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Tuesday, March 27, 2012

Dillard University Spring 2012 Attendance Monitoring


Dear Faculty,

As you are aware attendance monitoring is mandatory.  We must identify those students who are not meeting the University Attendance Policy and complete the Unofficial Withdrawal Form if they have ceased attendance in class or have not obtain an approved leave of absence. 

To help assist with determining if a student has not met the attendance policy, use these examples as a guide:

·The student attends a MWF class and they attended class on Monday, March 19, however; the student was absent on Wednesday March 21, Friday March 23,  Monday March 26,  Wednesday March  28, and Friday March 30. Based on the attendance monitoring the student has violated the university attendance policy and the Unofficial Withdrawal Form should be submitted noting the student’s last day of attendance as Monday, March 19, 2012.

·The student attends a Tuesday only class and they attended class on Tuesday, March 20, however; the student was absent on Tuesday, March 27 and Tuesday, April 3 based on the attendance monitoring the student as violated the university attendance policy and the Unofficial Withdrawal Form should be submitted noting the student’s last day of attendance as Tuesday, March 20, 2012.

Faculty roll books should reflect the consecutive missed class periods to determine the last day of physical class attendance. 

You can access the Unofficial Withdrawal form on myDU by following the steps below:

Step One:      Login into myDU
Step Two:      Click on the Faculty Tab
Step Three:   Click on Records and Registration on the left side of the page
Step Four:     Click on the Unofficial Withdrawal Form
Step Five:      Print and complete the form, obtain the appropriate signatures and submit to the Office of Records and Registration as soon as possible.  Remember time is of the essence.

As a reminder no student should be attending class without being on the official class roster. 

Please share with all adjunct faculty.  If you have any questions please do not hesitate to contact me directly.

Pam England
Registrar/Director of Records and Registration
Dillard University
2601 Gentilly Boulevard New Orleans, LA 70122
504.816.4705 (Office)
504.816.4391 (Fax)
pengland@dillard.edu

 "Your Avenue of Opportunity"

Information contained in this message may be a part of an educational record and if so, is protected by the Family Educational Rights and Privacy Act of 1974. This information is being shared with the addressee(s) because of a legitimate educational interest. Any re-disclosure of this information must be done in accordance with FERPA or with the student's consent. If you are not the intended recipient, you are hereby notified that any disclosure, copying, distribution or other use of the contents of this message is prohibited. If you have received this message in error, please notify me by telephone or electronic mail.

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By popular demand - Artstor webinars in April and May


www.artstor.org

Preview the scholarly resource that Library Journal calls "the de facto standard for institutional image repositories" by registering for an introductory demonstration to the ARTstor Digital Library. Continuing through April and May by popular demand, these webinars are scheduled so you can attend at your convenience – and the first 30 attendees will receive a free ARTstor tote bag!


Explore:
• Collection highlights from more than 1.2 million interdisciplinary images
• Popular subjects and uses in research and study
• Highlights of the software, including advanced search, download to PowerPoint, tools for collaboration, and image groups
• Teaching ideas


All that is required to view these demonstrations is a computer with Internet access and audio. Register to attend by clicking on your preferred time (Eastern Daylight Time) below:


Introducing the ARTstor Digital Library
Tuesday, April 10th, 2012 – 10:00 AM – 11:00 AM
Thursday, April 12th, 2012 – 4:30 PM – 5:30 PM
Tuesday, April 24th, 2012 – 9:00 AM – 10:00 AM
Wednesday, April 25th, 2012 – 9:00 AM – 10:00 AM
Friday, April 27th, 2012 – 11:00 AM – 12:00 PM
Monday, April 30th, 2012 – 10:00 PM – 11:00 PM
Thursday, May 3rd, 2012 – 1:00 PM – 2:00 PM
Wednesday, May 9th, 2012 – 2:00 PM – 3:00 PM
Monday, May 14th, 2012 – 3:00 PM – 4:00 PM
Thursday, May 24th, 2012 – 1:00 PM – 2:00 PM


Teaching with the ARTstor Digital Library
Monday, April 16th, 2012 – 4:00 PM – 5:00 PM
Tuesday, May 8th, 2012 – 12:00 PM – 1:00 PM


Focusing on Architecture
Tuesday, May 1st, 2012 – 10:00 AM – 11:00 AM


Focusing on History
Monday, April 23rd, 2012 – 11:00 AM – 12:00 PM


Focusing on Art History and Design
Wednesday, April 18th, 2012 – 10:00 AM – 11:00 AM


After registering you will receive a confirmation email with instructions for joining the webinar.


Please note: You must register at least 24 hours before the session is scheduled to begin. Space is limited. If possible, please notify subscribe@artstor.org if you cannot attend your scheduled session.


Contact us:
Email: subscribe@artstor.org
Phone (toll-free): +1 866 248 2691
www.artstor.org
151 East 61st Street
New York, New York 10065


Copyright © ARTstor Inc. | All Rights Reserved
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Tomorrow's Professor: Tomorrow's Teaching and Learning - Intellectual Habits of Critical Thinkers



Intellectual Habits of Critical Thinkers

Fair-mindedness entails a consciousness of the need to treat all viewpoints alike, without reference to one's own feelings or selfish interests. It is based on an awareness of the fact that we, by nature, tend to prejudge the views of others, placing them into "favorable" (agrees with us) and "unfavorable" (disagrees with us) categories. We tend to give less weight to contrary views than to our own. Fair-mindedness requires us to develop:

1. Intellectual Humility
Awareness of one's biases, one's prejudices, the limitations of one's viewpoint, and the extent of one's ignorance. (e.g., Many U.S. and other Western students consider their ways of life?competition, individualism, materialism, democratic forms of government, nuclear family arrangements, work ethic?superior to non-Western values and living arrangements. Their biases have a profound impact on their understanding of important concepts in the social sciences, the arts, and the humanities.)

2. Intellectual Courage
Consciousness of the need to face and fairly address ideas, beliefs, or viewpoints toward which one has strong negative emotions and to which one has not given a serious hearing; the recognition that ideas that society considers dangerous or absurd are sometimes rationally justified - in whole or in part, (e.g., Any culture has its set of taboos that also affect scientific discourse. Recent examples include stem cell research, gay marriage, Muslim radicalism or any other radicalism for that matter, global warming, atheism, affirmative action, assisted suicide, and pornography. It takes courage to openly investigate any potentiality rational roots for any of these controversial behaviors and beliefs.)

3. Intellectual Empathy
Awareness of the need to imaginatively put oneself in the place of others so as to genuinely understand them. (Old paradigms in the social sciences often treated their research "subjects" as variables that were to be looked at with no emotional involvement in order to guarantee "objectivity." Nowadays, many social scientists are taking a different approach to understanding social environments. To thoroughly understand others' behaviors and intentions, young scholars need to acquire the ability to take their research subjects' perspective, requiring a degree of personal identification previously denounced as a contamination of the research process. Similar abilities have always been considered a precondition for producing and appreciating good literature and other types of art.)

4. Intellectual Integrity
Recognition of the need to be true to one's own thinking and to hold oneself to the same standards one expects others to meet. It also means to honestly admit discrepancies and inconsistencies in one's own thought and action. (e.g., Cutting corners, plagiarizing and cheating have become pervasive not only in college, but also in graduate school and beyond. Society's expectations for accelerated output in every realm of life, including academia, can put tremendous pressure on students to impress with productivity at the expense of academic rigor and relevance. Admitting shortcomings in one's thinking requires just as much courage as fairly addressing viewpoints with which one vehemently disagrees; see point 2.)

5. Intellectual Perseverance
The disposition to work one's way through intellectual complexities despite the frustration inherent in the task. (Many students in our current school system learn to avoid those things that seem too difficult: "Engineering is too tedious," "Math is too hard and "A PhD in Accounting doesn't pay off." Delaying gratification for the fruit of one's labor is as hard for a student as it is for a child to wait for dessert. This applies also to the daily struggle with intellectual tasks. Many students ask for simple answers and are suspicious when their discipline has not yet produced answers to difficult issues, or when those answers remain ambiguous.)

6. Confidence in Reason
The belief that one's own higher interests and those of humankind at large will be best served by giving the freest play to reason, by encouraging people to come to their own conclusions by developing their own rational faculties; faith that, with proper encouragement and cultivation, people can learn to think for themselves. (Confidence in reason is also confidence in others. It is a pedagogical principle that good teachers live by. Students should not be persuaded to adopt their teachers' viewpoints or drilled to approach tasks in one particular way only. Complex understanding needs to be nurtured, not forced. Experiencing the freedom and encouragement to solve problems in one's own way helps create intellectual maturity. This includes the freedom to make one's own mistakes and learn from them.)

7. Intellectual Autonomy
An internal motivation based on the ideal of thinking for oneself; having rational self-authorship of one's beliefs, values, and way of thinking; not being dependent on others for the direction and control of one's thinking. (The traditional teaching paradigm of telling students what to learn through lecture and textbooks turned students into passive recipients of knowledge. Teachers were the experts whom students trusted to always have the right answers. No thinking for oneself was required. The new learning paradigm puts students in control and makes them accountable for their own learning. Learning theory has discovered diverse learning styles, and motivation theory shows that deep understanding is linked with learner autonomy. The more confident students become in finding their own direction, the more likely they are to develop an integrated understanding of the subjects of their study.)


Reference
Paul, R., & Elder, L. (2001). Critical thinking: Tools for taking charge of your learning and your life. Upper Saddle River, NJ: Prentice Hall.

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Dillard University Online Course Evaluations (SIR II) Begin Today


Good Morning!

This email serves as a friendly reminder that students' access to course evaluations will begin TODAY. As we mentioned earlier, students should expect to receive an ETS invitation ONLY via their DU email.

Faculty are asked to continually remind students to access and complete their evaluations at their own leisure. 

Anyone experiencing any difficulty should contact me via email and I will promptly respond. The online course evaluation window closes on Thursday, April 5. 


Thank you!
Dr. Carla L. Morelon
Director of Institutional Effectiveness and Assessment
Office: Rosenwald 301
Phone: 504.816.4165
cmorelon@dillard.edu

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Application Deadline: Dillard University 2012 Undergraduate Research & Creative Work Competition


2012 Undergraduate Research Creative Work Competition
Thursday, April 5, 2012
8:00 a.m. to 4:30 p.m.  *  PSB Lobby *  Set up at 7:30 a.m.

Application Deadline:  Thursday, March 29, 2012
*Qualitative Research
*Quantitative Research
*Creative Work

***Prizes in Each Category***

Application and guidelines are attached and are @ Dillard Research Programs. 
Contact: lstrong@dillard.edu or call 504-816-4446.

Lynn Y.R. Strong, MPA, CIM
Director, Undergraduate Research
Undergraduate Enrichment Programs
Administrator, IRB/Manager, HSR
Dillard University
Professional Schools Bldg., Rm. 250
2601 Gentilly Blvd.
New Orleans, LA  70122
Tel:   504-816-4446
Fax:  504-816-4313
     



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REMINDER: Dillard University Honors Convocation


Honors Convocation
Tuesday, March 27th
11:00 a.m.
Lawless Memorial Chapel

All classes are cancelled during the hour of 11:00 a.m. – 12:00 p.m.  

ALL HONOR STUDENTS ARE EXPECTED TO ATTEND



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Sunday, March 25, 2012

CFP -Interdisciplinary Research, Education, and Communication: Call for papers and Invited Sessions Proposals. Submission Deadline: April 11th, 2012


***********************************************
Call for papers and Invited Sessions Proposals. Submission Deadline: April 11th, 2012
***********************************************

Special Track on Interdisciplinary Research, Education, and Communication Summer IDREC 2012 (http://www.2012iiisconferences.org/wmsci/idrec)

Jointly with The Summer 2nd International Conference on Design and Modeling in Science, Education, and Technology: DeMset 2012 (http://www.2012iiisconferences.org/demset)

************************************************
July 17th - 20th, 2012 - Orlando, Florida, USA
************************************************
Non exclusionary Suggested topics

************************************************
•   Case Studies in the Integration of Academic Activities
•   Case Studies in the Integration of Inter-disciplinary Research, Education, and communication
•   Case Studies in Applying IDREC to Real Life Problem solving
•   Inter-Disciplinary Research
•   Inter-Disciplinary Education
•   Inter-Disciplinary Communication (which includes the communication of disciplinary research to other disciplines)
•   Relationships between Inter-disciplinary Research and Inter-disciplinary Education
•   Relationships between Inter-disciplinary Research and Inter-disciplinary Communication
•   Relationships between Inter-disciplinary Education and Inter-disciplinary Communication
•   ICT support of IDREC
•   Relationships between IDREC and Analogical thinking and/or Creative Thinking

***********************************************
Kinds of Submissions
***********************************************
Submissions will be accepted regarding *THINKING* about and/or *DOING* Inter-disciplinary Research, Education, and/or Communications, as well as regarding their relationships with analogical learning, creativity, and the ways in which ICT might or actually does support them. In this context, *CASE STUDIES* as well as general theories, methodologies, reflections might be the content of submissions to be made to Summer IDREC 2012. DISCIPLINARY RESEARCH may also be submitted as long as at least a 25% of its content is written for INTER-DISCIPLINARY COMMUNICATION.

***********************************************
Technical Keynote Speakers
***********************************************
Technical keynote speakers will be selected from early submissions because the CV of the presenting author will need to be evaluated as well. To be a candidate to participate as a keynote speaker, please send your CV to IIIS2012J@ATT.net, AFTER you have already submitted your paper.


Thank you for your time

Special Track IDREC 2012 Co-Organizers



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Register Now for 2012 ACRL Spring Virtual Institute


2012 ACRL SPRING VIRTUAL INSTITUTE
Registration is now open for the 2012 ACRL Spring Virtual Institute, Extending Reach, Proving Value: Collaborations Strengthen Communities. Held April 18-19, the 2012 ACRL Spring Virtual Institute unites all types of librarians around the mutual cause of reaching out to our constituencies. Whether they support faculty scholarship and student learning, facilitate connectedness and foster literacy in a town, or reach out online, all libraries operate in the context of a community. The institute will examine how libraries are capitalizing on community collaborations.
INNOVATIVE KEYNOTE

Keynote speaker John G. Palfrey Jr., Henry N. Ess III professor of law and vice dean for library and information resources at the Harvard Law School, will open the institute on April 18 with a discussion on the Digital Public Library of America, an innovative and broad example of collaboration among many stakeholders and libraries. Palfry is the co-author of Born Digital: Understanding the First Generation of Digital Natives (Basic Books, 2008) and Access Denied: The Practice and Politics of Internet Filtering (MIT Press, 2008).
LIVE WEBCASTS AND LIGHTNING TALKS

The institute features a series of live webcasts allowing for real-time interactions with presenters and colleagues. You won't want to miss this year's offerings including:
  • "Out of the Stacks and Into the Clubs: Student Organizations, Liaisons, and Library Outreach & Instruction"
  • "Concerts and Dances in an Library? An Undergraduate Library as Campus Cultural Space'
  • "The Missing Piece: Providing Outreach and Services to Staff Members"
  • "eScience Initiatives in Higher Education: International Perspective"
  • "Proactively Preventing Plagiarism: How a Library Workshop Affects the Campus Culture"
  • "Doing and Teaching History at The New York Public Library"
Lightning talks are five-to-eight minute asynchronous narrated presentations. These lively sessions feature:
  • "The Art of Library Collaborations: Archives and Documentaries"  
  • "See it, hear it: When Oral Histories and Art Collide"
  • "Campus-wide Collaboration Through an iPad Users Group"
  • "Collaboration with Study Abroad Programs: Extending, Proving, and Strengthening the Academic Library"
  • "Information Literacy Inside: Bringing the Research Experience to Students in a Correctional Facility"
Registration materials, along with information on group rates, are available on the institute website. Don't miss this opportunity to explore new models of successful campus and community collaboration! Contact Margot Conahan at mconahan@ala.org or call (312) 280-2522 with questions about the institute.




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YouTube Video Lectures - Flipping the Classroom



To engage students we need to deliver academic content in new ways. For the past couple of years I've been replacing my face-to-face lectures with online videos. The students love them and it gives us more time in class to discuss and apply what is being learned.

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March 2012 News from The National Teaching & Learning FORUM

 
Forum logo big

The National Teaching & Learning FORUM E-Mail Newsletter
Ideas in Contexts
February
March 2012 

Hello and welcome to the March edition of The National Teaching & Learning FORUM's free, occasional, e-mail newsletter. The new issue of the FORUM is on its way to subscribers and a free sample story is posted at www.ntlf.com in the hope that you'll be inspired to subscribe to the publication and benefit from all the excellent articles each issue contains.
Our sample story is on Contemplative Pedagogy. It's part one of a two-part article. 

Bring an Inspiring Speaker to Your Campus
Your faculty deserve to know how deeply society values and has always valued the calling they've answered. James Rhem's presentation on "The Teacher in the Movies" demonstrates in detail just how deeply the archetype of the teacher figures and has always figured in our cultural values. Rhem's presentation - filled with video clips from films from 1939 to the present -- has been welcomed and praised on campuses across the country.   


Consider inviting the Executive Editor of  
The National Teaching & Learning FORUM to your campus.

James has also been an effective speaker and workshop leader on a variety of other important topics. He recently returned from giving presentations and workshops on peer observation, effective teaching, critical thinking, and life-long learning at King Saud University in Riyadh, Saudi Arabia.


Additionally, he's also spoken on the growing importance of understanding the connections between affect and cognition in teaching and learning as revealed by current neurobiological research - a favorite topic.


Contact James Rhem at JRHEM@CHORUS.NET 


Write for the FORUM
Have you considered writing an article for the FORUM? Perhaps you should!
The Forum encourages submissions on any aspect of college teaching and learning. The ideal article falls within a 1500 word limit and, following Thomas Sprat's praise of the Royal Society, holds to a style of writing that reflects a "close, naked, natural way of speaking."

Normally, articles come from faculty, but other voices, including student voices, are welcome.

Also, the symbiosis between our printed edition and our website creates rich opportunities for posting ancillary materials to accompany submissions.
Submit manuscripts to James Rhem at 2203 Regent Street, Suite B, Madison, WI 53726 or via email at jrhem@chorus.net.

Subscribe

        If you're not already a subscriber to the full, paid edition of the FORUM, follow this link ( Subscribe Now ! ) to subscribe.   
Sincerely,


James Rhem
The National Teaching & Learning FORUM
Speaker James
This Issue
New FORUM Posted

V21N3 Contents

Contemplative Pedagogy 
 
* Contemplative Pedagogy - Part 1, James Rhem, Executive Editor, p. 1. Pausing, taking time to think as whole beings as part of teaching and learning, allowing the whole picture to begin to form, this is the aim of contemplative pedagogies.
* STUDENTS, The Twitter Generation: Teaching Deferred Gratification to College Students, Patty O'Grady, Ph.D., University of Tampa, p. 6. Attention spans can be trained, perhaps even educated.
* PROFILE: Brian Coppola - Lifelong Teacher,p. 8. A $250,00 award for excellence in teaching seems unheard of, but Baylor gives one. Meet this year's recipient.
* TECHPED: Online Homework Systems: Learning Differently,p. 9. Michael L. Rodgers, Southeast Missouri State University and Tim Wilson, Pearson Higher Education, Digital innovation is transforming aspects of teaching in every quarter, but some processes that shouldn't be lost may be. What about "showing your work"?
* AD REM . . .: Can a Group Be an Individual?, Marilla Svinicki, University of Texas at Austin, p. 12. When is a group like an individual simply wanting to learn what it can, and when is it a team bent on winning? What environmental cues might tip the scale toward learning even while harnessing the power of the team?


 An invitation to subscribe



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The National Teaching & Learning FORUM | 2203 Regent Street | Suite B | Madison | WI | 53726

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