eSchool News: Help your students become better web searchers with this new Google site

Help your students become better web searchers with this new Google site

For today’s students, internet literacy—knowing how to find and understand information on the web—is as essential as traditional literacy, and now web-search giant Google Inc. has launched a new site to help teach this critical skill.
Google’s Search Education site contains lesson plans designed to develop students’ web-search skills, activities to put their skills to the test, and video tutorials from Google search experts.













For example, “A Google a Day” challenges pose new search tasks for students to undertake each day; one history challenge says: “Two future U.S. presidents signed me. Two didn’t because they were abroad. Despite my importance, modern viewers seem to think I have a glaring spelling error. What document am I?”
“Web search can be a remarkable tool for students, and a bit of instruction in how to search for academic sources will help your students become critical thinkers and independent learners,” Google says. “With the materials on this site, you can help your students become skilled searchers—whether they’re just starting out with search, or ready for more advanced training.”

http://www.google.com/insidesearch/searcheducation/

eSchool News: Help your students become better web searchers with this new Google site

Journal of Higher Education Outreach and Engagement Volume 16(1), March 2012

http://openjournals.libs.uga.edu/index.php/jheoe/index

The mission of the Journal of Higher Education Outreach and Engagement (JHEOE) is to serve as the premier peer-reviewed, interdisciplinary journal to advance theory and practice related to all forms of outreach and engagement between higher education institutions and communities.
This includes highlighting innovative endeavors; critically examining emerging issues, trends, challenges, and opportunities; and reporting on studies of impact in the areas of public service, outreach, engagement, extension, engaged research, community-based research, community-based participatory research, action research, public scholarship, service-learning, and community service.

Volume 16(1), March 2012

16(1) is a thematic issue edited by Trish Kalivoda, senior associate vice president for public service and outreach at the University of Georgia and guest edited by Sarena Seifer, executive director of Community-Campus Partnerships for Health.

Table of Contents

Entire Issue

Volume 16(1), March 2012	PDF
	1-244

Editorial Board

Front cover and Editorial Board	PDF

Note from the Editor

From the Editor	PDF
Trish Kalivoda	1-4

Section One: Faculty for the Engaged Campus National Initiative

Faculty for the Engaged Campus: Advancing Community-Engaged Careers in the Academy	PDF
Sarena D. Seifer, Lynn W. Blanchard, Catherine Jordan, Sherril Gelmon, Piper McGinley	5-20

Building Capacity for Community-Engaged Scholarship: Evaluation of the Faculty Development Component of the Faculty for the Engaged Campus Initiative	PDF
Sherril Gelmon, Katherine Ryan, Lynn Blanchard, Sarena D. Seifer	21-46

CES4Health.info: A Web-Based Mechanism for Disseminating Peer-Reviewed Products of Community-Engaged Scholarship: Reflections on Year One	PDF
Catherine Jordan, Sherril Gelmon, Katherine Ryan, Sarena D. Seifer	47-64

Section Two: Faculty for the Engaged Campus Funded Sites

Competency-Based Faculty Development in Community-Engaged Scholarship: A Diffusion of Innovation Approach	PDF
Catherine Jordan, Rhonda Jones-Webb, Nancy Cook, Gail Dubrow, Tai J. Mendenhall, William J. Doherty	65-96

Engaged Scholarship at the University of North Carolina at Chapel Hill: Campus Integration and Faculty Development	PDF
Lynn W. Blanchard, Ronald P. Strauss, Lucille Webb	97-128

Reflections on Community-Engaged Scholarship Faculty Development and Institutional Identity	PDF
Jane M. Hamel-Lambert, Judith L. Millesen, Lynn M. Harter, Karen Slovak	129-148

Institutionalization of Community-Engaged Scholarship at Institutions that are both Land-Grant and Research Universities	PDF
Audrey J. Jaeger, Jessica Katz Jameson, Patti Clayton	149-170

Section Three: 2010 Community-Engaged Scholarship Conference: Critical Junctures in Research, Practice, and Policy

Community-Engaged Scholarship: Critical Junctures in Research, Practice, and Policy	PDF
Lisa Wenger, Linda Hawkins, Sarena D. Seifer	171-182

A Needs Assessment Informs Development of a Participatory Research Faculty Development Workshop	PDF
Jon Salsberg, Robbyn Seller, Laura Shea, Ann C. Macaulay	183-194

Reflection on 10 Years of Community-Engaged Scholarship in the Faculty of Land and Food Systems at the University of British Columbia-Vancouver	PDF
Alejandro Rojas, Yona Sipos, Will Valley	195-214

Book Reviews

The Obesity Culture: Strategies for Change— Public Health and University-Community Partnerships	PDF
Marilyn Corbin	215-218

Participatory Partnerships for Social Action and Research	PDF
Louis D. Brown	219-224

Handbook of Engaged Scholarship: Contemporary Landscapes, Future Directions: Volume 1: Institutional Change, and Volume 2: Community-Campus Partnerships	PDF
A. Scott Reed	225-230

Submission Guidelines

Submission Guidelines	PDF

Back Cover

Back Cover	PDF

Journal of Higher Education Outreach and Engagement Volume 16(1), March 2012

POD Network News Spring 2012: 50th Anniversary Celebration of the Center for Research on Learning and Teaching at the University of Michigan

POD Network News
Spring 2012

50th Anniversary Celebration of the Center for Research on Learning and Teaching at the University of Michigan Remarks of Constance E. Cook, Associate Vice Provost and Executive Director, CRLT May 4, 2012 Oh, Happy Day! What a joy it is to celebrate the 50th anniversary of the Center for Research on Learning and Teaching with hundreds of friends and colleagues! We are very grateful that you all took time to join us in this celebration! I should explain, for our many University of Michigan colleagues who do not know, that this is a celebration not only of CRLT, but, more importantly, of the development of university teaching centers. In 1962, the University of Michigan established the world’s very first teaching center, as far as we know, and we are proud of the role that CRLT and Michigan have played in spawning the establishment of teaching centers all over the country and around the globe. In the U.S., there now are nearly a thousand teaching centers, and you find them on all kinds of campuses: liberal arts colleges, community colleges, comprehensive universities, and research universities. Interestingly, it is research universities where you are most likely to find teaching centers. In fact, three-quarters of U.S. research universities now have one. We know of several hundred teaching centers on campuses abroad as well -- again, especially prevalent at research universities.* Most teaching centers were established in the last decade or two, and CRLT has helped to create this new profession. There must be many people in this room who are not really sure what a teaching center does because it is a relatively new profession. A teaching center’s job is to improve student learning in our colleges and universities. People who work at teaching centers are often called faculty developers, and that is really a misnomer for two reasons: First, we do not work ON or DEVELOP our faculty colleagues. Rather, we work in PARTNERSHIP WITH and IN SUPPORT OF the brilliant people who serve on the faculty of this university or go to graduate school here. It is a real privilege to work everyday with people of this caliber, and help them do the innovative, excellent teaching that they want to do. Second, pedagogical improvement is only part of what CRLT does. Our work also includes curricular reform, as well as the work of building more sense of community among our diverse faculty and graduate student instructors (TAs) and, through them, among the diverse students in our classrooms. There is something else you should know about the work of teaching centers: We often stay backstage. In order to be effective, we make sure others are in the spotlight. At CRLT, half of our work is university-wide: grants competitions, large programs, publications, our website, and consultations for any instructor who wants one. The other half of our work is done at the request of deans, department chairs, and other faculty leaders. It is discipline-specific work -- designed to accomplish the goals that these leaders have articulated. The leaders who request our services deserve credit for taking the initiative to improve pedagogy and curriculum–and taking the responsibility to implement the improvements they desire. When the dean requests that CRLT design a Teaching Academy for new faculty, the dean should have the credit. When the department chair requests that CRLT assess student learning in her department or help revise the curriculum, obviously it is the department chair who deserves the credit. Teaching center people are the enablers, the facilitators, who operationalize good ideas. We offer insights and literature reviews; we do the research by generating hypotheses, and collecting and analyzing data. Then, we help plan the programs where faculty consider the data and decide how to proceed. Finally, we help faculty disseminate their good ideas beyond their own department or school or college. We are often the difference between something that is just a good idea, as opposed to a good idea that has been implemented and shared on this campus and elsewhere. We are often the difference between a one-time improvement for one faculty member, or one academic unit, as opposed to an institutionalized improvement that is systematic, and lasts a good, long time. But, it is unusual for a teaching center to take center stage. That almost never happens, which is why today is so exciting for us. Those of us at CRLT are very happy to be in the spotlight on this happy day! *My thanks to Sally Kuhlenschmidt from Western Kentucky University, who tracks the numbers of U.S. and international teaching centers on college and university campuses.

POD Network News Spring 2012: 50th Anniversary Celebration of the Center for Research on Learning and Teaching at the University of Michigan

Dillard University 2012-13 University Convocation Presentation Calendar

http://www.slideshare.net/ccharles/du-cfye-uco-presentation-request-form-fall-2012

University Convocation is a listening and learning laboratory for First Year Students, one that allows First Year Students to hear from peers, faculty and staff. This weekly activity (scheduled for Thursdays, from 11:00am – 11:50am) allows First Year Students an opportunity to be exposed to a wide variety of activities and disciplines and to hear professional speakers occasionally. If you are interested in being a part of our UCO Presentation Schedule please read and fill out the attached form and return it by email to Ms. Hill at ihill@dillard.edu or by fax ext.4863. If you have any questions please contact Ms. Williamson at ext.4520 or Ms. Hill at ext.4918 with any questions or concerns.

Thanks,

 Ms. M. Shannon Williamson

Interim Director for the CFYE
mwilliamson@dillard.edu

Dillard University 2012-13 University Convocation Presentation Calendar

Atlanta University Center Robert W. Woodruff Library Awarded Mellon Grant for HBCU Past Presidents Oral History Project

For Immediate Release

May 14, 2012                         

                                                                            

Media Contact:

Nicholyn Hutchinson                                                                          

404-978-2114/ nhutchinson@auctr.edu

Atlanta University Center Robert W. Woodruff Library Awarded Mellon Grant for

HBCU Past Presidents Oral History Project

The Atlanta University Center Robert W. Woodruff Library has been awarded a grant by The Andrew W. Mellon Foundation to support an initiative to document, publish and preserve the experiences and administrative contributions of living former presidents of Historically Black Colleges and Universities (HBCUs).  The project, entitled “Documenting the Perspectives of the Council of Past HBCU Presidents,” will collect the oral histories from select past presidents, placing them within a historical context and framing issues of leadership and strategic management within HBCUs.

As debate over the relevancy and value of HBCUs continues with the question of whether these institutions will survive, it has become increasingly important to ensure their stories are preserved. While archives can preserve institutional records, they cannot capture the first-hand perspectives and leadership experiences of administrators who had an influence on the health of HBCUs. The presidents are the keepers of the rich past of HBCUs, and without a record of their narratives, the insight into this history will be lost.

For the Mellon-funded project, members of the Council of Past HBCU Presidents, an Atlanta-based organization comprised of former presidents, will be interviewed. In addition to capturing their oral histories, biographical profiles of Council members will be created and an annotated bibliography of their scholarship will be produced and published for public access. The AUC Woodruff Library’s Archives Research Center will serve as the repository for the collected material.

“We are pleased to receive the Mellon Foundation’s generous support for this timely project. The Council of Past HBCU Presidents have a perspective about leading HBCU institutions through some critical periods of the last century, a perspective that informs U.S. history in general and African American  history in particular,” said Loretta Parham, CEO and Director of the AUC Woodruff Library. “The information collected and shared will be a critical resource for scholars on race, education, and management.”

About the Atlanta University Center Robert W. Woodruff Library
Established in 1982, the Atlanta University Center Robert W. Woodruff Library serves the collective research and information needs of Clark Atlanta University, the Interdenominational Theological Center, Morehouse College and Spelman College. A 21st century learning place, the Library features collaborative learning and study spaces, state-of-the-art technology, practice presentation studios, a premier destination Archives Research Center and a café. Visit www.auctr.edu.

Atlanta University Center Robert W. Woodruff Library Awarded Mellon Grant for HBCU Past Presidents Oral History Project

Sonic Foundry: Register today for our free live webinar - Video Streaming in Education and Beyond: Instruction, Recruitment, Advising, Orientation and LMS Training

Register today for our free live webinar Video Streaming in Education and Beyond: Instruction, Recruitment, Advising, Orientation and LMS Training Tuesday, May 22, 2012 11:00 - 11:45 a.m. Central (convert your time zone) In an era of budget reductions and cost-cutting, cost and efficiency are primary considerations for institutions of higher learning. And yet, the California State University, Fullerton School of Nursing has been able to continue to provide high quality support services to students while reducing the time required for these functions. The School of Nursing uses video streaming and lecture capture not only for course instruction and distance education, but also for a slew of other campus functions: to develop and capture recruitment sessions for new student cohorts, to advise currently enrolled students, for student and faculty orientation, faculty interviews, guest speakers, and to record brief, targeted modules to orient distance and campus students to the technology used in the program…and the list goes on. Join Marsha Orr as she reveals the secret to their multi-faceted success. She’ll take your questions live and discuss: Why video-based instruction and video distribution is key to not only successful course instruction, but also multiple other training needs on campus How the department is leveraging lecture capture for LMS training boot camp as they transition to Moodle® Tips for saving time in recruitment, advising and orientation through webcasting Ways to better standardize information provided to students, which in turn enhance students’ perceptions of the quality of support they receive   About the presenter:
	Marsha Orr joined California State University, Fullerton’s Department of Nursing in 2003 as the Distance Education Faculty Liaison. In this role she works with faculty, staff, students, and web masters in the Distance Education program to assist with technology issues, orient faculty, coordinate staff activities and support faculty in their use of technology. Marsha also teaches in the RN to BSN Distance Nursing program, typically with students in their beginning and final semesters. Prior to joining CSUF, Marsha was the owner of a healthcare consulting firm in Mesa, AZ and her clinical nursing background is in infusion, vascular access, home health and specialized nutrition support. Marsha is a graduate of Indiana State University and Syracuse University. She is a member of Sigma Theta Tau and is a faculty advisor of the Upsilon Beta Chapter of the Sigma Theta Tau, Nursing Honor Society at CSUF. Marsha serves on the Technology Committee of the College of Health.
Moderator:
	Sean Brown, VP of Education for Sonic Foundry

Register online today.

©2012 Sonic Foundry, Inc. All rights reserved. To update your email preferences or unsubscribe, click here. Sonic Foundry 222 West Washington Avenue Madison, WI 53703 608.443.1600

Sonic Foundry: Register today for our free live webinar - Video Streaming in Education and Beyond: Instruction, Recruitment, Advising, Orientation and LMS Training

Dillard University Public Safety Commemorates National Police Week for Dillard University Police Department

In 1962, President Kennedy proclaimed May 15th as National Peace Officers Memorial Day and the calendar week in which May 15th falls, as National Police Week, meaning that National Police Week 2012 will be Sunday, May 13th through Saturday, May 19th.

National Police Week, which occurs each year during the week in which May 15th falls, recognizes the service and sacrifice of U.S. law enforcement. Established by a joint resolution of Congress in 1962, National Police Week pays special recognition to those law enforcement officers who have lost their lives in the line of duty for the safety and protection of others.

This week and today, the Dillard University Community would like to show its appreciation to the men and women of the Dillard University Police Department (DUPD) for the outstanding customer service and professionalism shown in the community each and every day.

Today, in Kearney Hall Dining from 11:00am-1:00pm, there will be a luncheon for the men and women of the DUPD. We are asking members of the DU community to show our officers appreciation this week and all the other weeks of the year by letting them know you appreciate their service to the University in making sure that all students, faculty and staff have a safe and peaceful learning and working environment.

Thanks,

Chief Andre Menzies and Staff

Dillard University Public Safety Commemorates National Police Week for Dillard University Police Department

Dillard University to Host 10th Annual New York Times Student Journalism Institute

Dillard University to Host 10^th Annual

New York Times Student Journalism Institute

(New Orleans) Two Louisiana residents are among the 24 college journalism students from across the U.S. who will attend the 10th annual New York Times Student Journalism Institute at Dillard University starting Sunday.

Jarondakie Patrick of Baker attends Howard University in Washington, D.C., and Dacia S. Idom of Lake Charles attends Louisiana Tech University in Ruston.

The two-week session, ending May 27, will provide intensive hands-on training with some of the best reporters and editors in the country as students report and edit print articles, design pages, film and edit video news segments, and take still photos, according to Don R. Hecker, institute director.

Hecker said the institute selects “the best and the brightest” student journalists for the program, which is run in conjunction with the National Association of Black Journalists and the Black College Communication Association. Many of the more than 350 program graduates now work at some of the most prestigious news organizations in the U.S., he said, adding that more than a dozen are employed at The Times itself.

Writers, editors, designers and photographers from The New York Times and The Boston Globe work with the students. Additionally, four academics also will participate: Dr. Jinx Broussard, formerly of Dillard, who now is an associate professor at the LSU Manship School of Mass Communication; Dr. Cleo Joffrion Allen, chair of Dillard’s School of Mass Communication; Craig Duff, professor at the Medill School of Journalism at Northwestern University, and an award-winning video journalist; and Mark Raymond, Dillard University media specialist.

News articles are published daily online, and at the end of the program, a hard-copy newspaper will be published containing the best material created by the students.

Two universities have two students each participating this year. Chloe Brooks and Chiyenumungo Odigwe attend Arizona State University’s Walter Cronkite School of Journalism. And Patrice Peck and Charlena B. Tillett both attend New York University.

Other 2012 participants are:

· Emily Bayci, University of Illinois at Urbana-Champaign.

· Chioke Brown, North Carolina Central University.

· Anthony Cave, Florida International University.

· Stephon Dingle, St. Mary’s College of Maryland.

· Zahra Farah, Texas State University.

· Ariam Frezghi, Stony Brook University, New York.

· Tamerra N. Griffin, San Francisco State University.

· Monica Herndon, University of Miami.

· Taylor Lewis, University of Kansas.

· Kelcie McCrae, North Carolina A&T.

· Brittany Taylor, University of California, Los Angeles.

· Aaron Turner, University of Memphis.

· Alexandria Valdez, University of Montana.

· Kenneth L. Ware Jr., Texas Southern University.

· Colleen Wright, University of Florida.

· Saba Naseem, University of Arkansas, Fayetteville.

· Boyace J. Pope, Jacksonville (Ala.) State University.

· Renee Pinckney, Roosevelt University in Chicago.

Since January 2007, The New York Times has had a similar arrangement through the National Association of Hispanic Journalists.

Dillard University to Host 10th Annual New York Times Student Journalism Institute

TLT-SWG: Polls for TLTGroup's FridayLive! 5/11 2pm ET FREE tlt.gs/frlv "Ethical E-Research” Using Online Interviews #TLTGFrLv

Polls for TLTGroup's FridayLive! 5/11 2pm ET FREE tlt.gs/frlv "Ethical E-Research” Using Online Interviews #TLTGFrLv Posted: 10 May 2012 01:18 PM PDT 'Truth and Wisdom assist History in writing.' "Ethical E-Research” Using online interviews in undergrad course projects, thesis/dissertation research, etc. 2 Poll Questions [below] and related resources from presenter Janet Salmons Poll 1, MULTIPLE CHOICE Are you interested in e-research (interviews via Internet) because you are PRIMARILY a/an: undergraduate faculty member graduate faculty member librarian instructional designer graduate student faculty development professional tech support academic administrator other Poll 2, MULTIPLE ANSWER Have you used or supported any of the following as ONLINE activities in a course? Collaborative or team learning Service-learning Library research Research in social media communities International communication initiated by students IMAGE selected by Steve Gilbert May 10, 2012 Photo of painting by "Artist Jacob de Wit (1695–1754) Title 'Truth and Wisdom assist History in writing.' Date 1754 Medium oil on canvas... Current location Amsterdam Museum Accession number SA 7439 ...This object is indexed in RKDimages, database of the Netherlands Institute for Art History, under the reference 4641...This is a faithful photographic reproduction of an original two-dimensional work of art. http://upload.wikimedia.org/wikipedia/commons/thumb/9/96/Jacob_de_Wit_-_Allegorie_op_het_schrijven_van_de_geschiedenis_1754.jpg/512px-Jacob_de_Wit_-_Allegorie_op_het_schrijven_van_de_geschiedenis_1754.jpg http://commons.wikimedia.org/wiki/File%3AJacob_de_Wit_-_Allegorie_op_het_schrijven_van_de_geschiedenis_1754.jpg http://upload.wikimedia.org/wikipedia/commons/9/96/Jacob_de_Wit_-_Allegorie_op_het_schrijven_van_de_geschiedenis_1754.jpg Jacob de Wit [Public domain], via Wikimedia Commons The work of art itself is in the public domain for the following reason: This work is in the public domain in the United States, and those countries with a copyright term of life of the author plus 100 years or less."

TLT-SWG: Polls for TLTGroup's FridayLive! 5/11 2pm ET FREE tlt.gs/frlv "Ethical E-Research” Using Online Interviews #TLTGFrLv

EduDemic: May 10, 2012

INFOGRAPHIC: What it takes to get into college Posted: 10 May 2012 01:34 PM PDT While there is no clear-cut pathway to college, a recent survey of college admission officers indicate that some factors do matter more than others.

The Fascinating State Of The Internet Posted: 10 May 2012 07:15 AM PDT There has been a steady flow of facts, figures, infographics, and videos pouring out across the web lately that attempt to describe just how vast the Internet is. Honestly, it's a tough job. The Internet continues to explode every day and is still accelerating the rate of expansion.

How To Integrate Live Tweets Into Your Presentations Posted: 10 May 2012 05:30 AM PDT I've seen plenty of presentations that try to incorporate social media, polling, and other interactive tools. It's all an effort to engage the audience and keep the conversation going. But usually these presentations don't do it right.

EduDemic: May 10, 2012