Why or why not?
Shibley: Students quickly acclimate to any organizational structure that an instructor chooses. They have learned how to adjust. What they will not accept is changes throughout the course. Once they plan to have an online quiz every weekend the instructor cannot say, “Well, it's not done yet so you can take it on Monday or Tuesday.” Students structure their time during a semester around their course requirements, but if a teacher keeps changing times or assignments then students feel like they are shooting at a moving target and will quickly get frustrated. I am a bit compulsive, but I do believe that students benefit from having the same structure throughout a course. The instructor wants to teach content and the best way to achieve that is through a course design that is easy for students to follow. Then students are worried about learning the material instead of trying to figure out when assignments are due or what kind of assignment they have in any given week. Consistency in design will lead to improved student outcomes.
Share/Bookmark

Sunday, May 23, 2010

Online Classroom Video Online Seminar: Rapid Online Course Design

Featured Higher Education Presenter: David Penrose
Date: Wednesday, 7/21/10
Time: 12:00-1:30 PM Central Daylight Time
Cost: $229 ($254 after 7/14/10)
Three easy ways to register!
Phone:  800-433-0499 / 608-227-8182
A key seminar for...

Faculty
Subject matter experts
Instructional designers
Promo Code: MW0AZ1


The economy may be slumping, but online education is booming. Is your school ready to take advantage of this economic opportunity? There’s never been a better time to shift to an online format for college courses. The recession has led to a dramatic increase in the number of people returning to college, which is enlarging class sizes at many schools. Online courses provide a way to reduce the strain on resources while broadening access to a more mobile generation of learners.


If your school is still struggling to catch up with the online higher education revolution, never fear: you can catch up in a hurry. When you understand the principles of rapid online course design, you can build robust and academically rigorous online courses within a realistic time frame.

In Rapid Online Course Design, leading Instructional Designer, David Penrose will provide the tools and knowledge you need to move your courses online–FAST!

This video online seminar will cover:
Simple instructional design models
Organizational tips for creating a successful online course
How to create a microlecture
How to increase learner engagement
Techniques appropriate for all academic levels
Design strategies that are course management system independent
How to create learner activities that involve speaking, writing, doing and viewing
How to use the discussion evaluation rubric to evaluate student writing
Mobile learning: mLearning
Participants in this seminar will also complete a course blueprint and a microlecture worksheet.

Learn from the expert
Leading Instructional Designer David Penrose currently serves as the director of online services and senior instructional designer at San Juan College, New Mexico. His recent innovations have been recognized and published by the Chronicle of Higher Education, FOX News, Campus Technology, Innovative Higher Education, Trustee Quarterly, and Online Classroom. He travels and speaks nationally on the topics of innovative instructional design methods and microlearning.


Maximum training value for a minimal investment
The cost to participate in this 90-minute video online seminar is fixed at $229, regardless of the number of participants from a single viewing location. The ability to develop online courses rapidly will repay this small investment many times over. Bring your online programming up to speed with this dynamic, enthusiastic, and engaging online seminar. Reserve your spot today.
Share/Bookmark

Innovative Educators Webinar: Best Practices in Online Academic Advising Delivery

Wednesday, June 9 ~ 1:00-2:30pm EDT
$345.00

Webinar Description

The Global Community for Academic Advising (NACADA) has identified the need to educate advisors on how to effectively implement technology into their practice. The NACADA Technology in Advising Commission continues to thrive to support new initiatives and tap into the advising needs for the profession. During the 2009 NACADA Winter Institute, the first hands-on, interactive NACADA Technology Seminar (Pasquini, Steele, Stoller & Thurmond, 2009) introduced participants to a conversation about technology in advising. NACADA continues to support online webinars to share expertise and resources throughout the United States, and across the globe. Other examples of online NACADA development and training initiatives can be found on commission group wikis, regional blogs, slide sharing websites, NACADA Facebook group page and daily on the NACADA Twitter stream.

 
Overall, a renewed emphasis for collaborative, online engagement in the higher education community is evolving to develop new forms of interaction and assessment. Participants will learn and share examples of online advising delivery being utilized in the advising practice. Session facilitators will share their experience advising with social networks, IM, web conferencing, podcasts, slidecasting, and other online resources. The growing use of social media and online tools, combined with collective intelligence and mass involvement, is gradually but deeply changing the practice of learning (The Horizon Report 2008). Electronic technologies can create a change in pedagogy for students, staff and faculty connected to the advising process. Advising units need to think about online advising development that includes increased participation, self-paced learning design, and continual assessment and feedback.

 
Objectives
Share experiences for effective online advising delivery practices
Learn about how to get involved & contribute to the NACADA Technology in Advising Commission
Review some key digitial resources and ideas to initiate your projects & connect you to some savvy online advisors

 

Who Should Attend?

Higher Education Professionals

Academic Advisors

Faculty Advisors

Academic Advising Administrators

Supervisors for Academic Advising Programs

 

Who are the Speakers?

Laura Pasquini is an Academic Advisor II at the University of North Texas (UNT) with the College of Business Advising team. During her past 8 years in higher education, Laura has worked within residence life, academic & career advising, supplemental instruction, tutoring, and new student programs. She has also gained experience working with various academic programs and student populations as an academic advisor at the University of Toronto Scarborough (Canada) and Miami University (Ohio).

 

Laura has been a member of the Global Community for Academic Advising (NACADA) for the past five years, which includes her membership on the Technology in Advising Steering Committee since 2008. During the Winter 2009 Institutes, Laura joined the faculty team by leading hands-on interactive sessions at the first NACADA Technology Seminar designed effectively introduce how to implement technology into advising practice, and she continues to support the Regional Technology Seminars during 2010. She is a self-declared geek and a self-taught techie who has an enthusiasm for engaging learners in their experience with online collaborative tools. Laura has experience in design and implementation of online learning resources, including podcasts, online social networks, photosharing websites, social bookmarks, blogs, and wikis.

 
With an M.S. in Education (Niagara University) and a certificate in E-Learning (University of Toronto), Laura is continuing her academic career by pursuing her doctorate degree in Applied Technology & Performance Improvement with the Department of Learning Technologies at UNT. Her research interests lie in the effects of social media and open source learning for curriculum development in higher education. To connect to Laura: http://card.ly/laurapasquini

 

Clay Schwenn

Lead Academic Counselor

University of Washington

 

 Book

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Faculty Advising Examined: Enhancing the Potential of College Faculty as Advisors (JB - Anker) (Hardcover)

~ Gary L. Kramer (Editor) "Advising as teaching is not a new concept..."
http://www.amazon.com/Faculty-Advising-Examined-Enhancing-Potential/dp/1882982630#noop
Share/Bookmark

Friday, May 21, 2010

Request for Proposals 2010-2011 POD Network Grant Program Proposals Due Friday, June 4th, 2010


Grants & Awards

Purpose

The purpose of the POD grant program is to provide funding to support POD members’ efforts to contribute new knowledge that can be applied to the fields of faculty, TA, instructional, and organizational development. The Core Committee has made a total of $7,000 available for multiple awards. The number and size of awards will be determined by the Grants Committee, based on the quality and potential impact of the work on the POD community and beyond.

Eligibility
The principal investigator must have been a POD member for at least the previous 12 months.
Previous grant recipients are eligible to submit another proposal only after 3 years have passed since the submission date of the previous proposal. After that time, previous recipients who have submitted the required reports may submit a proposal for an unrelated new project or a related project that represents a considerable advancement of the previous project.

Eligible expenses (not exhaustive list):
Wages, consulting or data analysis fees, equipment, supplies, travel for conducting research.

Ineligible projects & expenses (not exhaustive list):
Dissertation research, conference/institute travel and fees, an individual’s scholarship that is not of relevance to a large proportion of the POD membership, implementation of a new program (face-to-face or online), routine operation expenses.

Previously funded projects (sample list)
Burdick, Dakin, Endicott College, Gathering POD’s Oral History
Chism, Nancy, IUPUI, Professionalizing the Entry Preparation of Educational Developers
Donnelli, Emily, Amber Dailey-Hebert, & Jean Mandernach, Park University, Creating Inclusive Professional Enhancement Programming for Geographically-Dispersed Faculty: Uncovering and Disseminating Best Practices
Fisher, Beth & Pat Brown, Washington University in St. Louis, Utilizing Pedagogy to Help Graduate Students Write Effective Teaching Philosophy Statements
Hines, Sue, St. Mary’s University of Minnesota, A Study Investigating Faculty Development Program Assessment Practices at Established Centralized Centers
Schönwetter, Dieter J., University of Manitoba, & Donna Ellis, University of Waterloo, Peeling Back the Layers: Competencies in U.S. and Canadian Graduate Student Development Programs and Developers' Preparation to Teach Them
Schroeder, Connie, University of Wisconsin-Milwaukee, SoTL Program, Institutional Initiatives, and Faculty Development: Researching Models, Attributes, and Practice

Proposal Review & Evaluation Criteria
All grant proposals undergo blind review. Please limit identifiable information to the Cover Page. The committee will not review proposals that include information identifiable to an individual, center or institution, except on the cover page.

POD Grants Committee: Laurel Willingham-McLain, Chair; Angela Linse, Dakin Burdick, Dieter Schönwetter, Carolyn Oxenford; Michael Theall, Liaison to Executive Committee

Reviewers will use the following criteria to evaluate grant applications:
Importance & scope of the project Strong proposals will successfully argue for the centrality or critical nature of the issue addressed. The text should include a brief literature review and indicate how this project adds to the existing research and promises to have a sustained impact on the POD community. Strong proposals will advance the mission and values of POD, and will demonstrate that other POD members and institutions are interested in and will be able to access and use the results of the project. Cross-institutional projects are encouraged but not required.

Proposal rationale and description Each proposal should include explicit objectives for the project, a one-year timeline, an indication of who will perform the various roles, and a description of the intended products.

Probability of success


Evidence of sufficient institutional support

Evidence of PI’s and CoPIs’ prior experience with a similar project or ability to undertake the project (e.g., through academic preparation or prior work experience).

Proposed year-long time line is sufficient to achieve objectives

Budget and justification Each item in the budget should be associated with an amount and a brief justification for its inclusion. The amounts seem reasonable and the outlined expenses are directly relevant to meeting the project objectives outlined above.

Evaluation and dissemination


Clear and feasible plan for evaluating the success of the project. Are the identified evaluation methods likely to provide evidence that the objectives have been achieved?

Plan for dissemination beyond the required submission of a POD conference proposal or a To Improve the Academy chapter (reminder: acceptance of proposals and manuscripts is not guaranteed).

Awardee Expectations
All recipients are expected to:
Conduct the research as proposed, to the best of their ability, and keep the POD Grants Committee Chair apprised of changes that might need to be made in their plans

If Internal Review Board approval is required or advised, keep the Chair informed of IRB status

Provide a brief mid-year report by February 1, 2011

Submit a one page final report that describes: a) project activities, b) impact on recipients’ professional development, and c) usefulness to faculty and TA development community by September 1, 2011

Submit a POD Conference proposal or a manuscript to To Improve the Academy in 2011 or 2012 based on the findings of your grant work (all conference proposals and manuscripts will undergo peer review; acceptance is not guaranteed)

Acknowledge the funding from POD when presenting and publishing the findings

Be willing to serve on POD Grants Committee in future years

Grant Submission Process
Follow the format outlined in the POD Grant Proposal Checklist 2010-2011 @:

Proposal due date: Friday, June 4, 2010


Proposals accepted only in MS Word 2003-2007 format


Document naming convention: PISurname.doc

E-mail your proposal to Grants Committee Chair, Laurel Willingham-McLain willingham@duq.edu

Use subject heading: 2010 POD Grant Proposal

Applicants will be notified of the decision by Friday, July 30, 2010
Share/Bookmark

Dillard University A Village Called Versailles Film Discussion 052210

        
http://www.slideshare.net/ccharles/dillard-university-a-village-called-versailles-film-discussion-052210
Share/Bookmark

Faculty Focus Special Report - 051910

Synchronous and Asynchronous Learning Tools: 15 Strategies for Engaging Online Students Using Real-time Chat, Threaded Discussions and Blogs

Share/Bookmark

Faculty Focus Special Report - 052110

Philosophy of Teaching Statements: Examples and
Tips on How to Write a Teaching Philosophy Statement

Share/Bookmark

Faculty Focus Special Report - 051110

Effective Group Work Strategies for the College Classroom

Share/Bookmark

The Journal of Blacks in Higher Education - May 20, 2010

Five African Americans Elected to the American Academy of Arts and Sciences

The American Academy of Arts and Sciences is one of the nation's most prestigious honorary societies. It has a membership of more than 4,000 scholars from a wide variety of academic disciplines including all the natural sciences. Its membership includes at least 250 Nobel Prize winners and more than 60 winners of a Pulitzer Prize. This year, 229 new fellows were elected to the American Academy of Arts and Sciences. As in past years, the academy has not disclosed the racial makeup of the new members. But through an analysis of the new members list, JBHE has been able to determine that at least five of the 229 new members are black.


The following are the new African-American members:
Roger W. Ferguson Jr. is an economist who serves as president and CEO of TIAA-CREF. He is the former vice chairman of the board of governors of the U.S. Federal Reserve System. He holds a bachelor's degree, a Ph.D., and a law degree, all from Harvard University.


Joseph S. Francisco is the William E. Moore Distinguished Professor of Physical Chemistry at Purdue University in West Lafayette, Indiana. He is a graduate of the University of Texas and holds a Ph.D. from the Massachusetts Institute of Technology.


James Sidney Jackson is the Daniel Katz Distinguished University Professor of Psychology and director of the Institute for Social Research at the University of Michigan. He holds a Ph.D. from Wayne State University.


Olufunmilayo I. Olopade is the Walter L. Palmer Distinguished Service Professor of Medicine, founding director of the Center for Clinical Cancer Genetics, and associate dean for global health at the University of Chicago. She is one of the nation's leading scientists in breast cancer research.


Theodore Walter "Sonny" Rollins is a jazz saxophonist and composer from New York City. Now 80 years old, Rollins began performing on the piano at age 11.


All told, there are about 4,000 members of the American Academy of Arts and Sciences. By JBHE's count there are 101 African-American members. Thus, approximately 2.5 percent of all members are black.


SANDRA M. PHOENIX
Program Director
HBCU Library Alliance
sphoenix@hbculibraries.org
www.hbculibraries.org
404.592.4820
1438 West Peachtree Street NW
Suite 200
Atlanta, GA 30309
Toll Free: 1.800.999.8558 (Lyrasis)
Fax: 404.892.7879
www.lyrasis.org
Honor the ancestors, honor the children.


Register now http://www.hbculibraries.org/html/meeting-form.html  for the October 24-26, 2010 HBCU Library Alliance 4th Membership Meeting and the "Conference on Advocacy" pre-conference in Montgomery, AL. The Pre-Conference and Membership meeting are open to directors and other librarians.
Share/Bookmark