CALL FOR PROPOSALS: 2012 INTERNATIONAL CONFERENCE FOR THE SOCIETY FOR TEACHING AND LEARNING IN HIGHER EDUCATION

www.universitas.hr/wp-content/uploads/2011/11/stlhe.pdf
Centre Mont-Royal
Montreal, Quebec, Canada
June 19 - 22, 2012


The Society for Teaching and Learning in Higher Education (STLHE) invites proposals for presentations at its 32nd Annual International Conference - “Learning without boundaries? Apprentissage sans limites?”


The theme of this conference is learning without boundaries. Questions to explore include:
• Does learning have boundaries?
• What boundaries do we have or need?
• Are boundaries productive? Constructive? Liberating?
• Which boundaries need to be re-drawn, crossed, broken or maintained?


The theme invites participants to expand their boundaries and /or bridges in areas related to:
• Research
• Teaching practices
• Learning environments
• Language, culture, and disciplines
• Learning support services such as: libraries, student services, service learning, stages/internships


Deadline
All proposals must be submitted by midnight Thursday January 19, 2012.


More Information
For more information and the full Call for Proposals, please visit the Conference website: www.mcgill.ca/stlhe2012sapes  



Effi Kaoukis
STLHE 2012 Conference Administrator
McGill University
Teaching and Learning Services
McLennan Library Building
3459 McTavish St, MS 12
Montreal, Quebec, H3A 1Y1
Tel: (514) 398-5670
Fax: (514) 398-8465
Email: stlhe2012sapes@mcgill.ca
Website: www.mcgill.ca/stlhe2012sapes

CALL FOR PROPOSALS: 2012 INTERNATIONAL CONFERENCE FOR THE SOCIETY FOR TEACHING AND LEARNING IN HIGHER EDUCATION

Tomorrow's Professor: Tenure Reconsidered (a Bit) - Scholarship was reconsidered. Tenure, not so much

http://derekbruff.com/site/tomprof/?p=193

That's the conclusion of a new book, The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact (Jossey-Bass),[http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0470599081.html] the latest in a series of examinations by the Carnegie Foundation for the Advancement of Teaching of the impact (potential and realized) of the late Ernest Boyer's 1990 work, Scholarship Reconsidered.



The new book is full of examples of the impact of Scholarship Reconsidered -- in the work of faculty members at all kinds of institutions. Further, the new book argues that the ideas of Scholarship Reconsidered could dovetail nicely with the assessment movement, given that both focus on student learning outcomes. But the work being released this week finds mixed results when it comes to applying Scholarship Reconsidered to the tenure and promotion process -- and acknowledges that this reality may be holding back efforts to institutionalize Boyer's ideas.


Boyer's central idea in the book was to question the dichotomy of teaching and research as separate, largely unrelated functions. He promoted the idea of "the scholarship of teaching" in which the rigors of controlled experiments, peer review, and sustained research would be applied to pedagogy -- from the redesign of courses to developing entirely new curriculums or rethinking a classic textbook. Central to his thinking was that colleges and universities needed to reward such contributions -- and to do so not just in the teaching and service portions of the teaching/research/service split of promotion criteria. Rather, Boyer and his supporters have argued, these contributions should be seen -- just as a lab breakthrough or a monograph might -- as research contributions to a discipline.


But that's not happening with any consistency, the new book says.


"[T]here remains a troubling gap between rhetoric about teaching's value and the realities of teaching's recognition and reward," write the three authors, Pat Hutchings, director of the Carnegie Academy for the Scholarship of Teaching and Learning; Mary Taylor Huber, a senior scholar emerita at the Carnegie Foundation; and Anthony Ciccone, a professor of French and director of the Center for Instructional and Professional Development at the University of Wisconsin at Milwaukee.


Even amid widespread interest in applying the ideas of the scholarship of learning, they write that progress will be held back, and careers will not be rewarded appropriately, without change.


"This work must be recognized and rewarded in systems of faculty evaluation if it is to influence what larger numbers of faculty (not just heroes, saints and martyrs) see as possible and desirable to do in their roles as teachers, citizens of their institutions and disciplines, and contributors to knowledge," the book says.


Within the faculty reward rubric, the authors write, Boyer's ideas have contributed to a more systematic approach to evaluating teaching. But there has been very limited adoption of his ideas in the evaluation of research (for those who wish to count such contributions as research). Even with some policies that encourage faculty members to do so, the book says that "campus leaders are quick to point out that recognition for the scholarship of teaching and learning as research is by no means yet assured."


The book calls for campus leaders to develop specific policies and timelines to assure that this changes, but the book acknowledges that change could continue to be slow.


In an interview, Huber, one of the authors, stressed that she did see real progress in considering the scholarship of teaching and learning with regard to evaluating teaching. Boyer's ideas have resulted in reviews of teaching that are "so much more than student evaluations," she said.


Counting these contributions as research is more difficult, Huber acknowledged. She noted that, in many cases, colleges have general policies, and leave it to academic departments to define how to carry out those policies. "Until recently, you could easily have committees where very few people other than the person under consideration for tenure was knowledgeable about these approaches," she said.


Huber said that she is hopeful that change will spread, and that more faculty members will be awarded tenure or promotions on the basis of their scholarship of teaching. "But the progress is uneven and difficult to track," she said. One goal for the book is to encourage more discussion of these issues, so that the progress may be less uneven in the future, she said.

Tomorrow's Professor: Tenure Reconsidered (a Bit) - Scholarship was reconsidered. Tenure, not so much

CUR Dialogues 2012 - Last Chance for Discounted Registration

http://www.cur.org/12curdialogues/12cd.html 

February 23-25, 2012
Hamilton Crowne Plaza
Washington, D.C.


Early Registration Deadline - December 1, 2011


CUR Dialogues is designed to bring faculty and administrators to Washington, D.C. to interact with federal agency program officers and other grant funders.


Workshops and Plenary Sessions will:
• tell participants about grant opportunities in research and education, both new and ongoing;
• assist faculty learn how to find new funding opportunities;
• assist faculty develop grant proposal writing skills.


Participants will:
• meet in small groups and talk with program officers and grants management officers -- NSF, NIH, NEH, NEA, Dept. of Energy, Dept. of Ed, and more;
• take the opportunity to communicate directly with program officers and grants administrators concerning grant requirements and funders’ priorities;
• share ideas with colleagues.


In addition, CUR Dialogues provides a setting for funders to learn of the interests, needs, and concerns of researchers and educators relative to funding opportunities. CUR Dialogues has spawned many ideas for grant programs, and have helped agencies to refine their program guidelines.


Who should attend: Faculty at all career stages; undergraduate research directors; grants administrators; development officers.


For more information visit the CUR Dialogues information page.
Council on Undergraduate Research

734 15th St, NW, Suite 550
Washington, DC 20005
www.cur.org
cur@cur.org
(202)783-4810
(202)783-4811 fax

CUR Dialogues 2012 - Last Chance for Discounted Registration

Diverse Issues in Higher Education: Black-owned Newspapers Join HBCUs, Black Churches in HIV/AIDS Fight

http://diverseeducation.com/article/16652/

November 21, 2011
by B. Denise Hawkins


Saying that “we have been silent for too long,” a group of African-American newspaper publishers have enlisted the support of Black colleges and churches as they prepare to wage a war against HIV/AIDS using their own media outlets to inform readers, advocate for prevention, and hopefully save lives.


By next January, the publishers of more than 50 Black newspapers, most of them weeklies, in Georgia, Tennessee, Florida, South Carolina, North Carolina, Alabama and Mississippi say they plan to start regularly carrying advertising, running columns, publishing news stories, and posting video on their official websites that address the AIDS crisis and what their readers can do to protect themselves against the disease.


The region these papers represent—the southeast—is where more than 41 percent of those living with AIDS in the United States reside and where the highest number of new AIDS cases is reported, a 2010 report from the Southern AIDS Coalition found.


Meharry Medical College, NIMHD/Health Disparities Research Center in Nashville, Tenn., was the co-sponsor of the annual meeting of publishers and owners, representing the southeast region of the National Newspaper Publishers Association (NNPA). Their annual meeting in Orlando, 17-18 November, was devoted to education about HIV/AIDS and the escalation in rates of sexually transmitted diseases (STDs). The Southeast Region Publishers’ HIV/AIDS Awareness Conference: Caring for Communities of Color brought together more than 80 Black college students and their advisers, HIV/AIDS scientists, faculty, clergy and members of the Black Press to heighten awareness and begin a dialogue around a disease that’s now in its 30th year.


“We are committed to telling these stories and educating our communities,” said the Rev. Dr. R.B. Holmes Jr., president of the National Newspaper Publishers Association (NNPA) Southeast Region and publisher of the Capital Outlook in Tallahassee, Fla.


“The strategy for our papers is going to be to write about it (HIV/AIDS), tweet about it, blog about it, teach it, and preach it. No longer will the Black Press be silent when it comes to HIV/AIDS,” Holmes added.


About a dozen HBCUs were in attendance. During the conference, the publishers also began discussions about extending NNPA membership to Black college newspapers.


Holmes said the HIV/AIDS “movement” being launched by the NNPA will include working with HBCU campus newspapers, radio and television stations, fraternities and sororities, and administrators, all necessary resources for delivering important HIV/AIDS prevention and education messages to college students who account for about 55 percent of all HIV infections among those ages 13 to 24, according to the Centers for Disease Control and Prevention (CDC).


Participants also heard about another troubling young population group at high risk for contracting HIV—African-American men (13-29) who have sex with men or MSMs. These males accounted for 14 percent of new infections in 2009, said Dr. Donald Alcendor, an HIV scientist with the Center for AIDS Health Disparities Research at Meharry Medical College, who described his presentation, “An Overview of HIV/AIDS,” as scientifically based and often “hard-hitting.”


Locally in Nashville, teens, their parents and teachers have been a special focus of Meharry’s HIV/AIDS education outreach in the community, added Alcendor, who regularly brings these students to the campus and into his research.


“We are prepared to share the outreach model that we developed at Meharry with the NNPA. The model doesn’t have to be focused on teens, but, when you see the number of new infections among 13- to 29-year-old Black youth and men having sex with men, they may want to use it,” Alcendor said.


Holmes said the publishers are also looking to Meharry for models and resources that can help HBCU students make healthy life choices, including being tested for HIV and sexually transmitted diseases.


Melva Lisa McDonald-McGee, M.Ed., who directs the HBCU Wellness Project/CoverKids Initiative at Meharry, and Dr. Wilbert C. Jordan, an associate professor of internal medicine at the Charles R. Drew University of Medicine and Science in Los Angeles, also led conference workshops.


“This was truly an exciting marriage,” said Dr. Pat Matthews-Juarez, a professor in the Department of Family and Community Medicine at Meharry Medical College of the first-ever gathering that brought together those she said who are not often at the same table when it comes to mobilizing around HIV/AIDS in the Black community—religious leaders, academics, students, researchers and the media.


Matthews-Juarez, a conference organizer and presenter, said “we provided them with plain talk about HIV/AIDS as well as scientific talk that got translated in a way that everyone could understand, take back with them, and use.”


As African-Americans, who account for more than 50 percent of all new cases of HIV, continue to bear the most severe burden of the disease, Matthews-Juarez said stepped-up education is needed to “eliminate and reduce the number of new cases we are seeing in the Black community and among our college students.”

Diverse Issues in Higher Education: Black-owned Newspapers Join HBCUs, Black Churches in HIV/AIDS Fight

CMHDRE's Fifth Health Disparities Conference

 http://xula.the1joshuagroup.com/Support_Files/Flyer.pdf

Achieving Health Equity through Access, Advocacy, Treatment, and Policy Development



March 6-8, 2012 :: New Orleans, Louisiana


Xavier University of Louisiana College of Pharmacy's Center for Minority Health and Health Disparities Research and Education (CMHDRE) will host its Fifth Health Disparities Conference March 6-8, 2012 in New Orleans, Louisiana. Conference participants will include clinicians (pharmacists, nurses, physician assistants, and other allied health professionals), health policy makers, health educators, and public and community health leaders whose work incorporates the use of mid-level providers to build partnerships to eliminate health disparities and improve health equity.



This conference titled, Achieving Health Equity through Access, Advocacy, Treatment, and Policy Development, will include discussions on successful multidisciplinary models for improved health systems outcomes. Previous conference attendee evaluations indicated that the abstract podium presentations enhanced the effectiveness of the conference and helped to stimulate discussions surrounding effective clinical strategies, basic science, health policy and research disciplines, and most importantly, the significant role of mid-level providers and interdisciplinary collaborations. Our planning committee will continue to build on this momentum as we develop content for the 2012 Conference.


We invite your submission of abstracts to be considered for poster and podium presentations. Abstracts should be submitted no later than Friday, January 13, 2012. >>more information on abstract submissions<<


We look forward to your continued support of programming from the CMHDRE!


Sincerely,


Kathleen B. Kennedy, PharmD - Program Chair

About CMHDRE

The mission of the Center for Minority Health and Health Disparities Research and Education (CMHDRE) is to provide the infrastructure required to conduct research. In addition, the center is charged with providing basic, clinical, and behavioral experiential training and community outreach education aimed at eliminating health disparities. The overarching goals of the CMHDRE are to: a) provide an environment to support and strengthen research interest and activities of current and new faculty members related to health disparities with a focus on diabetes and cancer; b) develop student-oriented programs to support and promote student involvement in research activities; and c) integrate health promotion, education, and disease prevention into primary care services. Accomplishing these goals will increase the ability of the College to produce a pool of well-educated health professionals and biomedical researchers attuned to the issues of disparities research.


Funding for this conference was made possible [in part] by Grant Number 5 S21 MD 000100-11 from the National Institute on Minority Health and Health Disparities (NIMHD), National Institutes of Health (NIH), Department of Health and Human Services (DHHS). The views expressed in written conference materials or publications and by speakers and moderators do not necessarily reflect the official policies of the Department of Health and Human Services; nor does mention of trade names, commercial practices, or organizations imply endorsement by the U.S. Government.


Leonard Jack, Jr., PhD, MSc - Program Co-Chair
Anne R. Barbre, PhD - Planning Committee Chair


http://xula.the1joshuagroup.com/

CMHDRE's Fifth Health Disparities Conference

The Chronicle of Higher Education: Overpayments on Pell Grants Have Dropped by Millions of Dollars, White House Says

http://chronicle.com/article/Overpayments-on-Pell-Grants/129789/

November 15, 2011
By Kelly Field


Changes in the Free Application for Federal Student Aid that let applicants import information directly from their federal income-tax returns have reduced Pell Grant overpayments by $300-million since 2010, the White House announced on Tuesday.


The news was part of a broader announcement by the Obama administration that it had cut improper payments by more than $20-billion, largely in the Medicare and Medicaid programs. A statement from the White House attributed the improvements to "more robust audits," new technologies, and better partnerships with states.


Over the last two years, the government wide payment-error rate has fallen from 5.4 percent to 4.7 percent, according to the statement. The administration is on pace to prevent $50-billion in improper payments by 2012, it said.


Allowing students to import tax information into the student-aid form, known as the Fafsa, can reduce the transcription errors that occur when parents and students copy the information by hand. It also eases the process for first-generation students and others unfamiliar with applying for student aid.


Tuesday's announcement came less than a month after the Education Department sent a letter to colleges urging them to help protect the federal student-aid programs from fraud. The department is expected to announce steps that it will take to crack down on "fraud rings" soon.

The Chronicle of Higher Education: Overpayments on Pell Grants Have Dropped by Millions of Dollars, White House Says

Academic Impressions Conference: Bringing Mobile Learning to Your Institution

http://www.academicimpressions.com/PDF/0212-mobile-learning.pdf

February 20-22, 2012 Houston, TX

Create a plan for implementing and developing mobile learning on your campus.

Mobile devices are increasingly popular on college campuses and are becoming more functional as access to high bandwidth grows. Using portable mobile learning devices like tablets (iPads, Amazon Fire, Android, etc.) and smartphones (iPhones, Androids, etc.), students are capable of accessing educational content, activities, and services from anywhere and at any time.


Program Brochure (pdf)
Pricing & Registration
Agenda


Join us at this working conference to examine the decisions that need to be made when building and implementing m-learning and when creating interactive and collaborative learning activities for use on mobile devices.


Our expert instructors will help you develop planning guidelines for your institution framed around six key areas:
• Objectives
• Audience
• Budget
• Instructional strategies
• Stakeholders
• Technology


Please plan to bring your mobile device(s) to the conference as you will be actively engaged in hands-on understanding and activities. Conference proceedings will be made available to you online and on a flash drive.


BRING YOUR TEAM, REGISTER TODAY
Building and implementing mobile learning requires both institutional commitment and the combined efforts of multiple departments to effectively meet the needs of all stakeholders. We encourage you to send teams that include representatives from a variety of departments that would benefit from the planning guidelines presented at this workshop.


Register for this event online or call 720.488.6800. Register three people from your institution and the fourth can attend for free. Questions? Call us to determine if this event is right for you.

Academic Impressions Conference: Bringing Mobile Learning to Your Institution

Diverse Issues in Higher Education: National Report Card Shows Only a Third of Country’s Fourth- and Eighth-Graders Proficient in Reading and Math

http://diverseeducation.com/article/16593/

November 2, 2011
by Jamaal Abdul-Alim


In a situation that calls into question the United States’ ability to meet its ambitious college completion goals, a national “report card” released Tuesday shows that only about one-third of the country’s fourth- and eighth-graders were proficient in 2011 in reading and math.


The numbers were even more dire for African-American and Hispanic students. Among those groups, the proficiency rates ranged from 24 percent to as low as 13 percent.


Such are the findings of The Nation’s Report Card, which are based on the National Assessment of Educational Progress, or NAEP, an ongoing project of the National Center for Education Statistics.


Though the report card doesn’t frame the findings based on what they mean for the future of higher education in the United States, the report card provides a snapshot of the current levels of proficiency for students who will represent the Class of 2015 and the Class of 2019.


Experts say the lackluster proficiency results among these groups show that serious obstacles lie in the path of the Obama administration’s “2020 goal” to restore the United States to its former prominence as the nation with the highest proportion of college degree holders in the world.


“You won’t reach a college completion goal with 80 percent of students not proficient,” said John Michael Lee Jr., policy director at the College Board’s Advocacy & Policy Center.


“You’re not going to reach your STEM goals if they’re not proficient in math. You’re not going to reach any of your national goals that way.”


Though Lee hadn’t personally reviewed the latest NAEP results, he based his comments on the fact that the latest numbers were similar to what they’ve been in the past.


The latest figures from the 2011 nation’s report card show that:


- Only 17 percent and 18 percent of Black and Hispanic fourth-graders, respectively, were proficient or better in reading, compared with 44 percent of White fourth-graders.


- Similarly, only 15 percent and 19 percent of Black and Hispanic eighth-graders, respectively, were proficient in reading, compared with 43 percent of White students.


- Only 17 percent and 24 percent of Black and Hispanic fourth-graders were proficient in math, compared with 52 percent of White students.


- Only 13 percent and 20 percent of Black and Hispanic eighth-graders were proficient in math, compared with 44 percent of White students.


The numbers released Tuesday reflect little change from 2009, the last comparative year.


Nationally, 34 percent of all fourth-graders were proficient in reading in 2011, up slightly from 33 percent in 2009. Similarly, 34 percent of eighth-graders were proficient in reading in 2011, up from 32 percent in 2009.


In math, 40 percent of the nation’s fourth-graders were proficient in math, up from 39 percent in 2009. Among eighth-graders, 35 percent were proficient in math, compared with 34 percent in 2009.


Dr. David Driscoll, former commissioner of education in Massachusetts and chairman of the executive committee of the National Assessment Governing Board, which oversees the NAEP, also sounded alarms about what the NAEP results mean for higher education.


“Fifty percent of Black eighth-graders and 40 percent of Hispanic eighth-graders are below basic achievement level in math,” Driscoll said Tuesday in a web conference with reporters. “This means they still have difficulty doing basic arithmetic. Students doing math at that level will have trouble doing algebra they need to be able to do in college.”


Asian students outscored all racial and ethnic groups, although a number of Asian academics in the United States said recently that the high performance of some Asian students masked the underperformance of various Asian subgroups.


Secretary of Education Arne Duncan called the 2011 increases part of a “pattern of modest progress” that followed more significant gains in the 1990s.


“The modest increases in NAEP scores are reason for concern as much as optimism,” Duncan said in his statement. “While student achievement is up since 2009 in both grades in mathematics and in eighth-grade reading, it’s clear that achievement is not accelerating fast enough for our nation’s children to compete in the knowledge economy of the 21st century.”


Duncan’s statement also veered into the political, specifically, the issue of teacher jobs. He pointed out that $30 billion in the proposed, but stalled, American Jobs Act would be devoted to “keep teachers in the classroom and off the unemployment line.”


Another $30 billion, the education secretary said, would be used to repair and modernize schools in order to create “21st century learning environments in America’s antiquated school buildings.”


Duncan also touted the fact that the Obama administration offers flexibility in the form of waivers from No Child Left Behind.


Various members of the National Governing Assessment Board, which oversees the NAEP, offered a variety of insights into and solutions the problems revealed in The Nation’s Report Card.


Board member Doris Hicks, principal and CEO of the Dr. Martin Luther King Jr. Charter School for Science and Technology in New Orleans, spoke of various efforts her school makes in order to make reading more fun and exciting for its students. These efforts include “Jazzed Up Reading” where a jazz band performs and students make commitments to increase their reading levels. She also encouraged more parents to read to their children at home.


For Lee, of the College Board, the NAEP results point to a need for greater emphasis in providing a quality education at the pre-K level.


Citing research that shows minority students with access to quality pre-K instruction tend to do better than their peers without such instruction, Lee said the K-12 system is not good at catching students up.


“It’s a challenge once a student is behind as to how do you ensure they’re able to catch up,” Lee said, citing additional research that shows catch-up becomes more difficult with time. “That’s something I don’t think we’ve figured out how to do.”

Diverse Issues in Higher Education: National Report Card Shows Only a Third of Country’s Fourth- and Eighth-Graders Proficient in Reading and Math

The Chronicle of Higher Education: Academic Libraries Expand Their Publishing Services, but With Limited Resources

http://chronicle.com/blogs/wiredcampus/academic-libraries-expand-their-publishing-services-but-with-limited-resources/34086

November 1, 2011
By Jennifer Howard


Publishing services offered by academic libraries are “expanding and professionalizing,” says a new report based on a survey of library directors at research and liberal-arts institutions. But those publishing operations are often still hampered by a lack of full-time staffing and by the small scale of much of what they do.


The survey went out to top librarians at the 223 member institutions of the Association of Research Libraries. It also went to library heads at the 80 or so liberal-arts colleges that belong to the Oberlin Group and at some 25 institutions in the University Libraries Group. The full report, “Library Publishing Services: Strategies for Success,” has been posted online for public comment here here. (Comments close at the end of the year, and a final version will be released early in 2012.) A PDF can be downloaded here.


In good news for advocates of library-based publishing, the report says that more than half of all respondents reported that their institutions have developed or are developing library-based publishing services, and that faculty demand for those services is high. Charles Watkinson, director of Purdue University Press—a unit of Purdue Libraries—has been closely involved in the survey process.


“Libraries are finding a lot of faculty demand in the area of new types of publication, especially in the digital-humanities field,” Mr. Watkinson said. “And they’re also finding an opportunity to professionalize how what has traditionally been viewed as gray literature is being published.” (Gray literature refers to working papers, technical reports, conference proceedings, and other material that traditional publishing tends not to handle.)


Library-based publishing programs “were originally founded to shake up the scholarly communication system,” and the survey showed that most remain strongly committed to open access, Mr. Watkinson told The Chronicle. But open-access publishing has a pragmatic appeal. It tends to be easier and more economical for library publishing programs that are understaffed.


Many are. The report identifies a lack of adequate staffing as a standing barrier to the success of library-based publishing. Many libraries don’t have a full-time employee dedicated to publishing.


“Without a full-time champion, it’s hard to get these things off the ground,” Mr. Watkinson said. “One of the issues here is that library schools are not preparing people with publishing skills. They’re not preparing librarians to fill these roles. And libraries are behind the times in establishing dedicated library-publishing positions.” Several institutions, including the University of Michigan at Ann Arbor and Columbia University, are notable exceptions.


The report confirmed that most library-based publishing tends to be campus-focused, Mr. Watkinson said. Library publishing often draws on partnerships with academic departments or other campus units—but only sometimes with university presses. “The main collaboration with university presses is at a very minor level, and it tends to be around the digitization of backlist,” he said. “It’s not at a strategic level.”


Many institutions don’t have a university press at all. In any case, presses tend to have very different revenue models than libraries do. That can make it hard to work together, Mr. Watkinson said. “A major insight of the report is it’s just not possible to have those relations with one’s university press” much of the time, he said. “But this is a topic of major interest to the university presses.” For instance, the Association of American University Presses now has a committee dedicated to library-press relations, and in some cases, like Purdue’s, the press reports to the library.


The report was prepared by a team of library administrators and consultants on behalf of the Scholarly Publishing & Academic Resources Coalition, or Sparc, with support from the federal Institute of Museum and Library Services, Berkeley Electronic Press, and Microsoft Research. The deans of the libraries at Purdue University, the Georgia Institute of Technology, and the University of Utah were the principal investigators on the project.

The Chronicle of Higher Education: Academic Libraries Expand Their Publishing Services, but With Limited Resources

Inside Higher Ed: Higher Ed Research Roundup

http://www.insidehighered.com/news/2011/11/21/report-higher-education-research-groups-annual-meeting

November 21, 2011 - 3:00am
By Doug Lederman


CHARLOTTE, N.C. -- With much of the potential drama of the annual meeting having unfolded before it began -- with the cancellation of a planned session on the validity of the National Survey of Student Engagement -- there was no obvious center of gravity as the members of the Association for the Study of Higher Education gathered here. Instead, the conference offered its usual dizzying array of topics for exploration -- from student access and persistence to the changing role of the faculty to countless sessions on diversity.


Read more: http://www.insidehighered.com/news/2011/11/21/report-higher-education-research-groups-annual-meeting#ixzz1eMCv6m28  


Inside Higher Ed

Inside Higher Ed: Higher Ed Research Roundup