DILLARD UNIVERSITY STUDENT ASSESSMENT OF SUMMER SCHOOL 2011 FACULTY

Office of Academic Affairs


Dr. Keith M. Wismar, Interim Coordinator of Academic Assessment

DUICEF Room 244 ■ Phone: 816-4138 ■ Email: kwismar@dillard.edu


TO: MEMBERS OF THE FACULTY TEACHING SUMMER SCHOOL CLASSES


FROM: Phyllis W. Dawkins, Ph.D.

Provost and Senior Vice President for Academic Affairs


RE: STUDENT ASSESSMENT OF SUMMER SCHOOL FACULTY


DATE: July 5th, 2011


In order to assure that all Summer Session 2011 course offerings are evaluated by students, the Student Assessment of Instruction will be administered July 12th -July 15th, 2011 for each class section offered during the Summer Session 2011. The evaluation will require no more than 15 minutes; therefore, you are requested to meet your classes as usual and to leave the last 15 minutes for the assessment.


To assist in completing this cycle of student assessment of instruction, you are requested to abide by the following procedures:


1. Pick up your envelopes of assessment instruments from your department office beginning Tuesday July 12th (one envelope for each class with class number and instructor’s name). Please have the students fill out the reporting form for each class according to the provided instructions on the survey instrument using a #2 pencil.


2. Inform students, in advance, that the student evaluation of faculty instruction is scheduled for Tuesday July 12th through Friday July 15th, 2011. Please remind all students that they should bring a #2 pencil to class on the date chosen by the instructor.


3. Identify, in advance, a responsible student volunteer who can confidentially administer the survey and can be trusted to deliver the completed surveys to the Office of Academic Affairs.


4. During the week of administering the survey, take the appropriate envelope to your class.


5. Instruct the student volunteer to pass out the instruments to the class members. At the end of the period, the student should collect the completed instruments, place them in the envelope securely, and deliver the envelope to the Office of Academic Affairs (Rosenwald Room 203).


6. After passing the envelope to the student, the faculty member is required to leave the classroom.


7. Make every effort to involve each of your students in the evaluation. (Try to reschedule the assessment for students who are absent at the first administration).


All faculty members are encouraged to report unforeseen problems to Dr. Keith Wismar at kwismar@dillard.edu. Thank you for your assistance in completing the student evaluations!

DILLARD UNIVERSITY STUDENT ASSESSMENT OF SUMMER SCHOOL 2011 FACULTY

WIAReport Weekly Newsletter 7-5-11

WIAReport Weekly Newsletter 7-5-11

Dillard University’s Division of Student Success Begins Summer 2011 Intern Program under the Office of Student Affairs

Dillard University’s Division of Student Success has launched its 2011 Summer Internship Program. . The internship program is distinctly developed and especially unique to individuals who desire to work in Higher Education. The initial internship program began last summer in June 2010. Kristen Mruk and Lonnie Booker were the only two (2) participants. This year we are excited to announce that we have six (6) new graduate students from various areas of the country selected to participate in the 2011 Summer Internship Program.

Olumide Adeyemo Philadelphia, Pennsylvania

Devin Lee James Baltimore, Maryland

Brandon Hines Baltimore, Maryland

Quinton Stroud Fountain Inn, South Carolina

Jarvis Barnes Ft. Meyers, Florida

Tai Quay Smith Ft. Lauderdale, Florida

The internship participants will be assigned in the various departments within the Division of Student Success such as Student Affairs, Enrollment Management, Student Support Services, Residential Life, and Student Activities. The internship is non-paid.The 2011 Summer Internship Program commences on June 13th and concludes on August 15, 2011. The program is coordinated by Mr. Kyle Turman and Mr. Jerald Bowman in the Office of Student Affairs.

Dillard University’s Division of Student Success Begins Summer 2011 Intern Program under the Office of Student Affairs

A Message from the AVP of Information Technology and Telecommunications at Dillard University

Colleagues,

I am happy to announce that this weekend with the approval of the senior cabinet, we will be migrating our email services to a more robust and flexible environment in-house. ITT has recently procured and installed the necessary hardware and software to host our email services in-house allowing us to take advantage of all of the features of the latest exchange email services product which includes reduced deployment costs, simplified high availability and disaster recovery, greater mobility and flexible access, safeguards for sensitive information and reduced risk of malware and spam.

What these features translate to for you and allow us to do is first and foremost provide you with the email space you need to accommodate your current needs plus some growth. Currently our outsourcing environment allocates 2gb (gigabytes) of email space per email box per person and we have reached our limit on the amount of space our budgeted dollars will buy. By default, in our in-house environment, each email box will be allotted double the space plus some allocated in our current environment (from 2gb to 5gb). We have also reached the limit on the number of email accounts our budgeted dollars could buy meaning that we cannot accommodate new accounts. And finally, our outsourcing environment by its very nature injected a relatively heavy toll on our network. We anticipate lessening that burden.

As excited as we are about making the move in-house we need your assistance to ensure a smooth transition. The purpose of this communiqué is to inform and to make you aware that in order to accomplish the migration task email services will be interrupted beginning at 7:00 pm on Friday, July 1st through 8:00 am on Tuesday, July 5th. What this means to you is the following:

• For the duration of the interruption, the flow of email to your pc, workstations or devices connected to our current email system will stop. This is because we will have to migrate your existing email from the outsourced server to the in-house repository. We anticipate that this migration will go smoothly, however, since the data is flowing over the network, the speed of the migration will be impacted by the amount of traffic on the network. Minimal network traffic means maximum migration speed, thus our reason for choosing to do the migration on the weekend when networking traffic is minimized.

• No other systems will be affected. Jenzabar, MyDU, website access and other IT functions and resources will be unaffected albeit they may run a little slower than normal.

• For those of you using personal devices to receive Dillard email, you will more than likely see some strangeness associated with Dillard email delivery for the duration of the interruption. With so many devices in use out there I cannot begin to describe what your device will do. Just be aware that it may or may not function properly. Also note that the change will necessitate reconfiguring your device to ensure it works properly with the new environment once the migration is complete.

As usual thank you very much for your time, patience and understanding as we strive to deliver a quality product that we believe you truly deserve. In the event you have any questions, concerns or feedback please to not hesitate to call or email me directly and I will address your query as soon as possible. A second email will follow this one detailing what needs to be done on your pc, workstations and devices to ensure a seamless transition to the new service.


Thanks sincerely,

James P. Hobbs III

AVP Information Technology and Telecommunications

Dillard University

2601 Gentilly Boulevard

New Orleans, LA. 70122

jhobbs@dillard.edu

(504) 816-4716 phone

(504) 816-4889 fax

A Message from the AVP of Information Technology and Telecommunications at Dillard University

Dillard University Summer 2011: Blackboard Faculty Course Assignments and Students Enrollment.

To Summer Faculty Teachers,


Please be reminded that all course teaching adjustment has to be initiated by the Coordinator of the your program or the Chair of the Department, and then forwarded to the Registrar for MyDu and Blackboard updates. I recommend that whosoever handles the adjustment copy me as the same information is been sent to the Registrar.

For students enrollment, please do not send students to my office. It is unnecessary and a waste of the student’s time. As soon as the Registrar completes her preliminary student registration data report, such data is sent to my office for formatting and upload to Blackboard. Just inform your students that the login format is as illustrated below:

Login ID: Firstname.Lastname (e.g. John.Anderson)
Password: Student ID (e.g. 2434113)

If you have questions, please send me an email to that effect.

Thanks,

Azubike Okpalaeze, Ph.D.
Dillard University Office of Academic Affairs
Coordinator of Instructional Technology
2601 Gentilly Blvd
New Orleans, Louisiana 70122
(504) 816-4779
aokpala@dillard.edu

Dillard University Summer 2011: Blackboard Faculty Course Assignments and Students Enrollment.

Inside Higher Ed: Blackboard Gets Bought

The e-learning giant, known for gobbling up smaller companies, is gobbled up by a private equity firm. What does it mean for customers? more

Inside Higher Ed: Blackboard Gets Bought

EDUCAUSE: Mobile Computing 5-Day Sprint Summary

The EDUCAUSE 5-Day Mobile Sprint, held on April 25–29, demonstrated how mobile computing is changing higher education.


Now, you can view a full summary and revisit the resources from the week. If you participated, please take this short evaluation and give us your feedback on this pilot experience.

During the 5-Day Sprint, innovative ideas were explored via web seminars, online conversations, Twitter, and blog posts. The Sprint community assembled a foundation to build continuing best practices in areas such as:


Faculty experimentation
Immediate feedback
Innovative and enterprise mobile apps
Cybersecurity and privacy-related threats

EDUCAUSE: Mobile Computing 5-Day Sprint Summary

Campus Technology: Google Beefs Up Online Storage for Apps for Education

By David Nagel06/24/11


Google is increasing the amount of storage it provides to institutions that use its free Apps for Education platform.

Google Apps for Education is the widely deployed, free, hosted application suite that includes communications tools like as Gmail, voice and voice chat, Google Calendar, and instant messaging; collaboration apps, such as Google Docs, Google Sites, and Google Groups; and various administration features and APIs for integration with existing systems. According to a Google spokesperson, there are "12 million students, faculty and staff actively using Google Apps for Education" at present.

According to a blog post today, e-mail storage space for Apps for Education users is being increased from 7 GB to 25 GB for each mailbox. Mailboxes for current users will be expanded automatically "over the course of the next few weeks."

Google also highlighted 25 recent institutional additions to its hosted service, including eight school districts and 17 colleges, universities, and business schools. MORE

Campus Technology: Google Beefs Up Online Storage for Apps for Education

Dr. Education, PhD: Top 50 Blogs By Education Professors

Top 50 Blogs By Education Professors


Written by Rachael at 07:00 am on 29th June, 2011 Education, Education Administration

As you strive for a Ph.D. in education, it can help to have access to a number of different resources. The education of the next generation is an important duty, and you can make it a career. If you are stuck for ideas and inspiration, you can usually look online for a number of resources. One of the best resources is the large number of blogs on education.

If you are interested in education, you can learn from education professors. Those who teach about educating others can be a wealth of information — especially if they are professors teaching on a college level. You can get access to ideas, insights and more. If you are interested in reading about what’s happening with education today, here are 50 great blogs by education professors:

General Education

These professors blog about general topics in education. You might find a number of topics addressed, related to education. These can make great resources for news, research and more. Includes English education and more.

1.English Education Professor: This professor blogs about teaching English, and includes edtech resources for professors and teachers.

2.Professor Josh’s Blog: Takes a look at educational technology, and helps instructors design courses.

3.The Teaching Professor Blog: Great insights from one of the foremost education experts.

4.Critical Mass: This research fellow at the American Council of Trustees and Alumni is a former professor who blogs about education in America.

5.WorldWise: Various professors and researchers contribute to this look at global education.

6.Pedablogue: This professor looks at the scholarship of teaching.

7.Sherman Dorn: Addresses issues of traditional education.

8.The Classroom Conservative: English professor looks at education and the system.

Educational Technology
These blogs include professors who teach about educational technology. Plenty of interesting insights about what’s next for education.

9.Educational Technology Professor: Looks at education, technology and issues in education.

10.Educational Technology Newsletter: The folks at UMass Boston take a look at edtech.

11.OLDaily: Working with the National Research Council of Canada, looking at education and the Internet.

12.Mama Musings: The Internet, technology and education.

13.EdTechPost: Scott Leslie is the Research Coordinator for Educational Technology at the Centre for Curriculum, Transfer and Technology in Canada.

14.Professor Merryman: Looks at virtual world language learning.

15.Leigh Blackwell: Aussie professor looks at technology and learning.

16.open thinking: Another great edtech blog from a Canadian professor.

17.Educational Technology: Learn more about technology in education.

18.TechTicker: University of New South Wales technologist offers insights into edtech.

19.Using ICT in Further Education: Improving education through technology.

20.Adobe Education Leaders: A look at technology in education, from multiple authors, some of them professors.

Education Administration
If you are interested in becoming a principal, or working as a higher-up in a school district, these professors who blog about education administration can help. Learn about what it takes to be an education administrator.

21.Dangerously Irrelevant: Looks at leadership and technology, and the future.

22.Ray Calabrese’s Buckeye Blog: This professor of Educational Administration has a lot of insight to offer.

23.TechIntersect: A great blog written by different professors about using technology in education and in administration.

24.Principals of The Future: Wiki written by different educators, including professors, about what’s next in administration.

25.LeaderTalk: Contributors include professors.

Elementary, Secondary and Special Education
There are plenty of people interested in educating the youngest of students. If you are interested in how to educate elementary school children. Junior high and high school students have specific needs, and the techniques that work to teach younger children won’t work on these more sophisticated students. Find out more from elementary and secondary education professors, as well as learn from special education professors.

26.The Miss Rumphius Effect: This blog is aimed at teach children literature and other concepts. Written by the Department of Education chair at the University of Richmond.

27.LTTO: Learn to teach online from this professor teach elementary education at Ball State.

28.Digital Writing, Digital Teaching: This professor aims to help teachers reach their young students through digital methods.

29.Alan Singer: This Hoftra professor blogs about education issues, especially those related to elementary and secondary education.

30.Special Education Today: A look at special education trends, as blogged by different authors.

31.Teach Effectively!: This professor looks to help teachers whose students have disabilities, or whose students are at risk.

32.Culturally and Linguistically Diverse Individuals with Disabilities: An interesting blog from the University of Hawai’i.

33.Dr. Roxanne Henkin’s Blog: Learn more about issues in childhood education.

Higher Education and Adult Education
These professors include those who prepare their students to teach in college, university and technical/vocational school settings. Additionally, adult education professors, including those that specialize in high school equivalency education, adult literacy and continuing education, are featured in this section.

34.A Millenial Professor’s View of Higher Education: This professor focuses on communication technology in higher education.

35.Rick Osborn’s Continuing Education Blog: A look at higher education and adult education.

36.Higher Education, etc.: This blog is written by a doctoral student, who also teaches classes.

37.CEHD News: A blog from the University of Minnesota’s College of Education and Human Development. Interesting news and resources.

38.ProfHacker: Information from two professors on teaching in college.

39.One Ontario College Prof’s Blog: A look faculty relations.

40.Adventures in Canadian Post-Secondary Education: An interesting perspective from this education professor.

41.Adrian Barlow’s Blog: The Institute of Continuing Education at Cambridge has a blog devoted to education.

42.Continuing Education: This adjunct offers great insights.

Educational Psychology and Counseling
Part of any good education program includes some information on school psychology and counseling. Learn the basics of educational psychology, and counseling from these professors who are doing research and teaching about these subjects.

43.TeachingEdPsych: A great wiki/blog from ed psych professors.

44.Education Psychology, 2010: Irregularly updated blog about ed psych.

45.School Psychology Blog with Dr. Gaston Weisz: School psych issues, included development and disabilities.

46.Child-Psych: A look at child psychology and school.

47.Teaching Educational Psychology SIG: A look at how to teach ed psych.

Library and Resource Management
Many educational librarians and resource managers need classes as well. These professors provide great insights and helpful ideas.

48.Information Wants To Be Free: Librarian, and professor looks at combining learning and technology.

49.Costen Children’s Library: Great resources on children’s literature and education.

50.Scott Nicholson: This library sciences professor shares all sorts of information in a LiveJournal blog, YouTube blog and audio podcasts.

Dr. Education, PhD: Top 50 Blogs By Education Professors

The Chronicle of Higher Education: Black Colleges Still Play a Vital Role in Education

June 26, 2011
By Walter M. Kimbrough

This past May, I was invited to speak to a Sunday-school class at a local United Methodist church. I talked about how being a president is a calling for me, and how I have to exercise a great deal of faith to do my job. I am the president of a United Methodist-affiliated, historically black college, so faith plays a huge role in everything that I do.

I also spoke about the radical transformation of Philander Smith College, including our greatly improved retention rates, graduation rates, and rankings, as well as our focus on social justice. And I talked about my admiration for Benjamin Mays, president of Morehouse College when Martin Luther King Jr. was a student there. Mays mentored his students, and I try to connect with mine as he did—through meaningful personal connections.

After my talk, I invited questions, and the group of mostly elderly white men and women had plenty. They wanted to know more. Then inevitably, toward the end, an audience member asked the question—the one asked, in various ways, of every president of a historically black college or university by people with limited knowledge of black colleges:

Do we still need HBCU's?
In this instance, the audience member phrased his question by asking if HBCU's are a holdover from a previous era, an anachronism incongruent with modern America. I was ready with an answer: I talked about providing options for students, and offering the best fit in order to improve their chances of graduating.

But then I went further and said that even if we eliminated HBCU's, the result would not be greater engagement between races at predominantly white institutions.

Most campuses feature black fraternities and sororities, a black student union, and multicultural-affairs offices. So just because a black student attends a predominantly white college, that doesn't mean he or she will have meaningful interactions with people of other races. In fact, black students can have experiences that are radically different from those of their white peers. I speak from experience, as a graduate of the University of Georgia.

Yet last fall, Jason L. Riley wrote a critique of HBCU's in The Wall Street Journal, suggesting that they are no longer necessary, since there are so many traditional colleges now willing to give black students a chance, and more black students are attending those colleges. A few weeks later, Richard Vedder, writing on the Chronicle blog Innovations, pointedly asked the question in a post titled "Why Do We Have HBCU's?" In the post, Vedder claimed to be disturbed by race-based institutions and the fact that we "subsidize and promote institutions that celebrate homogeneity," and suggested that we should "rethink the public funding of this anachronism from the past."

My wife, a higher-education attorney, is a graduate of a small HBCU, Talladega College. We often discuss articles critical of HBCU's, as well as the frequently weak responses from the HBCU community, which tends to rely on outdated platitudes about providing access, making lemonade from lemons, and so on. The truth is, some criticisms of HBCU's are valid. So we must do a better job: Nothing silences critics like success.

Still, my wife recently wondered aloud, why isn't there the same level of outrage about segregation in K-12 education? Don't we all subsidize homogenous public schools? Aren't we using public funds to maintain segregated schools, which really are supposed to be a relic of the past?

The answer, disturbingly, is yes. Even I, as a homeowner, subsidize segregated schools.

I live in Little Rock, Ark., where the first major test of the decision in Brown v. Board of Education took place one mile from my office. Today, Little Rock is about 55 percent white, but the public schools are almost 70 percent black. My own ZIP code is 51 percent black—yet we are zoned for an elementary school that is 93 percent black. When we tried to get our daughter into a more diverse school through a magnet program, we were denied. Our options were to go out of the way for a desegregated county public school, or pay thousands of dollars for a private school with few students or teachers like her, while our tax dollars support segregated schools.

And yet there is no outrage about the resegregation of public education.

Thomas M. Shapiro, author of The Hidden Cost of Being African-American: How Wealth Perpetuates Inequality (Oxford University Press, 2004), writes that white students are the most segregated schoolchildren, the result of a purposeful action on the part of their parents to create a competitive educational advantage. Because of the wealth imbalance among races, many white parents are able to avoid high-poverty schools that fail because of economic segregation. Parental resources vary greatly by race, Shapiro points out, adding that "educational quality results primarily from where children live and the resources their parents can provide."

Instead of working to end segregation at K-12 public schools, and fix their systemic failure to educate poor and minority students, some critics choose to attack HBCU's instead. It's been fashionable to label HBCU's as anachronisms while conveniently ignoring the racial and financial realities in America. The real truth is that HBCU's are not a relic of the past, because segregated schooling for our children is not.

When I was asked "the question" that Sunday morning at the church, I was the only black person among the 40 or so people in the room. While the church's pastor is progressive, only two of its 1,200 members are black. After I spoke, I went to my church for service, and of the 200 people there, two were white.

As Americans, we still live in segregated communities and attend segregated places of worship. Our children attend largely segregated schools. We must address the day-to-day reality of residential segregation, which causes us to lead, in many cases, segregated lives, no matter where or if we go to college.

Many people quote King's dream to justify closing HBCU's, but based on where we live, how we educate our kids, and how we worship, few of us live that dream. The fact remains that the man with the dream attended an HBCU and was inspired by his college president to address the social injustices of his time. HBCU's today are mentoring the next generation of leaders in a way that only we can.

That kind of inspiration will never be anachronistic. In fact, we need more of it.

Walter M. Kimbrough is president of Philander Smith College.

The Chronicle of Higher Education: Black Colleges Still Play a Vital Role in Education